Astronomy and weather review
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Earth is the best planet for humans to live on because: 1. It is the right distance from the Sun to support liquid water and a temperate climate. Being closer to the Sun than Mars but farther than Venus allows Earth's temperature to sustain life. 2. It has an atmosphere that provides breathable air and protects from radiation. Earth's nitrogen-oxygen atmosphere and ozone layer shield the surface from harmful solar and cosmic radiation. 3. It has active geological and hydrological processes that recycle nutrients. Plate tectonics, volcanism, and the water cycle replenish essential chemical elements in the soil and oceans. 4. It supports a diversity of ecosystems and organisms that we rely on
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C:\Documents And Settings\Bredaddari\My Documents\Astronomy And Weather Review1
This document appears to be a quiz covering topics in astronomy and weather, asking multiple choice and true/false questions about instruments used to measure weather phenomena, concepts like the seasons and phases of the moon, basic facts about the solar system, and the water cycle. It quizzes the reader on definitions and concepts from astronomy and meteorology.
Stars
- Parallax is a method used to determine the distance to stars. A star with a parallax of 1 arc-second is 1 parsec from Earth. 61 Cygni has a parallax of 0.3 arc-seconds, meaning it is 3.33 parsecs or about 11 light years from Earth.
- Apparent magnitude indicates how bright a star appears from Earth but does not reflect its actual brightness, as brighter stars could appear dimmer if farther away and vice versa. Absolute magnitude indicates a star's actual brightness.
- The difference between apparent and absolute magnitude is calculated using the star's distance, with a difference of 5 magnitudes corresponding to a distance ratio of 100. Sirius has an apparent magnitude of -
8th Grade Chapter 1 Lesson 4
1) The document discusses star magnitudes and how they are classified based on apparent brightness as seen from Earth. Brighter stars have lower apparent magnitudes.
2) Apparent magnitude depends on a star's actual luminosity and distance from Earth, following the inverse square law where brightness decreases with the square of the distance.
3) Absolute magnitude indicates a star's intrinsic brightness and does not depend on distance, using a standard distance of 10 parsecs. Surface temperature and size determine absolute magnitude.
Stars
- Parallax is a method used to determine the distance to stars. A star with a parallax of 1 arc-second is 1 parsec from Earth. 61 Cygni has a parallax of 0.3 arc-seconds, meaning it is 3.33 parsecs or about 11 light years from Earth.
- Apparent magnitude is a measure of how bright a star appears from Earth. However, apparent magnitude does not indicate the true brightness of a star, as brighter stars can appear dimmer if they are farther away, while dimmer stars can appear brighter if they are closer.
- Absolute magnitude provides a measure of a star's true brightness, defined as the apparent magnitude it would have if viewed from a standard
Source Environment Analysis
An introduction to Gaia Source Environment Analysis by Diana Harrison, Institute of Astronomy, Cambridge.
Chapter 10 Lecture
Chapter 10 discusses methods for measuring properties of stars, including:
1) Parallax is used to measure distances to nearby stars, with the nearest being Proxima Centauri.
2) Luminosity is a star's absolute brightness, while apparent brightness depends on distance and luminosity.
3) Spectral classes correspond to surface temperatures, ranging from hottest O stars to coolest M stars.
4) The Hertzsprung–Russell diagram plots luminosity vs temperature, showing most stars on the main sequence.
Cepheid Variables
Cepheid variables are yellow supergiant stars over three times the mass of the Sun that pulse in brightness over periods of days. This pulsing can be used to measure their distance from Earth. By determining a Cepheid variable's period of brightness change, its absolute magnitude can be calculated. Combined with the observed apparent magnitude, the distance can then be derived using a simple formula. Edwin Hubble used Cepheid variables to show that the Andromeda nebula and other spiral clusters contained stars far beyond the Milky Way, proving they were independent galaxies rather than nebulae within our own.
Co corahs albedoinstr_14may2012
This document provides instructions for measuring snow albedo, depth, and density in the field. Key steps include choosing an undisturbed sampling area, taking paired pyranometer readings facing up and down around solar noon, recording cloud conditions and snow properties, and entering data online. Snow depth is measured using tubes inserted vertically into the snowpack. Density is calculated by weighing snow collected in tubes. Regular measurements are needed from first snowfall through snowmelt to understand changing snow properties over the season. Contact information is provided for any questions.
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C:\Documents And Settings\Bredaddari\My Documents\Astronomy And Weather Review1
This document appears to be a quiz covering topics in astronomy and weather, asking multiple choice and true/false questions about instruments used to measure weather phenomena, concepts like the seasons and phases of the moon, basic facts about the solar system, and the water cycle. It quizzes the reader on definitions and concepts from astronomy and meteorology.
Stars
- Parallax is a method used to determine the distance to stars. A star with a parallax of 1 arc-second is 1 parsec from Earth. 61 Cygni has a parallax of 0.3 arc-seconds, meaning it is 3.33 parsecs or about 11 light years from Earth.
- Apparent magnitude indicates how bright a star appears from Earth but does not reflect its actual brightness, as brighter stars could appear dimmer if farther away and vice versa. Absolute magnitude indicates a star's actual brightness.
