The document discusses patterns observed in the night sky from Earth and what was historically mysterious about planetary motions. Specifically:
1) Planets appear to normally move eastward among the stars but sometimes reverse to westward motion, known as retrograde motion. This was difficult to explain under the ancient Earth-centered model.
2) The ancient Greeks rejected the sun-centered explanation for planetary motion because they thought stellar parallax should be observable if the stars were actually very far away.
3) What appears as retrograde motion of planets is actually caused by Earth "lapping" other planets in their orbits around the sun.
As the moon waxes (the amount of illuminated surface as seen from Earth is increasing), the lunar phases progress through new moon, crescent moon, first-quarter moon, gibbous moon, and full moon. The moon is then said to wane as it passes through the gibbous moon, third-quarter moon, crescent moon and back to new moon.
As the moon waxes (the amount of illuminated surface as seen from Earth is increasing), the lunar phases progress through new moon, crescent moon, first-quarter moon, gibbous moon, and full moon. The moon is then said to wane as it passes through the gibbous moon, third-quarter moon, crescent moon and back to new moon.
This is a PowerPoint that is about Exploring Earth Science. This is geared towards 3rd grade students. This is very picture heavy so it will easily keep the attention of young children. It is also full of helpful information
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
http://marcusvannini2012.blogspot.com/
http://www.marcusmoon2022.org/designcontest.htm
Shoot for the moon and if you miss you'll land among the stars...
This is a PowerPoint that is about Exploring Earth Science. This is geared towards 3rd grade students. This is very picture heavy so it will easily keep the attention of young children. It is also full of helpful information
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
http://marcusvannini2012.blogspot.com/
http://www.marcusmoon2022.org/designcontest.htm
Shoot for the moon and if you miss you'll land among the stars...
The earth rotates and revolve at the same time. It takes the earth 28 days to rotates on its axis. It takes the earth 365 days to revolve round the sun.
The Sky
Astronomy is about us. As we learn about astronomy, we learn about ourselves. We search for an answer to the question “What are we?” The quick answer is that we are thinking creatures living on a planet that circles a star we call the sun. In this chapter, we begin trying to understand that answer. What does it mean to live on a planet?
The preceding chapter gave us a quick overview of the universe, and chapters later in the book will discuss the details. This chapter and the next help us understand what the universe looks like seen from the surface of our spinning planet.
But appearances are deceiving. We will see in Chapter 4 how difficult it has been for humanity to understand what we see in the #sky every day. In fact, we will discover that modern science was born when people tried to understand the appearance of the sky.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. 2.1 Patterns in the Night Sky
• Our goals for learning:
– What does the universe look like from Earth?
– Why do stars rise and set?
– Why do the constellations we see depend on
latitude and time of year?
4. What does the universe look like from
Earth?
• With the naked
eye, we can see
more than 2000
stars as well as
the Milky Way.
6. Thought Question
The brightest stars in a constellation
A. all belong to the same star cluster.
B. all lie at about the same distance from Earth.
C. may actually be quite far away from each
other.
7. Thought Question
The brightest stars in a constellation
A. all belong to the same star cluster.
B. all lie at about the same distance from Earth.
C. may actually be quite far away from each
other.
8. The Celestial Sphere
• Stars at different
distances all appear
to lie on the celestial
sphere.
• The 88 official
constellations cover
the celestial sphere.
9. The Celestial Sphere
• The Ecliptic is the
Sun's apparent
path through the
celestial sphere.
10. The Celestial Sphere
• North celestial pole
is directly above
Earth's North Pole.
• South celestial pole
is directly above
Earth's South Pole.
• Celestial equator is
a projection of
Earth's equator onto
sky.
11. The Milky Way
• A band of light
making a circle
around the celestial
sphere.
What is it?
• Our view into the
plane of our galaxy.
13. The Local Sky
• An object's altitude (above horizon) and
direction (along horizon) specify its location in
your local sky.
