History of geodetic measurement. Description of the geodetic model of the earth. Relationship between the ellipsoid, geoid, and earth’s surface. Measurement of long baselines. Gravity and the geoid. Relationship between terrestrial observations and grid coordinates.
This Presentation is to made concepts about measuring the earth (to locate position of any person on the whole earth). For this purpose we re going step by step basis in this presentation.These steps are mentioned as contents. After that you may able to learn about measuring a person's position of earth. Thank you!
The language of uranian astrology jacobson,1975 searchableAndrew Khabaza
The Language of Uranian Astrology, Roger A Jacobson (1975)
Searchable pdf file
A key text for students of Uranian astrology; a lot on 360 degree dial and Uranian houses; also mentions 90 degree dial.
A coordinate system is a reference system used to represent the locations of geographic features, imagery, and observations, within a common geographic framework.
Coordinate systems enable geographic datasets to use common locations for integration.
One of most important topics in ArcGIS and GIS, is coordinate system, the slides will cover this topic in order to understand the difference between various coordinate systems.
Mathematics, its not only the subject but is also the most powerful weapon which can decide our present and future.
This presentation includes the detailed information about the history of Mathematics and about the people who contributed to Mathematics.
Observing the Sun’s Position and MotionBig Idea Sky objects h.docxhopeaustin33688
Observing the Sun’s Position and Motion
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described. Those motions explain such phenomena as the day, the year, the seasons, phases of the moon, and eclipses.
Goal: Students will conduct a series of inquiries about the motion of the Sun in the sky using prescribed Internet simulations and learn how the Sun follows different pathways at different times of the year.
Computer Setup:
Access http://www.heavens-above.com/ and
a) Find SELECT FROM MAP link under Configuration and set your observing location and time zone
b) Find WHOLE SKY CHART link under Astronomy
Phase I: Exploration PART A:
1) On a map of the United States, north is toward the top of the page and west is to the left. On all of the star charts, north is toward the top of the page and west is to the right. How do you account for this difference?
2) This is the current sky. Find the YELLOW dot marking the current location of the SUN. Which constellation is it closest to right now?
3) Change the time by increasing it one hour and pressing submit. Exactly how has the Sun’s position change on the map?
4) Slowly increase the time to later and later in the day. This system probably uses 24-hr “military time” or “Zulu” time. So, 6pm is actually entered as 18-hours. Determine EXACTLY what time, hours and minutes, that the Sun will set tonight.
Sunset: __________
5) Which constellation was the Sun closest to when it set?
6) Is this the same or different than where the Sun was earlier in the day?
7) What generalization can you make about the relative speeds that the Sun and the stars move through the sky over the course of a day?
8) What generalization can you make about the direction the Sun and the stars move through the sky over the course of a day?
9) Describe precisely how you would test to see if this generalization is true during the night time too.
10) What is the physical cause of your generalization?
Phase I: Exploration PART B:
When looking at the star map set for SUNSET TONIGHT:
11) on what part of the map (left, right, top, bottom or center) is the star group that appears highest in the night sky? What is the name of this star group?
12) on what part of the map (left, right, top, bottom or center) is the star group that appears near the southern horizon? What is the name of this star group?
13) on what part of the map (left, right, top, bottom or center) is the star group that appears near the eastern horizon? What is the name of this star group?
When looking at the star map set for THREE HOURS after tonight’s sunset:
14) on what part of the map (left, right, top, bottom or center) is the star group that now appears highest in the night sky? What is the name of this star group?
15) Where did the stars that used to be at this position move to?
16) on what part of the map (left, right, top, bottom or center) is the star group that.
Objectives The purpose of this lab is to get you to understand th.docxhopeaustin33688
Objectives: The purpose of this lab is to get you to understand the phases of the moon and the relationships between the Sun, Earth, and Moon.
I. Night and Day
For the first section of this lab you will be pretending that your head is the Earth (the North Pole will be the top of your head, and the South Pole will be under your chin), and a light bulb will be the Sun.
SETUP: (Yes you really need to do this -- but don't worry, it's fun, and easy!) You will need a fairly dark room (the darker the better!) with one bright lamp at about head level while you are standing or sitting. A single bright, uncovered light bulb works best.
1.
Stand (or sit) facing the light bulb (Sun). The diagram below illustrates this setup as seen from above your head, so from above the North Pole of the Earth. Which of the lettered locations indicates the position of a person who lives on the end of your nose?
abcdef
2.
Which of the lettered locations indicates the position of a person who lives on your left ear?
A
B
C
D
E
F
Not visible from this vantage point
3.
Let's say you wanted to shade in the night side of Earth in the above diagram. Which of the numbered diagrams below shows the night side of Earth properly shaded in?
1
2
3
4
5
4.
As seen from above the North Pole, the Earth rotates counter-clockwise. Refer to the lettered locations in the first diagram at the top. Indicate the places on your head where it is the following times of day:
A. a
B. b
C. c
D. d
E. e
noon
sunset
midnight
sunrise
no time -- this is the lightbulb, not a location on your head
5.
What time of day would it be for a person that lives on the end of your nose when you are directly facing the light bulb?
12am midnight
3am
6am (sunrise)
9am
12pm noon
3pm
6pm (sunset)
9pm
6.
Turn your body in place a quarter circle to the left (counterclockwise as viewed from the top down), but do not move the lightbulb. Now the light bulb should be off your right ear. Now what time is it for someone who lives on the end of your nose?
12am midnight
3am
6am (sunrise)
9am
12pm
noon
3pm
6pm (sunset)
9pm
7.
Turn your body another quarter turn to the left. Now the light bulb will be directly behind you. Now what time is it for someone who lives on the end of your nose?
12am midnight
3am
6am (sunrise)
9am
12pm
noon
3pm
6pm (sunset)
9pm
8.
Turn your body another quarter turn to the left. Now the light bulb will be off your left ear. Now what time is it for someone who lives on the end of your nose?
12am midnight
3am
6am (sunrise)
9am
12pm
noon
3pm
6pm (sunset)
9pm
II. Moon Phases
Now we are going to examine the phases of the moon. Hold up a small ball to represent the moon at about head level, taking care not to block your view of the side of the ball facing you with your fingers. (Ideally, if you have access to a small styrofoam ball with a small hole in it, place this ball on the tip of an upright pen or pencil, so none of the ball's surface is blocked.) You will be holding the Moon out at arm'.
History of geodetic measurement. Description of the geodetic model of the earth. Relationship between the ellipsoid, geoid, and earth’s surface. Measurement of long baselines. Gravity and the geoid. Relationship between terrestrial observations and grid coordinates.
This Presentation is to made concepts about measuring the earth (to locate position of any person on the whole earth). For this purpose we re going step by step basis in this presentation.These steps are mentioned as contents. After that you may able to learn about measuring a person's position of earth. Thank you!
The language of uranian astrology jacobson,1975 searchableAndrew Khabaza
The Language of Uranian Astrology, Roger A Jacobson (1975)
Searchable pdf file
A key text for students of Uranian astrology; a lot on 360 degree dial and Uranian houses; also mentions 90 degree dial.
A coordinate system is a reference system used to represent the locations of geographic features, imagery, and observations, within a common geographic framework.
Coordinate systems enable geographic datasets to use common locations for integration.
One of most important topics in ArcGIS and GIS, is coordinate system, the slides will cover this topic in order to understand the difference between various coordinate systems.
Mathematics, its not only the subject but is also the most powerful weapon which can decide our present and future.
This presentation includes the detailed information about the history of Mathematics and about the people who contributed to Mathematics.
Observing the Sun’s Position and MotionBig Idea Sky objects h.docxhopeaustin33688
Observing the Sun’s Position and Motion
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described. Those motions explain such phenomena as the day, the year, the seasons, phases of the moon, and eclipses.
Goal: Students will conduct a series of inquiries about the motion of the Sun in the sky using prescribed Internet simulations and learn how the Sun follows different pathways at different times of the year.