- The difference between apparent and absolute magnitude is calculated using the star's distance, with a difference of 5 magnitudes corresponding to a distance ratio of 100. Sirius has an apparent magnitude of -
8th Grade Chapter 1 Lesson 4
1) The document discusses star magnitudes and how they are classified based on apparent brightness as seen from Earth. Brighter stars have lower apparent magnitudes.
2) Apparent magnitude depends on a star's actual luminosity and distance from Earth, following the inverse square law where brightness decreases with the square of the distance.
3) Absolute magnitude indicates a star's intrinsic brightness and does not depend on distance, using a standard distance of 10 parsecs. Surface temperature and size determine absolute magnitude.
Stars
- Parallax is a method used to determine the distance to stars. A star with a parallax of 1 arc-second is 1 parsec from Earth. 61 Cygni has a parallax of 0.3 arc-seconds, meaning it is 3.33 parsecs or about 11 light years from Earth.
- Apparent magnitude is a measure of how bright a star appears from Earth. However, apparent magnitude does not indicate the true brightness of a star, as brighter stars can appear dimmer if they are farther away, while dimmer stars can appear brighter if they are closer.
- Absolute magnitude provides a measure of a star's true brightness, defined as the apparent magnitude it would have if viewed from a standard
Source Environment Analysis
An introduction to Gaia Source Environment Analysis by Diana Harrison, Institute of Astronomy, Cambridge.
Chapter 10 Lecture
Chapter 10 discusses methods for measuring properties of stars, including:
1) Parallax is used to measure distances to nearby stars, with the nearest being Proxima Centauri.
2) Luminosity is a star's absolute brightness, while apparent brightness depends on distance and luminosity.
3) Spectral classes correspond to surface temperatures, ranging from hottest O stars to coolest M stars.
4) The Hertzsprung–Russell diagram plots luminosity vs temperature, showing most stars on the main sequence.
Cepheid Variables
Cepheid variables are yellow supergiant stars over three times the mass of the Sun that pulse in brightness over periods of days. This pulsing can be used to measure their distance from Earth. By determining a Cepheid variable's period of brightness change, its absolute magnitude can be calculated. Combined with the observed apparent magnitude, the distance can then be derived using a simple formula. Edwin Hubble used Cepheid variables to show that the Andromeda nebula and other spiral clusters contained stars far beyond the Milky Way, proving they were independent galaxies rather than nebulae within our own.
Co corahs albedoinstr_14may2012
This document provides instructions for measuring snow albedo, depth, and density in the field. Key steps include choosing an undisturbed sampling area, taking paired pyranometer readings facing up and down around solar noon, recording cloud conditions and snow properties, and entering data online. Snow depth is measured using tubes inserted vertically into the snowpack. Density is calculated by weighing snow collected in tubes. Regular measurements are needed from first snowfall through snowmelt to understand changing snow properties over the season. Contact information is provided for any questions.
E3 - Stellar Distances
1. The document discusses different units used to measure astronomical distances, including the astronomical unit (AU), light year, and parsec.
2. It explains how parallax can be used to measure distances to stars by observing the apparent shift in position of a star relative to background objects as the Earth orbits the Sun.
3. Spectroscopic parallax and studying Cepheid variable stars can also be used to determine distances. Analyzing a star's spectrum provides information to estimate its luminosity and place it on the Hertzsprung-Russell diagram to find distance.
Lab time zones -
The document discusses the history and establishment of time zones around the world. It explains that in the past, each city set its clock based on solar time, but this led to different times between cities. In 1878, Sir Sanford Fleming proposed the system of 24 global time zones spaced 15 degrees apart that is still used today. The Prime Meridian Conference in 1884 standardized time around the world using Greenwich as the Prime Meridian. Now many countries follow variations of Fleming's time zone system, though some like China use only one zone.
Season wd animation
The document discusses the causes of seasons on Earth. It is caused by the 23.5 degree tilt of the Earth's axis as it revolves around the sun. During part of the year, the northern hemisphere leans more directly towards the sun, experiencing summer, while the southern hemisphere experiences winter. Then half a year later, the situation is reversed. The tilt of the axis causes the sun's rays to strike different parts of the Earth at different angles throughout the year, affecting the distribution of heat and resulting in seasonal temperature changes.
Stars
The document lists the top ten largest known stars, beginning with UY Scuti as the largest. UY Scuti is a red supergiant pulsating variable star located in the constellation Scutum, approximately 7,800 light-years from Earth. The second largest star is NML Cygni, with a diameter 1,650 times that of the Sun, or about 2.3 billion kilometers. The third largest star is WOH G64, whose strong mass loss has created a torus-shaped cloud roughly a light year in diameter.
Ccmc Universo
The document discusses the composition and evolution of the universe from the Big Bang to present day. It describes how following the Big Bang, the universe cooled over hundreds of thousands of years until stars could form from clouds of gas and dust. It then explains stellar evolution processes like nuclear fusion and how stars end their life cycles through processes like becoming red giants or supernovae. The composition of early stars is also discussed.