14. The Local Sky
• Meridian: line
passing through
zenith and
connecting N
and S points on
horizon
• Zenith: the point
directly overhead
• Horizon: all points 90°
away from zenith
17. Thought Question
The angular size of your finger at arm's length is
about 1°. How many arcseconds is this?
A. 60 arcseconds
B. 600 arcseconds
C. 60 × 60 = 3600 arcseconds
18. The angular size of your finger at arm's length is
about 1°. How many arcseconds is this?
A. 60 arcseconds
B. 600 arcseconds
C. 60 × 60 = 3600 arcseconds
Thought Question
19. Angular Size
• An object's angular size
appears smaller if it is
farther away.
20. Why do stars rise and set?
• Earth rotates from west to
east, so stars appear to circle
from east to west.
21. • Stars near the north celestial pole are circumpolar
and never set.
• We cannot see stars near the south celestial pole.
• All other stars (and Sun, Moon, planets) rise in
east and set in west.
Our view from Earth:
22. Thought Question
What is the arrow pointing to in the photo below?
A. the zenith
B. the north celestial pole
C. the celestial equator
23. Thought Question
What is the arrow pointing to in the photo below?
A. the zenith
B. the north celestial pole
C. the celestial equator
24. Why do the constellations we see depend
on latitude and time of year?
• They depend on latitude because your position
on Earth determines which constellations remain
below the horizon.
• They depend on time of year because Earth's
orbit changes the apparent location of the Sun
among the stars.
25. Review: Coordinates on the Earth
• Latitude: position north or south of equator
• Longitude: position east or west of prime
meridian (runs through Greenwich, England)
28. Thought Question
The North Star (Polaris) is 50° above your horizon,
due north. Where are you?
A. You are on the equator.
B. You are at the North Pole.
C. You are at latitude 50°N.
D. You are at longitude 50°E.
E. You are at latitude 50°N and longitude 50°E.
29. Thought Question
The North Star (Polaris) is 50° above your horizon,
due north. Where are you?
A. You are on the equator.
B. You are at the North Pole.
C. You are at latitude 50°N.
D. You are at longitude 50°E.
E. You are at latitude 50°N and longitude 50°E.
30. The sky varies as Earth orbits the Sun
• As the Earth orbits the Sun, the Sun appears to
move eastward along the ecliptic.
• At midnight, the stars on our meridian are
opposite the Sun in the sky.
31. What have we learned?
• What does the universe look like from Earth?
– We can see over 2000 stars and the Milky
Way with our naked eyes, and each position
on the sky belongs to one of 88
constellations.
– We can specify the position of an object in the
local sky by its altitude above the horizon and
its direction along the horizon.
• Why do stars rise and set?
– Because of Earth's rotation.
32. What have we learned?
• Why do the constellations we see depend on
latitude and time of year?
– Your location determines which constellations
are hidden by Earth.
– The time of year determines the location of
the Sun on the celestial sphere.
33. 2.2 The Reason for Seasons
• Our goals for learning:
– What causes the seasons?
– How does the orientation of Earth's axis
change with time?
34. Thought Question
TRUE OR FALSE? Earth is closer to the Sun in
summer and farther from the Sun in winter.
35. Thought Question
TRUE OR FALSE? Earth is closer to the Sun in
summer and farther from the Sun in winter.
Hint: When it is summer in America, it is winter
in Australia.
36. Thought Question
TRUE OR FALSE! Earth is closer to the Sun in
summer and farther from the Sun in winter.
• Seasons are opposite in the N and S hemispheres,
so distance cannot be the reason.
• The real reason for seasons involves Earth's axis
tilt.
37. • Seasons depend on how Earth's axis affects the directness
of sunlight.
What causes the seasons?
40. Sun's altitude also changes with seasons.
• Sun's position at
noon in summer:
Higher altitude
means more
direct sunlight.