Computer Setup:
Access http://www.heavens-above.com/ and
a) Find SELECT FROM MAP link under Configuration and set your observing location and time zone
b) Find WHOLE SKY CHART link under Astronomy
Phase I: Exploration PART A:
1) On a map of the United States, north is toward the top of the page and west is to the left. On all of the star charts, north is toward the top of the page and west is to the right. How do you account for this difference?
2) This is the current sky. Find the YELLOW dot marking the current location of the SUN. Which constellation is it closest to right now?
3) Change the time by increasing it one hour and pressing submit. Exactly how has the Sun’s position change on the map?
4) Slowly increase the time to later and later in the day. This system probably uses 24-hr “military time” or “Zulu” time. So, 6pm is actually entered as 18-hours. Determine EXACTLY what time, hours and minutes, that the Sun will set tonight.
Sunset: __________
5) Which constellation was the Sun closest to when it set?
6) Is this the same or different than where the Sun was earlier in the day?
7) What generalization can you make about the relative speeds that the Sun and the stars move through the sky over the course of a day?
8) What generalization can you make about the direction the Sun and the stars move through the sky over the course of a day?
9) Describe precisely how you would test to see if this generalization is true during the night time too.
10) What is the physical cause of your generalization?
Phase I: Exploration PART B:
When looking at the star map set for SUNSET TONIGHT:
11) on what part of the map (left, right, top, bottom or center) is the star group that appears highest in the night sky? What is the name of this star group?
12) on what part of the map (left, right, top, bottom or center) is the star group that appears near the southern horizon? What is the name of this star group?
13) on what part of the map (left, right, top, bottom or center) is the star group that appears near the eastern horizon? What is the name of this star group?
When looking at the star map set for THREE HOURS after tonight’s sunset:
14) on what part of the map (left, right, top, bottom or center) is the star group that now appears highest in the night sky? What is the name of this star group?
15) Where did the stars that used to be at this position move to?
16) on what part of the map (left, right, top, bottom or center) is the star group that.
Objectives The purpose of this lab is to get you to understand th.docxhopeaustin33688
Objectives: The purpose of this lab is to get you to understand the phases of the moon and the relationships between the Sun, Earth, and Moon.
I. Night and Day
For the first section of this lab you will be pretending that your head is the Earth (the North Pole will be the top of your head, and the South Pole will be under your chin), and a light bulb will be the Sun.
SETUP: (Yes you really need to do this -- but don't worry, it's fun, and easy!) You will need a fairly dark room (the darker the better!) with one bright lamp at about head level while you are standing or sitting. A single bright, uncovered light bulb works best.
1.
Stand (or sit) facing the light bulb (Sun). The diagram below illustrates this setup as seen from above your head, so from above the North Pole of the Earth. Which of the lettered locations indicates the position of a person who lives on the end of your nose?
abcdef
2.
Which of the lettered locations indicates the position of a person who lives on your left ear?
A
B
C
D
E
F
Not visible from this vantage point
3.
Let's say you wanted to shade in the night side of Earth in the above diagram. Which of the numbered diagrams below shows the night side of Earth properly shaded in?
1
2
3
4
5
4.
As seen from above the North Pole, the Earth rotates counter-clockwise. Refer to the lettered locations in the first diagram at the top. Indicate the places on your head where it is the following times of day:
A. a
B. b
C. c
D. d
E. e
noon
sunset
midnight
sunrise
no time -- this is the lightbulb, not a location on your head
5.
What time of day would it be for a person that lives on the end of your nose when you are directly facing the light bulb?
12am midnight
3am
6am (sunrise)
9am
12pm noon
3pm
6pm (sunset)
9pm
6.
Turn your body in place a quarter circle to the left (counterclockwise as viewed from the top down), but do not move the lightbulb. Now the light bulb should be off your right ear. Now what time is it for someone who lives on the end of your nose?
12am midnight
3am
6am (sunrise)
9am
12pm
noon
3pm
6pm (sunset)
9pm
7.
Turn your body another quarter turn to the left. Now the light bulb will be directly behind you. Now what time is it for someone who lives on the end of your nose?
12am midnight
3am
6am (sunrise)
9am
12pm
noon
3pm
6pm (sunset)
9pm
8.
Turn your body another quarter turn to the left. Now the light bulb will be off your left ear. Now what time is it for someone who lives on the end of your nose?
12am midnight
3am
6am (sunrise)
9am
12pm
noon
3pm
6pm (sunset)
9pm
II. Moon Phases
Now we are going to examine the phases of the moon. Hold up a small ball to represent the moon at about head level, taking care not to block your view of the side of the ball facing you with your fingers. (Ideally, if you have access to a small styrofoam ball with a small hole in it, place this ball on the tip of an upright pen or pencil, so none of the ball's surface is blocked.) You will be holding the Moon out at arm'.
How to start observations of variable stars with a webcamera. A short review of the characteristic constellations and methods which allow us to find stars suitable for amateur observations in the sky.
Exploration Study and Information1. Exercise Constellation Obse.docxmecklenburgstrelitzh
Exploration Study and Information
1. Exercise: Constellation Observation Portion
Materials Required
Pencil
Print out five (5) copies of the
Constellation Observation form
(Points will be lost if you do not use the forms provided)
A Constellation map/chart (for the correct current season) options: you can use the Appendices in our eText; you can use the freeware, Stellarium program; a phone app; you could use the star map found in the center of a current issue of "Astronomy" or "Sky and Telescope" magazine; or find your star map online. We suggest that you do not buy the plastic circular devices called a planisphere; they are too small and, as a result, too distorted. But they can be used in a bind.
Flashlight (see below for advice)
If you live in the heart of a light-polluted city you may have to find a
safe
location away from the city. Identifying constellations is easier if you select a clear, moonless night and get as far from city lights as possible.
Always try to have someone to accompany you, never go to a dark location on your own!!
Scanner or digital camera
Background Information and Example:
In this lab you are going to be observing the Big Dipper which is part of Ursa Major, along with 4 other constellations (that have 4 or more stars in the outline). Depending on the semester and time of year your constellations for that season will vary. Please use our discussion on Constellations as a starting point.
It will help a lot if you can get away from the city lights as far as possible and on a night when the moon is not up.
For this lab you can use an app or print out sky charts, etc. to help you find your constellations. But no matter which method, you want to be sure that once you find the constellation you are looking for, you put your reference aside and draw what YOU personally see in the sky. To look at your charts use a flashlight covered with several layers of paper or red plastic wrap so it not too bright. That way you will not destroy your night vision every time you turn it on.
NOTE: you never want to be outside of your yard in a dark area alone. Always go with a friend or family member and be safe!
Here is an example observation:
Example Observation
Constellation Observation
Student’s Name
Date
Abby Astronomer
Dec. 1, 2013
Time
Location (city & latitude/longitude)
9:26pm
Denver, 39 degrees N, 104 degrees W
Official name of Constellation
Big Dipper, within the constellation Ursa Major
DRAWING: (Includes angular separation measurements and altitude of lowest star coming from the horizon and direction you are facing.)
Depending on the time of year you will not see The Big Dipper as it is shown above, it will appear lower or higher at times and will "tilt" so that the cup is up, down or sideways. It will always be in the North.
Although you can do this lab in one night, it would be great if you can go out over a period of a few weeks at nearly the same time each night and see how the co.
Motions in the Nighttime Sky and the Celestial SphereBackground .docxveachflossie
Motions in the Nighttime Sky and the Celestial Sphere
Background
Throughout time, humans have created models of the nighttime sky to help them predict the motions within the nighttime sky as well as the Sun throughout the year. One of the earliest models, which is still used today, is the celestial sphere. A larger model is a (physical) planetarium where the nighttime sky is illuminated over your head. While these models are very helpful, they are not easy to transport. Thus various types of star maps and planispheres have also been used over the ages. Now with technology, "planetarium software," apps, and web pages can be used, such as Stellarium, Google Sky, and World Wide Telescope.