Co corahs albedoinstr_11sept2012
The document provides instructions for measuring various snow properties including albedo, depth, density, and temperature. Key steps include measuring albedo with a pyranometer by taking paired upward and downward readings, measuring snow depth with tubes, weighing the snow-filled tubes to determine density, and using an infrared temperature gun to measure surface temperature. All measurements should be taken in a level, undisturbed area and recorded daily along with site and weather conditions. Data should be entered on the CoCoRaHS website.
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This document provides information for an open house at Sheffield Elementary School for Mrs. Schermann and Ms. Snyder's 5th grade classes. It covers attendance policies, what students need to be ready to learn, homework policies, grading scales, reading, math, science, and health curriculums. It also lists important dates, contact information for the teachers, and a wish list for classroom supplies.
Sunflower Reader Intro
This library catalog lists several genres of books including biography, folktales, fiction, nonfiction/information, and poetry. Specific titles listed include Sunflower Reader, Folktales 398.2, and William Allen White. The catalog provides a high-level view of the types of materials available without going into detail about specific titles or authors.
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Bob Manthey
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Environmental Issues Science Bee
This document provides vocabulary words and definitions related to ecosystems and the Chesapeake Bay. It then asks a series of multiple choice and short answer questions about topics such as renewable and non-renewable resources, food chains, functions of wetlands, and ways organisms can help or harm the environment.
F:\Back To School Night
This document provides an overview of the fifth grade curriculum for Mr. Daddario's class, including summaries of the core subjects:
- Spelling using weekly pre-and post-tests and homework assignments.
- Reading using anthology stories and comprehension strategies.
- Written composition with a focus on language mechanics and the writing process.
- Mathematics using an everyday mathematics program covering number theory, geometry, fractions and more.
- Science covering topics like environmental issues, astronomy and weather.
- Social studies covering geography, colonial life and the American Revolution.
- Homework expectations and communication methods are also outlined.
Astronomy Lab ReportPHSC 1001C Earth ScienceName ___.docx
Astronomy Lab Report
PHSC 1001C:
Earth Science
Name: ________________________
Date: _________________________
Instructor: ______________________
Purpose
: To explore why Earth experiences seasons and why we see phases of the moon.
Astronomy Lab Part 1: Why does Earth experience seasons?
Open up the Seasons interactive.
Take a few minutes to familiarize yourself with the different components of this interactive animation.
At the top of your screen, you should see a diagram of Earth’s orbit around the sun. A white “X” on the rotating Earth indicates the location of someone standing at 45 degrees north latitude.
In the lower right corner of the orbit window is a diagram showing the angle of sunlight that hits Earth at that time of year at that latitude.
To the far right of the orbit window is a thermometer indicating the average temperature at that time of year at that latitude.
Finally, below the orbit window, you should see an image of the landscape at that same latitude at the time of year on the orbit window.
Allow the animation to run for one full orbit of the Earth around the sun without changing any of the initial settings (the angle of inclination should be zero degrees).
Looking at the landscape view, describe the path of the sun in the sky throughout the year (you can click on “Trace Sun’s Path” in the control panel to make this easier to discern).
Describe any changes in sunlight angle in summer, spring, winter, and autumn.
Describe any changes in average daily temperature in summer, spring, winter, and autumn.
Change the inclination angle to 23 degrees (this is Earth’s actual angle of inclination). Let the animation run for a full orbit of the Earth around the sun.
Describe the path of the sun in the sky throughout the year (again, you can click on “Trace Sun’s Path” in the control panel to make this easier).
Describe the changes in sunlight angle in summer, spring, winter, and autumn.
Describe the changes in average daily temperature in summer, spring, winter, and autumn.
Do these simulated observations correspond with your real-life experience of average temperatures in these seasons? Why or why not?
Leave the inclination angle at 23 degrees but move the Earth (you can “drag” it with your cursor) to its winter solstice position. As you move the Earth around its orbit, you will see labels appear in the lower left-hand side of the orbit window. Hit “stop” when you are in the winter solstice position. Using the landscape window, approximate the number of hours of sunlight and night.
Sunlight hours:
Night hours:
Leave the inclination angle at 23 degrees but move the Earth to its summer solstice position (see lower left of orbit window for that label). Using the landscape window, approximate the number of hours of sunlight and night.
Sunlight hours:
Night hours:
Leave the inclination angle at 23 degrees but move the Earth to its autumnal and then spring equinox positions .
Examen the earth 2014 answer
The document defines key terms related to the Earth such as equinox, moon eclipse, core, and ocean trench. It then provides information about the layers of the Earth's geosphere and answers questions about the Earth's orbit, the moon's orbit, the causes of seasons, and other facts. Some questions are about a diagram showing the Earth's tilt and rotation and how it impacts seasons in different hemispheres.
Reasons for the seasons notes
The document discusses the causes of seasons. It explains that seasons are not due to variations in Earth's distance from the sun, as some believe, but are instead caused by the tilt of Earth's 23.5 degree axis. This tilt results in changes in the amount of incoming solar radiation (insolation) and the angle at which the sun's rays strike different locations throughout the year, causing the seasons to change. Specifically, when a hemisphere is tilted toward the sun it experiences summer, and when tilted away it experiences winter.