• Sun's position at
noon in winter:
Lower altitude
means less
direct sunlight.
41. Summary: The Real Reason for Seasons
• Earth's axis points in the same direction (to
Polaris) all year round, so its orientation relative
to the Sun changes as Earth orbits the Sun.
• Summer occurs in your hemisphere when
sunlight hits it more directly; winter occurs when
the sunlight is less direct.
• AXIS TILT is the key to the seasons; without it,
we would not have seasons on Earth.
42. Why doesn't distance matter?
• Variation of Earth–
Sun distance is
small—about 3%;
this small variation is
overwhelmed by the
effects of axis tilt.
• Variation in any
season of each
hemisphere-Sun
distance is even
smaller!
43. How do we mark the progression of the
seasons?
• We define four special points:
summer (June) solstice
winter (December) solstice
spring (March) equinox
fall (September) equinox
44. We can recognize solstices and equinoxes
by Sun's path across sky:
• Summer (June) solstice: highest path; rise and set at
most extreme north of due east
• Winter (December) solstice: lowest path; rise and set at
most extreme south of due east
• Equinoxes: Sun rises precisely due east and sets
precisely due west.
45. Seasonal changes are more extreme at high
latitudes.
• Path of the Sun on the summer solstice at the
Arctic Circle
46. How does the orientation of Earth's axis
change with time?
• Although the axis seems fixed on human time
scales, it actually precesses over about 26,000
years.
⇒ Polaris won't always be the North Star.
⇒ Positions of equinoxes shift around orbit; e.g.,
spring equinox, once in Aries, is now in Pisces!
Earth's axis
precesses like
the axis of a
spinning top
47. What have we learned?
• What causes the seasons?
– The tilt of the Earth's axis causes sunlight to hit
different parts of the Earth more directly during the
summer and less directly during the winter.
– We can specify the position of an object in the local
sky by its altitude above the horizon and its direction
along the horizon.
– The summer and winter solstices are when the
Northern Hemisphere gets its most and least direct
sunlight, respectively. The spring and fall equinoxes
are when both hemispheres get equally direct
sunlight.
48. What have we learned?
• How does the orientation of Earth's axis
change with time?
– The tilt remains about 23.5° (so the season
pattern is not affected), but Earth has a
26,000 year precession cycle that slowly and
subtly changes the orientation of Earth's axis.
49. 2.3 The Moon, Our Constant Companion
• Our goals for learning:
– Why do we see phases of the Moon?
– What causes eclipses?
50. Why do we see phases of the Moon?
• Lunar phases are a
consequence of the
Moon's 27.3-day
orbit around Earth.
51. Phases of the Moon
• Half of Moon is
illuminated by Sun
and half is dark.
• We see a changing
combination of the
bright and dark
faces as Moon
orbits.
54. Phases of the Moon: 29.5-day cycle
Waxing
• Moon visible in
afternoon/evening
• Gets "fuller" and
rises later each day
Waning
• Moon visible in late
night/morning
• Gets "less full" and
sets later each day
55. Thought Question
It's 9 a.m. You look up in the sky and see a moon
with half its face bright and half dark. What phase
is it?
A. first quarter
B. waxing gibbous
C. third quarter
D. half moon
56. Thought Question
It's 9 a.m. You look up in the sky and see a moon
with half its face bright and half dark. What phase
is it?
A. first quarter
B. waxing gibbous
C. third quarter
D. half moon
57. We see only one side of Moon
• Synchronous rotation:
the Moon rotates
exactly once with each
orbit.
• That is why only one
side is visible from
Earth.
58. What causes eclipses?
• The Earth and Moon cast shadows.
• When either passes through the other's shadow,
we have an eclipse.
62. When can eclipses occur?
• Solar eclipses can occur only at new moon.
• Solar eclipses can be partial, total, or annular.
63. Why don't we have an eclipse at every new
and full moon?
