DOCSLIB.ORG

Astronomy Handbook

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Astronomy Handbook ASTRONOMY HANDBOOK 63 Table of Contents Section 1 – The Night Sky Purple Section 2 – The North Polar Sky Green Secton 3 – The Winter Sky Pink Section 4 – The Spring Sky Yellow Section 5 – The Summer Sky Blue Section 6 – The Autumn Sky Orange Section 7 – Other Information Red 64 Section 1 – The Night Sky Table of Contents Page Subject Myths & Legends included? 2 Teaching Astronomy - 4 A Little History - 6 The Universe & Milky Way Estonian 9 The Stars & Our Sun Greek, Native American, Scandinavian 16 The Planets Greek, Native American 25 The Moon Native American, Chinese 36 Asteroids, Comets, Meteoroids Native American 39 Greek & Roman Gods - 40 Constellations: An Intro Native American 65 Teaching Astronomy Most schools that come to TOS like to take astronomy. It’s a great opportunity for the kids to sit quietly, look at stars and planets that they may not be able to see in a town or city, and listen to myths and legends about the night sky. This information offers a good foundation to astronomy. Please read it and absorb as much as you can before you arrive. During training we will concentrate on learning constellations and the stories associated with them. Astronomy lasts an hour-and-a-half. We will usually start off with a few games (which we will also show you during training) to burn off some of the kids’ energy, and to wait for it to get dark. Once the stars come out, you will gather your team and find somewhere around camp to look at the night sky. After the games portion, you’ll have about an hour to spend with the kids. Enjoy the awe and wonder that they will have of what they’re looking at; many of them will not have seen stars as clearly as they can at Camp. Teaching astronomy is a whole lot easier if the kids are comfortable and focused on you. Try to find somewhere they can lie down without getting wet or bitten by ants and away from other teams. Also, make sure there are no lights nearby, which will wash out the stars and that you’re sitting in a place where approaching car lights will not be a distraction (if possible!) If car lights cannot be avoided, have the kids turn away to protect their night vision.. If you choose grass make sure it is dry and clear of ant piles! You can always take out a tarp if the grass is wet or sticker- ey, but be aware that it will constantly rustle with fidgety children. If you have blankets available specifically for astronomy, by all means use them! Set your expectations from the start – no walking around (have them sitting or lying down – make sure they’re facing the same direction), no talking when you are, etc. You can also tell them that if they see a shooting star, to make a wish, and at the end we’ll tell each other how many we saw. This limits the screaming out every other minute! You should have a teacher or adult chaperone from the school with you. 66 There are many ways you can teach astronomy – some people prefer facts, others storytelling; most people do a mix of both. We tell schools that we give a “constellation tour” of the sky, so that part is not an option! Stories and myths are very much enjoyed, and can send an eerie silence over the noisiest of groups. There is a lot of information in this handbook. If you’re new to astronomy, try not to be daunted. We’ve tried to keep the information contained here as concise as possible, without all the physics and detail that tend to confuse or intimidate most people. However, you will always get the kid that knows everything and will ask you a multitude of questions – it’s nice to feel like a genius and be able to answer every one. Telescopes If you are working at one of our Outdoor School locations that maintain telescopes, there are a few additional things you need to know. At some point during your star gazing/story telling time you will be called over to the telescopes. Somebody will be manning the telescopes, which will be focused on a planet, the moon, a double star, or something similarly cool! If you find out what it is beforehand then you can tell your team about it so they are prepared for what they will be looking at. After your team has been up, you can return to your spot and resume your lesson; or, if you’re the last group, head in for evening snack. Try to keep the kids as quiet as possible when walking to and from the telescopes, as not to disturb other groups. There are several objects that we may look at through the telescopes. Keep in mind that not all objects are up 365 nights a year, so we will look at what is the best viewing for the season and night. Our favorites include: • The moon – this is on the STAAR test, so teachers really like this as an option! • Saturn – the rings are clearly visible as well as moons. • Jupiter – The gaseous bands and great red spot are visible as well as moons. 