Measure Earth's Circumference with a Shadow
Eratosthenes calculated the circumference of Earth over 2000 years ago using simple geometry and measurements. He observed that on the summer solstice, the sun was directly overhead at Syene but cast a shadow at Alexandria. Using the angle of the shadow and distance between the cities, he derived an equation to calculate the circumference. This document explains how to replicate Eratosthenes' experiment near an equinox by measuring the angle of a meter stick's shadow and determining Earth's circumference from those values and your distance from the equator. With accurate measurements, the result should be close to Earth's actual circumference of around 40,000 kilometers.
Lab #2Sun Angles, Daylength, Insolation, and Temperature Patter.docx
Lab #2:
Sun Angles, Daylength, Insolation, and Temperature Patterns
Insolation
The sun is the single most important source of energy on the surface of the Earth as well as the atmosphere.
The distribution of the Earth’s atmospheric phenomena and climate patterns, as well as the distribution of its ecosystems, are significantly influenced by the distribution of incoming solar radiation.
In heating the Earth’s atmosphere, visible light is the most important part of the sun’s electromagnetic spectrum.
This exercise examines sun angle and intensity of insolation, daylength and temperature patterns on the earth’s surface.
These variables are examined as they interrelate on the Earth’s surface over the course of a year.
Sun Angle
Because solar energy received by the earth follows essentially parallel pathways, and because the earth is spherical, at only one place on the earth’s surface can the sun’s rays strike vertically (this is known as the
subsolar point
).
In other words, at only one place at any one time can the sun appear directly overhead.
This occurs at
solar noon
when the sun reaches the highest position in the sky for that day.
Because of the earth's limited axial tilt, the sun can appear directly overhead at the
subsolar point
at a relatively narrow range of latitudes over the course of a year (between 23.5° N and 23.5° S).
An important relationship exists between latitude and the angle of the
noon
sun.
On the equinoxes (on March 21 or 22 and September 21 or 22) the sun’s rays are perpendicular to the earth at the equator.
Those same rays would also be tangent at both of the poles, so that the sun would appear only on the horizon at those locations.
On the same dates an observer at 30° N would record a sun angle of 60° above the southern horizon.
Remember, the sun is 90° to the observer at the equator, minus the latitude of 30° (30° of arc) which equals 60°.
This is called the
angle of incidence
, or sun angle.
The angle of incidence decreases by 1° for every degree of arc of latitude between the observer's position and the location where the sun’s rays are vertical.
This rule is the same for the other times of the year but is complicated by the earth's
declination
–the shift in angle when the sun's rays are not perpendicular to the equator.
If the declination is 10° S, this means that the sun's rays are vertical at 10° S and an observer at 30° N would see the sun at 50° above the horizon 90-40 or 90-(30+10).
Use the formula:
angle of incidence = 90° - (latitude in degrees + declination in degrees*)
* If the declination is in the same hemisphere as the observer, subtract this from latitude.
Example:
Seattle (47° N) on December 21 (23.5° S) would be:
90° - (47 + 23.5)
90° - (70.5) = 19.5°
Thus the angle of incidence for Seattle on December 21 is 19.5°
Note:
Keep in mind that solar noon is not the same as noon on our clock or watch because we are on standard time and typically, daylight s.
Earth Sun
The document discusses Earth's relationship to the sun and solar radiation. It provides an overview of the solar system, including its formation and structure. It describes Earth's place in the system and orientation relative to the sun. It then discusses solar radiation, including electromagnetic radiation, the composition and spectrum of sunlight, and how the intensity and distribution of solar energy varies over Earth and between seasons due to its orientation within the solar system.
Earth's physical geo part 1
The document discusses how the Earth moves in space and why seasons change. It explains that the Earth rotates on its axis over 24 hours, causing day and night, and revolves around the Sun over the course of a year. The Earth's tilted axis and elliptical orbit cause the seasons, with regions facing the Sun more directly experiencing longer days and warmer temperatures. The document also describes the latitudinal zones of the tropics, temperate, and polar regions and how temperatures vary across these zones.
Observational AstronomyYou can do a great deal of astronomy with.docx
This document provides instructions for observing the sun and moon without a telescope over multiple weeks. Students are asked to observe and record where the sun sets relative to landmarks on the horizon each week for a month. They will then answer questions about how the sunset position changes and why. Students are also instructed to observe the moon over multiple nights as its phase changes, recording its position and illumination, and then answer questions about the moon's movement relative to Earth. The purpose is to learn about seasonal changes from sunset positions and the moon's phases without advanced equipment.
Earth sun relationship
The Earth-Sun relationship affects climate in the following ways:
1. The Earth's 23.5 degree tilt causes uneven heating and results in seasons as the tilt changes in relation to the Sun throughout the year.
2. The Tropics of Cancer and Capricorn mark the beginning of summer and winter in the Northern Hemisphere when the Sun's rays directly strike them.