Like all models, these are not perfect. Rather, they are intended to help us visualize what is happening, and perhaps help us understand how or why. In this lab, we will be exploring at least one of these models.
Instructions
You will need to read this lab completely. You will be presented with questions of various types that you will need to answer on the lab report that you will upload to eCampus once complete. The student should expect this lab to take 3 hours to complete.
Section I
: Motions in the Night Sky
In this section of the lab, you will be asked to go outside for observations of the nighttime sky. You will need scratch paper to help you with your observations. (Scratch paper will always be for the
benefit
of the student and will
not
be turned-in.) As always, you will want to read all directions
carefully
before proceeding.
While the observations can be made from anywhere at any time during nighttime, it is recommended that you choose a location that you are familiar with, and that has at least one direction where you can see down to the horizon without barriers such as buildings, mountains, et cetera. Wait
at least
45 minutes after sundown to make your first observation. Then wait
at least
1 hour after your first observation (and
at least
1 hour before sunrise) to make your second observation. Your observations will need to take place on the same night. You will need to be sure you know with certainty the cardinal directions (north, east, south, west) from your observation location. You may find a smartphone or tablet app (like Google Sky or SkEye) helpful but not necessary. Your observations may each require up to 30 minutes for your eyes to become (mostly) dark-adjusted plus another 10 to 20 minutes to get set-up and record your observation.
Part A
: Observations
Observation 1
: You will need to make sure your viewing location is dark. Try to find a location with minimal lights (like the lights found in lit parking lots, along streets, or building lights). You will also need to view on a night mostly free from clouds. You will need to check weather forecasts to insure the sky does not become cloudy during your window for observations. Face a direction where you can view the horizon, but preferably not north if viewing from E.
Module 02 – Kepler’s Laws Lab / Understanding Planetary Motion
Johannes Kepler, a 17th Century astronomer and mathematician, published three laws of planetary motion that improved upon Copernicus’s heliocentric model. These laws were made possible by years of accurate planetary measurement collected by Kepler’s predecessor, Tycho Brahe. Kepler’s laws were a radical change from previous astronomical models for the Solar System which maintained the ancient Greek idea of perfect circular motion. With the Stellarium planetarium software, we are able observe the orbit of the planets and test some of his ideas.
Background Question – Describe Kepler’s three laws of planetary motion.
Object: Explain the purpose of this laboratory assignment in your own words. What do you think you will accomplish or learn from this exercise?
Hypothesis: Write a simple hypothesis connected to Kepler’s laws of motion that you will be able to test using the Stellarium software (for example, if Kepler’s laws are correct, Mercury should move fastest in its orbit when it is closest to the Sun).
Procedure
1) Open the Stellarium software. Open the location window (F6) and change the planet to Solar System Observer. This will change our observing location to a position outside our Solar System.
2) Open the Sky and Viewing options window (F4). Under the “Sky” tab, uncheck the Atmosphere, Stars, and Dynamic eye adaption. Check “Show planet markers” and “Show planet orbits”.
3) Select the Landscape tab and uncheck “Show ground”.
4) Open the Search window (F3) and enter in the Sun. The view should shift such that the Sun is in the center of the screen.
5) With the mouse wheel, zoom in toward the Sun and you should be about to see the orbits and position of each of the planets. If you left click on one of the planets, then only that particular planet’s orbit will be displayed. With the time control at the bottom right, accelerate the flow of time until you see the planets moving in their orbits.
Q1. List the visible planets in order of increasing distance from Sun.
Q2. Are the planets moving at the same speed? If not, which planet is the fastest and what planet is the slowest
6) Zoom down until you see Mercury orbit. Left click on Mercury so you only see Mercury’s orbit and information on the left.
Q3. Is Mercury orbit perfectly circular or is it slightly egg shaped?
Q4. Is the Sun at the exact center of Mercury orbit?
7) Click somewhere off a planet so all the planets’ orbits are displayed. Zoom out until you see the orbit of Mars. Open the Search window and type in 2P/Encke. Stellarium will center on a comet that has a very elliptical orbit. Increase the flow of time enough so you can see Comet Encke move in orbit around the Sun
Q5. When does Encke move the fastest? Is this in agreement with Kepler’s second law?
8) When you click on a planet, a display of information is show on the upper left. This include the planet’s distance from Sun and its sidereal period. According to K ...
ExoplanetsBig Idea Planets orbiting other stars have characteri.docxgitagrimston
Exoplanets
Big Idea: Planets orbiting other stars have characteristics similar and different to our own solar system of planets orbiting our Sun
Goal: Students will conduct a structured series of scaffolded scientific inquiries about the nature of observed exoplanets using the Internet sites prescribed, particularly the Exoplanet Data Explorer.
Computer Setup: Access URL http://exoplanets.org
Resources: Solar System Data Table, calculator, and these pages
SOLAR SYSTEM DATA TABLE
NAME
MASS
(MEarth)
MASS
(MJupiter)
PERIOD
(Earth-Years)
[Earth-Days]
SEMI-MAJOR AXIS DISTANCE (AU)
Object Name
How many times larger than (or fraction of) planet Earth’s mass
How many times larger than (or fraction of) planet Jupiter’s mass
How many Earth-years the planet takes to orbit our Sun
How many Earth-Sun distances away the planet orbits our Sun
Mercury
0.06
0.0002
0.24 [88]
0.39
Venus
0.82
0.003
0.62 [226]
0.72
Earth
1.00
0.003
1.00 [365]
1.00
Mars
0.11
0.0003
1.88 [687]
1.52
Jupiter
318
1.00
11.86 [4332]
5.20
Saturn
95.2
0.299
29.5 [10,775]
9.54
Uranus
14.5
0.046
84.0 [30,681]
19.2
Neptune
17.1
0.054
165 [60,266]
30.1
Pluto *
0.002
0.00001
249 [90,947]
39.5
Note: Pluto* is not currently be defined as a planet by the International Astronomical Union. Numerical data obtained from http://www.nasm.si.edu/research/ceps/etp/ss/ss_planetdata.html
Phase I: Exploration Part A
A histogram is a bar-chart showing the number of objects in a particular category. Use the SOLAR SYSTEM DATA TABLE above and sketch histograms for each of the following.
1) Title: Distribution of Orbital Distance: Number of Planets Closer and Farther than Earth’s Orbital Distance
2) Title: Distribution of Masses: Number of Planets with Masses Less than Earth’s Mass and Greater than Earth’s Mass
3) Title: Distribution of Orbital Periods: P < PEarth; PEarth ≤ PERIOD ≤ PJupiter; P > PJupiter
Phase I: Exploration Part B
A correlation-diagram is a graph of dots showing how two characteristics, or variables, are related. Use the SOLAR SYSTEM DATA TABLE above and sketch a correlation-diagram for each of the following.
4) Title: Distance (AU) vs. Period (Years) for Planets Closer than Jupiter (not including Jupiter)
(Vertical Y-axis Distance versus Horizontal X-axis Period)
5) Title: Distance (AU) vs. Period (Years) for Planets With Orbits Jupiter-sized and larger
(Vertical Y-axis Distance versus Horizontal X-axis Period)
6) Title: Distance (AU) vs. Mass (MEarth) for all Solar System Planets
(Vertical Y-axis Distance versus Horizontal X-axis Mass)
Phase I: Exploration Part C
The notion of correlation is the idea that two characteristics are closely related to one another. IMPORTANT NOTE: CORRELATION IS NOT THE SAME AS CAUSE-AND-EFFECT.
7) One of the two graphs below is Intelligence versus Height and the other is Weight versus Height. In the space below, precisely explain your reasoning about why which is which. Which one shows ...
