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The sky from the earth: the apparent motions of the sun and moon.

The sky seen from Earth :

The " apparent motion" in the system sun-earth-moon.

Desirèe Ayelén Romano

Esteban Sambucetti

Learn the system of rotation of the earth

Conceptual Review

The Earth is the third largest in the solar system. From outer space is seen in blue in the amount of water it holds.

geoid shape is because is flattened at the poles and broadened in Ecuador.


Earth movements are rotation and translation. rotation in the Earth rotates on its axis causing day and night ... ; and translational motion traverses its orbit around the sun, which lasts a year and brings as its consequence the cycle of four seasons: summer , fall, winter and spring ...

Although he always said that the sun rises in the east and sets in the west in fact, due to inclination of rotation of the Earth and translational motion of this around the Sun, this happens only two days a year , the days of the equinoxes , when day and night are the same. During the rest of the year in the northern hemisphere the point where it rises and sets the sun moves north in spring and summer and southward in autumn and winter, while in the southern hemisphere is the opposite apparent motion .

This movement reached its peak during the solstices winter and summer in the northern hemisphere are respectively the shortest day of the year in which the Sun is low on the horizon to reach its zenith and the longest day of the year in which the sun is high to reach the peak, which was again reversed in the southern hemisphere. The two peaks of displacement are marking the Tropic of Capricorn and the Tropic of Cancer .

Here are "cornered MATERIAL AND IS INTERACTIVE:

http://www.cucaluna.com/movimiento-de-rotacion-de-la-tierra-sistema-solar-para-infantil/

DOCUMENT IS THE SOURCE OF CANAL MEETING. The first page shows a gnomon. PAGE 2 THROUGH 4 MORE MATERIAL. PAGE 5: THE MOVEMENT OF THE SUN IN CONNECTION WITH THE SEASONS.

Pages 6 and 7 SHOW ALL THE MOVEMENT OF THE SUN. Are illustrative. The source is:

http://kilometrocero.blogia.com/2008/020401--por-donde-sale-el-sol-.php

The sky seen from Earth :

The "apparent motion" in the Sun-Earth-Moon.

didactic proposal

By way of introduction.

From our perspective we believe that the natural sciences play an important role in the development of students, since it is through them that one can support and to understand how the phenomena of nature affect everyday life.

conceive to school science as a reduction of academic science, therefore we believe it is essential to reproduce classroom practices such as:

• Fieldwork
• Hypothesis
• Experiences

then propose a number of strands to keep in mind the When we choose to work on the theme:

• observation, description and registration of change in the way you see the moon. Change and Continuity in the appearance of day and night sky (persistence despite the clouds, sometimes you see the sun and moon together and sometimes not, stay on the constellations).
• observation, description and record of changes in the shadows at different times throughout the day and the same time throughout the year.
• A near the knowledge of: the solar system and planets, the earth as a planet in the solar system, natural and artificial satellites, meteors, and asteroids.
• Knowledge of some instruments with which the people study the sky.

We seem fundamental axes as listed above through them is that we can establish that the content is not static and carried by the teacher, but it is a collective that draws from the experiences and knowledge with which children come to class.

In the case of astronomy know that by watching the sky over a period can recognize a few changes and some permanence, that the solar system consists of the sun, planets and other stars.

Once the pose on the content and the way we conceive, we believe need to clarify respect the teacher, or rather of their role.

Starting from the premise that the content is a collective creation, the teacher is a key player in this process.

The teacher should carry out its task from practice to theory and back to practice, taking into account the importance of the experiment, as a time when the theoretical and the playful meet.

In our case we decided to conduct an analysis of shadows, both in the relationship between the sun and earth, as the relationship between the sun and every person, object, etc. ...

then propose a sequence of activities :

a card is delivered in class with the following questions:

1. "In the absence of light, a body can produce shadow?
2. The shadow of an object changes, if instead of being illuminated by natural light source, was illuminated by an artificial source?
3. Can you predict what form will the shadow of the object?

The idea is that these questions motoric conclusions and enable each child to respond from their prior knowledge.

then carried out to discuss sharing between all that every one put.

Once exchanged views deliver a page with the following drawing and the questions that occur:

1. What time of day is more under the sun? When does it go higher?
2. What time of day the shadows of the objects are larger? When are shorter?, Why not change during the day?

This second tab serves as a kick to present the slogan of the task:

We ask that in your home, look at different times of day the sky, and the relationship between movement of the sun and the shadows and to be recording what they see.

This way they can, through observation, to internalize the changes and permanence of heaven and see if what the picture shows it is true or not .

Upon returning to class talked about what each observed and recorded and together answer the following questions:

Where to get the sun?

Does the sun always rises and sets on the same side?

Does the same trip?

same Does it take to make that journey?

After answering these questions simulate the variation in length and direction of the shadow of an object illuminated by the sun.

On a base of Styrofoam draw a circle to represent the planet earth in the center will locate an object and EAST (E) West (W) playing an arch wire that serves as a hub for supporting a lantern, which will simulate the sun.

there anything similar to this:

After making the experience ...

RESOURCES

• styrofoam
• Wire
• Lantern
• Fibrón
• An object any

can see with the guys on our behalf that :

ü ; Whatever the arc described, when the source reaches its maximum height, the shadows are minimal. They may even not appreciate shadows if the light source is exactly on the object.

ü During the motion of the source can see a continuous change in the direction of the shadow.

Finally, taking into account that the lamp represents the sun can reach certain conclusions from questions such as:

What time of day are represented in your movement?

In what way the shadows move from dawn to dusk?

What relationship can be established between the shadow shortest recorded and the height of the sun above the horizon at that instant?

Where is the sun after its setting?

This building together basic concepts about the movement of the stars and the relationship between the movement of sun and shadow our bodies or other objects.

build these concepts from direct observation and from specific experiences that enable children to learn new knowledge about the world around them, always using different assumptions that they made about this subject.

SOURCES CONSULTED

• Texts of the UBA CBC
• material MEETING Canal page

Ayelén Desirèe Romano

Esteban Sambucetti