3. Areas above 66.5 degrees north and south latitude experience extremes of 24 hours of daylight or darkness depending on the season.
8th Grade Chapter 2 Lesson 3
The document discusses astronomy and concepts related to measuring time. It describes the celestial sphere, which represents the apparent dome of stars in the sky, and notes key points on the sphere like the celestial poles and celestial equator. It also discusses different units of measuring time, including sidereal time based on the earth's rotation relative to the stars, apparent and mean solar time measured based on the sun's position, and time zones used around the world.
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E3 - Stellar Distances
1. The document discusses different units used to measure astronomical distances, including the astronomical unit (AU), light year, and parsec.
2. It explains how parallax can be used to measure distances to stars by observing the apparent shift in position of a star relative to background objects as the Earth orbits the Sun.
3. Spectroscopic parallax and studying Cepheid variable stars can also be used to determine distances. Analyzing a star's spectrum provides information to estimate its luminosity and place it on the Hertzsprung-Russell diagram to find distance.
Lab time zones -
The document discusses the history and establishment of time zones around the world. It explains that in the past, each city set its clock based on solar time, but this led to different times between cities. In 1878, Sir Sanford Fleming proposed the system of 24 global time zones spaced 15 degrees apart that is still used today. The Prime Meridian Conference in 1884 standardized time around the world using Greenwich as the Prime Meridian. Now many countries follow variations of Fleming's time zone system, though some like China use only one zone.
Season wd animation
The document discusses the causes of seasons on Earth. It is caused by the 23.5 degree tilt of the Earth's axis as it revolves around the sun. During part of the year, the northern hemisphere leans more directly towards the sun, experiencing summer, while the southern hemisphere experiences winter. Then half a year later, the situation is reversed. The tilt of the axis causes the sun's rays to strike different parts of the Earth at different angles throughout the year, affecting the distribution of heat and resulting in seasonal temperature changes.
Stars
The document lists the top ten largest known stars, beginning with UY Scuti as the largest. UY Scuti is a red supergiant pulsating variable star located in the constellation Scutum, approximately 7,800 light-years from Earth. The second largest star is NML Cygni, with a diameter 1,650 times that of the Sun, or about 2.3 billion kilometers. The third largest star is WOH G64, whose strong mass loss has created a torus-shaped cloud roughly a light year in diameter.
Ccmc Universo
The document discusses the composition and evolution of the universe from the Big Bang to present day. It describes how following the Big Bang, the universe cooled over hundreds of thousands of years until stars could form from clouds of gas and dust. It then explains stellar evolution processes like nuclear fusion and how stars end their life cycles through processes like becoming red giants or supernovae. The composition of early stars is also discussed.
Co corahs albedoinstr_11sept2012
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This document provides information for an open house at Sheffield Elementary School for Mrs. Schermann and Ms. Snyder's 5th grade classes. It covers attendance policies, what students need to be ready to learn, homework policies, grading scales, reading, math, science, and health curriculums. It also lists important dates, contact information for the teachers, and a wish list for classroom supplies.
Sunflower Reader Intro
This library catalog lists several genres of books including biography, folktales, fiction, nonfiction/information, and poetry. Specific titles listed include Sunflower Reader, Folktales 398.2, and William Allen White. The catalog provides a high-level view of the types of materials available without going into detail about specific titles or authors.
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This document provides an overview of the fifth grade curriculum for Mr. Daddario's class, including summaries of the core subjects:
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- Reading using anthology stories and comprehension strategies.
- Written composition with a focus on language mechanics and the writing process.
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Similar to Astronomy and weather review
Astronomy Lab ReportPHSC 1001C Earth ScienceName ___.docx
Astronomy Lab Report
PHSC 1001C:
Earth Science
Name: ________________________
Date: _________________________
Instructor: ______________________
Purpose
: To explore why Earth experiences seasons and why we see phases of the moon.
Astronomy Lab Part 1: Why does Earth experience seasons?
Open up the Seasons interactive.
Take a few minutes to familiarize yourself with the different components of this interactive animation.
At the top of your screen, you should see a diagram of Earth’s orbit around the sun. A white “X” on the rotating Earth indicates the location of someone standing at 45 degrees north latitude.
In the lower right corner of the orbit window is a diagram showing the angle of sunlight that hits Earth at that time of year at that latitude.
To the far right of the orbit window is a thermometer indicating the average temperature at that time of year at that latitude.
Finally, below the orbit window, you should see an image of the landscape at that same latitude at the time of year on the orbit window.
Allow the animation to run for one full orbit of the Earth around the sun without changing any of the initial settings (the angle of inclination should be zero degrees).
Looking at the landscape view, describe the path of the sun in the sky throughout the year (you can click on “Trace Sun’s Path” in the control panel to make this easier to discern).
Describe any changes in sunlight angle in summer, spring, winter, and autumn.
Describe any changes in average daily temperature in summer, spring, winter, and autumn.
Change the inclination angle to 23 degrees (this is Earth’s actual angle of inclination). Let the animation run for a full orbit of the Earth around the sun.
Describe the path of the sun in the sky throughout the year (again, you can click on “Trace Sun’s Path” in the control panel to make this easier).
