Earth Science Astronomy Notes

Total Page:16

File Type:pdf, Size:1020Kb

Earth Science Astronomy Notes Earth Science Astronomy Notes Part I: Fill in the Blanks Directions: Read questions 1-26 and use the Word Bank below to fill in the blanks. Word Bank: Words may be used more than once. Nebula Mercury Mars Jupiter Absolute Magnitude 50% Inner Corona Liquid Water Hydrogen Fusion Winds Comet Apollo 11 Asteroids Core Venus Year Mass Weight Tides Rotation Planet 1. Clouds of dust and gas are called _________________. 2. _____________ has the smallest diameter and the greatest average density. 3. Rocky objects, measuring millimeters to kilometers in diameter, generally orbit the Sun in a region located between _____________ and _________________. 4. Which planet travels around the Sun in less time than it takes Earth to complete one revolution? ____________________ 5. Which measurement allows scientists to compare the brightness of stars? ________________ 6. What is the approximate percentage of the Earth that is illuminated by the sun at any given time? ________________ 7. Earth's orbital position in our solar system is as a(n) _______________ planet. 8. The _______________ is the layer of the sun seen during a total solar eclipse? 9. _________________ has a fierce hurricane-like storm that is several times the size of Earth. 10. Because of the unique position of the Earth in the solar system, life has flourished due to the presence of _______________ _____________. 11. __________________ is the main component of most stars. 12. ______________ has occurred when atoms combine to form a new element and release energy. 13. Photographs of the surface of Mars reveal the presence of sand dunes that shift over time. These dunes demonstrate the presence of _____________ on Mars. 14. Periodically, there are spectacular meteor showers on Earth. These showers usually occur because the Earth's orbit passes through the remains of a __________________. 15. The first manned-mission to land on the moon was commanded by Neil Armstrong and was called ____________________. 16. The sun emits energy by converting hydrogen into helium this process is called ___________. 17. The numerous rocks orbiting the sun between Jupiter and Mars ____________________. 18. Which layer of the sun is the most dense? __________________ 19. ________________ is often called "Earth's twin" because it is similar in mass and diameter to the Earth. 20. One complete revolution of a planet around the sun equals one _________________. 21. The amount of gravitational attraction between the Earth and an object depends on the object's distance from the Earth and the object's __________________. 22. ______________________ would be different for an object if measured on the Earth and on the moon. 23. ____________________ has no atmosphere and little gravity and is closest to the sun. 24. The gravitational pull of the moon causes ______________ on Earth. 25. The ____________________ of the Earth causes the sun to appear to rise and set. 26. Which body in the solar system usually contains an atmosphere? ___________________ Part II: Interpreting Diagrams, Charts, Tables, and Questions Directions: Look at each question and answer by choosing the correct response. 1. Why does a comet's tail point away from the Sun? a. The solar wind blows the tail away from the Sun. b. The comet's tail is following the path of Jupiter. c. The Moon's light only shines on part of the comet. d. It is being pulled by a nearby black hole. 2. Earth's axis of rotation is tilted 23.5° relative to the plane of its orbit, which helps to cause – a. high and low tides b. the lunar phases c. the seasons d. day and night 3. In addition to Earth's orbit, which planets' orbits are shown? a. Mercury and Venus b. Venus and Mars c. Mars and Jupiter d. Jupiter and Saturn 4. Which planet has the shortest day? a. Mercury b. Venus c. Jupiter d. Saturn 5. Which image below best represents our galaxy? a. b. c. d. 6. Based on the drawing above, what is the main reason that Venus would appear brighter at point Q rather than at point R as seen from the Earth? a. More of the visible side of the planet is illuminated at point Q than at point R. b. Light from the planet at point Q is less affected by the sun's gravity than at point R. c. The planet is closer to the Earth at point Q than at point R. d. The planet appears overhead against a dark sky when it is at point Q but not at point R. 7. In the late 1920s, Edwin Hubble and Milton Humason determined the distance to a number of galaxies and the velocity of those galaxies relative to the Earth. The graph shows the early results that were obtained. What approximate ratio did the scientists calculate between velocity and distance based on these early findings? a. 450 kilometers per second per one million light years b. 150 kilometers per second per one million light years c. 600 kilometers per second per one million light