This document provides an overview of astronomy concepts. It discusses how astronomy is the study of the known universe beyond Earth's atmosphere. It also explains key ideas like the universe, cosmology, ancient astronomy, and differences between rotation and revolution. Difficulties in teaching astronomy are noted as topics are large in scale and theoretical. The document provides examples of tools used in astronomy like planetariums and software. Key figures in the history of astronomy are also mentioned like Eratosthenes and his method of determining the circumference of Earth.
"The Armagh Observatory Human Orrey"
Mark Bailey
Presentation of Armagh Observatory outreach initiatives and the Human Orrey. Presented at 2nd UNAWE International Workshop.
(Date: October 2006)
"The Armagh Observatory Human Orrey"
Mark Bailey
Presentation of Armagh Observatory outreach initiatives and the Human Orrey. Presented at 2nd UNAWE International Workshop.
(Date: October 2006)
The Unprecedented Rosetta mission to Comet 67P/Churyumov–GerasimenkoThomas Madigan
After almost 11 years in transit and 4 gravitational assists from the Earth and Mars, the European Space Agency’s Rosetta probe has arrived at the Jupiter-family comet 67P/Churyumov–Gerasimenko. Arriving on Wednesday, August 6th, the probe went into a 100 km-high orbit around the comet, both of which are now in common orbit around the sun. Depending on the comet’s activity, Rosetta will come as close as 10 km to the comet’s nucleus over the course of the mission. With a high orbital eccentricity (the orbit’s deviation from a perfect circle) of 0.640, a perihelion of 1.2 AU and an aphelion of 5.68 AU, 67P/Churyumov–Gerasimenko is now in common orbit around the sun with Rosetta.
Rosetta is a cornerstone mission of the European Space Agency (ESA). It is an unprecedented landmark achievement in human history and the history of science. Humankind has placed a sophisticated instrument of science in orbit around a comet's nucleus and has placed a robotic lander in the surface of that nucleus! Rosetta will chase down, go into orbit around, and land on the object of interest. It will study 67P/Churyumov-Gerasimenko with a combination of remote sensing and in situ measurements. The mission has 2 phases, the ongoing orbital phase and the landing phase. During the ongoing orbital phase, the spacecraft will examine the comet up close with its suite of 11 instruments. During the landing phase, the orbiter will release the Philae lander which carries an onboard suite of 10 instruments for imaging and sampling the comet’s nucleus. The mission will track the comet through perihelion, its closest approach to the sun, examining its behavior before, during and after.
Providing an introductory retrospective of comets, sometimes regarded as harbingers of doom, Prof. Madigan discusses this historic mission, a mission that includes study of the comet from the surface of its nucleus!
This public event was hosted at the Ross School (East Hampton, NY) by the Montauk Observatory on September 18th, 2014.
Novel name: A brief time of history.
Writer name: Stephen Hawking
As from name, Stephen tries to explain brief history of time and he explains best. If you don't understand meaning of any word, then ask to us. I hope you like this novel.
Thanks.
Introduction to Astronomy 2019-2020 STISTK-10 Rijksuniversititet Groningen / Kapteyn Astronomical Institute. Lecture 2a (Getting to what we know today)
Human flourishing - Science, Technology and SocietytitserRex
This is a powerpoin presentation of Human Flourishing in STS or Science technology and Society. credits to the owner of the content which I haven't copied the link. This was uploaded for the sake of teachers and students who are handling and taking Science, Technology and Society. Thank you!
The Unprecedented Rosetta mission to Comet 67P/Churyumov–GerasimenkoThomas Madigan
After almost 11 years in transit and 4 gravitational assists from the Earth and Mars, the European Space Agency’s Rosetta probe has arrived at the Jupiter-family comet 67P/Churyumov–Gerasimenko. Arriving on Wednesday, August 6th, the probe went into a 100 km-high orbit around the comet, both of which are now in common orbit around the sun. Depending on the comet’s activity, Rosetta will come as close as 10 km to the comet’s nucleus over the course of the mission. With a high orbital eccentricity (the orbit’s deviation from a perfect circle) of 0.640, a perihelion of 1.2 AU and an aphelion of 5.68 AU, 67P/Churyumov–Gerasimenko is now in common orbit around the sun with Rosetta.