Describe the changes in sunlight angle in summer, spring, winter, and autumn.
Describe the changes in average daily temperature in summer, spring, winter, and autumn.
Do these simulated observations correspond with your real-life experience of average temperatures in these seasons? Why or why not?
Leave the inclination angle at 23 degrees but move the Earth (you can “drag” it with your cursor) to its winter solstice position. As you move the Earth around its orbit, you will see labels appear in the lower left-hand side of the orbit window. Hit “stop” when you are in the winter solstice position. Using the landscape window, approximate the number of hours of sunlight and night.
Sunlight hours:
Night hours:
Leave the inclination angle at 23 degrees but move the Earth to its summer solstice position (see lower left of orbit window for that label). Using the landscape window, approximate the number of hours of sunlight and night.
Sunlight hours:
Night hours:
Leave the inclination angle at 23 degrees but move the Earth to its autumnal and then spring equinox positions .
Examen the earth 2014 answer
The document defines key terms related to the Earth such as equinox, moon eclipse, core, and ocean trench. It then provides information about the layers of the Earth's geosphere and answers questions about the Earth's orbit, the moon's orbit, the causes of seasons, and other facts. Some questions are about a diagram showing the Earth's tilt and rotation and how it impacts seasons in different hemispheres.
Reasons for the seasons notes
The document discusses the causes of seasons. It explains that seasons are not due to variations in Earth's distance from the sun, as some believe, but are instead caused by the tilt of Earth's 23.5 degree axis. This tilt results in changes in the amount of incoming solar radiation (insolation) and the angle at which the sun's rays strike different locations throughout the year, causing the seasons to change. Specifically, when a hemisphere is tilted toward the sun it experiences summer, and when tilted away it experiences winter.
Measure Earth's Circumference with a Shadow
Eratosthenes calculated the circumference of Earth over 2000 years ago using simple geometry and measurements. He observed that on the summer solstice, the sun was directly overhead at Syene but cast a shadow at Alexandria. Using the angle of the shadow and distance between the cities, he derived an equation to calculate the circumference. This document explains how to replicate Eratosthenes' experiment near an equinox by measuring the angle of a meter stick's shadow and determining Earth's circumference from those values and your distance from the equator. With accurate measurements, the result should be close to Earth's actual circumference of around 40,000 kilometers.
Lab #2Sun Angles, Daylength, Insolation, and Temperature Patter.docx
Lab #2:
Sun Angles, Daylength, Insolation, and Temperature Patterns
Insolation
The sun is the single most important source of energy on the surface of the Earth as well as the atmosphere.
The distribution of the Earth’s atmospheric phenomena and climate patterns, as well as the distribution of its ecosystems, are significantly influenced by the distribution of incoming solar radiation.
In heating the Earth’s atmosphere, visible light is the most important part of the sun’s electromagnetic spectrum.
This exercise examines sun angle and intensity of insolation, daylength and temperature patterns on the earth’s surface.
These variables are examined as they interrelate on the Earth’s surface over the course of a year.
Sun Angle
Because solar energy received by the earth follows essentially parallel pathways, and because the earth is spherical, at only one place on the earth’s surface can the sun’s rays strike vertically (this is known as the
subsolar point
).
In other words, at only one place at any one time can the sun appear directly overhead.
This occurs at
solar noon
when the sun reaches the highest position in the sky for that day.
Because of the earth's limited axial tilt, the sun can appear directly overhead at the
subsolar point
at a relatively narrow range of latitudes over the course of a year (between 23.5° N and 23.5° S).
An important relationship exists between latitude and the angle of the
noon
sun.
On the equinoxes (on March 21 or 22 and September 21 or 22) the sun’s rays are perpendicular to the earth at the equator.
Those same rays would also be tangent at both of the poles, so that the sun would appear only on the horizon at those locations.
On the same dates an observer at 30° N would record a sun angle of 60° above the southern horizon.
Remember, the sun is 90° to the observer at the equator, minus the latitude of 30° (30° of arc) which equals 60°.
This is called the
angle of incidence
, or sun angle.
The angle of incidence decreases by 1° for every degree of arc of latitude between the observer's position and the location where the sun’s rays are vertical.
This rule is the same for the other times of the year but is complicated by the earth's
declination
–the shift in angle when the sun's rays are not perpendicular to the equator.
If the declination is 10° S, this means that the sun's rays are vertical at 10° S and an observer at 30° N would see the sun at 50° above the horizon 90-40 or 90-(30+10).
Use the formula:
angle of incidence = 90° - (latitude in degrees + declination in degrees*)
* If the declination is in the same hemisphere as the observer, subtract this from latitude.
Example:
Seattle (47° N) on December 21 (23.5° S) would be:
90° - (47 + 23.5)
90° - (70.5) = 19.5°
Thus the angle of incidence for Seattle on December 21 is 19.5°
Note:
Keep in mind that solar noon is not the same as noon on our clock or watch because we are on standard time and typically, daylight s.
