The document discusses reflection and the moon through two activities. In the first activity, students use a red reflector, orange reflector, and mirror with a flashlight to see which reflects light best. In the second "moon" activity, students use styrofoam balls to simulate the sun, earth, and moon to see the moon's reflection on earth. Observations are made with lights on and off. The document provides background on the moon's ability to reflect sunlight, allowing it to be seen at night.
Many of the people in our surrounding and many of the people thought that NASA has gone to the Moon and had been awarded prestigious awards. But, the Truth is no one till now had gone to the Moon.
The reasons are quite understandable and you will know the Truth.
Many of the people in our surrounding and many of the people thought that NASA has gone to the Moon and had been awarded prestigious awards. But, the Truth is no one till now had gone to the Moon.
The reasons are quite understandable and you will know the Truth.
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.
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'.
2. Definitions Reflective—physically capable of returning/ reflecting light or sound (Ex. mirrors have reflective properties) Lighter colors (white and grey) have the ability to reflect more light than dark colors
8. The moon’s ability to be seen The moon is not a star with it’s own light source. Then why is it so bright? The moon’s color has reflective properties that allow us to see light from the sun being reflected When can we see the moon? It is easiest seen at night because the sky is so dark allowing the sun’s reflection to stand out It can also be seen during the day depending on its position in relation to the sun and the Earth (Extension Activity: Observe the moon over the period of one month and write down details about what you see and/or draw pictures on the Lunar Sighting worksheet included in the box.)
12. You will need to do this with the lights in the room off and then again with the lights on.
13.
14. Main ActivityCan you see its reflection? With the room lights off, turn on the flash light (sun). Make observations Slowly turn the foam shoe (remember mirror faces the Earth.) Make observations Continue this process until you have rotated the Earth and Moon 360* Do the above steps with the lights on now.
15.
16. Was it easier to see the reflection with the lights on or with the lights off?
17.
18. See a recording of the moon during the daytime. http://www.youtube.com/watch?v=ovLzyFeZJJE&NR=1 In the picture at right you can see the sun is just beginning to rise over the water in the far right of the picture. The moon is what is seen already in the sky to the far left. In the picture at left you can see the sun is full and low to the horizon. The moon is large and high in the sky. The moon is in its crescent shape.
19. Teacher Reference SectionIndiana State Standard 4.3.1 Observe and report that the moon can be seen sometimes at night and sometimes during the day. http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx http://www.indianastandardsresources.org/files/sci/sci_4_3_1.pdf
20. Materials in BoxTotal of 2 complete sets Instructor’s Demonstration Items: Complete solar system model Pictures of bicycle with reflector bright white Lunar Sighting worksheet http://www.indianastandardsresources.org/files/sci/sci_4_3_1.pdf Introduction Activity: Notebook paper Red reflector Orange reflector Round mirror Flashlight (use for both activities) Main Activity: Notebook paper Round styrofoamdisc or foam flip flop Styrofoam moon on a dowel Styrofoam Earth on a dowel
21.
22. Apply what you learned about reflectors to determine why bicycles, pedestrians, and joggers need to have reflectors or reflective material on?
23. Based on the moon activity and what you learned about color and reflective things, what else can people do or wear besides reflective materials?