years d. 300 kilometers per second per one million light years 8. In 1912, an astronomer at Arizona's Lowell Observatory noticed that the lines in the spectra of most galaxies shifted toward the red end of the spectrum. Another American astronomer, Edwin Hubble, later interpreted this discovery as evidence that – a. the largest galaxies are slowly engulfing their smaller neighbors b. galaxies are moving away from each other in a constantly expanding universe c. galaxies were once part of one huge megagalaxy d. an explosion will one day result from the pressure building as the galaxies expand 9. At what position would Earth be found in the solar system diagram shown above? a. 1 b. 2 c. 3 d. 4 10. Why do stars appear to change position during the night? a. The stars are moving away from each other. b. Earth rotates on its axis. c. Stars are very far away from the solar system. d. Earth revolves around the sun. 11. Why does erosion not occur on the moon? a. There is no animal life. b. The rock surface of the moon is too hard. c. The gravitational pull of the moon is too weak. d. There is no wind or rain. 12. When Venus passes between the Earth and the sun, it is visible as a tiny black dot on the sun's bright disk. Why is Mars never visible in this same way? a. The orbit of Mars is more eccentric than that of Venus. b. The orbit of Mars is outside that of the Earth's orbit. c. Mars shines too brightly to be visible against the sun. d. Mars is too small to be seen against the backdrop of the sun. 13. Which of the above evolutionary stages of a massive star is called a supernova? a. 1 b. 2 c. 3 d. 4 14. According to this diagram, a lunar eclipse occurs only when the – a. sun's rays are directly overhead b. Earth is between the sun and the moon c. moon is in the new moon phase d. moon is between the sun and the Earth 15. Which model best shows the relationship between the Earth, the moon, and the sun? a. b. c. d. 16. Which of these has the most influence on ocean tides? a. Radiation from the sun b. Gravity between the Earth and the moon c. The magnetic field of the Earth d. Electrical forces in the atmosphere 17. According to this chart, which planet will most likely have the highest temperatures? a. Mars b. Earth c. Mercury d. Venus .
Recommended publications
  • Introduction to Astronomy from Darkness to Blazing Glory
    Introduction to Astronomy From Darkness to Blazing Glory Published by JAS Educational Publications Copyright Pending 2010 JAS Educational Publications All rights reserved. Including the right of reproduction in whole or in part in any form. Second Edition Author: Jeffrey Wright Scott Photographs and Diagrams: Credit NASA, Jet Propulsion Laboratory, USGS, NOAA, Aames Research Center JAS Educational Publications 2601 Oakdale Road, H2 P.O. Box 197 Modesto California 95355 1-888-586-6252 Website: http://.Introastro.com Printing by Minuteman Press, Berkley, California ISBN 978-0-9827200-0-4 1 Introduction to Astronomy From Darkness to Blazing Glory The moon Titan is in the forefront with the moon Tethys behind it. These are two of many of Saturn’s moons Credit: Cassini Imaging Team, ISS, JPL, ESA, NASA 2 Introduction to Astronomy Contents in Brief Chapter 1: Astronomy Basics: Pages 1 – 6 Workbook Pages 1 - 2 Chapter 2: Time: Pages 7 - 10 Workbook Pages 3 - 4 Chapter 3: Solar System Overview: Pages 11 - 14 Workbook Pages 5 - 8 Chapter 4: Our Sun: Pages 15 - 20 Workbook Pages 9 - 16 Chapter 5: The Terrestrial Planets: Page 21 - 39 Workbook Pages 17 - 36 Mercury: Pages 22 - 23 Venus: Pages 24 - 25 Earth: Pages 25 - 34 Mars: Pages 34 - 39 Chapter 6: Outer, Dwarf and Exoplanets Pages: 41-54 Workbook Pages 37 - 48 Jupiter: Pages 41 - 42 Saturn: Pages 42 - 44 Uranus: Pages 44 - 45 Neptune: Pages 45 - 46 Dwarf Planets, Plutoids and Exoplanets: Pages 47 -54 3 Chapter 7: The Moons: Pages: 55 - 66 Workbook Pages 49 - 56 Chapter 8: Rocks and Ice:
    [Show full text]
  • Science in Nasa's Vision for Space Exploration
    SCIENCE IN NASA’S VISION FOR SPACE EXPLORATION SCIENCE IN NASA’S VISION FOR SPACE EXPLORATION Committee on the Scientific Context for Space Exploration Space Studies Board Division on Engineering and Physical Sciences THE NATIONAL ACADEMIES PRESS Washington, D.C. www.nap.edu THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. Support for this project was provided by Contract NASW 01001 between the National Academy of Sciences and the National Aeronautics and Space Administration. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the sponsors. International Standard Book Number 0-309-09593-X (Book) International Standard Book Number 0-309-54880-2 (PDF) Copies of this report are available free of charge from Space Studies Board National Research Council The Keck Center of the National Academies 500 Fifth Street, N.W. Washington, DC 20001 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. Copyright 2005 by the National Academy of Sciences.
