Collapse SubdiscussionSarah WoodsSarah Woods
Jun 4, 2017Jun 4 at 12:09pm
Manage Discussion Entry
To evaluate each expression, I started out by writing down my birthday, 6/15/94 and then I wrote down the problems keeping in mind the variables a, b, and c; my problems looked like this, 6^3 - -15^3, (6- -15) [6^2+6(-15) + -15^2] and (-15 – 94)/ [2(-15) – 6]. To start on the first problem, I broke down each number and wrote it like this, 6 X 6 X 6 + 15 X 15 X 15, I did this because the exponent of each number was 3. I then did the multiplication and got this, 216 + 3,375. Lastly, I added the two remaining numbers and got 3,591. For my second problem, I started by changing (6 - - 15) into (6 +15) because a positive minus a negative is a positive. I then made [6^2 +6(-15) + -15^2] into [36(-90) + 225]. After doing this I added my first two numbers and got 21. I then did 36(-90) and got -3,240; bringing my problem to look like this, (21) (-3,240 + 225). To finish off the problem I first added -3,240 and 225 resulting in – 3,015; I then multiplies (21) (-3.015) and got for my result -63,315. For my last problem, I did not get an integer for my final answer but I did get the lowest terms for the answer I got. To start off I wrote the problem as I did with all the expressions, I then did (-15 – 94) getting -109 and [2(-15) – 6] resulting in -30 – 6. Now I have a problem that looks like this, -109/ -30 – 6; I keep the -109 and I subtract the -30 and the 6, getting -36. Now my problem looks like, -109/ -36. The – 36 is the divisor in this problem. The answer I got was -3.027 and I reduced it to -3.03.
The Reasons for the Seasons
Ask a fifth-grader why he or she believes Earth
has seasons, and the answer usually involves a
mistaken notion about Earth’s distance from
the Sun. Not only are elementary students often
stumped by the seasons, but adults also commonly
misunderstand this concept—even Harvard University
graduates (Schneps, Sadler, and Woll 1988).
Children understand that temperature usually fluctuates
depending upon one’s nearness to a heat source, which gives
rise to the false analogy of the Sun’s heat and its presumed
effect on Earth’s seasonal temperature fluctuations. Another
explanation for this widespread erroneous impression
may lie in the two-dimensional drawings that often depict
Earth’s orbit around the Sun. Most diagrams emphasize the
elliptical nature of Earth’s orbit. Although it is technically
elliptical, Earth’s orbit is a nearly perfect circle, with only a
2% difference between its apogee (the point in Earth’s orbit at
which it is farthest from the Sun’s center) during the month
of June and its perigee (the point in Earth’s orbit at which it
is closest to the Sun’s center) during the month of January.
Perigee occurs in January, corresponding with the Northern
Hemisphere’s winter, and the apogee occurs in June, corresponding
with the Northern Hemisphere’s summer. The construction of a three-dimensional model of the
changing season ...
Evolution (Educación Secundaria - Bachillerato - School of stars - Pamploneta...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Following the footsteps of two of the most important historical figures in science, Galileo and Darwin, we explore the concept of Evolution in two very different fields: the Universe itself and the life that has developed on Earth.
escuela.pamplonetario.org
The Moon is a planetary-mass object with a differentiated rocky body, making it a satellite planet under the geophysical definitions of the term and larger than all known dwarf planets of the Solar System. It lacks any significant atmosphere, hydrosphere, or magnetic field1. It is Earth’s sole natural satellite and nearest large celestial body. Known since prehistoric times, it is the brightest object in the sky after the Sun
NATS 1740 AssignmentSun, Earth and Moon SystemThis assignmen.docxrosemarybdodson23141
NATS 1740 Assignment
Sun, Earth and Moon System
This assignment requires that you print this file that you answer on the last 2 printed sheets. Staple those 2 sheets together and bring them to class on 26 February.
READ CAREFULLY the description of this work. Remember that Earth orbits around the Sun and Moon orbits around the Earth. The other motion that we are going to consider is the Earth’s spin around its axis. A good idea is to view again the video "Why does the moon change shape? “
The Earth and the Sun: Daily (Diurnal) Motion
Pretend your head is the Earth, and your eyes are you looking up into the sky from Earth’s Northern Hemisphere. Imagine a bright light in the front of the room to represent the Sun. To represent the Earth spinning on its axis, stand up and turn around COUNTER-CLOCKWISE (as seen from above). As you turn, the time of day at the location of your eyes changes. One complete turn of your head (360 degrees) represents 24 hours.
Although the exact rising and setting times (and thus the duration of the day) depend on the time of the year and on the location on Earth, for this assignment we consider the day equally divided by sunrise, noon, sunset and midnight.
Now you can answer question 1, remember that here you are studying the Earth’s daily (24 hours) motion, so that the position of Earth with respect to the Sun can be considered fixed.
1. On your assignment answer sheet, make four simple drawings of the Earth and the light rays from the Sun, clearly showing your location on Earth at sunrise, sunset, noon and midnight. The viewpoint for all drawings should be looking down on the Earth from far above the North Pole. Show the direction in which the Earth is spinning. (Note: in this and following questions some marks will be deducted if the arrows are missing).
The Motion and Phases of the Moon
Now pretend that you have a tennis ball next to your head representing the Moon (Your head and the tennis ball are the same relative size as the Earth and the Moon). We are going to recreate the phases of the Moon (its changing appearance with time) as seen from Earth. When the Moon’s phase is full, its entire surface as seen from the Earth is lit by the Sun.
2. Sketch the relative positions of the Earth, Moon and the Sun rays when the Moon is full. The moon orbits the Earth in the same direction that the Earth spins (see question 1); indicate this direction with an arrow. In a second sketch show the position of Earth, Moon and the Sun rays when it is a new Moon (when none of its surface as seen from the Earth is lit up by the Sun).
3. About what time is it for you when the full Moon is highest in the sky ? For question 3, turn around as you have done in question 1 and find out what time is it for you when the full Moon is highest in the sky (when you are looking at the tennis ball straight ahead).
4. Now turn yourself counterclockwise until the tennis ball is just about to disappear from view; that is, when the Mo.
This presentation is based on the curriculum for K12 created by the Department of education. It includes simulation to better understand the concepts presented.
