ࡱ> y{x _bjbj 4:ORR""""<^4"^(SSSm^o^o^o^o^o^o^$na dL^SRSSS^RR =^TTTS"Rm^TSm^TTr\T6]vS.)]Y^^0^7]ldTld]ld]SSTSSSSS^^TSSS^SSSSldSSSSSSSSS : Sunrise, Sunset Worksheet Name_____________________________________ Using your computer, go to the online Motions of the Sun simulator found at  HYPERLINK "http://astro.unl.edu/naap/motion3/animations/sunmotions.html" http://astro.unl.edu/naap/motion3/animations/sunmotions.html. Once there, begin by setting the observers latitude to your latitude by adjusting the arrow bar across the world map on the right. Next, familiarize yourself with the simulator by experimenting with the time and location controls and the animation controls. Use the controls to manipulate the motions of the sun and answer the following questions: Give the direction (N, S, E, W, NE, SE, NW or SW) that the sunrise/sunset is located on the following days: March 21: June 21: September 21: December 21: How long (in hours) is daylight on each of the following dates: March 21: June 21: September 21: December 21: What do you think is causing the difference in day lengths? What effect do you think the length of day will have on temperature? Now go to the online Seasons and Ecliptic simulator found at http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.html. Once there, set the observers latitude to your latitude by adjusting the stick figure on the globe on the right and familiarize yourself with the simulator by experimenting with the controls. Then, use the controls to manipulate the Earths orbit, notice the changes to the incoming sunlight and answer the following questions: What is the sun angle (Suns altitude) on the following days: March 21: June 21: September 21: December 21: Describe/draw the sunbeam spread for each of the following dates: March 21: June 21: September 21: December 21: What effect do you think varying Sun angle and sunbeam spread will have on temperature? Why? Sunrise, Sunset Worksheet Name___KEY______________________________ Using your computer, go to the online Motions of the Sun simulator found at  HYPERLINK "http://astro.unl.edu/naap/motion3/animations/sunmotions.html" http://astro.unl.edu/naap/motion3/animations/sunmotions.html. Once there, begin by setting the observers latitude to your latitude by adjusting the arrow bar across the world map on the right. Next, familiarize yourself with the simulator by experimenting with the time and location controls and the animation controls. Use the controls to manipulate the motions of the sun and answer the following questions: Give the direction (N, S, E, W, NE, SE, NW or SW) that the sunrise/sunset is located on the following days: March 21: E June 21: NE September 21: E December 21: SE How long (in hours) is daylight on each of the following dates: March 21: 12 hours (or close) June 21: Should be a value greater than 12 hours (will vary with latitude) September 21: 12 hours (or close) December 21: Should be a value less than 12 hours (will vary with latitude) What do you think is causing the difference in day lengths? Ahrens (2015), clarifies this phenomenon by comparing the Sun in June, which rises in the northeast, rises to a higher position in the sky at noon and sets in the northwest to the sun in December, which rises in the southeast, rises to a lower position in the sky at noon and sets in the southwest, thus following a shorter apparent path. Middle school students are familiar with calculations of speed: speed = distance time If the apparent speed of the sun across the sky doesnt change, but the time it takes to traverse the apparent path does, then the distance must change as well. Hence, a logical response is that the Sun follows a shorter apparent path across the sky in December than it does in June (see figure below). Students can model and verify this with the Motions of the Sun simulator.   What effect do you think the length of day will have on temperature? A location on Earth that is exposed to solar heating for a longer time period in June will be warmer than when it is exposed to solar heating for a shorter time period in December. Now go to the online Seasons and Ecliptic simulator found at http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.html. Once there, set the observers latitude to your latitude by adjusting the stick figure on the globe on the right and familiarize yourself with the simulator by experimenting with the controls. Then, use the controls to manipulate the Earths orbit, notice the changes to the incoming sunlight and answer the following questions: What is the highest Sun angle (Suns altitude) on the following days: March 21: June 21: September 21: December 21: Describe/draw the sunbeam spread for each of the following dates: March 21: June 21:  September 21: December 21: What effect do you think varying Sun angle and sunbeam spread will have on temperature? Why? Ahrens (2015) explains Sunlight striking the Earth at an angle spreads out and must heat a larger region than sunlight impinging directly on the earth. Everything else being equal, an area experiencing more direct solar rays will receive more heat than the same size area being struck by sunlight at an angle (p. 47). References Ahrens, C.D. (2011). Essentials of Meteorology: An Invitation to the Atmosphere 6th Edition. Cengage Learning, Boston Massachusetts. Resources NOAA solar position calculator - http://www.esrl.noaa.gov/gmd/grad/solcalc/azel.html  Image credit: NOAA These answers will vary with latitude, however, the highest Sun angle will be in June, the lowest Sun angle will be in December and the Sun angle for March and September should be the same and between the June and December readings. You can check your students accuracy at http://www.esrl.noaa.gov/gmd/grad/solcalc/azel.html This will also vary with latitude. Examples shown are for 40 N. March and December should look the same. The beam is most spread out in December and most compact in June. 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