    [Show full text]
  • An Overview of New Worlds, New Horizons in Astronomy and Astrophysics About the National Academies
    2020 VISION An Overview of New Worlds, New Horizons in Astronomy and Astrophysics About the National Academies The National Academies—comprising the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council—work together to enlist the nation’s top scientists, engineers, health professionals, and other experts to study specific issues in science, technology, and medicine that underlie many questions of national importance. The results of their deliberations have inspired some of the nation’s most significant and lasting efforts to improve the health, education, and welfare of the United States and have provided independent advice on issues that affect people’s lives worldwide. To learn more about the Academies’ activities, check the website at www.nationalacademies.org. Copyright 2011 by the National Academy of Sciences. All rights reserved. Printed in the United States of America This study was supported by Contract NNX08AN97G between the National Academy of Sciences and the National Aeronautics and Space Administration, Contract AST-0743899 between the National Academy of Sciences and the National Science Foundation, and Contract DE-FG02-08ER41542 between the National Academy of Sciences and the U.S. Department of Energy. Support for this study was also provided by the Vesto Slipher Fund. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the agencies that provided support for the project. 2020 VISION An Overview of New Worlds, New Horizons in Astronomy and Astrophysics Committee for a Decadal Survey of Astronomy and Astrophysics ROGER D.
    [Show full text]
  • Rev 06/2018 ASTRONOMY EXAM CONTENT OUTLINE the Following
    ASTRONOMY EXAM INFORMATION CREDIT RECOMMENDATIONS This exam was developed to enable schools to award The American Council on Education’s College credit to students for knowledge equivalent to that learned Credit Recommendation Service (ACE CREDIT) by students taking the course. This examination includes has evaluated the DSST test development history of the Science of Astronomy, Astrophysics, process and content of this exam. It has made the Celestial Systems, the Science of Light, Planetary following recommendations: Systems, Nature and Evolution of the Sun and Stars, Galaxies and the Universe. Area or Course Equivalent: Astronomy Level: 3 Lower Level Baccalaureate The exam contains 100 questions to be answered in 2 Amount of Credit: 3 Semester Hours hours. Some of these are pretest questions that will not Minimum Score: 400 be scored. Source: www.acenet.edu Form Codes: SQ500, SR500 EXAM CONTENT OUTLINE The following is an outline of the content areas covered in the examination. The approximate percentage of the examination devoted to each content area is also noted. I. Introduction to the Science of Astronomy – 5% a. Nature and methods of science b. Applications of scientific thinking c. History of early astronomy II. Astrophysics - 15% a. Kepler’s laws and orbits b. Newtonian physics and gravity c. Relativity III. Celestial Systems – 10% a. Celestial motions b. Earth and the Moon c. Seasons, calendar and time keeping IV. The Science of Light – 15% a. The electromagnetic spectrum b. Telescopes and the measurement of light c. Spectroscopy d. Blackbody radiation V. Planetary Systems: Our Solar System and Others– 20% a. Contents of our solar system b.
