Space Exploration Review Key
... 2. List five observations and conclusions Galileo reached by turning the telescope to the heavens. – Moon blemishes - Moon has mountains and craters like earth - Sun spots that move - sun rotates on its axis - Jupiter has 4 small stars - Jupiter orbited by four small moons - Planets are disk shaped ...
... 2. List five observations and conclusions Galileo reached by turning the telescope to the heavens. – Moon blemishes - Moon has mountains and craters like earth - Sun spots that move - sun rotates on its axis - Jupiter has 4 small stars - Jupiter orbited by four small moons - Planets are disk shaped ...
Key Notes for Test 1
... This gives IR out per unit area as 345 (watts m-2 ), then we use the Stefan-Boltzmann Law , E (Joules m-2 s-1 ) = Teq4 , to work out the temperature. This tells us that the Temperature at equilibrium, Teq, must be Teq = (E/)¼ Using the full Solar Constant this gives an expected equilibrium tempera ...
... This gives IR out per unit area as 345 (watts m-2 ), then we use the Stefan-Boltzmann Law , E (Joules m-2 s-1 ) = Teq4 , to work out the temperature. This tells us that the Temperature at equilibrium, Teq, must be Teq = (E/)¼ Using the full Solar Constant this gives an expected equilibrium tempera ...
Star Track 2 - The Search for a Supermassive Black... Early radio astronomers detected an immensely
... recently, infrared astronomers using adaptive optics have imaged individual stars near this object and tracked their motion with time. The observed orbit for one such star is plotted at right (also see CS-274 in the course reader; this star is "SO-2".) ...
... recently, infrared astronomers using adaptive optics have imaged individual stars near this object and tracked their motion with time. The observed orbit for one such star is plotted at right (also see CS-274 in the course reader; this star is "SO-2".) ...
Owsley Brown II Portable Planetarium K-2 Program
... ● Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1) ● Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1- ESS1-2) ● Some events happen very quickly; others occur very slowly, over a time period much ...
... ● Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1) ● Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1- ESS1-2) ● Some events happen very quickly; others occur very slowly, over a time period much ...
teacher resource - Michigan Science Center
... of mostly hydrogen and helium gas with some interstellar dust. Nearby an explosion occurred causing part of the cloud to collapse and become more dense and massive. It eventually grew so massive that it collapsed under its own gravity. This formed a proto-star. This is the first stage of the life cy ...
... of mostly hydrogen and helium gas with some interstellar dust. Nearby an explosion occurred causing part of the cloud to collapse and become more dense and massive. It eventually grew so massive that it collapsed under its own gravity. This formed a proto-star. This is the first stage of the life cy ...
8 Grade SOL Review Packet
... 5. Galileo Galilee discovered by dropping two objects from the Leaning Tower of Pisa that objects fall at the same rate regardless of their ________. The reason that a feather and bowling ball does not fall at the same rate on earth is because of ________________________. 6. Mass is the amount of __ ...
... 5. Galileo Galilee discovered by dropping two objects from the Leaning Tower of Pisa that objects fall at the same rate regardless of their ________. The reason that a feather and bowling ball does not fall at the same rate on earth is because of ________________________. 6. Mass is the amount of __ ...
Planets or other objects orbiting a star are accelerating
... c. Which of Kepler’s laws did this illustrate? (State the law – don’t simply give the number of the law.) RESET 5. Move the planet farther from the sun (so that it is still able to make a complete orbit). a. What changes in vectors did you notice? b. Which law is represented? c. RESET and hit start ...
... c. Which of Kepler’s laws did this illustrate? (State the law – don’t simply give the number of the law.) RESET 5. Move the planet farther from the sun (so that it is still able to make a complete orbit). a. What changes in vectors did you notice? b. Which law is represented? c. RESET and hit start ...
Sun, Moon and Stars - Siemens Science Day
... should revolve around the sun, rotating as it travels. The moon should revolve around Earth, rotating so it always shows the same face to Earth.) As students carefully move around, explain what is happening. Explain that it takes one year for Earth to travel around the sun, one day for the Earth to ...