Materials RequiredComputer and internet accessCalcula.docxwkyra78
Materials Required:
Computer and internet access
Calculator
Ruler
Pencils and pens, eraser
Digital camera and/or scanner
Print out
Galaxy Image
Prints document
Total Time Required:
Approximately 2-3 Hours
Part 1. The Local Group
In Table 1, you will find a list of most of the galaxies in the Local Group. This group is made up of our own galaxy, the Milky Way, and its closest neighbors. (Note: 1 kpc = 1 kiloparsec = 1000 parsec; 1 parsec = 3.26 light years)
Table 1. Galaxies of the Local Group
Name
Distance (kpc)
Diameter (kpc)
Name
Distance (kpc)
Diameter (kpc)
Milky Way
-
40.0
IC 1522
610
1.5
Sculptor
60
0.3
WLM
610
2.1
Large Magellanic Cloud (LMC)
60
6.1
Andromeda I
675
0.6
Carina
90
0.2
Andromeda II
675
0.6
Draco
90
0.2
Andromeda III
675
0.9
Ursa Minor
90
0.3
M32
675
1.5
Sextans I
90
0.9
NGC 185
675
1.8
Small Magellanic Cloud (SMC)
90
4.6
NGC 147
675
3.1
Fornax
150
0.9
NGC 205
675
3.1
Leo II
185
0.2
M31 (Andromeda Galaxy)
675
61
Leo I
185
0.3
IC 1613
765
3.7
NGC 6822
520
2.5
M33 (Triangulum Galaxy)
765
14.0
DDO 210
920
1.2
Below is a visual representation of our Local Group of galaxies. You can access and zoom into this image to see galaxies more clearly using this link
Local Group
.
Figure 1.
Local Group Visualization.
Type and label your answers to the below questions in your lab report.
Using Table 1 above and noting the diameters of the galaxies, which
five
galaxies in the Local Group are the largest? In a few sentences, compare the sizes of the other galaxies in the Local Group to the two largest ones.
Which
three
galaxies have the largest angular size (not including the Milky Way)? These galaxies are the ones that look the largest in the sky. Explain how you get your answer.
By hand and with pencil, create a
scale drawing
of the Milky Way and the Large Magellanic Cloud, showing their
relative sizes
and the
distance
between them in kiloparsecs (the galaxies can be represented by circles).
Write down the scale you use ,
and your calculations to find the scaled-down sizes and distance. (An example of a good scale to use would like something like: 5 mm = 10 kpc, also see this site
Basic-Mathematics.com
for more information on scaling.) You will photo your drawing and insert it into your lab report.
Figure 2.
Local Supercluster Print
Image courtesy of Palomar Sky Survey Photographs
As you have already seen, galaxies can vary a lot in size. Now, we will look at how their shapes are different. Two basic types of galaxies are the spiral galaxies and the elliptical galaxies. Spiral galaxies have a disk-like structure,and a central bulge. Our own Milky Way is a spiral galaxy. Elliptical galaxies appear round, looking a lot like a football .
1.7. Explain why different constellations are above the horizon at.docxchristiandean12115
1.7. Explain why different constellations are above the horizon at noon as compared with midnight on the same day.
2.4. We cannot see the Sun in the sky map at midnight. Can we predict which constellation will be behind the Sun at midnight in January? Why?
3.2. Fill in the blanks that correctly complete the sentences:
Right ascension is one coordinate in the (horizontal / equatorial) coordinate system. Right ascension is analogous to terrestrial (latitude / longitude). Right ascension is zero on the celestial (equator / prime meridian) and increases (eastwards / northwards).
The Sun’s (daily / yearly) path on the celestial sphere is called the ecliptic. The celestial equator and ecliptic meets at two points called (equinoxes / solstices). Where the Sun crosses the equator moving south is called the (March / September) equinox. On an equinox, the Sun rises at the (east / west) cardinal point, and sets at the (east / west) cardinal point, and there are (more than 12 hours / exactly 12 hours / less than 12 hours) of daylight.
4.3. Label the following statements as true or false. If false, re-write the statement so that it is true:
[True / false] When photon energy increases, then photon frequency also increases. The relationship between photon energy and photon frequency is said to be inverse.
[True / false] Color is not real, it is just our eyes’ perception of photon energy. That is why different people can disagree upon the color of the same object.
[True / false] Gamma rays and radio waves are both made of photons. That is why they both travel at the same speed, even though they have different energies.
[True / false] Photons do not travel in straight lines.
5.4. Apply the concept of flux to write a description of why, when driving north on I-94 from Chicago to Kenosha, the signal from radio station KPBX-Zion gets stronger, but the signal from KRFA-Schaumburg gets weaker.
7.2. In each of the following sentences, circle the word which completes correctly the statement:
The peak of a blackbody spectrum is defined as the wavelength where the spectral curve is (brightest / faintest / reddest / bluest).
The luminosity of a blackbody spectrum is defined graphically as (the height of the peak / the area under the spectral curve).
According to Planck’s law, a blackbody spectrum has a single (peak / trough).
According to Wien’s law, when you compare two blackbody radiators, then the higher temperature radiator peaks farther to the (red / blue).
According to the law of Stefan & Boltzmann, the area under the curve of a blackbody spectrum is an indicator of (only surface temperature / only surface area / both surface temperature and surface area).
9.4. Complete the staircase analogy: identify all the crucial parts of Bohr’s model, and their corresponding parts on a staircase.
10.1. Extend the staircase analogy from the previous section to include the formation of absorption and emission lines.
11.6. Label the following statements as true or fa.
ExoplanetsBig Idea Planets orbiting other stars have characteri.docxrhetttrevannion
Exoplanets
Big Idea: Planets orbiting other stars have characteristics similar and different to our own solar system of planets orbiting our Sun
Goal: Students will conduct a structured series of scaffolded scientific inquiries about the nature of observed exoplanets using the Internet sites prescribed, particularly the Exoplanet Data Explorer.
Computer Setup: Access URL http://exoplanets.org
Resources: Solar System Data Table, calculator, and these pages
SOLAR SYSTEM DATA TABLE
NAME
MASS
(MEarth)
MASS
(MJupiter)
PERIOD
(Earth-Years)
[Earth-Days]
SEMI-MAJOR AXIS DISTANCE (AU)
Object Name
How many times larger than (or fraction of) planet Earth’s mass
How many times larger than (or fraction of) planet Jupiter’s mass
How many Earth-years the planet takes to orbit our Sun
How many Earth-Sun distances away the planet orbits our Sun
Mercury
0.06
0.0002
0.24 [88]
0.39
Venus
0.82
0.003
0.62 [226]
0.72
Earth
1.00
0.003
1.00 [365]
1.00
Mars
0.11
0.0003
1.88 [687]
1.52
Jupiter
318
1.00
11.86 [4332]
5.20
Saturn
95.2
0.299
29.5 [10,775]
9.54
Uranus
14.5
0.046
84.0 [30,681]
19.2
Neptune
17.1
0.054
165 [60,266]
30.1
Pluto *
0.002
0.00001
249 [90,947]
39.5
Note: Pluto* is not currently be defined as a planet by the International Astronomical Union. Numerical data obtained from http://www.nasm.si.edu/research/ceps/etp/ss/ss_planetdata.html
Phase I: Exploration Part A
A histogram is a bar-chart showing the number of objects in a particular category. Use the SOLAR SYSTEM DATA TABLE above and sketch histograms for each of the following.
1) Title: Distribution of Orbital Distance: Number of Planets Closer and Farther than Earth’s Orbital Distance
Less than 1 Earth orbit
Equal to or greater than 1 Earth orbit
7654321
2) Title: Distribution of Masses: Number of Planets with Masses Less than Earth’s Mass and Greater than Earth’s Mass
Less than 1 Earth mass
Equal to or greater than 1 Earth mass
7654321
3) Title: Distribution of Orbital Periods: P < PEarth; PEarth ≤ PERIOD ≤ PJupiter; P > PJupiter
Less than 1 Earth orbit
PEarth ≤ PERIOD ≤ PJupiter
More than 1 Jupiter orbit
7654321
Phase I: Exploration Part B
A correlation-diagram is a graph of dots showing how two characteristics, or variables, are related. Use the SOLAR SYSTEM DATA TABLE above and sketch a correlation-diagram for each of the following.