67 • Alberio (the Double Star in Cygnus – Summer sky) – the stars are different colors. • Orion Nebula (summer sky) – the birthplace of stars. Other stars and planets are completely unexciting through the telescopes… they simply look like big bright dots. So while you may really want to look at Mars, it’s honestly quite boring through our scopes. 68 A Little History Since the beginning of civilization, people have been fascinated by the night sky. The ancient Sumerians, Babylonians, Greeks, Romans, Chinese, Arabs and Egyptians were among many throughout the ages to study the heavens. They believed that the skies were a battlefield where gods and demons fought and ruled over their lives on Earth. The changing moon, the setting of the sun, the positioning of the stars, the bright comets, were all signs from the gods. Believing in a relationship between the heavenly bodies and earthly events, the ancients reasoned that if they could learn more about the motions of the Sun, Moon, and stars, they would be in a better position to predict the weather, the onset of changing seasons, and other natural events. They also believed that they would be better able to serve those gods of the sky and in doing so improve their fate on Earth. The beliefs of our ancestors have been passed down to us in a number of ways – astrology, the belief that planets and stars had the power to affect our lives (invented by the Babylonians 3,000 years ago), remains widely recognized; and the names the Greeks and Romans gave to the planets and stars are still used today in the study of astronomy (the word “astronomy” is derived from Greek for “to name a star”). On a clear, dark night you can see approximately 1,500 stars with the unaided eye. The sky that you see differs very little to that seen by our ancestors thousands of years ago. However, since the invention of binoculars, earth-based telescopes and space telescopes (artificial satellites) we are able to “see” a lot more. History Fun Facts! • Many of the words and expressions we use today originate from old stargazers; for example, disaster means “evil star”, and the word consider means “to observe stars carefully for an omen”. • Great stone circles, such as Stonehenge in England (built about 3,500 years ago) may have been used to study how the Sun and the Moon moved through the sky. 69 Random Fun Facts! • Satellites are used to study Earth’s land and weather, beam TV pictures and telephone calls, even to spy on other countries. The IMEWS satellite can be used to give early warning of a nuclear explosion. • There are about 200 artificial satellites whirling around the Earth. • Yuri Gagarin survived the first manned spaceflight in 1961, but was killed in a plane crash seven years later. • To run their equipment, artificial satellites only need about the same amount of power as an electric toaster. • The Space Age began on October 4, 1957, when Russia launched the satellite ‘Sputnik 1’. It also started the Space Race. • In November 1957, the Russians sent a small dog, called Laika, into orbit on Sputnik 2. She orbited Earth for a week and was the first living thing in space. • Over a ton of space dust falls to the Earth every day. • Astronauts become a little taller in Space. There is less gravity, so their bones are less squashed together. 70 The Universe The Universe consists of a lot of empty space, with huge swarms of stars called Galaxies. There are billions of galaxies in the Universe. Our Sun is a star that belongs to a galaxy called the Milky Way containing about 100 billion stars. The Solar System is the name given to our Sun and all the planets, moons and space debris that revolve around it. In our solar system there are officially eight planets orbiting the Sun, over 60 moons orbiting those planets, and other space bodies in the form of dwarf planets, asteroids, meteoroids, and comets. Gravity is the pulling force that exists between things. Just as the Earth’s gravity keeps us on it’s surface, the Sun’s gravity keeps the Earth in its orbit, and the Earth’s gravity keeps the Moon in its orbit.
Load more

Recommended publications
  • The Solar System What’S in Our Solar System?