Evolution (Educación Secundaria - Bachillerato - School of stars - Pamploneta...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Following the footsteps of two of the most important historical figures in science, Galileo and Darwin, we explore the concept of Evolution in two very different fields: the Universe itself and the life that has developed on Earth.
escuela.pamplonetario.org
The Moon is a planetary-mass object with a differentiated rocky body, making it a satellite planet under the geophysical definitions of the term and larger than all known dwarf planets of the Solar System. It lacks any significant atmosphere, hydrosphere, or magnetic field1. It is Earth’s sole natural satellite and nearest large celestial body. Known since prehistoric times, it is the brightest object in the sky after the Sun
NATS 1740 AssignmentSun, Earth and Moon SystemThis assignmen.docxrosemarybdodson23141
NATS 1740 Assignment
Sun, Earth and Moon System
This assignment requires that you print this file that you answer on the last 2 printed sheets. Staple those 2 sheets together and bring them to class on 26 February.
READ CAREFULLY the description of this work. Remember that Earth orbits around the Sun and Moon orbits around the Earth. The other motion that we are going to consider is the Earth’s spin around its axis. A good idea is to view again the video "Why does the moon change shape? “
The Earth and the Sun: Daily (Diurnal) Motion
Pretend your head is the Earth, and your eyes are you looking up into the sky from Earth’s Northern Hemisphere. Imagine a bright light in the front of the room to represent the Sun. To represent the Earth spinning on its axis, stand up and turn around COUNTER-CLOCKWISE (as seen from above). As you turn, the time of day at the location of your eyes changes. One complete turn of your head (360 degrees) represents 24 hours.
Although the exact rising and setting times (and thus the duration of the day) depend on the time of the year and on the location on Earth, for this assignment we consider the day equally divided by sunrise, noon, sunset and midnight.
Now you can answer question 1, remember that here you are studying the Earth’s daily (24 hours) motion, so that the position of Earth with respect to the Sun can be considered fixed.
1. On your assignment answer sheet, make four simple drawings of the Earth and the light rays from the Sun, clearly showing your location on Earth at sunrise, sunset, noon and midnight. The viewpoint for all drawings should be looking down on the Earth from far above the North Pole. Show the direction in which the Earth is spinning. (Note: in this and following questions some marks will be deducted if the arrows are missing).
The Motion and Phases of the Moon
Now pretend that you have a tennis ball next to your head representing the Moon (Your head and the tennis ball are the same relative size as the Earth and the Moon). We are going to recreate the phases of the Moon (its changing appearance with time) as seen from Earth. When the Moon’s phase is full, its entire surface as seen from the Earth is lit by the Sun.
2. Sketch the relative positions of the Earth, Moon and the Sun rays when the Moon is full. The moon orbits the Earth in the same direction that the Earth spins (see question 1); indicate this direction with an arrow. In a second sketch show the position of Earth, Moon and the Sun rays when it is a new Moon (when none of its surface as seen from the Earth is lit up by the Sun).
3. About what time is it for you when the full Moon is highest in the sky ? For question 3, turn around as you have done in question 1 and find out what time is it for you when the full Moon is highest in the sky (when you are looking at the tennis ball straight ahead).
4. Now turn yourself counterclockwise until the tennis ball is just about to disappear from view; that is, when the Mo.
This presentation is based on the curriculum for K12 created by the Department of education. It includes simulation to better understand the concepts presented.
Planet orbital eccentricity disproves the solar group current descriptionGerges francis
The basic challenge in the solar group study is the current description which contradicts with the solar planets data ….
Simply the solar group current description is unreal…! The planet doesn’t move by gravity, and no big bang is found in the universe origin..! Solar Planet motion can't be independent from other planets motions, on the contrary the planets motions work as gears motions, each planet causes the other planet to move!
In fact it's hard to examine this situation… the solar group current description is created based on the direct observation, regardless any planet data… which creates approximately a pure imaginary description…
This imaginary description is created also because of the basic definitions absence…(No definitions for …. distance, time, Energy, Force, Matter, Gravity, Light Nature, Field etc..). to see much we need to examine the eclipse phenomena
Example For Explanation – Total Solar Eclipse
Why the total solar eclipse is occurred? i.e. Why we see the sun disc= the moon disc?
The answer is known.. because
(Sun Diameter / Moon Diameter) = (Earth Orbital Distance / Earth Moon Distance)
Why? …..Why the diameters rate = the distances rate?
Is there a relationship between the planet diameter and his orbital distance? Or
Planet orbital distance is defined by gravity …?! Let's try to answer
1st Critic /
Mercury – Venus – Earth ….. these 3 planets order lead us to conclude that, there's some relationship between the planet diameter and his orbital distance
With a clear rule
"Greater Diameter needs Greater Orbital Distance"
And/
There's a similar order (but reversed). Let's see it
Jupiter – Saturn – Uranus – Neptune – Pluto
The previous order tells us a reversed rule
"Greater Diameter needs Shorter Orbital Distance"
Something is occurred with Mars which caused the rule to be reversed after Mars!
But/
Uranus Diameter is Greater Than Neptune Diameter,
Where Neptune Mass is Greater Than Uranus… that tells us the solar planets order is done depending on the diameter and not on the mass! disproving the gravity concept!
Life Is Found On Earth Only (Claim)
-The Solar Planet Orbital Period is found based on geometrical reason.
-The Sun circles Earth during 365.25 days giving one Face always to the Earth which is The Life Reason On Earth
-The Life chance on Earth is found by a mentioned process based on the solar group geometrical structure and not found by any random process….
Does The Moon Orbit Regression Prove The Earth Displacement? Gerges francis
Abstract
Paper hypothesis
The Moon Orbit Regression 19 Degrees Yearly Depends On Earth Displacement 1 km Per Solar Day
The Hypothesis Explanation
- The Earth Moon distances aren't changed and the moon orbit regresses 19 degrees per year…
- Based on this data … we may conclude the following:
- Earth moves a specific motion as a result of the moon orbit regression (or the moon orbit regression is done based on this Earth specific motion)
- The moon orbit regression is a translation motion and can't be considered as a cyclic motion that because it doesn't return to its start point, on the contrary, it's a translation motion moves from point to another new point and doesn't return back
- The Earth day displacement must be a translation motion and not a cyclic one because it's a result or reason for the moon orbit regression, which is a translation motion also…
Gerges Francis Tawdrous +201022532292
1/27/2019 Homework 2
https://session.masteringphysics.com/myct/assignmentPrintView?assignmentID=7008141 1/9
Homework 2
Due: 11:59pm on Friday, February 1, 2019
You will receive no credit for items you complete after the assignment is due. Grading Policy
Jupiter in Motion
Jupiter orbits the Sun at an average distance of 5.203 AU.