    [Show full text]
  • Elements of Astronomy and Cosmology Outline 1
    ELEMENTS OF ASTRONOMY AND COSMOLOGY OUTLINE 1. The Solar System The Four Inner Planets The Asteroid Belt The Giant Planets The Kuiper Belt 2. The Milky Way Galaxy Neighborhood of the Solar System Exoplanets Star Terminology 3. The Early Universe Twentieth Century Progress Recent Progress 4. Observation Telescopes Ground-Based Telescopes Space-Based Telescopes Exploration of Space 1 – The Solar System The Solar System - 4.6 billion years old - Planet formation lasted 100s millions years - Four rocky planets (Mercury Venus, Earth and Mars) - Four gas giants (Jupiter, Saturn, Uranus and Neptune) Figure 2-2: Schematics of the Solar System The Solar System - Asteroid belt (meteorites) - Kuiper belt (comets) Figure 2-3: Circular orbits of the planets in the solar system The Sun - Contains mostly hydrogen and helium plasma - Sustained nuclear fusion - Temperatures ~ 15 million K - Elements up to Fe form - Is some 5 billion years old - Will last another 5 billion years Figure 2-4: Photo of the sun showing highly textured plasma, dark sunspots, bright active regions, coronal mass ejections at the surface and the sun’s atmosphere. The Sun - Dynamo effect - Magnetic storms - 11-year cycle - Solar wind (energetic protons) Figure 2-5: Close up of dark spots on the sun surface Probe Sent to Observe the Sun - Distance Sun-Earth = 1 AU - 1 AU = 150 million km - Light from the Sun takes 8 minutes to reach Earth - The solar wind takes 4 days to reach Earth Figure 5-11: Space probe used to monitor the sun Venus - Brightest planet at night - 0.7 AU from the
    [Show full text]
  • The Solar System Cause Impact Craters
    ASTRONOMY 161 Introduction to Solar System Astronomy Class 12 Solar System Survey Monday, February 5 Key Concepts (1) The terrestrial planets are made primarily of rock and metal. (2) The Jovian planets are made primarily of hydrogen and helium. (3) Moons (a.k.a. satellites) orbit the planets; some moons are large. (4) Asteroids, meteoroids, comets, and Kuiper Belt objects orbit the Sun. (5) Collision between objects in the Solar System cause impact craters. Family portrait of the Solar System: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, (Eris, Ceres, Pluto): My Very Excellent Mother Just Served Us Nine (Extra Cheese Pizzas). The Solar System: List of Ingredients Ingredient Percent of total mass Sun 99.8% Jupiter 0.1% other planets 0.05% everything else 0.05% The Sun dominates the Solar System Jupiter dominates the planets Object Mass Object Mass 1) Sun 330,000 2) Jupiter 320 10) Ganymede 0.025 3) Saturn 95 11) Titan 0.023 4) Neptune 17 12) Callisto 0.018 5) Uranus 15 13) Io 0.015 6) Earth 1.0 14) Moon 0.012 7) Venus 0.82 15) Europa 0.008 8) Mars 0.11 16) Triton 0.004 9) Mercury 0.055 17) Pluto 0.002 A few words about the Sun. The Sun is a large sphere of gas (mostly H, He – hydrogen and helium). The Sun shines because it is hot (T = 5,800 K). The Sun remains hot because it is powered by fusion of hydrogen to helium (H-bomb). (1) The terrestrial planets are made primarily of rock and metal.
    [Show full text]
  • 10 Tips for Moon Watchers Moon’S Brightness Are to Use High Magni- Fication Or to Add an Aperture Mask
    Beginning observing You’ll find six labeled maps to help you observe the Moon at www.Astronomy.com/toc. Two other methods to reduce the 10 tips for Moon watchers Moon’s brightness are to use high magni- fication or to add an aperture mask. Mountain ranges, vast volcanic plains, and more than 1,500 named craters make the High powers restrict the field of view, Moon a target you’ll return to again and again. by Michael E. Bakich thereby reducing light throughput. An aperture mask causes your telescope to act like a much smaller instrument, but The Moon offers something for every amateur astronomer. It’s The terminator will help you at the same focal length. visible somewhere in the sky most nights, its changing face During the two favorable periods described in #3, presents features one night not seen the previous night, and it point your telescope anywhere along the line that Turn on your best vision doesn’t take an expensive setup to enjoy it. To help you get the divides the Moon’s light and dark portions. Astrono- Some years ago, my late observ- most out of viewing the Moon, I’ve developed these 10 simple 4mers call this line the terminator. Before Full Moon, the termi- ing buddy Jeff Medkeff intro- tips. Follow them, and you’ll be on your way to a lifetime of sat- nator marks where sunrise is occurring. After Full Moon, duced me to a better way of isfying lunar observing. sunset happens along the terminator. 7observing the Moon: Turn on a white Here you can catch the tops of mountains protruding just light behind you when you observe high enough to catch the Sun’s light while surrounded by lower between Quarter and Full phases.