    The Solar System What’s in Our Solar System? • Our Solar System consists of a central star (the Sun), the eight planets orbiting the sun, several dwarf planets, moons, asteroids, comets, meteors, interplanetary gas, dust, and all the “space” in between them. • Solar System: a star (sun) together with all the objects revolving around it (planets and their moons, asteroids, comets, and so on). What’s in Our Solar System? • The word solar comes from the Latin solaris, meaning “of the sun.” Sol is the Latin word for “sun.” • The eight planets of the Solar System are named for Greek and Roman Gods and Goddesses. Planetary System Planetary System: a planet with its moon(s), • The Earth and moon are a planetary system. • The word planet comes from a Greek word meaning “wandering.” To the ancients, the five visible planets to the naked eye appeared to move, unlike the other fixed stars that were “fixed.” • Orbit: the path followed by a planet, asteroid, or comet around a star, or a moon around a planet. The word comes from the Latin orbita, meaning a “wheel track.” Planets, Dwarf Planets, Moons, Asteroids, and Comets • Planet: a large body, spherical because of its own gravity, orbiting a star and not sharing its orbit with any other large bodies. • Dwarf Planet: a planet-like body that orbits the sun and does not clear its orbital zone of other massive bodies, and is not a moon. • Moon: object revolving around a planet. The word moon is from an ancient German root meaning “moon” or “month.” Planets, Dwarf Planets, Moons, Asteroids, and Comets • Asteroid: a rocky or metallic object a few feet or a few miles in dimeter.
    [Show full text]
  • The Planisphere of the Heavens
    The Planisphere of the Heavens by Steven E. Behrmann Book V Copyright© by Steven E. Behrmann All rights reserved 2010 First Draft (Sunnyside Edition) Dedication: This book is dedicated to my blessed little son, Jonathan William Edward, to whom I hope to teach the names of the stars. Table of Contents A Planisphere of the Heavens .......................................................... 12 The Signs of the Seasons ................................................................. 15 The Virgin (Virgo) ........................................................................... 24 Virgo ............................................................................................ 25 Coma ............................................................................................ 27 The Centaur .................................................................................. 29 Boötes ........................................................................................... 31 The Scales (Libra) ............................................................................ 34 Libra ............................................................................................. 35 The Cross (Crux) .......................................................................... 37 The Victim ................................................................................... 39 The Crown .................................................................................... 41 The Scorpion ...................................................................................
    [Show full text]
  • Crater Copernicus John Paladini Took This Image of Crater Copernicus with His Home-Built 6" F/8 Refractor (10 Frames a Second Neximager Stack of About 100)
    WESTCHESTER AMATEUR ASTRONOMERS MAY 2010 Sky tch Crater Copernicus John Paladini took this image of crater Copernicus with his home-built 6" f/8 refractor (10 frames a second neximager stack of about 100). An impact crater, Copernicus is thought to be about 800 million years old. The crater is 93 km in diameter and about 3700m deep. The crater’s central peaks are visible in the above photo. They rise about 1200m above the crater’s floor. SERVING THE ASTRONOMY COMMUNITY SINCE 1983 Page 1 WESTCHESTER AMATEUR ASTRONOMERS MAY 2010 Events for May 2010 WAA Lectures the public. The scheduled rain/cloud date is May 15th. “No Place for the Timid: Participants and quests should read our General The Engineering Saves of NASA": Observing Guidelines. Friday May 7th, 8:00pm Miller Lecture Hall, Pace University Renewing Members. Pleasantville, NY Bill Forsyth - Hartsdale Alan Witzgall will be giving a behind the scenes look Donna Cincotta - Yonkers at NASA, featuring the engineering saves and Arumugam Manoharan - Yonkers technical support which make space flight possible. James Peale - Bronxville Alan is a well-known astronomy lecturer and science Paul Alimena - Rye writer; he is active in many metropolitan area astronomy organizations. Free and open to the public. Call: 1-877-456-5778 (toll free) for announcements, weather cancellations, or Upcoming Lectures questions. Also, don’t forget to periodically visit the June's lecture will be a teleconference featuring the WAA website at: senior astronomer from the SETI institute, Dr. Seth http://www.westchesterastronomers.org/. Shostak. It will take place at 7:00 pm on Thursday June 10th.