Rosetta is a cornerstone mission of the European Space Agency (ESA). It is an unprecedented landmark achievement in human history and the history of science. Humankind has placed a sophisticated instrument of science in orbit around a comet's nucleus and has placed a robotic lander in the surface of that nucleus! Rosetta will chase down, go into orbit around, and land on the object of interest. It will study 67P/Churyumov-Gerasimenko with a combination of remote sensing and in situ measurements. The mission has 2 phases, the ongoing orbital phase and the landing phase. During the ongoing orbital phase, the spacecraft will examine the comet up close with its suite of 11 instruments. During the landing phase, the orbiter will release the Philae lander which carries an onboard suite of 10 instruments for imaging and sampling the comet’s nucleus. The mission will track the comet through perihelion, its closest approach to the sun, examining its behavior before, during and after.
Providing an introductory retrospective of comets, sometimes regarded as harbingers of doom, Prof. Madigan discusses this historic mission, a mission that includes study of the comet from the surface of its nucleus!
This public event was hosted at the Ross School (East Hampton, NY) by the Montauk Observatory on September 18th, 2014.
Novel name: A brief time of history.
Writer name: Stephen Hawking
As from name, Stephen tries to explain brief history of time and he explains best. If you don't understand meaning of any word, then ask to us. I hope you like this novel.
Thanks.
Introduction to Astronomy 2019-2020 STISTK-10 Rijksuniversititet Groningen / Kapteyn Astronomical Institute. Lecture 2a (Getting to what we know today)
Human flourishing - Science, Technology and SocietytitserRex
This is a powerpoin presentation of Human Flourishing in STS or Science technology and Society. credits to the owner of the content which I haven't copied the link. This was uploaded for the sake of teachers and students who are handling and taking Science, Technology and Society. Thank you!
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.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Modern Astronomy
• Study of the known Universe
beyond our Atmosphere
• UNIVERSE
– “O n e ” “R o t a t e d ”
–The totality of everything that
exists.
4. God Virtu Plane m Pro s
o al tariu gram
• Stellarium
• Cartes Du Ciel
5. A study in
• We aPERSPECTIVEe
r e liv in g t h in g s o n t h
p la n e t E A R T H 24 hours
365 days
– Which Rotates about its axis every
S OL
– Which Revolves around our star every
• O u r s ta r,
– Is an average sized / powered star.
– With M a n yMilky Way Core
satellites revolving around it.
– Revolves around the every 240
million years
• M ilk y W a y G a la x y
– Member of a local cluster of galaxies
6. Picture 4
Difficulties of
Teaching/Learning
Astronomy
Incorrect Prior Knowledge
Topics are of magnitudes that
most students have difficulty
grasping cognitively
Topics are sometimes VERY
theoretical and difficult to see
7. Video Notes
• N a rra te d
B y:
– T im o t h y
TOPICS TO WATCH FOR: F e r r is
WHAT ARE THE BIG IDEAS?
8. COSMOLOGY
•“Order” – “Study of”
• S tu o the natu o the
dy f re f
U niv rse
e
–Including history,
function and future
10. HOMEWORK
• WR I TE A
S U M M A R Y OF
YOU R
CR EA TI ON
M YTH
11. IN THE
BEGINNING...
• Humankind tried to explain the world in a
manner that they could understand.
• They made up explanations based on
their experiences
• The stories for the explanations often
used stars in the sky
• COSMOS: 7 – 9:00 – 15:00
12. COMPARING MYTHS
• MAKE A VENN DIAGRAM
• 2 or 3 myths
• Show SHARED TRAITS of the Myths
& Unique aspects of the Myth
13. Astrology
• “S tu o the stars”
dy f
• B e f that the astro m o rre s
lie no ical ccu nce
hav a dire im o H u an e e
e ct pact n m v nts.
• Zodiac
• “Circle o A nim
f als”
• CON S TEL L A TI ON S :
• “S tars To the
ge r”
14. At5 lg. I GB
sr oy
o
• Studied the Heavens for a
PURPOSE.
– Telling stories
– Telling Time
• Main objects of Study:
– Sun
– Moon
– Stars
– ?Earth?