    [Show full text]
  • A Warm Terrestrial Planet with Half the Mass of Venus Transiting a Nearby Star∗
    Astronomy & Astrophysics manuscript no. toi175 c ESO 2021 July 13, 2021 A warm terrestrial planet with half the mass of Venus transiting a nearby star∗ y Olivier D. S. Demangeon1; 2 , M. R. Zapatero Osorio10, Y. Alibert6, S. C. C. Barros1; 2, V. Adibekyan1; 2, H. M. Tabernero10; 1, A. Antoniadis-Karnavas1; 2, J. D. Camacho1; 2, A. Suárez Mascareño7; 8, M. Oshagh7; 8, G. Micela15, S. G. Sousa1, C. Lovis5, F. A. Pepe5, R. Rebolo7; 8; 9, S. Cristiani11, N. C. Santos1; 2, R. Allart19; 5, C. Allende Prieto7; 8, D. Bossini1, F. Bouchy5, A. Cabral3; 4, M. Damasso12, P. Di Marcantonio11, V. D’Odorico11; 16, D. Ehrenreich5, J. Faria1; 2, P. Figueira17; 1, R. Génova Santos7; 8, J. Haldemann6, N. Hara5, J. I. González Hernández7; 8, B. Lavie5, J. Lillo-Box10, G. Lo Curto18, C. J. A. P. Martins1, D. Mégevand5, A. Mehner17, P. Molaro11; 16, N. J. Nunes3, E. Pallé7; 8, L. Pasquini18, E. Poretti13; 14, A. Sozzetti12, and S. Udry5 1 Instituto de Astrofísica e Ciências do Espaço, CAUP, Universidade do Porto, Rua das Estrelas, 4150-762, Porto, Portugal 2 Departamento de Física e Astronomia, Faculdade de Ciências, Universidade do Porto, Rua Campo Alegre, 4169-007, Porto, Portugal 3 Instituto de Astrofísica e Ciências do Espaço, Faculdade de Ciências da Universidade de Lisboa, Campo Grande, PT1749-016 Lisboa, Portugal 4 Departamento de Física da Faculdade de Ciências da Universidade de Lisboa, Edifício C8, 1749-016 Lisboa, Portugal 5 Observatoire de Genève, Université de Genève, Chemin Pegasi, 51, 1290 Sauverny, Switzerland 6 Physics Institute, University of Bern, Sidlerstrasse 5, 3012 Bern, Switzerland 7 Instituto de Astrofísica de Canarias (IAC), Calle Vía Láctea s/n, E-38205 La Laguna, Tenerife, Spain 8 Departamento de Astrofísica, Universidad de La Laguna (ULL), E-38206 La Laguna, Tenerife, Spain 9 Consejo Superior de Investigaciones Cientícas, Spain 10 Centro de Astrobiología (CSIC-INTA), Crta.
    [Show full text]
  • Astronomy Scope and Sequence
    Astronomy Scope and Sequence Grading Period Unit Title Learning Targets Throughout the B.(1) Scientific processes. The student, for at least 40% of instructional time, conducts School Year laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. B.(2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific
    [Show full text]
  • Mercury Friday, February 23
    ASTRONOMY 161 Introduction to Solar System Astronomy Class 18 Mercury Friday, February 23 Mercury: Basic characteristics Mass = 3.302×1023 kg (0.055 Earth) Radius = 2,440 km (0.383 Earth) Density = 5,427 kg/m³ Sidereal rotation period = 58.6462 d Albedo = 0.11 (Earth = 0.39) Average distance from Sun = 0.387 A.U. Mercury: Key Concepts (1) Mercury has a 3-to-2 spin-orbit coupling (not synchronous rotation). (2) Mercury has no permanent atmosphere because it is too hot. (3) Like the Moon, Mercury has cratered highlands and smooth plains. (4) Mercury has an extremely large iron-rich core. (1) Mercury has a 3-to-2 spin-orbit coupling (not synchronous rotation). Mercury is hard to observe from the Earth (because it is so close to the Sun). Its rotation speed can be found from Doppler shift of radar signals. Mercury’s unusual orbit Orbital period = 87.969 days Rotation period = 58.646 days = (2/3) x 87.969 days Mercury is NOT in synchronous rotation (1 rotation per orbit). Instead, it has 3-to-2 spin-orbit coupling (3 rotations for 2 orbits). Synchronous rotation (WRONG!) 3-to-2 spin-orbit coupling (RIGHT!) Time between one noon and the next is 176 days. Sun is above the horizon for 88 days at the time. Daytime temperatures reach as high as: 700 Kelvin (800 degrees F). Nighttime temperatures drops as low as: 100 Kelvin (-270 degrees F). (2) Mercury has no permanent atmosphere because it is too hot (and has low escape speed). Temperature is a measure of the 3kT v = random speed of m atoms (or v typical speed of atom molecules).