... should revolve around the sun, rotating as it travels. The moon should revolve around Earth, rotating so it always shows the same face to Earth.) As students carefully move around, explain what is happening. Explain that it takes one year for Earth to travel around the sun, one day for the Earth to ...
Powers of ten notation
... Discussion If the Sun formed from a single spherical rotating cloud, wouldn’t you expect that all the pieces would have the same angular momentum as the original cloud? How must the solar system have changed since the time of its formation that this is no longer the case? ...
... Discussion If the Sun formed from a single spherical rotating cloud, wouldn’t you expect that all the pieces would have the same angular momentum as the original cloud? How must the solar system have changed since the time of its formation that this is no longer the case? ...
Three hundred sextillion stars
... season. Spring is sort of a transitory period for the moon: it’s high early in the season closer to winter, and lower as we approach summer, when the full moon drops to a very low position in the sky. That distinctive trapezoid in the south is Corvus, the Crow. It’s there moving west all spring. ...
... season. Spring is sort of a transitory period for the moon: it’s high early in the season closer to winter, and lower as we approach summer, when the full moon drops to a very low position in the sky. That distinctive trapezoid in the south is Corvus, the Crow. It’s there moving west all spring. ...
Teachers Notes - Edinburgh International Science Festival
... One theory, which was popular for a long time, was the geocentric or Earth centred model. Scientists suggested that the sun, moon, planets and stars were in orbit around the Earth to explain the movements they observed in the sky. Another theory suggested was the heliocentric model or suncentred mod ...
... One theory, which was popular for a long time, was the geocentric or Earth centred model. Scientists suggested that the sun, moon, planets and stars were in orbit around the Earth to explain the movements they observed in the sky. Another theory suggested was the heliocentric model or suncentred mod ...
1. Which of the following statements is incorrect concerning sidereal
... B. If the umbra region of the eclipse does not reach the Earth, an annular eclipse will be seen C. A solar eclipse track on Earth runs from the west to the east D. An eclipse that occurred in December 4, 2002 will be seen again in December 14, 2018, in accordance with the Saros cycle 4. The Milankov ...
... B. If the umbra region of the eclipse does not reach the Earth, an annular eclipse will be seen C. A solar eclipse track on Earth runs from the west to the east D. An eclipse that occurred in December 4, 2002 will be seen again in December 14, 2018, in accordance with the Saros cycle 4. The Milankov ...
Our Star, the Sun
... Sun is more than 1,000 times the combined mass of the rest of the Solar System To find the mass of the Sun, use Kepler’s 3rd Law: p2 = [{(4)2} / (G*M)] * (a3) Sun holds the Solar System together Sun is 75% hydrogen and 25% helium o We figured this out by capturing and studying the Sun’s spectrum o ...
... Sun is more than 1,000 times the combined mass of the rest of the Solar System To find the mass of the Sun, use Kepler’s 3rd Law: p2 = [{(4)2} / (G*M)] * (a3) Sun holds the Solar System together Sun is 75% hydrogen and 25% helium o We figured this out by capturing and studying the Sun’s spectrum o ...
CBA # 2 Earth and Space and Sound Energy
... ● The closer a star is to Earth, the larger they appear in the night sky. We see stars outside our solar system at night when there is no light from our sun. The sun’s light is much brighter because it is so much closer to the Earth 2. Most of the cycles and patterns of motion between Earth and the ...
... ● The closer a star is to Earth, the larger they appear in the night sky. We see stars outside our solar system at night when there is no light from our sun. The sun’s light is much brighter because it is so much closer to the Earth 2. Most of the cycles and patterns of motion between Earth and the ...
Nicolaus Copernicus Describes What Is Seen in
... motion of either the observed object or the observer or, of course, by an unequal displacement of each. For when things move with equal speed in the same direction, the motion is not perceived. . . It is the earth, however, from which the celestial ballet is beheld in its repeated performances befor ...
... motion of either the observed object or the observer or, of course, by an unequal displacement of each. For when things move with equal speed in the same direction, the motion is not perceived. . . It is the earth, however, from which the celestial ballet is beheld in its repeated performances befor ...