• The Moon's orbit is tilted 5° to ecliptic plane.
• So we have about two eclipse seasons each
year, with a lunar eclipse at new moon and solar
eclipse at full moon.
64. Summary: Two conditions must be met to
have an eclipse:
1. It must be full moon (for a lunar eclipse) or new
moon (for a solar eclipse).
AND
2. The Moon must be at or near one of the two
points in its orbit where it crosses the ecliptic
plane (its nodes).
65. Predicting Eclipses
• Eclipses recur with the 18-year, 11 1/3-day
saros cycle, but type (e.g., partial, total) and
location may vary.
66. What have we learned?
• Why do we see phases of the Moon?
– Half the Moon is lit by the Sun; half is in
shadow, and its appearance to us is
determined by the relative positions of Sun,
Moon, and Earth.
• What causes eclipses?
– Lunar eclipse: Earth's shadow on the Moon
– Solar eclipse: Moon's shadow on Earth
– Tilt of Moon's orbit means eclipses occur
during two periods each year.
67. 2.4 The Ancient Mystery of the Planets
• Our goals for learning:
– What was once so mysterious about
planetary motion in our sky?
– Why did the ancient Greeks reject the real
explanation for planetary motion?
68. Planets Known in Ancient Times
• Mercury
– difficult to see; always
close to Sun in sky
• Venus
– very bright when visible;
morning or evening "star"
• Mars
– noticeably red
• Jupiter
– very bright
• Saturn
– moderately bright
69. What was once so mysterious
about planetary motion in our sky?
• Planets usually move slightly eastward from
night to night relative to the stars.
• But sometimes they go westward relative to the
stars for a few weeks: apparent retrograde
motion.
70. We see apparent retrograde motion when
we pass by a planet in its orbit.
71. Explaining Apparent Retrograde Motion
• Easy for us to explain: occurs when we "lap"
another planet (or when Mercury or Venus laps
us).
• But very difficult to explain if you think that Earth
is the center of the universe!
• In fact, ancients considered but rejected the
correct explanation.
72. Why did the ancient Greeks reject the real
explanation for planetary motion?
• Their inability to observe stellar parallax was a
major factor.
73. 1. Stars are so far away that stellar parallax is too
small to notice with the naked eye.
2. Earth does not orbit the Sun; it is the center of
the universe.
The Greeks knew that the lack of
observable parallax could mean one of two
things:
With rare exceptions such as Aristarchus, the
Greeks rejected the correct explanation (1) because
they did not think the stars could be that far away.
Thus, the stage was set for the long, historical showdown
between Earth-centered and Sun- centered systems.
74. What have we learned?
• What was so mysterious about planetary motion in
our sky?
– Like the Sun and Moon, planets usually drift eastward
relative to the stars from night to night, but
sometimes, for a few weeks or few months, a planet
turns westward in its apparent retrograde motion.
• Why did the ancient Greeks reject the real
explanation for planetary motion?
– Most Greeks concluded that Earth must be stationary,
because they thought the stars could not be so far
away as to make parallax undetectable.
Editor's Notes
Remind students that we often use the term "constellation" to describe a pattern of stars, such as the Big Dipper or the stars that outline Orion. However, technically a constellation is a region of the sky (and the patterns are sometimes called "asterisms"). A useful analogy for students: a constellation is to the sky as a state is to the United States. That is, wherever you point on a map of the U.S. you are in some state, and wherever you point into the sky you are in some constellation.
You can use this question both to check student understanding of the idea of a constellation and as a way of leading into the concept of the celestial sphere that follows.
Worth pointing out that two stars in the same constellation can actually be farther apart than stars on opposite sides of our sky, depending on their distances… E.g.,: Procyon and Alpha Centauri are much farther apart than Procyon and Betelgeuse; But in space, Alpha Cen and Procyon are both relatively nearby stars (their distances are 11.4 and 4.4 light-years, respectively) which means they are not more than about a dozen light-years apart, while Betelgeuse is several hundred light-years away from Procyon (distance to Betelgeuse is about 430 light-years).