Part A - What is the length of its year in Earth years? Answer to two decimal places.
You did not open hints for this part.
ANSWER:
Motion of Mars
Mars's orbit is rather eccentric.
Part A - Does Mars move at a higher speed when it is farther away from the Sun or closer to it? Explain.
You did not open hints for this part.
ANSWER:
Kepler's 3rd Law
Part A - All of the following statements are true. Which one can be explained by Kepler’s third law?
You did not open hints for this part.
ANSWER:
Tycho Brahe
Part A - The great contribution of Tycho Brahe was to
ANSWER:
3785 Character(s) remaining
Essay answers are limited to about 500 words (3800 characters maximum, including spaces).
(none provided)
Mars moves faster in its orbit when it is closer to the Sun than when it is farther from the Sun.
All the planets orbit the Sun in nearly the same plane.
Earth is slightly closer to the Sun in January than in July.
Venus orbits the Sun at a faster orbital speed than Earth.
The Sun is not in the precise center of Saturn’s orbit.
1/27/2019 Homework 2
https://session.masteringphysics.com/myct/assignmentPrintView?assignmentID=7008141 2/9
The Greeks
Part A - The ancient Greeks get a lot of attention for their contributions to science because
ANSWER:
Ellipses
Part A - Which of the following statements about an ellipse is NOT true?
ANSWER:
Eccentricities
Part A - When we say that a planet has a highly eccentric orbit, we mean that:
ANSWER:
Eris
possess a metal nose
discover four moons orbiting Jupiter, thereby lending strong support to the idea that Earth is not the center of the universe
offer the first detailed model of a Sun-centered solar system, thereby beginning the process of overturning the Earth-centered model of the
Greeks
observe planetary positions with sufficient accuracy so that Kepler could later use the data to discover the laws of planetary motion
discover that planets orbit the Sun in elliptical orbits with varying speed
they were the first people to realize that Earth is a planet orbiting the Sun
they were the only ancient culture that kept written records of their astronomical observations
they were the first people known to try to explain nature with models based on reason and mathematics, without resort to the supernatural
the books of every other culture were lost in the destruction of the library of Alexandria
The semimajor axis of an ellipse is half the length of the longest line that you can draw across an ellipse.
The focus of an ellipse is always located precisely at the center of the ellipse.
An ellipse with a large eccentricity looks much more elongate.
This unit has been designed to support Year 3 teachers. It integrates some of the Primary Connections Ideas and acknowledges these, yet also add additional resources. We have tried to incorporate higher order thinking skills within the unit.
If you like this resource like and share http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/ (I am trying to win my son an iPad. The resource on this site with the most likes wins an iPad Mini).
Venus and Mars Motions Interactive Effect Gerges francis
Paper Claim
Venus and Mars Motions Interactive Effect Causes To Create A New Rate Of Time In The Solar System Motion
Let's remember the different rates of time argument in following:
- I have discovered many of light motion features in Planet Motion
- Because of that, I have tried to explain how such features are created, then I had to suggest the 1st hypothesis (Planet Motion Depends On Light Motion)
- For detailed investigation I had to suggest the 2nd hypothesis (Light Motion For 1 Second Causes Planet Motion For 1 Day)
- The research 2nd hypothesis suggests that, there are different rate of time in the solar system, then I have concluded the basic rule to create these different rates of time which is (Equal Distances Are Used For Different Rates Of Time)
Then
- I have found that, the original rate of time which is (1 Second Of Light Motion Is Equivalent For 1 Solar Day (86400 seconds) Of Planet Motion) this rate of time is valid always in the solar system motion ….
But
- In the Earth moon orbit, this rate is changed into one more rate of time which is (1 Day Of The Sun Is Equivalent Of A Year (365.25 Days) Of Earth)
i.e.
- The 1st rate of time is found generally in the solar system but the 2nd rate of time is found in the Earth moon orbit – the nest question should be why??
- This is happened because of Venus & Mars Motions Interactive Effect On The Earth Moon Orbit And Motion.. so this paper tries to discover the geometrical mechanism by which this effect is created…
Gerges Francis Tawdrous +201022532292
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
Earth axial tilt 23.4 degrees effects on many other solar planets in addition to the Earth,
Which proves that,
The solar group is one body (or one machine), each planet should be considered as a member in this same body where all solar planets are created from the same energy.
Consider the vision for a successful Southwest Transit marketing tea.docxclarebernice
Consider the vision for a successful Southwest Transit marketing team composed in Topic 4. Narrow down the team selection to four individuals for presentation to the director. Decide which strategies will be most effective for leading the agreed-upon team. Compose a PowerPoint presentation (10-12 slides), then record your 5-7-minute presentation using YouTube Video, Loom, or Zoom. On the title slide of your PowerPoint presentation, provide the link to your YouTube, Loom, or Zoom video recording that you created. Your presentation should address the following:
Who are the four team members, and what was the primary reason each person was selected? How difficult was it to come to a decision regarding team selection? Which potential team member was most difficult to come to a consensus about? Why?
What are the primary strengths of the team? What are its potential weaknesses? How positive is the management team about the team's potential? Justify your answers with evidence from " Southwest Transit Team Member Profiles."
What strategies will be most effective for motivating the team, managing conflict, and ensuring success and fostering collaboration? Cite specific motivational theories, conflict-resolution strategies, and leadership strategies in your answer.
Justify how the selected team embodies the values of Conscious Capitalism how the tenet of stakeholder orientation played a role in the team selection process. Provide citations to strengthen your claims.
Describe how value is created for each stakeholder, and in what ways will the team positively impact the business as a whole?
You are required to use at least three academic references to strengthen and support your claims and recommendations. Ensure each content slide has supporting citations and specific examples.
.
Consider the various ways to create effective communication in teams.docxclarebernice
Consider the various ways to create effective communication in teams and guidelines from the text to determine how s a student group could constructively manage the situations described below. In your response for each scenario, identify which principles of effective teamwork are being disregarded, and develop responses (i.e. ways) that maintain a supportive communication climate.
A. LATENESS: At the second meeting, Peg came in a few minutes late. That was bad enough, but now she’s coming 10–15 minutes late to every meeting. What’s worse, Angelica and Robert have started arriving late, too. It makes the rest of us feel like giving up.