4) Title: Distance (AU) vs. Period (Years) for Planets Closer than Jupiter (not including Jupiter)
(Vertical Y-axis Distance versus Horizontal X-axis Period)
| | | | |
1 2 3 4 5
PERIOD (years)
3.53.02.52.01.51.00.5
Distance (AU)
5) Title: Distance (AU) vs. Period (Years) for Planets With Orbits Jupiter-sized and larger
(Vertical Y-axis Distance versus Horizontal X-axis Period)
| | | | |
50 100 150 200 250
.
Background MaterialAnswer the following questions after revi.docxwilcockiris
Background Material
Answer the following questions after reviewing the “Kepler's Laws and Planetary Motion” and “Newton and Planetary Motion” background pages.
Question 1: Draw a line connecting each law on the left with a description of it on the right.
planets move faster when close to the sun
planets orbit the sun in elliptical paths
planets with large orbits take a long time to complete an orbit
Question 2: When written as P2 = a3 Kepler's 3rd Law (with P in years and a in AU) is applicable to …
a) any object orbiting our sun.
b) any object orbiting any star.
c)
any object orbiting any other object.
Question 3: The ellipse to the right has an eccentricity of about … a) 0.25
b) 0.5
c) 0.75
d) 0.9
Question 4: For a planet in an elliptical orbit to “sweep out equal areas in equal amounts of time” it must …
a) move slowest when near the sun.
b) move fastest when near the sun.
c) move at the same speed at all times.
d) have a perfectly circular orbit.
Question 5: If a planet is twice as far from the sun at aphelion than at perihelion, then the strength of the gravitational force at aphelion will be as it is at perihelion.
a) four times as much
b) twice as much
c) the same
d) one half as much
e) one quarter as much
Kepler’s 1st Law
If you have not already done so, launch the NAAP
Planetary Orbit Simulator
.
·
Tip:
You can change the value of a slider by clicking on the slider bar or by entering a number in the value box.
Open the Kepler’s 1st Law tab if it is not already (it’s open by default).
· Enable all 5 check boxes.
· The white dot is the “simulated planet”. One can click on it and drag it around.
· Change the size of the orbit with the semimajor axis slider. Note how the background grid indicates change in scale while the displayed orbit size remains the same.
· Change the eccentricity and note how it affects the shape of the orbit.
Be aware that the ranges of several parameters are limited by practical issues that occur when creating a simulator rather than any true physical limitations. We have limited the semi-major axis to 50 AU since that covers most of the objects in which we are interested in our solar system and have limited eccentricity to 0.7 since the ellipses would be hard to fit on the screen for larger values. Note that the semi-major axis is aligned horizontally for all elliptical orbits created in this simulator, where they are randomly aligned in our solar system.
· Animate the simulated planet. You may need to increase the animation rate for very large orbits or decrease it for small ones.
· The planetary presets set the simulated planet’s parameters to those like our solar system’s planets. Explore these options.
Question 6: For what eccentricity is the secondary focus (which is usually empty) located at the sun? What is the shape of this orbit?
Question 7: Create an orbit with a = 20 AU and e = 0. Drag the planet first to the far left of the ellip.
Exercise 1Using the data above in Table 1, make a plot of right .docxrhetttrevannion
Exercise 1
Using the data above in Table 1, make a plot of right ascension versus declination on your printed out Milky Way Globular Clusters Distribution Graph (Diagram 1-the top plot). RA is along the x-axis and goes from 0 to 24 hours, Dec is on the y-axis and goes from +90 to 0 to –90 degrees.) Insert the plot into your lab report with your signature and date.
You will type your answers to the below questions in your lab report and then scan/photo your graph(s) and insert them into your lab document. Again, it would be helpful to review the Exploration from Module 1: “Math Primer for Astronomy” (note this contains link for a free online scientific calculator). There are also good math examples in the Appendix of our eText.
Would you describe the distribution of clusters on the plot as random, or is there a pattern (explain your answer)?
Now look at your plot and point in the direction in which you see most of the globular clusters. This is the general direction of the Galactic Center. Estimate the center of the distribution of the globular clusters. Also estimate (no calculation required — just an educated estimate) the accuracy of determining this center. You have now determined the rough center of our Galaxy!
RA = ____________________ ± ________________
Dec = ____________________ ± ________________
Shapely was correct in thinking that the distribution of globular clusters could reveal something about the Galaxy as a whole. He went one step further. He used the locations of the globular clusters to determine the distance to the Galactic Center. His result was surprisingly accurate and differed from the modern value by less than 10%. So, let’s follow in his footsteps.
The next step is to determine the distance to the clusters. Shapely did this by using RR Lyrae stars. These are variable stars, which have a relatively narrow range of luminosities. From the difference between the apparent magnitudes (measured from his photographic plates) and the absolute magnitudes (calculated from the luminosities), he calculated the distances in parsecs to the star (via: m - M = 5log10(d) + 5). So now we have the distances and the directions of the globular clusters and we can determine the 3-dimensional distributions of the globular clusters relative to us.
However, we will use a different coordinate system that is based on galactic latitude and longitude rather than RA and Dec. The plane of the Galaxy is designated as “0 latitude”. Why would we want to do this? RA and Dec is a messy coordinate system that depends on our orientation in space and the earth’s rotation around its axis. The system based on galactic latitude and longitude is therefore simpler. However, it means that we have to transform the measured RA and DEC positions of the globular clusters and galactic latitude and longitude. To simplify things even further, let’s express the galactic latitude and longitude in terms of x, y, and z coordinates. The advantage of this is that x,.
1.Matching How do astronomers determine the physical char.docxgasciognecaren
1.
Matching:
How do astronomers determine the physical characteristics of stars? Match each characteristic of stars with an important technique that astronomers use to determine that characteristic. Refer to Table 18.2 and page 660 in Chapter 19 when answering this question. Each answer will be used once.
How do Astronomers determine the …
of a star?
Technique
Surface temperature
Radial Velocity
Mass
Diameter
Luminosity
Distance
Techniques
for Question 1: Measure the apparent brightness and determine the distance to the star / Measure the Doppler shift / Measure the light curves and Doppler shifts for eclipsing binary stars / Measure the star’s parallax / Measure the peak wavelength of the star’s spectrum and apply Wien’s Law / Measure the period and radial velocity curves for spectroscopic binary stars
2. Matching:
(Review Question 4 on page 682 in OSA) Which method would you use to obtain the distance to each of the following? Choose the best answer below:
Method
A.
An asteroid crossing Earth’s orbit
B.
A star astronomers believe to be no more than 50 light-years from the Sun
C.
A tight group of stars in the Milky Way Galaxy that includes a significant number of variable stars.
D.
A star that is not variable but for which you can obtain a clearly defined spectrum.
Methods
for Question 2: RR Lyrae and/or Cepheid variable stars can be used to determine the distance / Measure the parallax of the object and calculate the distance by triangulation / The information you have is sufficient to allow you to place the star in the correct location on the H-R diagram; this allows you to accurately estimate the object’s luminosity and, using the inverse-square law, its distance / Send a radar beam toward the object and measure the return time
†
3.
(Review Question 5 on page 682 in OSA) What are the luminosity class and spectral type of a star with an effective temperature of 5000 K and a luminosity of 100 Lsun?
A.
First, calculate the radius of the star relative to the Sun using the equation L*/Lsun = (R*/Rsun)2 (T*/Tsun)4. The radius of this star is ( 1/100 times / 1/10 times / 1/5.5 times / the same as / 10 times / 13.5 times / 100 times) the radius of the Sun.
B.
The luminosity class of this star is ( Ia / Ib / II / III / IV / V / wd ). This indicates that it is a ( Bright Supergiant / Less Luminous Supergiant / Bright Giant / Giant / Subgiant / Main Sequence / White Dwarf ) star. If you need help, refer to page 676 in OSA.