15. Ancient Astronomy
• Ancient Greece
– 500 BC – Height o Classical Grek
f e
S cie .
nce
–Pythago
ras –
• Deduced Earth was a SPHERE
• Earth is a Perfect place,
requiring a Perfect Shape.
–A risto –
tle
• Interpreted Earth was a SPHERE
• Shadow of a eclipse is always a
spherical Arc
• Travelers south saw new
constellations
16. Ancient Astronomy
• Alexandria – Grek-fo nde city in
e u d
Egypt
– Great Library – Center of
Learning for the ancient
world.
–Erato ne
sthe s –
• Found an account of a well
to the south that had NO
shadow on the summer
solstice.
• He knew that on the same
day, there WAS a shadow in
elexandria.
17.
18.
19.
20. θ = tan (A/O)
-1
360
=
Circumf erence
Angul ar Dis tance Between
Dis tance Between val ue) −
( experimental
( true val ue)
% error = ――――――――― × 1 00
true val ue
21. Angle of Sun at Kalamazoo (θ) =
Angular Distance between Overhead & Kalamazoo = 42.32 - θ
Circumference of the Earth
% ERROR (find true value from Mr. K)
22. ACTUAL
Circumference
• TRUE VALUE =
• 24,901miles
• 40,074,274 m
• COMPUTE % ERROR
• On the Back, Write an explanation
of what you believe your sources
of Error might be
23. Eratosthenes
• .4% Error
• Due to construction of wall or well
• Sun was not DIRECTLY overhead at the
well. A few degrees off
• Distance walked ???
• His number was lost when Library was
burned.
• Arabs saved text, rediscovered in 1500s
24. Computational Astronomy
• ANGULAR MEASURE
– Objects at great distances, we cannot
measure directly
• INDIRECT EVIDENCE
• ALGEBRA
– Ratios and comparisons between
knowns and unknowns
• GEOMETRY
– The universe has som regularity of form
– Triangulation
– Spheres, Circles, Ellipses
25.
26. Eratosthenes pt. 2
• Compute the Circumference of
an Unknown circlegiven
Distance between 2 points and a
sun angle
• After each group has computed
for Circumference, we will
CONSTRUCT the circle and
measure TRUE Circumference.
27. Eratosthenes
• R e ne that 2 diffe nt angle o
aso d re s f
shado M U S T man that the w a
w e re as
cu e to the Earth
rv
• R e ne that the cu e co ld be that o
aso d rv u f
a S PH ER E.
• M athe atically K N EW that the
m
R A TI O o the arc distance to the
f
w le sphe M U S T be the sam as the
ho re e
R A TI O o the angu distance to 30
f lar 6
de e
gres
29. THE PLAN
• FINISH MEASURES & COMPUTATION
• CUT OUT ARC
• Bring to front to tape together
• Compute Error
• Answer Error Analysis Question
• Hand into basket.
• Formula Manipulation discussion
30. Eratosthenes – Using the known
to determine the Unknown
• He knew the arc. Dist & Angle
• He assumed this ratio would be the same
for the full sphere.
• Could mathematically infer the
Circumference.
• OUR EXAMPLE –
– I will Measure DIAMETER, & use C= πd
– ALSO will attempt to use string to
measure TRUE Circumference
31. Using ANGULAR SIZE to determine true
size
• The closer to an object,
Larger
the ______ it appears.
• We can measure the ANGLE
• We MAY be able to find Distance
• THEN we can find the WIDTH
or DIAMETER of the object
33. The Moon Illusion
• Effect: the moon APPEARS larger when near the Horizon
• Cause: Object appear larger in seen in
conjunction with a VANISHING POINT
34.
35.
36.
37. Construction of a Clinometer
• Purpose: To measure angles above the
Horizon.
• Construction:
– Specialized Protractor
• Cut out
– Sight tube.
• Straw
– Gravity Indicator.
• <1 m string
• Washer or nut
38. Clinometer Lab
• Follow Lab procedures 2-6
For Object 1
• Do analysis & Conclusion
for Object 1
–(Average & %Error)
• Get Work Checked
• Follow Lab procedures 2-6
For Object 2
39. BE F O R E
S C IE N C E :
•MYSTICISM / GODS:
–Phenomena were explained
through gods and hocus-pocus
43. Backbone of Night-
Cosmos VII:
What explained the world
before science?