B. SKEPTICISM: Dan constantly makes negative comments. Our brainstorming activities fail because he makes fun of our efforts. Some people in the group are losing their enthusiasm and have stopped saying anything.
C. MONOPOLIZING: Rajiv is very opinionated. He keeps talking, and he rambles on and on. It feels like we can’t get a word in edgewise.
D. SILENT DISAGREEMENT: Adelle sits around rolling her eyes about almost everything we say. We can tell from the look on her face that she doesn’t like our ideas. It makes us feel like she doesn’t like us, either. She’s very pretty, and I think maybe she feels superior.
.
More Related Content
Similar to Collapse SubdiscussionSarah WoodsSarah WoodsJun 4, 2017Jun 4 at .docx
Planet orbital eccentricity disproves the solar group current descriptionGerges francis
The basic challenge in the solar group study is the current description which contradicts with the solar planets data ….
Simply the solar group current description is unreal…! The planet doesn’t move by gravity, and no big bang is found in the universe origin..! Solar Planet motion can't be independent from other planets motions, on the contrary the planets motions work as gears motions, each planet causes the other planet to move!
In fact it's hard to examine this situation… the solar group current description is created based on the direct observation, regardless any planet data… which creates approximately a pure imaginary description…
This imaginary description is created also because of the basic definitions absence…(No definitions for …. distance, time, Energy, Force, Matter, Gravity, Light Nature, Field etc..). to see much we need to examine the eclipse phenomena
Example For Explanation – Total Solar Eclipse
Why the total solar eclipse is occurred? i.e. Why we see the sun disc= the moon disc?
The answer is known.. because
(Sun Diameter / Moon Diameter) = (Earth Orbital Distance / Earth Moon Distance)
Why? …..Why the diameters rate = the distances rate?
Is there a relationship between the planet diameter and his orbital distance? Or
Planet orbital distance is defined by gravity …?! Let's try to answer
1st Critic /
Mercury – Venus – Earth ….. these 3 planets order lead us to conclude that, there's some relationship between the planet diameter and his orbital distance
With a clear rule
"Greater Diameter needs Greater Orbital Distance"
And/
There's a similar order (but reversed). Let's see it
Jupiter – Saturn – Uranus – Neptune – Pluto
The previous order tells us a reversed rule
"Greater Diameter needs Shorter Orbital Distance"
Something is occurred with Mars which caused the rule to be reversed after Mars!
But/
Uranus Diameter is Greater Than Neptune Diameter,
Where Neptune Mass is Greater Than Uranus… that tells us the solar planets order is done depending on the diameter and not on the mass! disproving the gravity concept!
Life Is Found On Earth Only (Claim)
-The Solar Planet Orbital Period is found based on geometrical reason.
-The Sun circles Earth during 365.25 days giving one Face always to the Earth which is The Life Reason On Earth
-The Life chance on Earth is found by a mentioned process based on the solar group geometrical structure and not found by any random process….
Does The Moon Orbit Regression Prove The Earth Displacement? Gerges francis
Abstract
Paper hypothesis
The Moon Orbit Regression 19 Degrees Yearly Depends On Earth Displacement 1 km Per Solar Day
The Hypothesis Explanation
- The Earth Moon distances aren't changed and the moon orbit regresses 19 degrees per year…
- Based on this data … we may conclude the following:
- Earth moves a specific motion as a result of the moon orbit regression (or the moon orbit regression is done based on this Earth specific motion)
- The moon orbit regression is a translation motion and can't be considered as a cyclic motion that because it doesn't return to its start point, on the contrary, it's a translation motion moves from point to another new point and doesn't return back
- The Earth day displacement must be a translation motion and not a cyclic one because it's a result or reason for the moon orbit regression, which is a translation motion also…
Gerges Francis Tawdrous +201022532292
1/27/2019 Homework 2
https://session.masteringphysics.com/myct/assignmentPrintView?assignmentID=7008141 1/9
Homework 2
Due: 11:59pm on Friday, February 1, 2019
You will receive no credit for items you complete after the assignment is due. Grading Policy
Jupiter in Motion
Jupiter orbits the Sun at an average distance of 5.203 AU.
Part A - What is the length of its year in Earth years? Answer to two decimal places.
You did not open hints for this part.
ANSWER:
Motion of Mars
Mars's orbit is rather eccentric.
Part A - Does Mars move at a higher speed when it is farther away from the Sun or closer to it? Explain.
You did not open hints for this part.
ANSWER:
Kepler's 3rd Law
Part A - All of the following statements are true. Which one can be explained by Kepler’s third law?
You did not open hints for this part.
ANSWER:
Tycho Brahe
Part A - The great contribution of Tycho Brahe was to
ANSWER:
3785 Character(s) remaining
Essay answers are limited to about 500 words (3800 characters maximum, including spaces).
(none provided)
Mars moves faster in its orbit when it is closer to the Sun than when it is farther from the Sun.
All the planets orbit the Sun in nearly the same plane.
Earth is slightly closer to the Sun in January than in July.
Venus orbits the Sun at a faster orbital speed than Earth.
The Sun is not in the precise center of Saturn’s orbit.
1/27/2019 Homework 2
https://session.masteringphysics.com/myct/assignmentPrintView?assignmentID=7008141 2/9
The Greeks
Part A - The ancient Greeks get a lot of attention for their contributions to science because
ANSWER:
Ellipses
Part A - Which of the following statements about an ellipse is NOT true?
ANSWER:
Eccentricities
Part A - When we say that a planet has a highly eccentric orbit, we mean that:
ANSWER:
Eris
possess a metal nose
discover four moons orbiting Jupiter, thereby lending strong support to the idea that Earth is not the center of the universe
offer the first detailed model of a Sun-centered solar system, thereby beginning the process of overturning the Earth-centered model of the
Greeks
observe planetary positions with sufficient accuracy so that Kepler could later use the data to discover the laws of planetary motion
discover that planets orbit the Sun in elliptical orbits with varying speed
they were the first people to realize that Earth is a planet orbiting the Sun
they were the only ancient culture that kept written records of their astronomical observations
they were the first people known to try to explain nature with models based on reason and mathematics, without resort to the supernatural
the books of every other culture were lost in the destruction of the library of Alexandria
The semimajor axis of an ellipse is half the length of the longest line that you can draw across an ellipse.