C.
The spectral type of this star is ( O / B / A / F / G / K / M ). If you need help, refer to Table 17.2 on page 601 in OSA.
†
4.
What are the spectral type and luminosity class of the star Regulus which has a surface temperature of 10,750 K and a luminosity of 220 Lsun? Regulus is in the constellation Leo and represents the Lion’s Heart.
A.
First, calculate the radius of Regulus relative to the Sun using the equation L*/Lsun = (R*/Rsun)2 (T.
Sp10Name ________________________________Lab Report for Lab #.docxrafbolet0
Sp10Name: ________________________________
Lab Report for Lab #9:Where in the Milky Way Are We?
Part I: The shape of the Milky Way
1. Look up the morphological classification of the Milky Way. There is a bit more to it than “spiral”. Look for information on morphological classification in text books and/or online. Find out the shape of the Milky Way galaxy.
[Type answer here]
2. Identify the parts the Milky Way. Some possible parts of a galaxy are: bulge, disk, halo, bar, or arm. Knowing the type of galaxy the Milky Way is, you should be able to identify the types of features the Milky Way has. Create a physical model of the Milky Way and identify the features it has. (A globe is an example of a physical model of Earth.) Describe your model and label all possible parts.
[Type answer here]
3. Use your planetarium software to observe the Milky Way from the northern and southern hemispheres. Based on your observations (without the aid of telescopes or other wavelengths of light outside the visible range) explain how these observations support the conclusion that we live in a galaxy with the shape of your model. Further, determine in what part of the galaxy the Sun must be located to see the Milky Way as we do.
[Type answers here]
Part II: Mapping the Milky Way with Globular Clusters
Galaxies like the Milky Way have objects, called “globular clusters” that exist in the outer regions of the galaxy (or halo). Globular clusters are dense clusters of stars that are generally free of gas and dust. In galaxies like the Milky Way, the gas and dust are located primarily in the disk. If we want to look for objects that we can see clearly (with no interference from gas and dust) we must observe objects in the halo. In the late 19th century an astronomer named Harlow Shapley devised an experiment to determine the position of Earth in the universe using globular clusters. He chose these objects because of their apparent lack of interaction with the gas and dust in the Milky Way.
Step 4.Explain how Shapley’s experiment could be used to determine the position of Earth within the Milky Way. Given what you already know about the part of the galaxy in which the Sun is located and the information about globular clusters, what information would Shapley need to figure out the position of Earth? For about how many globular clusters do you think he would need to get this information to determine the position of Earth? Describe the experiment and list the steps one would need to take.
[Type answers here]
Step 5. As a group, devise a method for determining the position of Earth within the Milky Way using globular clusters. Decide how many globular clusters you want to observe. Decide what information you need to do the analysis. There may be many different ways of analyzing the data, there does not need to be group consensus for the analysis, but each method that is used should be discussed with the group.
[Type answers here]
6. Gather the data you need from .
Part 1 Think an example speak up anythingPart 2 exampleInte.docxsherni1
Part 1 Think an example speak up anything
Part 2 example
Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything
The Logic and Practice of Financial Management
Ninth Edition
Foundations of Finance
The Pearson Series in Finance
Berk/DeMarzo
Corporate Finance*
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and
Insurance
Eakins/McNally
Corporate Finance Online*
Eiteman/Stonehill/Moffett
Multinational Business Finance*
Fabozzi
Bond Markets: Analysis and Strategies
Foerster
Financial Management: Concepts and
Applications*
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Principles of Managerial Finance—Brief
Edition*
Haugen
The Inefficient Stock Market: What Pays Off
and Why
Modern Investment Theory
Holden
Excel Modeling in Corporate Finance
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
Hull
Fundamentals of Futures and Options Markets
Options, Futures, and Other Derivatives
Keown
Personal Finance: Turning Money into
Wealth*
Keown/Martin/Petty
Foundations of Finance: The Logic and
Practice of Financial Management*
Madura
Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial
Derivatives
McDonald
Derivatives Markets
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Pennacchi
Theory of Asset Pricing
Rejda/McNamara
Principles of Risk Management and Insurance
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
*Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more.
http://www.myfinancelab.com
The Logic and Practice of Financial Management
Ninth Edition
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Foundations of Finance
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Vice President, Business Publishing: Donna Battista
Editor-in-Chief: Adrienne D’Ambrosio
Acquisitions Editor: Kate Fernandes
Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docxsherni1
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
.
Part 1 Older Adult InterviewInterview an older adult of you.docxsherni1
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee's Maturity Stage of Adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture?
How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult.
Part 2: Reflection
From the perspective of your specific discipline, write a paper of 750-1,000 words, discussing the Erik Erickson’s Integrity vs. Despair theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Please use APA Headings.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docxsherni1
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
Part 1 Financial AcumenKeeping abreast of the financial mea.docxsherni1
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 800 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 400-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Legislation GridBased on the health-related bill (pr.docxsherni1
Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
.
Part 1 Financial Acumen1. Review at least three (3) articles on.docxsherni1
Part 1: Financial Acumen
1. Review at least three (3) articles on `. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Parent NewsletterAn article explaining the school’s po.docxsherni1
Part 1: Parent Newsletter
An article explaining the school’s policy for MTSS and the role of family–school partnerships within the MTSS
At least two school-wide interventions in place at school along with strategies parents can use at home to support their children
A list of the top five resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top five
At least two strategies for addressing family–school partnership challenges across tiers
Citations for specific research related to the topics and interventions mentioned in your newsletter
Any additional information you would like to include that will assist in fostering and sustaining a positive relationship with all families
Part 2: Behavior Contract
Create
a 1-page behavior contract that includes the following:
An outline of your school’s behavior expectations and the consequences for students who do not follow these expectations
A place at the bottom of the page on the contract for both the student and parent/guardian to sign to show that they have read and understand the school’s expectations
References have to be between 2017-2021.
.
Part 1 ResearchConduct some independent research. Using Rasmus.docxsherni1
Part 1: Research
Conduct some independent research. Using Rasmussen and other resources, locate an article that supports your personal values and professional communication style.
Part 2: Reflect
For this assignment, you will use your critical thinking skills and reflect upon your personal values and
professional communication style.
In a minimum of two-pages (not counting the title page and reference page) address the following:
Discuss how you will show your personal values through the professional communication style you will use with clients.
Identify concepts such as boundaries, respect, body language, the role of humor and support, and disclosure.
Explain correlations between the student's personal values and their own professional communication style.
Incorporate one (1) credible resource to support your communication style. Cite source used.
Use professional language including complete sentences and proper grammar, spelling, and punctuation throughout your paper. Be sure to cite any research sources in APA format.
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Part 1 What are some challenges with syndromic surveillance P.docxsherni1
Part 1 What are some challenges with syndromic surveillance?
Part 2 : Critique a team presentation topic
SIMULATION TRAINING IN EDUCATION
and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology.
What changes in the presentation would you recommend, and why? Please see attach
Remember to include sources of literature in your posts to back up the statements you make. Remember, we are all about evidence-based practice!
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Part 1 Procedure and purpose 10.0 Procedures are well-develop.docxsherni1
Part 1: Procedure and purpose
10.0
Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose.
Part 1: Procedure steps and activity
10.0
Procedure steps or activity are comprehensive and proficiently described
Part 1: Procedure introduced, modeled, practiced, assessed
10.0
Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough.
Part 1: Rationale
10.0
Explanation of how procedures will minimize distractions and maximize instructional time is specific.
Part 2: Rules and Consequences
10.0
Rules are skillfully crafted and consequences are creative.
Part 2: Reward System
10.0
Reward system is effective and documentation is reasonable.
Part 2: Rationale
10.0
Explanation of how the system will help create a safe and productive learning environment is proficient.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
20.0
Writer is clearly in command of standard, written, academic English.
ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences
Grade Level:___________
Part 1: Procedures
Procedure Example:
Entering the Classroom
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
To create a classroom environment that is conducive to learning the moment class begins.
