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Reviewed by: Shelley (Memphis, TN) on 9/8/2019 12:43:45 PM
When you follow this link, it does take you to the correct page, but the page doesn't work.
This interactive simulation provides a model of the sun’s apparent motion from two different perspectives on a single applet: (1) a space based view, and (2) how a stick figure’s shadow changes on Earth using a horizon diagram. The applet can be manipulated showing how the relative position and apparent movements of the sun cause the pattern of changing shadows on Earth. The user can change the latitude of the location on Earth making it match their location or choosing another. The rate at which time passes in the simulation can be adjusted or paused and there are options to advance once a day or loop the same day. Other options include showing the sun’s analemma, declination and ecliptic. An instructor’s guide, student guide and assessments can be found here: http://astro.unl.edu/naap/motion3/motion3_i.html
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months. Assessment Boundary: Assessment does not include causes of seasons.
This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.
Comments about Including the Performance Expectation The simulation does not require students to represent data in graphical displays, but does give students an opportunity to use a model to describe how the apparent motion of the sun at a particular latitude and time causes the cyclic pattern of shadow length and direction. To fully address the Performance Expectation, students would need to collect data from the model and represent that data in a graphical display. The model identifies the altitude of the sun at all times. An hourly, daily, or monthly altitude can be recorded and represented graphically. Such an activity could follow the use of this simulation, once students understood the relationship between the relative position of the sun and how it affects shadow length and direction.
This resource is explicitly designed to build towards this science and engineering practice.
Comments about Including the Science and Engineering Practice The simulation explicitly models how the altitude and direction of the sun in Earth’s sky affects the length and direction of a shadow on the horizon disk. Students need to be cognizant of the perspectives in the simulation and difference in scales of the celestial sphere and the horizon disk in this model. The model also shows day and night, but does not show Earth’s rotation as the cause. This model could reinforce the misconception that the sun orbits the Earth. Care should be taken to discuss what is not represented accurately in this model.
This resource is explicitly designed to build towards this disciplinary core idea.
Comments about Including the Disciplinary Core Idea The simulation explicitly demonstrates how the altitude and direction of the sun in Earth’s sky affects the length and direction of a shadow on the horizon disk. In addition, it demonstrates the different positions of the sun at different times of the day, month and year. Students need to be cognizant of the perspectives in the simulation and difference in scales of the celestial sphere and the horizon disk. While the simulation shows day and night, it does not show Earth’s rotation as the cause. Rotation can be inferred using the movement of the blue prime hour circle. Other models will need to be used to be sure that students connect the change in sun height and direction in this simulation to Earth’s rotation.
This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.
Comments about Including the Crosscutting Concept Students would need to observe and articulate the cause and effect relationship between the sun’s daily and yearly patterns of position in the sky and how this affects the daily and yearly patterns observed in length and direction of shadows.
Comments about Including the Crosscutting Concept Students can observe differences in daily patterns of the sun’s position in the sky as well as length and direction of shadows over the course of a year creating a yearly and seasonal pattern. In addition, there are seasonal changes in the angle of the sun and duration of daylight which is also shown in this simulation.