The focus of an ellipse is always located precisely at the center of the ellipse.
An ellipse with a large eccentricity looks much more elongate.
This unit has been designed to support Year 3 teachers. It integrates some of the Primary Connections Ideas and acknowledges these, yet also add additional resources. We have tried to incorporate higher order thinking skills within the unit.
If you like this resource like and share http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/ (I am trying to win my son an iPad. The resource on this site with the most likes wins an iPad Mini).
Venus and Mars Motions Interactive Effect Gerges francis
Paper Claim
Venus and Mars Motions Interactive Effect Causes To Create A New Rate Of Time In The Solar System Motion
Let's remember the different rates of time argument in following:
- I have discovered many of light motion features in Planet Motion
- Because of that, I have tried to explain how such features are created, then I had to suggest the 1st hypothesis (Planet Motion Depends On Light Motion)
- For detailed investigation I had to suggest the 2nd hypothesis (Light Motion For 1 Second Causes Planet Motion For 1 Day)
- The research 2nd hypothesis suggests that, there are different rate of time in the solar system, then I have concluded the basic rule to create these different rates of time which is (Equal Distances Are Used For Different Rates Of Time)
Then
- I have found that, the original rate of time which is (1 Second Of Light Motion Is Equivalent For 1 Solar Day (86400 seconds) Of Planet Motion) this rate of time is valid always in the solar system motion ….
But
- In the Earth moon orbit, this rate is changed into one more rate of time which is (1 Day Of The Sun Is Equivalent Of A Year (365.25 Days) Of Earth)
i.e.
- The 1st rate of time is found generally in the solar system but the 2nd rate of time is found in the Earth moon orbit – the nest question should be why??
- This is happened because of Venus & Mars Motions Interactive Effect On The Earth Moon Orbit And Motion.. so this paper tries to discover the geometrical mechanism by which this effect is created…
Gerges Francis Tawdrous +201022532292
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
Earth axial tilt 23.4 degrees effects on many other solar planets in addition to the Earth,
Which proves that,
The solar group is one body (or one machine), each planet should be considered as a member in this same body where all solar planets are created from the same energy.
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Collapse SubdiscussionSarah WoodsSarah WoodsJun 4, 2017Jun 4 at .docx
1. Collapse SubdiscussionSarah WoodsSarah Woods
Jun 4, 2017Jun 4 at 12:09pm
Manage Discussion Entry
To evaluate each expression, I started out by writing down my
birthday, 6/15/94 and then I wrote down the problems keeping
in mind the variables a, b, and c; my problems looked like this,
6^3 - -15^3, (6- -15) [6^2+6(-15) + -15^2] and (-15 – 94)/ [2(-
15) – 6]. To start on the first problem, I broke down each
number and wrote it like this, 6 X 6 X 6 + 15 X 15 X 15, I did
this because the exponent of each number was 3. I then did the
multiplication and got this, 216 + 3,375. Lastly, I added the two
remaining numbers and got 3,591. For my second problem, I
started by changing (6 - - 15) into (6 +15) because a positive
minus a negative is a positive. I then made [6^2 +6(-15) + -
15^2] into [36(-90) + 225]. After doing this I added my first
two numbers and got 21. I then did 36(-90) and got -3,240;
bringing my problem to look like this, (21) (-3,240 + 225). To
finish off the problem I first added -3,240 and 225 resulting in –
3,015; I then multiplies (21) (-3.015) and got for my result -
63,315. For my last problem, I did not get an integer for my
final answer but I did get the lowest terms for the answer I got.
To start off I wrote the problem as I did with all the
expressions, I then did (-15 – 94) getting -109 and [2(-15) – 6]
resulting in -30 – 6. Now I have a problem that looks like this, -
109/ -30 – 6; I keep the -109 and I subtract the -30 and the 6,
getting -36. Now my problem looks like, -109/ -36. The – 36 is
the divisor in this problem. The answer I got was -3.027 and I
reduced it to -3.03.
The Reasons for the Seasons
Ask a fifth-grader why he or she believes Earth
has seasons, and the answer usually involves a
mistaken notion about Earth’s distance from
2. the Sun. Not only are elementary students often
stumped by the seasons, but adults also commonly
misunderstand this concept—even Harvard University
graduates (Schneps, Sadler, and Woll 1988).
Children understand that temperature usually fluctuates
depending upon one’s nearness to a heat source, which gives
rise to the false analogy of the Sun’s heat and its presumed
effect on Earth’s seasonal temperature fluctuations. Another
explanation for this widespread erroneous impression
may lie in the two-dimensional drawings that often depict
Earth’s orbit around the Sun. Most diagrams emphasize the
elliptical nature of Earth’s orbit. Although it is technically
elliptical, Earth’s orbit is a nearly perfect circle, with only a
2% difference between its apogee (the point in Earth’s orbit at
which it is farthest from the Sun’s center) during the month
of June and its perigee (the point in Earth’s orbit at which it
is closest to the Sun’s center) during the month of January.
Perigee occurs in January, corresponding with the Northern
Hemisphere’s winter, and the apogee occurs in June,
corresponding
with the Northern Hemisphere’s summer. The construction of a
three-dimensional model of the
changing seasons using simple materials has been successful
in correcting students’ misinterpretation of the cause
of the seasons (Lambert and Ariza 2008).
Like the other planets, the Earth rotates on its axis as
it revolves around the Sun. Earth is currently tilted 23.5º
on its axis and remains in the same alignment with respect
to the background stars throughout its orbit around the
Sun, which takes 365.2 days. The
North Pole always points toward
Polaris or the North Star. We know
that Earth is tilted 23.5º because of
the geometric relationship between
Earth and the Sun. The difference
between the angle of the midday Sun
3. on an equinox (September or March) and a solstice (December
or June) is equal to 23.5º.
As Earth revolves around the Sun, its axis remains
tilted 23.5º in the same direction. However, the direction
of Earth’s tilt with respect to the Sun does change, causing
the seasons. When the Northern Hemisphere is tilted
toward the Sun, that half of the Earth receives more direct
sunlight and has summer. At the same time, the Southern
Hemisphere is tilted away from the Sun and has winter.
In this lesson, students employ a simple model to
learn how Earth’s tilt and revolution around the Sun
causes our seasons.
Julie Lee Lambert ([email protected]) is an associate
professor at Florida Atlantic University in Boca Raton,
Florida. Suzanne Smith Sundburg ([email protected]
verizon.net) is a freelance science writer and editor in
Arlington, Virginia.