The illusion of stars all lying at the same distance in the constellations allows us to define the celestial sphere. It doesn't really exist, but it's a useful applet for learning about the sky. When discussing this slide, be sure to explain:
North celestial pole
South celestial pole
Celestial equator
Ecliptic
It's also very useful to bring a model of the celestial sphere to class and show these points/circles on the model.
If you do not have a model of the celestial sphere to bring to class, you might wish to use this slide; you will probably want to skip it if you have a model that you can discuss instead…
On the previous slide or your model, you can point out that the celestial sphere is also painted with the Milky Way. Many students may never have seen the Milky Way in the sky (especially if they live in a big city), so the photo here is also worth showing. Key points to emphasize:
We use the term Milky Way in two ways: for the band of light in the sky and as the name of our galaxy.
(2) The two meanings are closely related. We like to use the following analogy: Ask your students to imagine being a tiny grain of flour inside a very thin pancake (or crepe!) that bulges in the middle and a little more than halfway toward the outer edge. Ask, "What will you see if you look toward the middle?" The answer should be "dough." Then ask what they will see if they look toward the far edge, and they'll give the same answer. Proceeding similarly, they should soon realize that they'll see a band of dough encircling their location, but that if they look away from the plane, the pancake is thin enough that they can see to the distant universe.
Additionally, it may be worth asking why the Milky Way appears curved in the image.
On the previous slide or your model, you can point out that the celestial sphere is also painted with the Milky Way. Many students may never have seen the Milky Way in the sky (especially if they live in a big city), so the photo here is also worth showing. Key points to emphasize:
We use the term Milky Way in two ways: for the band of light in the sky and as the name of our galaxy.
(2) The two meanings are closely related. We like to use the following analogy: Ask your students to imagine being a tiny grain of flour inside a very thin pancake (or crepe!) that bulges in the middle and a little more than halfway toward the outer edge. Ask, "What will you see if you look toward the middle?" The answer should be "dough." Then ask what they will see if they look toward the far edge, and they'll give the same answer. Proceeding similarly, they should soon realize that they'll see a band of dough encircling their location, but that if they look away from the plane, the pancake is thin enough that they can see to the distant universe.
Now we move from the celestial sphere to the local sky. The local sky looks like a dome because we see only half the celestial sphere. If we want to locate an object:
It's useful to have some reference points. Students will probably already understand the horizon and the cardinal directions, but explain the zenith and the meridian; a simple way to define the meridian is as an imaginary half-circle stretching from the horizon due south, through the zenith, to the horizon due north.
Now we can locate any object by specifying its altitude above the horizon and direction along the horizon. A good way to reinforce this idea is to pick an object located in your class room, tell students which way is north, and have them estimate its altitude and direction.
Now we move from the celestial sphere to the local sky. The local sky looks like a dome because we see only half the celestial sphere. If we want to locate an object:
It's useful to have some reference points. Students will probably already understand the horizon and the cardinal directions, but explain the zenith and the meridian; a simple way to define the meridian is as an imaginary half-circle stretching from the horizon due south, through the zenith, to the horizon due north.
Now we can locate any object by specifying its altitude above the horizon and direction along the horizon. A good way to reinforce this idea is to pick an object located in your class room, tell students which way is north, and have them estimate its altitude and direction.
Point out that in general we have no way of judging true (physical) sizes and distances of objects in the sky -- like the illusion of stars lying on the celestial sphere, this is due to our lack of depth perception in space. Thus, we can measure only angular sizes and distances. Use these diagrams as examples. Optional: You can show how angular sizes depend on distance by having students sitting at different distances from you in the class use their fists to estimate the angular size of a ball you are holding. Students in the back will measure a smaller angular size.
Use this slide if you want to review the definitions of arc minutes and arc seconds.