1. Walk in quietly (entering a new zone).
2. Get organized before the bell (sharpen pencil, homework ready …).
3. Begin working quietly on the warm-up (in your notebook with paper labeled).
Teacher will introduce the procedure on the first day of school.
The teacher will model the procedure at the beginning of class for the first week of school.
Teacher and students will repeat when reinforcement is needed or when new students join the class.
Teacher will watch for students who follow the steps correctly and will positively reinforce the students.
Procedure #1
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #2
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #3
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #4
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #5
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Rationale
Write a 100-150 word .
Part 1 Post your own definition of school readiness (and offer .docxsherni1
Part 1: Post your own definition of school readiness (and offer support for your definition from the readings; Remember to use APA style citations to identify the sources of this support)? Be sure to discuss specific screening tools, instruments, or other tools/approaches to assess the preparedness of children entering Kindergarten. These should be directly related to your definition.
Part 2: Given what you’ve learned about intellectual disability, discuss at least 3 challenges to school readiness young children with intellectual disabilities face when entering Kindergarten.
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Part 1 Art selectionInstitute Part 1 Art sel.docxsherni1
Part 1: Art selection
Institute
Part 1: Art selection
·
· These are the work of the arts from the ancients to modern art. The reason for the selection of this theme of the art is the association of the ideas behind the sculptures is the religion. Like in the first one is the sculpture of the Ares, who was the God of Greece, he was considered to be the God of war. This sculpture was made by the Scopas who was the ancient Greek sculpture. The second work of art is Moses which was for the Tomb of Pope II, which was made by Michelangelo who made this piece of art in the early 16th century (1506). The third piece of art is also related to the religion, in which the wall depicts the Biblical figures, this was made by Claus Sluter, who was the artist from the Dutch origin.
The most engaging part of these arts is the religious depiction which evolved through the times. From Ares to Jesus in the arts.
· The common theme is the religious personalities of the times in which they were made.
· It is important to vary the themes through the times, as it describes the artistic preferences of the people, and how this had been addressed by the artists.
· Ares: Vatican, Rome, Italy. Statue of Ares, Scopas's influence. Brooklyn Museum Archives, Goodyear Archival Collection (Rens Ottema, 2020)
Moses: (wga.hu, 2020)
The Well of Moses(onlineschoolscenter.com, 2020)
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Part 1 Post a ResponseVarious reform groups with various causes.docxsherni1
Part 1: Post a Response
Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor.
Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes.
Identify the source(s) where you read about the reform cause.
From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change.
Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time.
Identify the source(s) where you read about Wilson.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections.
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Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docxsherni1
Part 1: Assessment Summary
In 500-750-words, summarize the following:
What areas should an AAC assessment evaluate?
What areas of communication do AAC assessments address?
How do assessment results inform AAC strategies/techniques?
Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used.
Support your assessment summary with 1-3 scholarly resources.
Part 2: Case Studies
Read the following case studies to inform Part 2 of the assignment.
Case Study 1: Mandy
Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her.
Case Study 2: Wilson
Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety.
Case Study 3: Cole
Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.
Part 1 Post a ResponseDuring the Reconstruction Era, the So.docxsherni1
Part 1: Post a Response
During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them.
Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive?
Restrictions or prohibitions on voting
Restrictions such as those on job, land purchase, and mobility
Inability to serve on juries or accuse a white person in court
Then, in a full paragraph or two:
Discuss the immediate and long-term consequences from your chosen restriction.
Identify any lessons we can learn today from this restriction and its impact.
Identify the source(s) where you read about the restriction.
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Part 1 Financial AcumenKeeping abreast of the financial measure.docxsherni1
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 300 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 100-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Do an independently guided tour of news and media coverage.docxsherni1
Part 1
: Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting.
Part 2
: In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can.
Part 3
: Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you?
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Part 1 Describe the scopescale of the problem. Problemado.docxsherni1
Part 1: Describe the scope/scale of the problem. Problem:
adolescent incarceration and recidivism
in New Haven, CT and USA.
Part: 2
Name one program doing relevant work on the issue describe above in NYC or elsewhere.
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Part 1 Art CreationSelect one of the visual art pieces from Cha.docxsherni1
Part 1: Art Creation
Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.
Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:
Introduction
Inspiration Piece
Include image.
Record the title, artist, year, and place of origin.
Briefly explain the background of the inspiration piece.
Your Art Piece
Include image.
Provide a title.
Explain the background of your piece.
Connection
Explain the thematic connection between the two pieces.
How are they similar and different?
Are they the same medium? How does the medium impact what the viewer experiences?
How do the formal elements of design compare to one another?
Original Artwork Requirements
Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
No computer-generated pieces
Writing Requirements (APA format)
Length: 1.5-2 pages (not including title page, references page, or image of artwork)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
Grading
This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric.
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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?
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
Lab 6 tracking the night sky ii part i a coordinate syste
1. Lab 6: Tracking the Night Sky II
Part I: A coordinate system tied to the Celestial Sphere
The altitude/azimuth system that we have been using thus far is
ideal for describing
the locations of celestial objects in the sky at a given day and
time. But it has some
drawbacks. In particular, as we have just seen, since the Earth
spins, the altitude and
azimuth of a star keeps changing!
It’s useful to also have a system in which every star has a
unique set of coordinates.
Here we will introduce the Right Ascension/Declination
(R.A./Dec.) system that as-
tronomers use to describe the locations of stars (and other
celestial objects) on the Ce-
lestial Sphere. The coordinates in this system are analogous to
the latitude/longitude
system used to describe the locations of cities and geographical
features on the Earth.
But it will take some getting used to, because the names of the
coordinates are different.
For one of the coordinates, the units are different as well!
Coordinate on Earth Coordinate on Celestial Sphere
Latitude → Declination (Dec.)
Longitude → Right Ascension (RA)
Watch the following short video to help you visualize the
2. coordinate system better:
https://youtu.be/WvXTUcYVXzI
Coordinates on the Star Wheel
The RA/Dec coordinate system is used on your Star Wheel
(which, after all, is just
a flattened version of the Celestial Sphere!). Take a close look
and you’ll see that the
celestial equator is shown as a thin, solid line (large circle)
running from east to west; it’s
visible on both sides of the Star Wheel. Along the celestial
equator, you will see R.A.
values indicated (e.g., 17h, 18h, etc).
1. Does the value of Right Ascension increase from west to east
or from east to west?
Check both sides of your Star Wheel!
2. What is the total range of R.A. values along the Celestial
Equator?
(c) 2020 SFSU. DO NOT DISTRIBUTE 1
https://youtu.be/WvXTUcYVXzI
3. In view of this, what unit do you think R.A. is measured in,
i.e., what does the “h”
represent?
4. Can you think of a reason why this is a natural unit in which
to measure R.A.? Explain.
5. Now notice the eight radial lines emanating from the NCP on
3. your Star Wheel. These
are the solid lines coming straight from the center circle
outward. These are lines of
constant R.A. They cross the Celestial Equator at certain points,
what are the values of
the R.A. along these lines? Don’t forget to include the unit.
1. 2. 3. 4. 5. 6. 7. 8.
6. Along each radial line you will see a series of tick marks. On
four of the radial lines,
the tick marks are labeled with numbers. What do these numbers
represent, and what
are the units?
7. Turn the Star Wheel over so you can see the southern half of
Celestial Sphere (or part
of it anyway). Look at the markings along the radial lines below
the Celestial Equator.
What range of Declination values do you see?
(c) 2020 SFSU. DO NOT DISTRIBUTE 2
Use the R.A. and Dec. coordinate system on your Star Wheel to
answer the following
questions:
8. What are the coordinates of the star Rigel in Orion? RA =
Dec =
9. What are the coordinates of the star Vega? RA = Dec =
10. In what direction do stars that are on the Celestial Equator
rise?
4. 11. In what direction do stars that have Declination = 30◦ set?