    [Show full text]
  • The Surface Operations Framework – Transitioning from Early Analogue Experiments to Future Lunar Missions
    THE SURFACE OPERATIONS FRAMEWORK – TRANSITIONING FROM EARLY ANALOGUE EXPERIMENTS TO FUTURE LUNAR MISSIONS Sebastian Martin(1), Toril Bye Rinnan(2), Mehran Sarkarati(3), Kim Nergaard(4) (1) ESA/ESOC, Robert-Bosch-Straße 5, 64293 Darmstadt, Germany, Email: [email protected] (2) Solenix Deutschland GmbH, Spreestraße 3, 64295 Darmstadt, Germany, Email: [email protected] (3) ESA/ESOC, Robert-Bosch-Straße 5, 64293 Darmstadt, Germany, Email: [email protected] (4) ESA/ESOC, Robert-Bosch-Straße 5, 64293 Darmstadt, Germany, Email: [email protected] ABSTRACT to assess the financial and technical feasibility of new mission concepts, technologies and studies before This paper provides an overview of a family of possibly advancing them to the next phases of activities performed within the European Space implementation of a mission. Operations Centre (ESOC) to prepare for future robotic As the result of one such concurrent design study in missions on the lunar surface and beyond. 2009, the METERON concept was created. METERON – the Multi-purpose End-To-End Robotics Operations Over the course of nearly a decade, ESOC has been Network – was initiated to prepare for future human and gradually building up expertise for future surface robotic exploration scenarios. These future scenarios operations activities. foresee robotic assets controlled on the surface of Moon This paper describes or Mars, with humans operating those assets from an - the activities and corresponding systems prepared orbiting vehicle or by Earth ground control. The benefit from the ground up before concrete missions were of near real-time remote asset operations is to reduce defined, human risks and cost by not having to land humans and - how we are now covering a range of activities return them from the surface, while still being able to where we have requirements from missions in the control robotic assets with short transmission delays definition phases while continuing to build on from an orbiter.
    [Show full text]
  • Succeeding Succession: Cosmic and Earthly Succession B.C.-17 A.D
    Publication of this volume has been made possiblej REPEAT PERFORMANCES in partj through the generous support and enduring vision of WARREN G. MOON. Ovidian Repetition and the Metamorphoses Edited by LAUREL FULKERSON and TIM STOVER THE UNIVE RSITY OF WI S CON SIN PRE SS The University of Wisconsin Press 1930 Monroe Street, 3rd Floor Madison, Wisconsin 53711-2059 Contents uwpress.wisc.edu 3 Henrietta Street, Covent Garden London WC2E SLU, United Kingdom eurospanbookstore.com Copyright © 2016 The Board of Regents of the University of Wisconsin System Preface Allrights reserved. Except in the case of brief quotations embedded in critical vii articles and reviews, no part of this publication may be reproduced, stored in a retrievalsystem, transmitted in any format or by any means-digital, electronic, Introduction: Echoes of the Past 3 mechanical, photocopying, recording, or otherwise-or conveyed via the LAUREL FULKERSON AND TIM STOVER Internetor a website without written permission of the University of Wisconsin Press. Rightsinquiries should be directed to rights@>uwpress.wisc.edu. 1 Nothing like the Sun: Repetition and Representation in Ovid's Phaethon Narrative 26 Printed in the United States of America ANDREW FELDHERR This book may be available in a digital edition. 2 Repeat after Me: The Loves ofVenus and Mars in Library of Congress Cataloging-in-Publication Data Ars amatoria 2 and Metamorphoses 4 47 BARBARA WElDEN BOYD Names: Fulkerson, Laurel, 1972- editor. 1 Stover, Tim, editor. Title: Repeat performances : Ovidian repetition and the Metamorphoses / 3 Ovid's Cycnus and Homer's Achilles Heel edited by Laurel Fulkerson and Tim Stover. PETER HESLIN Other titles: Wisconsin studies in classics.