COSMOS:
CHAOS:
IONIA:
SCIENTISTS: Who & What
44. 2 C om p e ting Id e as
• CHAOS:
– Idea that the World was totally
unknowable and unpredictable.
– “ RANDOM” - Religion
• COSMOS:
– Idea that the World was Ordered and
predictable
– “ ORDER” – Science
– “TO KNOW”
45. IONIA
•IONIA: loose collection of city-states scattered
around the Aegean Sea,
•Birthplace of SCIENCE!
•Chased there, NOT an easy place to live.
•To stay alive, people had to experiment & invent
•Merchants and Tradesmen experimented and
thought of NEW THINGS!
46.
47. THALES of Miletus: FIRST true scientist
-Well traveled Greek-
-Explained the world WITHOUT gods
-Earth Made from Piled Mud by water
Thales ANAXAMANDER: First recorded
ever to DO an
experiment
measured time
THEODORUS: Conceived of
Architect, artist, Inventor EVOLUTION
Anaxamander
ore smelting & casting.
water level,
a carpenter's square,
lock and key
turning lathe.
48. EMPEDOCLES: Conceived the idea of invisible
matter, air, water pressure
DEMOCRITUS: First to
Describe the indivisible ATOM
Conceived of planets like ours in
the sky
Figured galaxies & Milky Way
Democritus as many small stars
49. SILENT QUESTION
• COMPARE & CONTRAST:
ROTATION to REVOLUTION
ROTATIO- VOLVERE-
Rolling To Turn
Around
Rotate: to spin on (something else)
one’s own
Axis
Revolve: turn in orbit around
50. SCIENTIFIC METHOD:
• Used in ALL Sciences
• Used to Solve Problems
&Answer Questions
• Hypotheses are QUESTIONED!!!!!
AGAINST the scientific
method:
Philosophers, who would T H I N K
about a problem until they decided
what the most Logical explanation
for something was, and assumed
they were right-
still, it WAS an attempt at Cosmos
51. Cosmology pt 2
• How is the Universe set
up?
• 2 competing ideas:
•GEOCENTRIC
– Earth is the center of the Universe
– Reasoning:
• Everything in the sky Appears to be
revolving around the Earth from
East to West.
52. • Reasoning cont... Geocentric
–The Faster an Universe
object moved,
the closer to
earth it must
be.
–“Planetia” have
their own
spheres of
movement.
–Stars are in
fixed positions
on the “CELESTIAL
SPHERE”
53. • Reasoning cont... Geocentric
Universe
• Question?
• D o all the ob jects /
sp heres revolve
around Earth?
Or
• D oes Earth Rotate in
the m id d le of the
sp heres?
54. • Reasoning cont... Geocentric Universe
–Aristotle liked this theory.
–Problem:
–Unexplained forces?
–Why are some stars
brighter / bigger?
–Why all planets/Sun
/Moon on the same plane?
–ECLIPTIC – Line showng the path of
the sun in the sky.
–Retrograde motion...
55. Heliocentric
Universe
• Aist r ofSa
r achus mos-
– Used Eaost
r t henes’ E rh Cir
at cumfer a t Sha dur L recl t
ence nd he dow ing una ipses o
det mine M Dia er
er oon’s met .
– Suggest t tt SUNis t cent ofr ol ionaymot
ed ha he he er ev ut r ion.
– Used M a E rh sizes t E imae Sun Dist nce a Size oft Sun.
oon nd at o st t a nd he
– Ws W YOF .
a A F
56.
57. Locating Stars pt1
• “Celestial Sphere”
• An imaginary globe around the Earth.
• Used to determine star locations
• First “Model” used to
understand the universe
• We NOW understand that
they are different distances
from us, but still works for
our reference.
• Remains VIRTUALLY unchanged
58. Planispher
e
• A tool for showing
what stars will be in
the sky on any
particular day &
time.
59. Using the Planisphere
• Assumes a viewing location of 40° North
– We are close enough (42°)
• Must be held above the head and looked at
from below.