12. What is the declination of the NCP?
13. In San Francisco, at a latitude of 38◦, what is the altitude of
the NCP? (Hint:
Don’t forget that altitude and azimuth are a different coordinate
system than right ascen-
sion/declination. Look at Lab 4 if you don’t remember.)
(c) 2020 SFSU. DO NOT DISTRIBUTE 3
Part II: Coordinates in Stellarium
In Lab 5, we learned about about how the sky appears to move.
The new coordinate
system that we’ve been discussing in this lab, Right Ascension
and Declination, is one
that astronomers use more frequently than the previously
discussed Altitude and Azimuth
coordinate system. Astronomers use the RA/Dec. coordinate
system more because the
Alt./Az. system depends on where you are on Earth, the RA/Dec
system works does not
and works for any astronomer alls across the globe.
Let’s look a bit more into Right Ascension and Declination in
Stellarium (https:
//stellarium-web.org/). Use the directions in Lab 5 to set up
Stellarium again.
Once Stellarium is setup, we’re going to change one thing. Turn
off the “Azimuthal
5. Grid” and turn on the “Equatorial Grid”. As you do this watch
how the lines change
on the screen. The Azimuthal grid are your Alt./Az. coordinates
while the Equatorial
grid are your RA/Dec coordinates.
Let’s find the Celestial Equator in Stellarium. To do this, look
toward the South.
For each of the horizontal lines across the sky there are
declination values labeled on the
edge of your screen. The yellow arrows on the image below
shows where to find them.
These are declination values. The horizontal line that has a
declination of zero degrees
is the Celestial Equator. The Celestial Equator has a declination
of 0◦. Each line
parallel to the celestial equator is a line of declination and will
have a different value of
declination.
(c) 2020 SFSU. DO NOT DISTRIBUTE 4
https://stellarium-web.org/
https://stellarium-web.org/
1. Find the Celestial Equator using the above directions and
image to help you. You
should see that line cross the horizon at two locations. What are
those two cardinal
directions?
Notice the vertical lines that cross the Celestial Equator. These
are lines of Right
Ascension and each one has a different value. If you follow the
lines to the top of your
6. screen (can be hard to see) you should see what the value of
each line is. The image
below points out each value of RA with a pink arrow and each
value of Dec. with a yellow
arrow.
Now use the RA/Dec system projected in Stellarium to estimate
coordinates for the
following objects. Try to actually find each star and not use the
search function. If you
can’t remember what constellation the star is in, look on your
Star Wheel and then try
to find the constellation in Stellarium. Use your Star Wheel to
confirm you guess in
Stellarium. Remember to use hours and minutes for R.A., and to
indicate if Dec. is
positive or negative!
2. What are the coordinates of the star Altair in the summer
triangle? RA = Dec =
3. What are the coordinates of the star Anteres? RA = Dec =
(c) 2020 SFSU. DO NOT DISTRIBUTE 5
4. Now simulate time moving forward by changing the time
(bottom right corner) to
02:00. Check the coordinates above again. Did the RA/Dec
values change?
The View from San Francisco
We learned in the last two labs how to determine our latitude on
Earth from the
7. altitude of Polaris. Let’s put it to the test and learn about the
sky a little more in
different locations on Earth. Let’s start here in San Francisco.
1. What is your latitude here in San Francisco?
2. What is the declination of Polaris?
3. What is the altitude of Polaris? (Don’t forget we’re still using
the RA/Dec coordinate
grid! To change between the RA/Dec grid and the Alt./Az. grid
you need to use the
icons at the bottom of the screen.)
Make a prediction: From San Francisco, do you think we get to
see the entire
Celestial Sphere as time goes by? Why or why not?
(c) 2020 SFSU. DO NOT DISTRIBUTE 6
4. Now use the up hour time arrow to make time move forward
and watch carefully as
you simulate a day or two (as shown in the image below). OR
hold down the up minute
arrow to pass time a bit slower.
Describe and/or sketch the overall pattern of motion of stars in
the North and South
directions. Spend a bit of time watching time go by in every
direction.
5. Which stars on the celestial sphere, if any, are rising and
setting (all, most, half,
some or none)? Give a few example constellations and state
8. whether they are in the
southern or northern celestial hemisphere.
6. Which stars on the celestial sphere, if any, are always above
the horizon (all, most,
half, some or none)? Give a few example constellations and
state whether they are in
the southern or northern celestial hemisphere.
7. Which stars on the celestial sphere, if any, are never above
the horizon (all, most,
half, some or none)? Give a few example constellations and
state whether they are in
the southern or northern celestial hemisphere.
8. How good were your predictions? Explain.
(c) 2020 SFSU. DO NOT DISTRIBUTE 7
The View from the North Pole
Let’s change your location in Stellarium to the North Pole
(bottom left) by
typing in “North Pole” into the Earth location search bar. Make
sure the atmosphere
icon is off, otherwise you won’t see any stars. Once there, look
for Polaris. Maybe use
your drawings in Lab 4 to help you.
1. What is your latitude here at the North Pole?
2. What is the declination of Polaris? (Don’t forget to change
back to the Equatorial
grid for this question)
9. 3. What is the altitude of Polaris? (Switch to the Azimuthal grid
for this question)
Make a prediction: Standing on the North Pole, do you think
you’ll be able to see
the entire Celestial Sphere as time goes by? Why or why not?
(c) 2020 SFSU. DO NOT DISTRIBUTE 8
4. Now use the up hour time arrow to make time move forward
and watch carefully as
you simulate a day or two. Describe and/or sketch the overall
pattern of motion of stars
in the North and South directions.
5. Which stars on the celestial sphere, if any, are rising and
setting (all, most, half,
some or none)? Give a few example constellations and state
whether they are in the
southern or northern celestial hemisphere.
6. Which stars on the celestial sphere, if any, are always above
the horizon (all, most,
half, some or none)? Give a few example constellations and
state whether they are in
the southern or northern celestial hemisphere.
7. Which stars on the celestial sphere, if any, never rise at all
(all, most, half, some or
none)? Give a few example constellations and state whether
they are in the southern or
northern celestial hemisphere.
10. 8. How good were your predictions? Explain.
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The View from the Equator
Let’s change your location in Stellarium to the city of Quito in
Ecuador.
This is the capital of Ecuador and is one of the largest cities to
straddle the Equator.
Once there, look for Polaris. Maybe use your drawings in Lab 4
to help you.
1. What is your latitude here at the Equator?
2. What is the declination of Polaris? (Don’t forget to change
back to the Equatorial
grid for this question)
3. What is the altitude of Polaris? (Don’t forget to change back
to the Azimuthal grid
for this question)
Make a prediction: Standing on the Equator, do you think you’ll
be able to see the
entire Celestial Sphere as time goes by? Why or why not?
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4. Now use the up hour time arrow to make time move forward
and watch carefully as
you simulate a day or two. Describe and/or sketch the overall
11. pattern of motion of stars
in the North and South directions.
5. Which stars on the celestial sphere, if any, are rising and
setting (all, most, half,
some or none)? Give a few example constellations and state
whether they are in the
southern or northern celestial hemisphere.
6. Which stars on the celestial sphere, if any, are always above
the horizon (all, most,
half, some or none)? Give a few example constellations and
state whether they are in
the southern or northern celestial hemisphere.
7. Which stars on the celestial sphere, if any, never rise at all
(all, most, half, some or
none)? Give a few example constellations and state whether
they are in the southern or
northern celestial hemisphere.
8. How good were your predictions? Explain.
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Summary Questions
1. What did you notice about the declination of Polaris in all of
the different locations?
2. What did you notice about the altitude of Polaris in all of the
different locations?
3. Were your observations of the rotation of the sky facing
12. North and South in Lab 5
confirmed while observing the rotation of the sky in Stellarium?
4. What is a benefit to the RA/Dec coordinate system (why do
astronomers like this
coordinate system)?
5. What is a benefit to the Alt/Az coordinate system?
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