    [Show full text]
  • ESA Strategy for Science at the Moon
    ESA UNCLASSIFIED - Releasable to the Public ESA Strategy for Science at the Moon ESA UNCLASSIFIED - Releasable to the Public EXECUTIVE SUMMARY A new era of space exploration is beginning, with multiple international and private sector actors engaged and with the Moon as its cornerstone. This renaissance in lunar exploration will offer new opportunities for science across a multitude of disciplines from planetary geology to astronomy and astrobiology whilst preparing the knowledge humanity will need to explore further into the Solar System. Recent missions and new analyses of samples retrieved during Apollo have transformed our understanding of the Moon and the science that can be performed there. We now understand the scientific importance of further exploration of the Moon to understand the origins and evolution of Earth and the cosmic context of life’s emergence on Earth and our future in space. ESA’s priorities for scientific activities at the Moon in the next ten years are: • Analysis of new and diverse samples from the Moon. • Detection and characterisation of polar water ice and other lunar volatiles. • Deployment of geophysical instruments and the build up a global geophysical network. • Identification and characterisation of potential resources for future exploration. • Deployment long wavelength radio astronomy receivers on the lunar far side. • Characterisation of the dynamic dust, charge and plasma environment. • Characterisation of biological sensitivity to the lunar environment. ESA UNCLASSIFIED - Releasable to the Public
    [Show full text]
  • The Zodiac: Comparison of the Ancient Greek Mythology and the Popular Romanian Beliefs
    THE ZODIAC: COMPARISON OF THE ANCIENT GREEK MYTHOLOGY AND THE POPULAR ROMANIAN BELIEFS DOINA IONESCU *, FLORA ROVITHIS ** , ELENI ROVITHIS-LIVANIOU *** Abstract : This paper intends to draw a comparison between the ancient Greek Mythology and the Romanian folk beliefs for the Zodiac. So, after giving general information for the Zodiac, each one of the 12 zodiac signs is described. Besides, information is given for a few astronomical subjects of special interest, together with Romanian people believe and the description of Greek myths concerning them. Thus, after a thorough examination it is realized that: a) The Greek mythology offers an explanation for the consecration of each Zodiac sign, and even if this seems hyperbolic in almost most of the cases it was a solution for things not easily understood at that time; b) All these passed to the Romanians and influenced them a lot firstly by the ancient Greeks who had built colonies in the present Romania coasts as well as via commerce, and later via the Romans, and c) The Romanian beliefs for the Zodiac is also connected to their deep Orthodox religious character, with some references also to their history. Finally, a general discussion is made and some agricultural and navigator suggestions connected to Pleiades and Hyades are referred, too. Keywords : Zodiac, Greek, mythology, tradition, religion. PROLOGUE One of their first thoughts, or questions asked, by the primitive people had possibly to do with sky and stars because, when during the night it was very dark, all these lights above had certainly arose their interest. So, many ancient civilizations observed the stars as well as their movements in the sky.