– (Notice East and west)
60. LOCAL REFERENCE MEASURES
• A LTITUDE • A ZIMUTH
– Angular inclination above – Angular distance from North
the Horizon – Measured clockwise
• HORIZON = 0 ° • N=0°
• ZE NITH = 90 ° • E =90°
• S =180°
• W=270°
61. LOOKING AT PLANETS
• C OMPA RE D TO THE
C E LE S TIA L S PHE RE
• We mus t be able to
imagine both
GE OC E NTRIC A LLY &
HE LIOC E NTRIC A LLY
63. Celestial Coordinates
• DE C LINA TION • RIGHT
– Angular Difference from A S C E NS ION
Celestial Equator
– Measured in HOURS and
• E quator = 0 ° minutes
• North S tar = 90 ° • C eles tial
• Like Celestial LATITUDE
Meridian=0hr
• Like Celestial Longitude
72. Retrograde Motion
• “Backward”
“Walk”
• Each planet
moves compared
to the Celestial
Sphere.
– From East to
West
• Occasionally, the
planet will stop,
move West to
73. FIRST 15 - 25 Min.
• Discuss Material Coverage
– Preview, 2-1, 1-1, 2-2, 1-2, 1-3, 1-4
• FINISH CONSTELLATION
COORDINATES
• ANSWER RETROGRADE LAB
QUESTIONS
74. Ptolemy’s Universe
• Alexandrian Greek
• To explain retrograde
motion, suggested
EPICYCLES
– Each planet orbits
around an empty point
on its sphere.
– EARTH is just OFF
center
• Better at predicting
planet locations
• For Astrology
75. Problem with Ptolemaic Universe
• It v io la t e s a k e y
s c ie n t if ic p r in c ip le :
• O c c a m 's r a z o r:
a k a l e x p a r s imo n ia e
– “ O t h e r t h in g s b e in g
e q u a l, a s im p le r
e x p la n a t io n is b e t t e r
t h a n a m o r e c o m p le x
o ne .”
76. Heliocentric explanation of Retrograde
• E a r t h R e v o lv e s
a round S un FAS T
• M a r s R e v o lv e s
a round S un S LO W
• W h e n o n p la n e t
“ L A P S ” a no the r,
o u r p e r s p e c t iv e
s h if t s .
77. Heliocentric explanation of nightly Star Shift
• Th e L O C A L s ta r s
lo c a t io n s c h a n g e a t
a d if f e r e n t r a t e t h a t
the L O C A L s un
lo c a t io n .
• Th e S U N r e tu r n s to
a s p o t in t h e s k y
– E ve ry 2 4 ho urs
• A S TA R r e tu r n s to a
79. Rotation v. Revolution
• T h in k B IG
• ? H o w lo n g f o r E a r t h t o
R E VO L VE o nc e ?
– 3 6 5 . 2 5 D A YS
• ? H o w M a n y D e g r e e s a lo n g
t h e o r b it d o e s E a r t h s h if t
e a c h D a y?
– 3 6 0 ° ÷ 3 6 5 d a y s ≈ 1° / D a y
• ? H o w lo n g f o r E a r t h t o
R O TA TE o n c e ?
– NOT 2 4 HOUR S
– 2 4 hr = NO O N to N O O N .
– B U T, w e h a ve s h i f t e d 1° o n
t h e o r b it .
– 2 4 hours ÷ 3 6 1° ≈
80. SID ERIAL vs SYN O D IC
D AY
• S I D E RI AL D AY=
– A m o u n t o f t im e it
ta k e s fo r a s ta r to
r e t u r n t o a lo c a l
p o in t .
– 2 3 H r , 5 6 m in ,
4sec
• S YN O D I C D AY=
– A m o u n t o f t im e it
81. Another thing Rotation Explains...
• A ll r o t a t in g o b je c t s
w o b b le
• P R E C E S S IO N
• A s it p r e c e s s e s , t h e
p o in t o n t h e
c e le s t ia l s p h e r e t h e
p o le p o in t s t o c h a n g e s .
• N o rth S ta r c ha ng e s
v e r y s lo w ly
82. Heliocentrism
• WHY It NEVER TOOK OFF:
–Went against THEOLOGY
–Most scientists agreed that stars
would be at different distances
from Earth.