Earth Sun
The document discusses Earth's relationship to the sun and solar radiation. It provides an overview of the solar system, including its formation and structure. It describes Earth's place in the system and orientation relative to the sun. It then discusses solar radiation, including electromagnetic radiation, the composition and spectrum of sunlight, and how the intensity and distribution of solar energy varies over Earth and between seasons due to its orientation within the solar system.
Earth's physical geo part 1
The document discusses how the Earth moves in space and why seasons change. It explains that the Earth rotates on its axis over 24 hours, causing day and night, and revolves around the Sun over the course of a year. The Earth's tilted axis and elliptical orbit cause the seasons, with regions facing the Sun more directly experiencing longer days and warmer temperatures. The document also describes the latitudinal zones of the tropics, temperate, and polar regions and how temperatures vary across these zones.
Observational AstronomyYou can do a great deal of astronomy with.docx
This document provides instructions for observing the sun and moon without a telescope over multiple weeks. Students are asked to observe and record where the sun sets relative to landmarks on the horizon each week for a month. They will then answer questions about how the sunset position changes and why. Students are also instructed to observe the moon over multiple nights as its phase changes, recording its position and illumination, and then answer questions about the moon's movement relative to Earth. The purpose is to learn about seasonal changes from sunset positions and the moon's phases without advanced equipment.
Earth sun relationship
The Earth-Sun relationship affects climate in the following ways:
1. The Earth's 23.5 degree tilt causes uneven heating and results in seasons as the tilt changes in relation to the Sun throughout the year.
2. The Tropics of Cancer and Capricorn mark the beginning of summer and winter in the Northern Hemisphere when the Sun's rays directly strike them.
3. Areas above 66.5 degrees north and south latitude experience extremes of 24 hours of daylight or darkness depending on the season.
8th Grade Chapter 2 Lesson 3
The document discusses astronomy and concepts related to measuring time. It describes the celestial sphere, which represents the apparent dome of stars in the sky, and notes key points on the sphere like the celestial poles and celestial equator. It also discusses different units of measuring time, including sidereal time based on the earth's rotation relative to the stars, apparent and mean solar time measured based on the sun's position, and time zones used around the world.
The solar system and beyond
The document provides information about the solar system and related concepts:
1) It explains that the Earth, Moon, and sun are all objects in our solar system, with the sun being the central luminous object that provides light and energy. The Earth and moon are non-luminous and can only be seen by reflected light.
2) The moon orbits the Earth every 28 days, causing the different phases we see from the Earth's perspective as the portion of the moon illuminated by the sun changes.
3) Other concepts covered include day and night being caused by the Earth's rotation, seasons resulting from the tilt of the Earth's axis, and satellites orbiting other celestial bodies due to gravitational forces.
final-presentation LATITUDE presentation.ppt.pptx
This document discusses latitude and its importance in understanding climate. It defines latitude as the measurement north or south of the equator, ranging from 90° N at the North Pole to 90° S at the South Pole. Lines of latitude run parallel to the equator and include the equator at 0°, Tropic of Cancer at 23.5° N, Tropic of Capricorn at 23.5° S, Arctic Circle at 66.5° N, and Antarctic Circle at 66.5° S. The document notes that latitude affects climate, with areas closer to the equator generally experiencing warmer climates and areas closer to the poles experiencing colder climates.
9. Time
The document discusses concepts of time, the solar system, Earth's movements, and how these relate to measuring and standardizing time. It covers three key points:
1) Earth's rotation on its axis and revolution around the sun cause day/night cycles and seasons. Kepler's laws describe planetary motion.
2) Time is measured using solar time, mean solar time, time zones, and Coordinated Universal Time (UTC). Conversion methods allow determining time in different locations.
3) Daylight saving time, international date line, and sunrise/sunset variations depend on factors like latitude and solar declination. Twilight durations are longest at high latitudes and when the sun's declination is highest
Chapter9
This document discusses methods for determining properties of stars such as their distance, luminosity, radius, and mass. It explains that trigonometric parallax can be used to measure distances to nearby stars within 50 parsecs. Absolute magnitude and distance modulus relationships allow calculation of intrinsic brightness. A star's luminosity is proportional to its radius squared, so comparing luminosities determines relative radii. The Hertzsprung-Russell diagram organizes stars by temperature and luminosity, revealing populations like giants and dwarfs. Masses can be estimated using Kepler's laws applied to binary star orbits in visual, spectroscopic, and eclipsing binary systems. Large surveys aim to characterize the diversity of stars within our galaxy.
Earth
The document provides information about Earth and its rotation, axis, and orbit around the sun. It discusses how Earth's tilted axis and yearly orbit cause the seasons. It explains that summer begins in the Northern Hemisphere in June when the North Pole leans toward the sun. The Fall equinox marks the beginning of autumn in the Northern Hemisphere and spring in the Southern Hemisphere, when the sun shines equally on both hemispheres. During the winter solstice, the North Pole experiences complete darkness while the Southern Hemisphere experiences summer.
The Celestial Sphere
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.