This is a quick test of whether students understand what we mean by arcseconds.
Now point out that 1 arc second is only about 1/3600 of the width of your finger against the sky --- yet modern telescopes routinely resolve features smaller than this….
The answer to the question is very simple if we look at the celestial sphere from the "outside." But of course, we are looking from our location on Earth, which makes the motions of stars look a little more complex…
Now explain the basic motion of the sky seen from Earth.
(The arrow from "Your Horizon" should not point at the dot, but instead at the light blue/gray plane. )
This question will check whether students understand the pattern they see in this time exposure photograph.
This question will check whether students understand the pattern they see in this time exposure photograph.
These are the two basic reasons that the visible constellations vary; next we'll explore each one.
Use this for a brief review of latitude and longitude; it's also useful to bring in a real globe to class for this purpose.
The photo at right is the entrance to the Old Royal Greenwich Observatory (near London); the line emerging from the door marks the Prime Meridian.
Use this interactive figure to explain the variation in the sky with latitude. Show how the altitude of the NCP equals your latitude (for N. hemisphere)…
Show students how to locate the NCP and SCP, and how the sky moves around them. (You might wish to repeat the time exposure photo of the sky at this point to re-emphasize what we see.) Can also ask students where they'd find the north celestial pole in their sky tonight…
This question just makes sure the students understand the altitude = latitude idea…
Use this interactive figure to explain how the constellations change with the time of year.
A good way to begin discussion of seasons is by posing this question about the most common season misconception.
This hint should make students realize that distance from the Sun CANNOT be the explanation for seasons: if it were, the entire Earth should experience the same seasons at the same time.
Note: Some students think the axis tilt makes one hemisphere closer to the Sun than the other; you can show them why this is not the case by revisiting the 1-to-10 billion scale model solar system from Ch. 1. When you remind them that the ball point size Earth orbits 15 meters from the grapefruit size Sun, it's immediately obvious that the 2 hemispheres cannot have any significant difference in distance.
Now that you've answered the T/F question, we can go on to explore the real reason for seasons. Note: You might optionally mention that, in fact, Earth is closest to the Sun during N. hemisphere winter…
Also, students who know of the Earth's axis tilt may think that the difference in distance between the Sun - Northern hemisphere and the Sun – Southern hemisphere is the key. What part of 150 Mkm is a 1000km?
Misconceptions about the cause of the seasons are so common that you may wish to go over the idea in more than one way. We therefore include several slides on this topic. This slide uses the interactive version of the figure that appears in the book; the following slides use frames from the Seasons tutorial on the MasteringAstronomy web site.
This applet is taken from the Seasons tutorial on the Mastering Astronomy. You can use it to reinforce the ideas from the previous slide. As usual, please encourage your students to try the tutorial for themselves.
This applet is taken from the Seasons tutorial on MasteringAstronomy.com. You can use it to reinforce the ideas from the previous slide. As usual, please encourage your students to try the tutorial for themselves.
This applet is taken from the Seasons tutorial on the MasteringAstronomy web site. You can use it to reinforce the ideas from the previous slide. As usual, please encourage your students to try the tutorial for themselves.
The two notes should be considered optional. If you cover the first note, you might point out that since Earth is closer to the Sun in S. hemisphere summer and farther in S. hemisphere winter, we might expect that the S. hemisphere would have the more extreme seasons, but it does not because the distance effect is overwhelmed by the geographical effect due to the distribution of oceans.
Here we focus in on just part of Figure 2.13 to see the four special points in Earth's orbit, which also correspond to moments in time when Earth is at these points.
Of course, the notes here are true for a N. hemisphere sky. You might ask students which part written above changes for S. hemisphere. (Answer: highest and lowest reverse above, but all the rest is still the same for the S. hemisphere; and remind students that we use names for the N. hemisphere, so that S. hemisphere summer actually begins on the winter solstice…)
Other points worth mentioning:
Length of daylight/darkness becomes more extreme at higher latitudes.