–If the Earth changed Position in
relation to those stars, they
SHOULD appear to change
location relative to each other.
–PARALLAX
83.
84. PARALLAX
• When observed from 2 different
locations, a near obj shifts greater
ect
angularly than a distant one.
• Using trigonometry, we can find the
distance to that object.
85. Using Parallax to find distance
θ
α
α
θ
BASELINE (b): Distance between 2 observation points
θ: Change in angle to apparent location of Star in Question
α: Other angle
d: Distance to the Star in Question
86. F in d in g
D is t a n c e
U s in g
P a r a lla x
d= .5b
tan α
88. Misperception and Misconceptions
• People have told you wrong information
about the universe.
• You have made stuff up to understand the
universe.
• UNLEARNING is the hardest type of
learning.
89. 3 QUESTIONS?
• WHAT CAUSES THE SEASONS?
• WHAT CAUSES THE PHASES OF THE
MOON?
• WHY IS THE SKY BLUE?
90. THE SEASONS:
• Result from a confluence of events / Factors
–
Earth’s Rotation is Tilted23.5º
to the plane of the ecliptic (Earth’s Orbital Plane)
•SO WHAT?!?!?!?!?!?
– As Earth Revolves around the Sun, The poles are
at different angles to the Solar rays
– As the Earth Rotates at different points along it’s
orbit, different parts of the Earth are exposed to
sunlight for different periods of time.
91. WHEN LOOKED AT FROM ABOVE ( NORTH POLE)
EARTH ROTATES COUNTERCLOCKWISE
EARTH REVOLVES COUNTERCLOCKWISE
92. Seasons
• “SUMMER”=
– Period of the year where the sun is most directly
overhead
• “WINTER”=
– Period of the year where sun is least overhead.
• Technically starts on the day where sun is to it’s TROPIC
LINE
– Heating up or cooling down happens slowly, so
Temperature extreme days = 2 months later
• “SPRING” & “FALL”=
– Period of time where the sun is Overhead at the
93. SUNoverhead the sun is, the
• The more directly
ANGLE
Greater the intensity energy is transferred to the
Earth.
LOW SUN ANGLE = WEAK HIGH SUN ANGLE =
HEATING STRONG HEATING
94. SUN OVERHEAD?
• DEC 21 -
– TROPIC OF CAPRICORN – 23.5º S
• MAR 21 -
– EQUATOR
• JUN 21 -
– TROPIC OF CANCER – 23.5º N
• SEPT 21 -
– EQUATOR
• KALAMAZOO:
–42.3º N
– To find our NOON SUN ANGLE
– Find How Far away are we from Overhead Sun
97. DAY LENGTH
• The Hemisphere inclined TOWARD the sun receives more
hours of DAYLIGHT.
• Greater Time lit=More time to convert sunlight to heat.
• ARCTIC / ANTARCTIC CIRCLES:
–66.5° N &S
– Above which, at LEAST ONE DAY / YEAR, the sun will not
set, & 6 months later, will not rise
– “Land of the Midnight Sun”
98. DAY LENGTH
• SOLSTICES:
– Greatest / Least amount of Solar Time
– Sun rises the Farthest North / South
• EQUINOXES:
– Equal Light & Dark: 12 & 12
– Sun Rises Due East, Sets Due West
99.
100.
101.
102. • Where is the sun overhead?
• Where is observer?
• Find the difference.
• 90-difference= noon sun angle
103. • Video – Seasons / Sun Angle
• FINISH SEASONS LAB PACK
– (GRAPH)
105. The Cause:
• Earth Rotates 361º/ 24 hours
(Counterclockwise)
• Moon Revolves around Earth / 29.5 days
(Counterclockwise)
• NOTICE:
– Moon Rotation
• 360º Rotation / 1 Revolution
• Moon ALWAYS has the same side facing Earth.
106. VISIBLE MOON
• ONLY ½ of the moon
will be lit at any 1 time.
• Depending on WHERE
the moon is in relation
to the sun, we see
different Parts.
107. WHERE ARE THE PHASES?
• NEW MOON:
• WHAT DO WE SEE?
– Dark side of the moon
• WHERE IS THE MOON COMPARED TO
SUN?