    [Show full text]
  • Mysterious Mercury Bepicolumbo Heads for the World of Ice and Fire
    A Digital Supplement to Astronomy Insights Astronomy Magazine © 2018 Kalmbach Media Mysterious Mercury BepiColumbo Heads for the World of Ice and Fire Dcember 2018 • Astronomy.com Voyage to a world Color explodes from Mercury’s surface in this enhanced-color mosaic taken through several filters. The yellow and orange hues signify relatively young plains likely formed when fluid lavas erupted from volcanoes. Medium- and dark-blue regions are older terrain, while the light-blue and white streaks represent fresh material excavated from relatively recent impacts. ALL IMAGES, UNLESS OTHERWISE NOTED: NASA/JHUAPL/CIW 2 ASTRONOMY INSIGHTS • DECEMBER 2018 A world of both fire and ice, Mercury excites and confounds scientists. The BepiColombo probe aims to make sense of this mysterious world. by Ben Evans of extremesWWW.ASTRONOMY.COM 3 Mercury is a land of contrasts. The solar system’s smallest planet boasts the largest core relative to its size. Temperatures at noon can soar as high as 800 degrees Fahrenheit (425 degrees Celsius) — hot enough to melt lead — but dip as low as –290 F (–180 C) before dawn. Mercury resides nearest the Sun, and it has the most eccentric orbit. At its closest, the planet lies only 29 mil- lion miles (46 million kilometers) from the Sun — less than one-third Earth’s distance — but swings out as far as 43 million miles (70 million km). Its rapid movement across our sky earned it a reputation among ancient skywatchers as the fleet-footed messenger of the gods: Italian scientist Giuseppe “Bepi” Colombo helped develop a technique for sending a space Hermes to the Greeks and Mercury to the Romans.
    [Show full text]
  • ASTR 105 Intro Astronomy: the Solar System
    ASTR 105 Intro Astronomy: The Solar System Today: FINAL REVIEW This Thursday 12/03: Major Group Project #2 [LECT 13-22] FINAL EXAM on Thursday, 12/17, 8:00am-10:45am 1. Our Place in the Universe • Types of objects in the universe • Solar system scale • Measuring distance with light • Lookback time 2. Discovering the Universe (Celestial Motions) 3 Celestial Sphere • Zenith, Horizon, Meridian • Altitude, direction • Latitude (and Longitude) on Earth as told by the stars Motions: Actual vs. Apparent • Daily motion – Apparent: stars rise in east, set in west – Actual: Earth spins from west to east • Annual motion – Apparent: Sun appears in different constellations – Actual: Earth orbits around the Sun ever 365 days The Reason for the Seasons CLOSER ¹ MORE 6 How Do we mark the progression of the seasons? • We define four special points in our orbit (dates): •Summer solstice •Northern hemisphere tilted towards the Sun •Winter solstice •Northern hemisphere tilted away from the Sun •Spring (vernal) equinox North and South: equal •Fall (autumnal) equinox distance from the Sun N Although the Moon is always ½ lit by the Sun, we see different amounts of the lit portion from Earth depending on where the Moon is located in its orbit. Eclipses 3. The Science of Astronomy 10 Geocentric vs Heliocentric Earth-Centered Sun-Centered (Geocentric) (Heliocentric) • Retrograde motion KEPLER'S 3 LAWS OF • Parallax PLANETARY MOTION • Nature of Science • Astrology 4. Making Sense of the Universe 12 Sir Isaac Newton • Newton's 3 laws – Speed vs velocity vs acceleration – Fire extinguishers and rockets • Universal law of gravitation (the inverse square law of gravity) – Acceleration of gravity – Cabbage vs ball (hammers vs feathers), Darth V.
    [Show full text]