References
Lambert, J. and E.N. Ariza. 2008. Improving achievement
for linguistically and culturally diverse learners
through an inquiry-based Earth systems curriculum.
Journal of Elementary Science Education 20 (4):
61–79.
Schneps, M.H., P.M. Sadler, and S. Woll. 1988. A private
universe: Misconceptions that block learning [Videorecording].
Santa Monica, CA: Pyramid Films.
Explaining Seasons With
Tilting Toothpicks
What causes the seasons?
Grade Level: Grades 4–6
Process Skills: Observing, modeling, inferring, and
communicating
Engage
To assess students’ prior knowledge, first each student
answered a brief preassessment (see NSTA Connection).
4. The preassessment helped determine whether
students thought Earth’s changing distance to the Sun
causes seasons or whether students thought that the tilt
physically changes during different seasons. Additionally,
it helped teachers determine if students knew that
the Northern and Southern Hemispheres are experiencing
opposite seasons when shown a diagram of the
Sun’s rays and a tilted Earth.
Teams of students were then asked to make a model of
the seasons using a small craft light, four Earth models
made of Styrofoam, four toothpicks, and a protractor.
Students were told that the toothpick represented Earth’s
axis and to push the toothpick into the ball through the
North Pole so that the end would go out at the South
Pole. They also were told that each Earth model should
represent one season.
Teams were asked to sketch their physical model and
to answer a series of questions (the summary of embedded
assessments is available online; see NSTA Connection).
Each team then presented its model. The initial models
revealed students’ naïve or alternative conceptions. Most
of the teams initially explained the seasons as being the
result of Earth’s distance to the Sun. Most teams had the
tilt of the summer and winter Earth models correct, but
they were not sure what to do with the tilt in the spring
and fall Earth models. Figure 1 shows a typical model in
which the students placed Earth closer to the Sun during
the summer season and farther in the winter with the correct
tilt, but then made the tilt more vertical for the spring
and fall season. Occasionally, a model did not match the
verbal explanation. For example, a team may have said
that it kept the tilt the same, but the model showed a
change in the direction of the tilt (Figure 2).
Explore and Explain
Teams were then asked to read a narrative describing
Earth’s orbit and its proximity to the Sun throughout
5. the seasons, its tilt on its axis in relation to the Sun,
and the amount and angle of direct rays of sunlight
that each hemisphere receives during a particular
season (see NSTA Connection). Based on the information
contained in the story, the teams were asked
to revise their models accordingly. Each team’s revised
model was then checked, and the previous
explanation was expanded on during a whole-class
discussion. Assessment was again embedded (see
NSTA Connection).
Each team eventually constructed a correct model of
the seasons. One student helped his team understand the
changing seasons by using a protractor to place each of the
four toothpicks (without the Styrofoam Earth spheres) on
the base, each at a 23.5º angle and all pointing the same
direction. Immediately, students on his team seemed to
understand the cause of the seasons. This simple explanation
seems to help most students construct a correct
model of the seasons.
The lesson highlighted one of the more difficult
concepts underlying the cause of the seasons—the idea
of direct and indirect light. Students sometimes asked
why the Arctic is not warmer when it receives almost 24
hours of daylight during the summer. To help students
understand why regions near the equator are warmer,
a teacher can hold a flashlight perpendicular to a line
drawn on a board. Using a marker, the bright area can
be circled. Then the light should be moved so that it
shines over the line at an angle, and the marker should
again be traced around the bright area. Students will
observe that the area was smaller when the light was
shone at a perpendicular angle, and therefore the Sun’s
rays would be spread over less surface area and the
area would be much warmer. When Sun’s rays strike
Earth’s surface nearer the equator, the Sun’s radiation
is spread over a smaller area than at higher latitudes.
6. See the “What Causes the Seasons?” Science 101 column
(Robertson 2007) for a detailed explanation of
this phenomenon.
Extend
Students next applied their understanding of the real
world by constructing a working sundial to measure the
time of day (find directions online; see NSTA Connection).
As the Sun shines on the sundial, the shadow of
the gnomon’s point will cover the current time on the
time dial (Figure 3).
Next, we made an astrolabe, an instrument used to
measure the angle of an object in the sky, such as the Sun
or Moon, above the horizon (see NSTA Connection). In
Greek, the word astro means “star,” and labe means “to
find.” Both the sundial and the astrolabe can be used to
track the Sun’s path across the sky throughout the day
or year.
Finally, students compared the number of daylighthours and the
path of the Sun for each season in cities
at different latitudes. Sunrise and sunset times
for most cities can be found on the U.S. Naval Observatory’s
Astronomical Applications website (see
Internet Resource).
Reference
Robertson, W. 2007. What Causes the Seasons? (Science
101) Science and Children 44(5): 54–57.
Internet Resource
U.S. Naval Observatory’s Astronomical Applications
http://aa.usno.navy.mil/data
The Reasons for the Seasons
A
sk a fifth
7. -
grader why he or she believes Earth
has seasons, and the answer usually involves a
mistaken notion about Earth
’
s distance from
the Sun. Not only are elementary students often
stumped by the seasons, but adults also commonly
misunderstand this concept
—
even Harvard University
graduates (Schneps, Sadler, and Woll 1988).
Children understand that temperature usually fluctuates
depending upon one
’
s nearness to a heat source, which gi
ves
rise to the false analogy of the Sun
’
s heat and its presumed
effect on Earth
’
s seasonal temperature fluctuations. Another
explanation for this widespread erroneous impression
8. may lie in the two
-
dimensional drawings that often depict
Earth
’
s orbit aroun
d the Sun. Most diagrams emphasize the
elliptical nature of Earth
’
s orbit. Although it is technically
elliptical, Earth
’
s orbit is a nearly perfect circle, with only a
2% difference between its
apogee
(the point in Earth
’
s orbit at
which it is farthest fro
m the Sun
’
s center) during the month
of June and its
perigee
(the point in Earth
’
s orbit at which it
is closest to the Sun
’
9. s center) during the month of January.
Perigee occurs in January, corresponding with the Northern
Hemisphere
’
s winter, and the apogee
occurs in June, corresponding
with the Northern Hemisphere
’
s summer.
The construction of a three
-
dimensional model of the
changing seasons using simple materials has been successful
in correcting students
’
misinterpretation of the cause
of the seasons (Lam
bert and Ariza 2008).
