Exactly what do you do when having the leisure? Don't you spend for ineffective points? Conte and attempt to have reading practice. Conte will certainly not make you pointless. It will certainly give much more perks. Conte to review? You will certainly never get the expertise and encounter without managing on your own there or trying on your own to do it.
Conte is required. Conte Also you always read by responsibility, you can assist on your own to have reading book habit. It will be so useful and also enjoyable after that. Conte Still puzzled? It doesn't matter. Conte by on the internet or soft documents. Conte in the web link given to check out. Conte by online. After downloading, you can save the soft file in your computer system or gadget. Conte in specific time or location. Conte , since you have lots of task. Related Booklists. Post a Review To post a review, please sign in or sign up.
You can write a book review and share your experiences. Other readers will always be interested in your opinion of the books you've read. Whether you've loved the book or not, if you give your honest and detailed thoughts then people will find new books that are right for them. Kalmbach Books. Since Free ebooks since You should present an article about space or astronomy, and note whether the news site or paper has a separate science section.
You should also note whether this is a press release, interview, or report on a recent article. Report on how widespread the coverage is, including whether other papers picked up the news nationally and internationally, and in blogs.
Comment on whether you think the story was interesting enough to cover. Report your reading of a science or astronomy blog. Present who the blogger is and his or her background, the topic of interest, whether it is controversial, what kinds of feedback or reader comments are present, and whether the post was interesting or engaging enough for you to read further posts on this blog. Be warned: many blogs sound authoritative but are not written by experts. So be sure to verify the credentials of the author.
This is a slippery slope, because I am assuming that my performance on the first event must influence the next. This is a biased sample, or small-number statistics, because I assume that my small circle of friends represents everyone. This is an appeal to belief in which I argue that because most people believe it, it must be true. By attacking the professor rather than the theory, I am committing an ad hominem fallacy. This is an example of begging the question a bit of a syllogism, too in which the proof of my assertion comes from another of my own assertions.
This is an example of post hoc ergo propter hoc, in which we assume that the chain mail caused the car accident. After a full lesson, most of the students have incorporated these original misconceptions into the actual reasons to make new, but still incorrect, explanations. The video then goes to Harvard University and asks graduating seniors and faculty the same questions, and only a physics professor answers both correctly.
The point is not to humiliate any of them but to highlight that: 1 it is very hard to unravel a misconception and replace it with a correct model; and 2 a very large number of people carry around incorrect explanations of the regular rhythms of our world. Two of my own measures for the success of my introductory astronomy course are, first, whether students can correctly explain the causes for the daily and annual changes that occur around them, and second, whether they can use the processes of scientific thought to assess critically the likelihood of their own reasoning or model to explain a phenomenon.
With that in mind, I spend about 2 weeks on this chapter because I find it so critical in addressing these two goals. In particular, I like to start by asking students to give me their explanations for these two phenomena, so that I can also focus on guiding them to examine why initially incorrect reasoning is flawed. I often tell my students that understanding why the wrong explanations are wrong. There is, of course, much more in this chapter than just the causes of the Moon phases and the seasons.
During these lessons, many of my students discover that they never consciously noticed that days are longer or that the Sun is higher in the sky during summer than winter; that stars move across our sky on angled paths rather than going from due east to the zenith to due west; or that the Moon can be visible during the day.
To flush all this out, I spend the first full class having them just learn to describe the positions of objects in the sky. The next class is devoted to how objects at different positions in the sky move across it. We then spend one class on the paths the Sun takes through the sky at different times of year. The next class is spent unraveling all the wrong reasons commonly assumed as causing the seasons. I spend two classes on Moon phases—first on the causes and then on relating phase, position in the sky, and time of day.
This slower pace allows students the time to ensure that they can explain to one another both why the right models are correct and why the wrong models are incorrect. Plus, out of everything that students will learn in the whole course that can be of practical use for the rest of their lives, I find the contents of this chapter are most relevant. They are excellent examples of supplementary material to help students master these confusing but critical concepts outside of class. Use the same figure to explain why we can sometimes see the Moon during the day.
Engage students coming from other countries or states to discuss the perspective on the sky from their birthplaces. Make them realize that these perspectives are similar for places with similar latitudes even though they may be very far apart because the perspective does not change with longitude. What are the consequences of similar perspectives of the sky on the perception of the seasons in different places?
What are the differences in regions with different latitudes? Discuss how it all depends on the altitude of the Sun. How did Egyptian cultures view the sky compared to Greek and Roman cultures? The geometric and algebraic practice will be beneficial. Many students are surprised when they realize that Polaris is not that bright in comparison to other stars—its position is its most important attribute.
Utilize the fact that the altitude of Polaris is equal to the latitude of the classroom. Have students identify a way to locate the South Celestial Pole using a celestial globe or map. What if the Moon were twice as far away from Earth? Twice as close? What if the Sun were moved in those different positions, with or without the Moon being moved as well?
How would things change if the Moon moved more slowly in its orbit? Earth Spins and Revolves This animation shows Earth as it is positioned with respect to the Sun, including motion along its orbit, spin axis tilt, and discussion of the causes for the seasonal variation in climate in terms of latitude and angle of incident sunlight. Text reference: Sections 2. Text Reference: Section 2.