– +5º to -5º Declination from the ecliptic
– If it was ON the ecliptic=
• eCLIPSE
108. WHERE ARE THE PHASES?
• WAXING CRESCENT:
• WHAT DO WE SEE?
– RIGHT edge of the moon lit
• WHERE IS THE MOON COMPARED TO
SUN?
– ≈45º to the LEFT of the moon
109. WHERE ARE THE PHASES?
• FIRST QUARTER:
• WHAT DO WE SEE?
– Right HALF of the moon lit
– “quarter”??? Because we see ¼ of the moon
• WHERE IS THE MOON COMPARED TO
SUN?
– 90º to the LEFT of the moon
110. WHERE ARE THE PHASES?
• WAXING GIBBOUS:
• WHAT DO WE SEE?
– All but the left edge of the moon lit
• WHERE IS THE MOON COMPARED TO
SUN?
– ≈135º to the LEFT of the moon
111. WHERE ARE THE PHASES?
• FULL MOON:
• WHAT DO WE SEE?
– A full side of the moon, all that is lit
– As much of the moon we can see: ½
• WHERE IS THE MOON COMPARED TO
SUN?
– 180º , in opposition with the sun
112. WHERE ARE THE PHASES?
• WANING GIBBOUS:
• WHAT DO WE SEE?
– All but the RIGHT edge of the moon lit
• WHERE IS THE MOON COMPARED TO
SUN?
– ≈135º to the RIGHT of the moon
113. WHERE ARE THE PHASES?
• THIRD QUARTER:
• WHAT DO WE SEE?
– Left HALF of the moon lit
– “quarter”??? Because we see ¼ of the moon
• WHERE IS THE MOON COMPARED TO
SUN?
– 90º to the RIGHT of the moon
114. WHERE ARE THE PHASES?
• WANING CRESCENT:
• WHAT DO WE SEE?
– LEFT edge of the moon lit
• WHERE IS THE MOON COMPARED TO
SUN?
– ≈45º to the RIGHT of the moon
115. ECLIPSES
• Solar
– Moon Blocks Sun’s visible disk
– Can only happen during NEW MOON
– Still Visible:
• Sun’s CORONA
– Solar ATMOSPHERE
– Very Brief
• Moon’s shadow is small
• Earth Rotates Quickly
116. • Partial
– Some sun is still visible
– (in the Penumbra)
• Totality
– No part of Solar Disk is visible
– (in the Umbra)
• Annular
– Only the outer Ring of Sun is visible.
117. eclipses
• Lunar
– Earth Blocks Sunlight from reaching the Moon
– Can only happen during a FULL MOON
– Still Visible “Blood Moon”
• Sunlight passes through our atmosphere
• Blue light is scattered
• Reddish light passes through to Moon
– Lasts several Minutes
• Earth’s shadow is BIG compared to moon
118. Why Eclipses don’t happen all the time
• Moon’s Orbit is tilted 5 degrees to the Ecliptic
• The “NODE” need to be hitting a FULL or
NEW to have a chance to Eclipse
• 2x / year
120. LAST 30 min
• FINISH LAB PACK(s)
• PHASES
• SEASONS
• PARALLAX
• RETROGRADE
• RA / DEC
121. PLAN FOR THE DAY
• C H E C K / D IS C U S S P R A C T IC E
C O M P U T A T IO N
• - R E A D IN G A S S IG N M E N T
C O R R E C T IV E S
–Grade Your Homework for
CORRECTNESS
• (Every wrong answer =-1 to score.)
–CORRECT ERRORS
122. Universe
• Made of MATTER & ENERGY
• MATTER:
– Atoms of Elements made of
• Protons, Neutrons and Electrons.
• ENERGY:
– 4 known forces
• Electromagnetism
• Gravity
• Weak Nuclear Force
• Strong Nuclear Force
123. Unknown Universe
• “Dark Matter”
– “Invisible” “Sources of gravity”
– Possible Neutrino source
• “Big Bang”
– Concept that the Universe started as one
small point of reality, and is expanding.
– Expansion is speeding up
• “Dark Energy”
– Antigravity pushing galaxies apart
Editor's Notes
WATCH COSMOS INTRODUCTION TO IONIAN CULTURE: ??SHORES OF COSMIC OCEAN??