The four seasons are characteristic of temperate latitudes; tropics typically have rainy and dry seasons (rainy seasons when Sun is higher in sky).
Equator has highest Sun on the equinoxes.
Optional: explain Tropics and Arctic/Antarctic Circles.
Precession can be demonstrated in class in a variety of ways. Bring a top or gyroscope to class, or do the standard physics demonstration with a bicycle wheel and rotating platform.
You may wish to go further with precession of the equinoxes, as in the Common Misconceptions box on "Sun Signs" --- this always surprises students, and helps them begin to see why astrology is questionable (to say the least!). Can also mention how Tropics of Cancer/Capricorn got their names from constellations of the solstices, even though the summer/winter solstices are now in Gemini/Sagittarius.
You may want to do an in-class demonstration of phases by darkening the room, using a lamp to represent the Sun, and giving each student a Styrofoam ball to represent the Moon. If your lamp is bright enough, the students can remain in their seats and watch the phases as they move the ball around their heads.
You may want to do an in-class demonstration of phases by darkening the room, using a lamp to represent the Sun, and giving each student a Styrofoam ball to represent the Moon. If you lamp is bright enough, the students can remain in their seats and watch the phases as they move the ball around their heads.
You can use this applet from the Phases of the Moon tutorial to present the idea behind phases in another way. As usual, please encourage your students to try the tutorial for themselves.
Use this applet from the Phases of the Moon tutorial to explain rise and set times for the Moon at various phases. As usual, please encourage your students to try the tutorial for themselves.
This will check whether students have grasped the key ideas about rise and set times.
If anyone chose "half moon," remind them that there is no phase with that name… (and that first and third quarter refer to how far through the cycle of phases we are…)
Use this applet from the Phases of the Moon tutorial to explain rise and set times for the Moon at various phases. As usual, please encourage your students to try the tutorial for themselves.
This slide starts our discussion of eclipses. Use the figure to explain the umbra/penumbra shadows.
This interactive applet goes through lunar eclipses. Use it instead of or in addition to the earlier slides on eclipses.
Use the interactive figure to show the conditions for the 3 types of lunar eclipse.
This interactive applet goes through the solar eclipses. Use it instead of or in addition to the earlier slides on eclipses.
Use the interactive figure to show the conditions for the 3 types of solar eclipse.
Use this pond analogy to explain what we mean by nodes and how we get 2 eclipse seasons each year (roughly).
Note: You may wish to demonstrate the Moon's orbit and eclipse conditions as follows. Keep a model "Sun" on a table in the center of the lecture area; have your left fist represent the Earth, and hold a ball in the other hand to represent the Moon. Then you can show how the Moon orbits your "fist" at an inclination to the ecliptic plane, explaining the meaning of the nodes. You can also show eclipse seasons by "doing" the Moon's orbit (with fixed nodes) as you walk around your model Sun: the students will see that eclipses are possible only during two periods each year. If you then add in precession of the nodes, students can see why eclipse seasons occur slightly more often than every 6 months.
Point out that even though some ancient civilizations recognized the saros cycle, precise prediction still eluded them. Use the colored bands in the figure to illustrate the saros cycle (e.g., red bands for 2009 and 2027 eclipses are 18 yr, 11 1/3 days apart).
This slide explains what students can see of planets in the sky.
The diagram at left shows Jupiter's path with apparent retrograde motion in 2004-5. The photo composite shows Mars at 5-8 day intervals during the latter half of 2003.
We also recommend that you encourage students to try the apparent retrograde motion demonstration shown in the book in Figure 2.33a, since seeing it for themselves really helps remove the mystery…
In fact, the nearest stars have parallax angles less than 1 arcsecond, far below what the naked eye can see. Indeed, we CAN detect parallax today, offering direct proof that Earth really does go around the Sun…