Applied Math 40S Slides May 25, 2007
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The document describes a water wheel with a bug sitting on it. It provides information about the wheel's radius, how much is submerged, rotation speed, and asks to model the bug's height (h) over time (t) as a sinusoid. It also asks to calculate the bug's height when t=5.5 seconds.
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Applied Math 40S Slides May 28, 2007
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1 GEOG 1112 Lab 4 Insolation and Net Radiation .docx
1
GEOG 1112
Lab 4 Insolation and Net Radiation
Due: 11:59pm, Sept. 12, 2015
Please type your answers in Word, and print out the blank graphs, and draw the graphs by
hand, and then scan the completed graphs (or take pictures of your answers if you don’t have
a scanner) as images. And then insert the images into the Word file. Submit it to the folder of
Lab 4 in the Dropbox on the homepage of the course on D2L in the following format:
If Mary Smith is submitting lab 4, please name the file as MarySmith_lab4.doc.
Purpose
The purpose of this lab is for you to understand annual cycle of insolation and daily cycle of
net radiation.
Background
Insolation is the amount of solar radiation that reaches the earth surface. The annual cycle of
insolation at a given location on the globe depends on two factors: (a) the latitude at which the
observer is located and (b) the sun’s changing angle above the horizon at noon, which is caused
by the movement of subsolar point.
Net radiation is the difference between incoming and outgoing flows of solar radiation. The
daily cycles of net radiation at a given location on the global depends on the changing incoming
and outgoing flows of radiation in the course of a day. It is called radiation surplus when
incoming radiation is larger than outgoing; It is radiation deficit when outgoing larger than
incoming. Air temperature change is associated with the change in net radiation.
Assignment
1 The Annual Cycle of Insolation
(1) Table 1 gives the latitude of the subsolar point at ten-day intervals throughout the year. Plot
theses points on the blank graph (A) and connect them with a smooth curve. (10 points)
(2) Table 2 gives the intensity of insolation at various latitudes throughout the year. Plot these
monthly values for the following latitudes: 0°, 20°N, 40°S, 60°N, 90°N on the blank graph
(B). Enter the data point in the middle of the month as shown on the partially drawn line for
60°N. Connect the points with a smooth curve and label the latitude. (20 points)
2
Table 1 The latitude of subsolar point throughout the year
Table 2 Insolation throughout the Year (one unit is 889 gram calories per square
centimeter)
Date Subsolar Point Date Subsolar Point
3
S
u
b
so
la
r
P
o
in
t
4
(3) Study the insolation curves in relation to the annual curve of the subsolar point.
Compare times of maximum and minimum values at 60°N and 40°S. Explain how these two
curves differ in timing. (10 points)
(4) Explain how the maximum and minimum of insolation at the equator are related to the
curve of the subsolar point. (10 points)
(5) Compare the insolation curves of 20°N and 90°N. Explain how these two curves differ
in timing. (10 points)
su
b
so
la
r
p
o
in
t
5
2 The Daily Cycle of Net Radiation
(1) Table 3 gives the net radiation at the ground and air temperat ...
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This document provides instructions for students to create various graphs in Excel using different datasets. Students are asked to make scatter plots, line graphs, pie charts and bar graphs representing fish breathing rates, average temperatures, rocket speeds, lake fish populations, cookie sales and more. They must label axes, title graphs, answer analysis questions and submit their Excel file electronically by the deadline.
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1 GEOG 1112 Lab 4 Insolation and Net Radiation .docx
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A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Making Student Thinking Visible v4
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
Learning is at BYTE 2017
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
Leveraging Digital for Deeper Learning
Slides to support a Keynote presentation to Early Years and Middle Years teachers in Hanover School Division on 3 February 2017.
We Learn Through Stories at PRIZMAH17
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
Providing Permission to Wonder v3
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The Fourth Screen v4.1
This document contains multiple sections on topics related to technology and its impact on society, including how the internet allows information to be easily shared but also persist indefinitely, issues around online privacy and bullying, and ways for parents to support their children's safe and responsible internet use. The document advocates for empowering youth and promoting kindness both online and off.
Making Student Thinking Visible v3.7
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
Learning is at AUHSD
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
Providing Permission to Wonder v2
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The Fourth Screen v4
This document contains a collection of images, quotes, and short passages on topics related to online communities, sharing, and empowerment through technology. The snippets discuss how the internet allows information to be easily shared, encourages learning, and can help empower victims of bullying. The overarching theme is about the positive impact community and connection through online platforms can provide.
Learning is at BLC16
A group of educators at the Building Learning Communities Conference share their ideas about learning as a series of visual metaphors.
We Learn Through Stories v4 (master class)
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Deep Learning Design: the middle ring
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
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Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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