    [Show full text]
  • Pindar's First Olympian
    PINDAR'S FIRST OLYMPIAN 1. In a summary discussion of Pindar's first O!Jmpian, D.C. Young (1968, 121-3) presents an analysis of the poem, the purpose of which is to demonstrate that its construction is strictly symmetrical. A nucleus of 12 lines (53-64: Tantalus honoured by the Gods, his misdeed and punishment, introduced and followed by a "transitional gnome") is preceded by a first Pelops myth (25-53) and followed by a second (65-94), each of about 28 lines. The poem begins and ends with passages of approximately 24 lines (1-24 and 95-118) dealing with the Olympic games, Hieron, his victory, and the poet's role as the recorder of victory. To make my point, there is no need to treat the question whether the lines 95-118 Inirror in every detail lines 1-24, as Young claims they do: "A : superlatives, a: vµ.vos ciµ.cfn/3a.AAEra,, B: general praise of Hieron, b: tlwpiav cf,opµ.,yya, C: (Hieron's) Olympic victory, c: Mµ.1m oe oi KAeos" opp. "c 1: TO 0£ KAeos oeoopKE, C1: Olympic victory (general), b1: Aio>..17to, µ.oMr~, B 1: general praise of Hieron, a 1: Mo'io-a Tpecf,u (3e>..os, A 1: superlatives (specific)." Apart from the details, it is undeni­ able (1) that both passages deal with the Games, the victory, the victor and the poet, and (2) that the poet uses Hieron's KAeos, which shines in the ci1ro,Kia of Pelops, to move from the opening passage to the first myth, and ends the second myth with the mention of Pelops' KAeos radiating (oeoopKE) from afar in Olympia.
    [Show full text]
  • Naming the Extrasolar Planets
    Naming the extrasolar planets W. Lyra Max Planck Institute for Astronomy, K¨onigstuhl 17, 69177, Heidelberg, Germany [email protected] Abstract and OGLE-TR-182 b, which does not help educators convey the message that these planets are quite similar to Jupiter. Extrasolar planets are not named and are referred to only In stark contrast, the sentence“planet Apollo is a gas giant by their assigned scientific designation. The reason given like Jupiter” is heavily - yet invisibly - coated with Coper- by the IAU to not name the planets is that it is consid- nicanism. ered impractical as planets are expected to be common. I One reason given by the IAU for not considering naming advance some reasons as to why this logic is flawed, and sug- the extrasolar planets is that it is a task deemed impractical. gest names for the 403 extrasolar planet candidates known One source is quoted as having said “if planets are found to as of Oct 2009. The names follow a scheme of association occur very frequently in the Universe, a system of individual with the constellation that the host star pertains to, and names for planets might well rapidly be found equally im- therefore are mostly drawn from Roman-Greek mythology. practicable as it is for stars, as planet discoveries progress.” Other mythologies may also be used given that a suitable 1. This leads to a second argument. It is indeed impractical association is established. to name all stars. But some stars are named nonetheless. In fact, all other classes of astronomical bodies are named.
    [Show full text]
  • Rusudan Tsanava (Tbilisi)
    Phasis 5-6, 2003 Rusudan Tsanava (Tbilisi) MARRYING A KING'S DAUGHTER Marrying a king‟s daughter and, subsequently, gaining the governing authori- ty within the kingdom is one of the ways of obtaining the superlative position. This model is so popular and distinguished that it often serves as a tradi- tional plot-story for various people‟s fairy-tales. Though, beyond the see- mingly romantic story we could notice a very "strict" ritual, which will be described below. Let‟s discuss different variations of the ancient Greek mythoritual model – "Obtaining a wife". It is a common knowledge that there are various myths and legends created on the ground of analogy with the "major", "initial" myth. In this way, a whole kaleidoscope of resembling stories is being gradually formed. And further, applying the methods of excluding and summarizing this variety is brought down to one restricted story, which could be conditionally called an archetype model, using the terminology of Jung. As we mentioned above, seeking hand in marriage and obtaining govern- ing authority in such myths are equivalent to each other. Marrying a king‟s daughter means capturing authority. Here we come to describing the central image-symbols of this mythoritual model: 1. The Father of a bride 2. A youth seeking hand in marriage. Both these symbols are related to capturing power. The former acknowl- edges that by letting his daughter get married he looses the throne, while the latter, on the contrary, having obtained the desired woman, seizes the throne. The Model of the Father Oenomaus reigned in Peloponesos, Pisa city in Elis.