The point of view moves with Earth as it rotates on its axis. The content of the animation focuses on the ecliptic, showing the motion of the Sun, Moon, and constellations in relation to one another. Text reference: Section 2. The following AstroTour animations are referenced in Chapter 2 and are available from the free Student Site digital.
These animations are also. Developed at the University of Nebraska2Lincoln, these Interactive Simulations enable students to manipulate variables and work toward understanding physical concepts. Ecliptic Zodiac Simulator This simulation shows the position of the Sun in the zodiac in different months of the year. Celestial and Horizon Systems Comparison This simulation demonstrates how the celestial sphere and horizon diagram are related.
Seasons and Ecliptic Simulator This simulation uses the geometry of the Earth as it goes around the Sun to demonstrate why seasons occur.
Rotating Sky Explorer This simulation demonstrates how rotation of the Earth leads to apparent rotation of the sky and how the celestial sphere and horizon are related. This simulation shows helpful diagrams for finding the meridional or maximum altitude of an object. This simulation shows how the declination of the Sun varies over the course of a year using a horizon diagram. Both daily and seasonal motions are shown.
Daylight Hours Explorer This simulation shows the hours of daylight received during the year for an observer at a given latitude. This is an important factor contributing to the seasons. This simulation demonstrates how the stars of the Big Dipper, which are at various distances from the Earth, project onto the celestial sphere to give the familiar shape.
This simulation demonstrates the changing declination of the Sun with a time-lapse movie, which shows how the shadow of a building changes over the course of the year. This simulation shows how the rotation of the Earth leads to the apparent rotation of the sky and associated phenomena during the day. This simulation shows daylight and nighttime regions on a flat map of the Earth. Daily and yearly motions of the sunlight pattern can be shown. This simulation shows the appearance of the Moon at each of the named phases.
Basketball Phases Simulator This simulation shows an illuminated basketball that can be viewed from multiple directions, providing an analogy to the Moon phases. This simulation correlates the phases of the Moon with its positions in the sky.
This image consists of a table of solar and lunar eclipses, showing the banding that represents eclipse seasons that occur about twice a year. This simulation demonstrates a method for determining Moon phases using planes that bisect the Earth and Moon.
Phase Positions Demonstrator This simulation demonstrates how planet and moon phases depend on orbital geometry. Users can drag two bodies around to see how the observed appearances change. All videos are available on the free Student Site digital. Assignable assessment questions can be found in Smartwork5 and the Coursepack. This video presents the vocabulary of the celestial sphere.
The instruction includes how to use an orange and basketball to visualize many of the important features of the celestial sphere. Solar eclipses travel over only a small swatch of the Earth when they occur; it is fairly rare for them to pass any given location, so the fact that this eclipse is the first total eclipse to hit the continental United States in about 30 years is very exciting.
As seen from Hopkinsville, the total eclipse will last 2 minutes, 40 seconds. This is the region of Earth where the eclipse lasts the longest because of the very particular geometry needed to produce a total solar eclipse; anywhere north or south of this region will see much shorter durations of totality.
There will be a lunar eclipse either 2 weeks before or after. For all practical purposes, 0. More important factors will be weather that day, travel, and lodging. Palen uses a bundle of spaghetti noodles uncooked, of course to show the difference between direct and indirect sunlight. The Phases of the Moon Dr. Palen uses an orange and lightbulb to demonstrate the phases of the Moon.
Students can easily reproduce this in their rooms or your lab using a desk lamp and any round object. See Figure 2. The holidays would still wander because these calendars are based on a Test Your Understanding 1. However, in reality the stars are far from one another.
If the Moon is in the first quarter phase and at this position, then using Figure 2. Magellan could not use the North Star Polaris for navigation because he was in the Southern Hemisphere, thus Polaris was never above the horizon. Rather, he might have discovered that the Southern Cross constellation points approximately south. Because the north celestial pole is an extension of the North Pole on Earth, if you are standing on the North Pole, you will see the north celestial pole right overhead, that is, at your zenith.
If Gemini is high in the night sky in the winter, then it is high in the daytime sky in the summer, which we cannot see. Thus, during the night it is behind the Earth. This is why we cannot see Gemini in the summer. If I am flying in a jetliner, a I can tell that I am moving by watching stationary objects go past me.
That being said, the next question is whether the full Moon can cast a long shadow at midnight. To cast a long shadow, the object Sun or Moon must be very low in the sky, but at midnight the Moon will be at the meridian. However, if one were living around the Arctic Circle, then this argument might have some credibility because the Moon would never rise to be very high in the sky.
The average temperatures on Earth lag a bit behind the formal change in seasons because it takes time for the Earth to heat up or cool down. Thus, although the winter starts officially in December, it takes 1 to 2 months for the Earth to cool down, making the coldest months January and February. The full Moon crosses the meridian around midnight, and the first quarter Moon rises i.
To answer these, use a figure such as Figure 2. We would see a solar eclipse from the Moon. A total eclipse of the Sun casts a very small shadow on Earth and thus can only be seen from very narrow strips of the Earth, whereas the partial shadow covers a much larger area and can thus be seen by many more observers. Because this is not the case, we see eclipses only on those occasions when the two planes line up, about twice a year.
A cyclic change in the tilt would vary the height of the sun in the sky, thereby changing the seasonal temperatures from their current pattern. Setup: We know that it takes 24 hours for the Earth to make one revolution, so using d 5 vt we can find the circumference of the Earth. Review: I can think of two ways to check this answer.
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