04 Lines in the Sky
... Lines in the Sky • In order to use the sky to measure time you need to measure the location of objects in the sky. We will look at two methods of measuring locations in the sky. • Both methods require measuring angles. • These methods have long been used not only for timekeeping but for navigation a ...
... Lines in the Sky • In order to use the sky to measure time you need to measure the location of objects in the sky. We will look at two methods of measuring locations in the sky. • Both methods require measuring angles. • These methods have long been used not only for timekeeping but for navigation a ...
Test 2 review session
... Inner parts of Solar Nebula hotter (due to forming Sun): mostly gas. Accretion of gas atoms onto dust grains relatively inefficient. Jovian planets: Outer parts cooler: ices form (but still much gas), also ice "mantles" on dust grains => much more solid material for accretion => larger ...
... Inner parts of Solar Nebula hotter (due to forming Sun): mostly gas. Accretion of gas atoms onto dust grains relatively inefficient. Jovian planets: Outer parts cooler: ices form (but still much gas), also ice "mantles" on dust grains => much more solid material for accretion => larger ...
Sun, Moon, and Stars - Norwood House Press
... Explain that children will study the Sun, Moon, and stars and learn that these objects move through the sky in regular patterns. They will discover what causes the phases of the Moon; what causes night and day; how seasons change depending on the path of the Sun; and how people can use stars to navi ...
... Explain that children will study the Sun, Moon, and stars and learn that these objects move through the sky in regular patterns. They will discover what causes the phases of the Moon; what causes night and day; how seasons change depending on the path of the Sun; and how people can use stars to navi ...
Colorado Model Solar System
... meter (or foot) in the scale model, there are 10 billion meters (or feet) in the real solar system. Note: A review of scientific notation can be found on page 15 of this manual. All of the sizes of the objects within the solar system (where possible), as well as the distances between them, have been ...
... meter (or foot) in the scale model, there are 10 billion meters (or feet) in the real solar system. Note: A review of scientific notation can be found on page 15 of this manual. All of the sizes of the objects within the solar system (where possible), as well as the distances between them, have been ...
Chapter 2 - Test Bank 1
... from 90°. For today, they are at 66 1/2° north and south latitude (90-23 1/2°). If the Earth were tilted at 10°, the Arctic and Antarctic Circles would be at 80° north and south latitude (90-10°). The dates of solstices, equinoxes, perihelion, and aphelion would not change. 14. Example: December sol ...
... from 90°. For today, they are at 66 1/2° north and south latitude (90-23 1/2°). If the Earth were tilted at 10°, the Arctic and Antarctic Circles would be at 80° north and south latitude (90-10°). The dates of solstices, equinoxes, perihelion, and aphelion would not change. 14. Example: December sol ...
Slide 1 - Mr. Hill`s Science Website
... On this scale, the Milky Way Galaxy would be the size of North America. ...
... On this scale, the Milky Way Galaxy would be the size of North America. ...
Understanding Precession of the Equinox
... Occam’s Razor requires consideration of the binary star concept unless physical evidence is available that is clearly inconsistent with the model. Evidence in Support of the New Model Lunisolar wobble required the pole to move by about one degree every 71.5 years based on the current precession rat ...
... Occam’s Razor requires consideration of the binary star concept unless physical evidence is available that is clearly inconsistent with the model. Evidence in Support of the New Model Lunisolar wobble required the pole to move by about one degree every 71.5 years based on the current precession rat ...
Lesson 2_Going Solar - UCAR Center for Science Education
... In groups of three, students will have a competition to see who can think of the most things that are necessary for us to live on earth. (outside.. 10 min) I will use a chart to divide needs and wants when students suggest them. I will give each student a small prize, and the winning group a slightl ...
... In groups of three, students will have a competition to see who can think of the most things that are necessary for us to live on earth. (outside.. 10 min) I will use a chart to divide needs and wants when students suggest them. I will give each student a small prize, and the winning group a slightl ...