    [Show full text]
  • Capricorn (Astrology) - Wikipedia, the Free Encyclopedia
    מַ זַל גְּדִ י http://www.morfix.co.il/en/Capricorn بُ ْر ُج ال َج ْدي http://www.arabdict.com/en/english-arabic/Capricorn برج جدی https://translate.google.com/#auto/fa/Capricorn Αιγόκερως Capricornus - Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Capricornus h m s Capricornus Coordinates: 21 00 00 , −20° 00 ′ 00 ″ From Wikipedia, the free encyclopedia Capricornus /ˌkæprɨˈkɔrnəs/ is one of the constellations of the zodiac. Its name is Latin for "horned goat" or Capricornus "goat horn", and it is commonly represented in the form Constellation of a sea-goat: a mythical creature that is half goat, half fish. Its symbol is (Unicode ♑). Capricornus is one of the 88 modern constellations, and was also one of the 48 constellations listed by the 2nd century astronomer Ptolemy. Under its modern boundaries it is bordered by Aquila, Sagittarius, Microscopium, Piscis Austrinus, and Aquarius. The constellation is located in an area of sky called the Sea or the Water, consisting of many water-related constellations such as Aquarius, Pisces and Eridanus. It is the smallest constellation in the zodiac. List of stars in Capricornus Contents Abbreviation Cap Genitive Capricorni 1 Notable features Pronunciation /ˌkæprɨˈkɔrnəs/, genitive 1.1 Deep-sky objects /ˌkæprɨˈkɔrnaɪ/ 1.2 Stars 2 History and mythology Symbolism the Sea Goat 3 Visualizations Right ascension 20 h 06 m 46.4871 s–21 h 59 m 04.8693 s[1] 4 Equivalents Declination −8.4043999°–−27.6914144° [1] 5 Astrology 6 Namesakes Family Zodiac 7 Citations Area 414 sq. deg. (40th) 8 See also Main stars 9, 13,23 9 External links Bayer/Flamsteed 49 stars Notable features Stars with 5 planets Deep-sky objects Stars brighter 1 than 3.00 m Several galaxies and star clusters are contained within Stars within 3 Capricornus.
    [Show full text]
  • 2017 Njcl Certamen Advanced Division Round One
    2017 NJCL CERTAMEN ADVANCED DIVISION ROUND ONE 1. What author born on July 12, 100 BC led an illustrious political and military life, the latter of which he documented in painstaking detail in his Commentāriī dē Bellō Gallicō? (C. JULIUS) CAESAR B1: While there are eight books total in the Commentāriī dē Bellō Gallicō, Caesar only wrote the first seven. What lieutenant wrote the final book of his commentaries? (A.) HIRTIUS B2: What work of Caesar covered his war against Pompey? (COMMENTĀRIĪ) DĒ BELLŌ CĪVĪLĪ / BELLUM CĪVĪLE 2. Using one word, say in Latin: “It’s getting late.” (AD)VESPERĀSCIT B1: Now say in Latin using one word: “The dew will fall.” RŌRĀBIT B2: Now say in Latin using two words: “It was raining for a rather long time.” DIŪTIUS PLUĒBAT 3. What son of Gaia and Tartarus terrorized the gods until he was buried under Mt. Aetna? TYPH(A)ON / TYPHOEUS B1: After Typhon cut out Zeus’ sinews with a sickle, what two deities stole them back? HERMES AND AEGIPAN B2: Typhon fathered a passel of other monsters with what snake lady? ECHIDNA 4. According to tradition, what two small groups fought a duel to determine the outcome of a war between Rome and Alba Longa during the reign of Tullus Hostilius? HORĀTIĪ AND CŪRIĀTIĪ B1: After the duel, what incited the one surviving Horatius to kill his sister? SHE WEPT FOR ONE OF THE CURIATII TO WHOM SHE HAD BEEN BETROTHED B2: What was the name of the opposing ruler of Alba Longa? METTIUS FŪFETIUS 5. Dēscrībāmus nunc proprietātēs dictiōnum in hāc sententiā: Nūllum est iam dictum quod nōn dictum sit prius.
    [Show full text]