Major natural regions of the world
The document discusses the major natural regions of the world. It begins by explaining early beliefs that the earth was flat and stationary at the center of the universe. It then discusses how scientists like Aryabhatta and Copernicus proved that the earth is actually spherical and rotates on its axis. The rest of the document provides details on the climate zones of the earth, the seasons in different latitudes, important lines of latitude like the Tropics and polar circles, facts about the size and shape of the earth, and the characteristics of different natural regions around the world defined by latitude and climate.
099 finding latitude and longitude
To proceed with the experiments discussed here, you need to know the exact directions from your place of observation. The place of observation should be a open place with level ground. Finding the north using a compass cannot be considered as very accurate as the direction of the earth’s magnetic poles are not aligned with the Earth’s rotational axis
season_path_of_the_sun_and_latitude.pdf
This document provides materials for a lesson on how latitude affects the seasonal path of the sun. It includes an overview, objectives, preparation needed, and a procedure for an activity using hemisphere models. Students will study the sun's path above the Arctic Circle and compare it to locations at 42°N and the equator. They will explain how latitude impacts the duration of sunlight throughout the year. The activity aims to help students understand concepts like celestial motions, seasons, and how the sun's path varies with latitude.
Lecture4 sunangleseasons
The document discusses concepts related to the sun's path and Earth's seasons. It provides information on sunrise times, the sun's highest angle at local noon, and how Earth's axial tilt of 23.5 degrees affects seasons. The longest day of the year occurs on the summer solstice in June, when the sun's rays strike the northern hemisphere more directly, causing warmer temperatures. Seasons are due to Earth's axial tilt leading to varying declination and sunlight intensity throughout the year.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Astronomy and weather review
- 1. Are you ready for your test? ASTRONOMY AND WEATHER
- 2. Multiple Choice: Each correct answer is worth 1 point
- 3. A(n) _________ is used to measure temperature. • Anemometer Thermometer • Rain gauge Wind vane
- 4. Correct!
- 5. Try Again!
- 6. A(n) _________ is used to measure wind speed. • Anemometer Thermometer • Rain gauge Wind vane
- 7. Correct!
- 8. Try Again!
- 9. A(n) _________ is used to measure wind direction. • Anemometer Thermometer • Rain gauge Wind vane
- 10. Correct!
- 11. Try Again!
- 12. A(n) _________ is used to measure the amount of precipitation. • Anemometer Thermometer • Rain gauge Wind vane
- 13. Correct!
- 14. Try Again!
- 15. True or False: Each correct answer is worth 2 points
- 16. The distance the Earth is away from the Sun causes the four seasons. • True False
- 17. Correct!
- 18. Try Again!
- 19. We see different phases of the moon when clouds cover part of the moon. • True False
- 20. Correct!
- 21. Try Again!
- 22. Constellations appear to change their position in the sky because the Earth rotates. • True False
- 23. Correct!
- 24. Try Again!
- 25. The Sun is the closest star to Earth. • True False
- 26. Correct!
- 27. Try Again!
- 28. All stars are the same in size and brightness. • True False
- 29. Correct!
- 30. Try Again!
- 31. Multiple Choice: Each correct answer is worth 3 points
- 32. The ________ is the center of our Solar System. • Full moon New Moon • Sun Asteroid belt • Rotation Solar Winds
- 33. Correct!
- 34. Try Again!
- 35. The tail of a comet is caused by ____________. • Full moon New Moon • Sun Asteroid belt • Rotation Solar Winds
- 36. Correct!
- 37. Try Again!
- 38. The __________ is between the orbits of Mars and Jupiter. • Full moon New Moon • Sun Asteroid belt • Rotation Solar Winds
- 39. Correct!
- 40. Try Again!
- 41. Day and night is caused by the Earth’s ___________. • Full moon New Moon • Revolution Asteroid belt • Rotation Solar Winds
- 42. Correct!
- 43. Try Again!
- 44. The Earth takes approximately 365 days to complete one _________. • Full moon New Moon • Revolution Asteroid belt • Rotation Solar Winds
- 45. Correct!
- 46. Try Again!
- 47. On Earth, we experience a ________ when the moon is between the Earth and the Sun. • Full moon New Moon • Sun Asteroid belt • Rotation Solar Winds
- 48. Correct!
- 49. Try Again!
- 50. On Earth, we experience a _________ when the Earth is between the Sun and the moon. • Full moon New Moon • Sun Asteroid belt • Rotation Solar Winds
- 51. Correct!
- 52. Try Again!
- 53. Open Response: Each correct answer is worth 5 points
- 54. Draw a model of the water cycle (use science vocabulary). Be prepared to explain how the water cycle works.
- 55. Look at the Conditions ? ? ? weather data High Temp. 66 58 47 (F) for Bel Air, Low Temp. 45 38 26 MD for 3 (F) months in a Precipitation 77 82 85 row. During (mm) which season Snow (in.) 0 Trace 1 are these Wind Speed 9 10 10 (mph) conditions most likely to Wind West WNW WNW occur? How Direction do you know?
- 56. Open Response: You will be awarded 2 points for each correct response.
- 57. Based on the properties of each planet, why is Earth the best choice for us to live on? List the reasons (properties) and be specific.