Like the other planets, the Earth rotates on its axis as
it revolves around the Sun. Earth is currently tilted 23.5º
on its axis and remains in the same alignment with respect
to the background stars throughout its orbit around the
10. Sun, which takes 365.2 days. The
North Pole always points toward
Polaris or the North Star. We know
that Earth is tilted 23.5º because of
the geometric relationship between
Earth and the Sun. The difference
between the angle of the midday Sun
on an equinox
(September or March)
and a solstice (December or June) is equal to 23.5º.
As Earth revolves around the Sun, its axis remains
tilted 23.5º in the same direction. However, the direc
tion
of Earth
’
s tilt with respect to the Sun does change, causing
the seasons. When the Northern Hemisphere is tilted
toward the Sun, that half of the Earth receives more direct
The Reasons for the Seasons
Ask a fifth-grader why he or she believes Earth
has seasons, and the answer usually involves a
mistaken notion about Earth’s distance from
11. the Sun. Not only are elementary students often
stumped by the seasons, but adults also commonly
misunderstand this concept—even Harvard University
graduates (Schneps, Sadler, and Woll 1988).
Children understand that temperature usually fluctuates
depending upon one’s nearness to a heat source, which gives
rise to the false analogy of the Sun’s heat and its presumed
effect on Earth’s seasonal temperature fluctuations. Another
explanation for this widespread erroneous impression
may lie in the two-dimensional drawings that often depict
Earth’s orbit around the Sun. Most diagrams emphasize the
elliptical nature of Earth’s orbit. Although it is technically
elliptical, Earth’s orbit is a nearly perfect circle, with only a
2% difference between its apogee (the point in Earth’s orbit at
which it is farthest from the Sun’s center) during the month
of June and its perigee (the point in Earth’s orbit at which it
is closest to the Sun’s center) during the month of January.
Perigee occurs in January, corresponding with the Northern
Hemisphere’s winter, and the apogee occurs in June,
corresponding
with the Northern Hemisphere’s summer. The construction of a
three-dimensional model of the
changing seasons using simple materials has been successful
in correcting students’ misinterpretation of the cause
of the seasons (Lambert and Ariza 2008).
Like the other planets, the Earth rotates on its axis as
it revolves around the Sun. Earth is currently tilted 23.5º
on its axis and remains in the same alignment with respect
to the background stars throughout its orbit around the
Sun, which takes 365.2 days. The
North Pole always points toward
Polaris or the North Star. We know
that Earth is tilted 23.5º because of
the geometric relationship between
Earth and the Sun. The difference
between the angle of the midday Sun
12. on an equinox (September or March) and a solstice (December
or June) is equal to 23.5º.
As Earth revolves around the Sun, its axis remains
tilted 23.5º in the same direction. However, the direction
of Earth’s tilt with respect to the Sun does change, causing
the seasons. When the Northern Hemisphere is tilted
toward the Sun, that half of the Earth receives more direct
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Science 101
Nelson, George
Science and Children; Summer 2005; 42, 8; ProQuest Central
pg. 44
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
EARTH SEASONS DON'T FIT OTHER PLANETS
Abstract
Translate [unavailable for this document]
[Venus] on the other hand is much closer to the sun.
Temperatures are much higher. Venus' tilt is less than three
degrees from vertical, but since Venus was found to rotate in a
direction opposite to most other planets, scientists list its tilt as
177.4 degrees, almost exactly upside down. This combined with
Venus' thick carbon dioxide atmosphere means there are
essentially no seasonal changes. The mean surface temperature
is about twice as hot as your oven's maximum setting. On top of
13. that, there is no place on the planet to escape the heat, day or
night, equator or pole.
Full Text
Translate [unavailable for this document]
As spring arrives I am reminded of a question I'm often asked,
that goes something like this: "What season is Venus (or
another planet) visible?" Planet visibility relies on the earth's
position and the planet's position relative to the sun. But
because planets move at different rates, they don't follow our
seasons from year to year.
I suspect this is one way that we earthlings demonstrate our self
centeredness by expecting all our experiences to be affected by
the seasons. Of course we have four seasons, determined by our
location and the tilt of the earth. In school we learn that people
in the southern hemisphere have seasons opposite ours. So
seasons are not even consistent over the whole planet. How then
can we expect the rest of the solar system to follow our earthly
cycles? Yet we do, falling into an easy set of expectations.
Are there seasons on other planets? Yes and no. Mars has
seasons due to its tilt of less than one degree different from
earth. But the red planet's orbit is almost twice as large as
earth's, so seasons last about twice as long. Also due to its
greater distance from the sun, Mars has temperatures that rarely
reach above freezing. Seasonal warming has been known to
cause months-long dust storms across the red planet.
Venus on the other hand is much closer to the sun.
Temperatures are much higher. Venus' tilt is less than three
degrees from vertical, but since Venus was found to rotate in a
direction opposite to most other planets, scientists list its tilt as
177.4 degrees, almost exactly upside down. This combined with
Venus' thick carbon dioxide atmosphere means there are
essentially no seasonal changes. The mean surface temperature
is about twice as hot as your oven's maximum setting. On top of
that, there is no place on the planet to escape the heat, day or
night, equator or pole.
14. I'm just happy to enjoy the spring of our northern hemisphere on
good old planet earth. Spring officially began at 1:26 p.m.
March 20. At the same time we can admire Venus and Mars
from afar. Find Mars located between the horns of Taurus the
Bull in the west as soon as it gets dark. Venus is our brilliant
morning star for a while, low in the east before sunrise. One of
the marvels of the universe is that the more we examine it the
more we confront the unexpected.
Maness is the director of astronomy at the Virginia Living
Museum in Newport News. Nature Notes is a bi-weekly column.
You can access the museum's Web site at
www.valivingmuseum.org. *
Illustration
Photos (b&w) courtesy of The Virginia Living Museum;
Caption: Right now, Venus is our bright morning star. Admire
Mars this spring. Logo (b&w) Virginia Living Museum
Word count: 467
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Copyright Chicago Tribune Co. Mar 21, 2006
EARTH SEASONS DON'T FIT OTHER PLANETS
Abstract
Translate [unavailable for this document]
[Venus] on the other hand is much closer to the sun.
Temperatures are much higher. Venus' tilt is less than
three degrees from vertical, but since Venus was found to rotate
in a direction opposite to most other planets,
scientists list its tilt as 177.4 de
grees, almost exactly upside down. This combined with Venus'
thick carbon
dioxide atmosphere means there are essentially no seasonal
changes. The mean surface temperature is about
twice as hot as your oven's maximum setting. On top of that,
there is no pla
ce on the planet to escape the heat,
day or night, equator or pole.
Full Text
Translate [unavailable for this document]
As spring arrives I am reminded of a question I'm often asked,
that goes something like this: "What
season is
Venus (or another planet) visible?" Planet visibility relies on
16. the earth's position and the planet's position
relative to the sun. But because planets move at different rates,
they don't follow our seasons from year to year.
I suspect this is o
ne way that we earthlings demonstrate our self centeredness by
expecting all our experiences
to be affected by the seasons. Of course we have four seasons,
determined by our location and the tilt of the
earth. In school we learn that people in the southern
hemisphere have seasons opposite ours. So seasons are not
even consistent over the whole planet. How then can we expect
the rest of the solar system to follow our
earthly cycles? Yet we do, falling into an easy set of
expectations.
Are there seasons on o
ther planets? Yes and no. Mars has seasons due to its tilt of less
than one degree
different from earth. But the red planet's orbit is almost twice as
large as earth's, so seasons last about twice as
long. Also due to its greater distance from the sun, Mar
s has temperatures that rarely reach above freezing.
Seasonal warming has been known to cause months
-
long dust storms across the red planet.
Venus on the other hand is much closer to the sun.
Temperatures are much higher. Venus' tilt is less than three
de
grees from vertical, but since Venus was found to rotate in a
direction opposite to most other planets,
scientists list its tilt as 177.4 degrees, almost exactly upside
down. This combined with Venus' thick carbon
dioxide atmosphere means there are essenti
17. ally no seasonal changes. The mean surface temperature is about
twice as hot as your oven's maximum setting. On top of that,
there is no place on the planet to escape the heat,
day or night, equator or pole.
EARTH SEASONS DON'T FIT OTHER PLANETS
Abstract
Translate [unavailable for this document]
[Venus] on the other hand is much closer to the sun.
Temperatures are much higher. Venus' tilt is less than
three degrees from vertical, but since Venus was found to rotate
in a direction opposite to most other planets,
scientists list its tilt as 177.4 degrees, almost exactly upside
down. This combined with Venus' thick carbon
dioxide atmosphere means there are essentially no seasonal
changes. The mean surface temperature is about
twice as hot as your oven's maximum setting. On top of that,
there is no place on the planet to escape the heat,
day or night, equator or pole.
Full Text
Translate [unavailable for this document]
As spring arrives I am reminded of a question I'm often asked,
that goes something like this: "What season is
Venus (or another planet) visible?" Planet visibility relies on
the earth's position and the planet's position
relative to the sun. But because planets move at different rates,
they don't follow our seasons from year to year.
I suspect this is one way that we earthlings demonstrate our self
centeredness by expecting all our experiences
to be affected by the seasons. Of course we have four seasons,
determined by our location and the tilt of the
earth. In school we learn that people in the southern hemisphere
have seasons opposite ours. So seasons are not
even consistent over the whole planet. How then can we expect
18. the rest of the solar system to follow our
earthly cycles? Yet we do, falling into an easy set of
expectations.
Are there seasons on other planets? Yes and no. Mars has
seasons due to its tilt of less than one degree
different from earth. But the red planet's orbit is almost twice as
large as earth's, so seasons last about twice as
long. Also due to its greater distance from the sun, Mars has
temperatures that rarely reach above freezing.
Seasonal warming has been known to cause months-long dust
storms across the red planet.
Venus on the other hand is much closer to the sun.
Temperatures are much higher. Venus' tilt is less than three
degrees from vertical, but since Venus was found to rotate in a
direction opposite to most other planets,
scientists list its tilt as 177.4 degrees, almost exactly upside
down. This combined with Venus' thick carbon
dioxide atmosphere means there are essentially no seasonal
changes. The mean surface temperature is about
twice as hot as your oven's maximum setting. On top of that,
there is no place on the planet to escape the heat,
day or night, equator or pole.
Cori Berry
Jun 5, 2017Jun 5 at 9:21pm
Manage Discussion Entry
Using my birth date 11/9/88 to solve the following equations
using the following variables A, B, and C. A=11 B=9=88.
My problems ended up looking like this: 1. (11^3) – (-9^3) 2.
(11- -9) +(11^2 + 11(-9) + -9^2 and the final problem, 3. (-9 –
88) / (2(-9) – 11). When solving my first problem I knew that
with the exponent number 3 it would look like this (11x11x11)
= 1,331 and (-9x -9x -9) = -729. So, then it is laid out like this
(1,331) – (-729) but, we are subtracting a negative integer it
changes to positive so, now it looks like this 1,331 + 729 =
2060. The second problem as shown above is would be written
like this (11- -9) + (11^2 +11(-9) +(-9^2). Then it would look
19. like this (11+9) (121 – 99 + 81) then (20) (103) =2060. For my
last problem (-9 – 88) / 2 (-9) – 11) next my answer came to this
(-97) / (-29). Now I am going to take the dividend by the divisor
number and reduce my answer to lowest terms. My answer to (-
97) / (-29) = 3.34. Since a negative and a negative is divided
together my answer becomes positive. This was a very big deal
for me considering I struggle very badly when it comes to math
so any positive criticism would be greatly appreciated. Thanks
in advance.
Cindi Gallegos
Jun 6, 2017Jun 6 at 6:46pm
Manage Discussion Entry
Here are the equations based on my birthday: 6/20/77.
1. (a x a x a) - (b x b x b)
(6x6x6) – (-20 x -20 x -20x)
(216) – (-8000)
216 + 8000 = 8216
I changed the variables a, b, and c for my birthday. They are a =
6, b = -20, and c = 77.
1. (a-b)(a^2 +ab + b^2)
(6 - -20)(6^2 + 6(-20) + -20^2)
(6 + 20)(36 – 120 + 400)
26(312) = 8216
Since the integer is negative and we are subtracting, I changed
the sign from a – to a +. I noticed that the total was the same as
the first problem. I noticed that the exponents were different
from 3 in the first problem and 2 in the second problem.
1. (b – c) / (2b – a)
-20 -77 / 2(-20) -6
-97 / -46
= 2.11
I need to simplify the answer to the lowest terms. The divisor is
a negative number like the dividend.