The Origin of the Universe and the Earth’s Place in the Solar System

This document explores the origin of the universe and the Earth’s position in the solar system. It discusses the laws of ellipses, areas, and harmonies. It also explains the effects of Earth’s movement on seasons and the use of longitudes to measure time. Additionally, it delves into the origin of the moon and its impact on Earth.

Running head: ASSIGNMENT 1 2019 1
Assignment 1 2019
Name
Institutional Affiliation
Date

ASSINGMENT 1 2019 2
Questions 1.1: The Origin of the Universe and the Earth’s Place in the Solar System
1.1.1
i). The Law of Ellipses: illustrates that the path of all planets about the sun is elliptical with the
sun being located at one focus of the ellipse.
ii). The Law of Areas: illustrates that a line that connects the sun to a planet usually sweeps out
areas in equal time intervals. This law provides a description of the speed at which a planet can
move while it orbits about the sun.
iii). The Law of Harmonies: illustrates that the ratio of the squares of periods of a given two
planets is considered to be equivalent to the ratio of the cubes of their average distances from the
sun. (Hecht, 2019).
1.1.2 Ask students about what they already know about the sun, the moon and the earth
respond accordingly. Then provide a large chart with the sun, the earth and moon with orbits of
the earth and moons labeled. Using the chart explain to learners that the earth rotates on its own
axis as it revolves around the sun. Besides, illustrates to learners that it takes an estimate of 365
days (1 year) for the Earth to make a complete revolution around the sun. Also, give examples
like saying every time a learner has a birthday, the earth is considered to have made a complete
revolution around the sun. Also, inform the learners that the earth makes a complete rotation
when the sun rises every morning. Furthermore, the moon revolves around the earth by giving
examples of phases of moon every month. Categorically, explain that the moon is a natural
satellite which revolves around the earth which is a planet. However, both the moon and the
earth revolve around the sun which is a star.
Question 1.2: Effects of the earth’s movement-orbit and rotation
1.2.1 The revolution of the earth about the sun as it is tilted on its axis causes changes in

ASSINGMENT 1 2019 3
seasons (Rufu, Aharonson, & Perets, 2017). For instance, during summer; the Northern
Hemisphere is considered to be tilted towards the sun thereby getting more direct sunlight at a
higher insolation angle which is associated with higher temperatures. However, during winter;
the Northern Hemisphere is considered to be tilted away from the sun thereby getting less direct
sunlight at lower insolation angle with lower temperatures. On the other hand, during spring and
fall; the earth is considered neither to be tilted towards the sun nor away from the sun thereby
making the Northern Hemisphere to get medium temperatures.
1.2.2 The Occurrence of Seasons on Earth
1.2.2 GRADE 8 A LESSON PLAN
LEARNING AREA: SOCIAL SCIENCES
CONNTENT/CONTEXT: THE OCCURENCE OF SEASONS ON EARTH
DURATION:

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LEARNING OUTCOMES &
ASSESSMENT STANDARDS
TEACHING & LEARNING ACTIVITIES DETAILS OF
ASSESSMENTS
GEOGRAPHY LO1
The learner will be able to
understand and describe occurrence
of seasons on earth.
AS1:
Describes the four cardinal
positions of the earth in its orbit of
the sun.
AS2:
Identifies and examines cardinal
dates.
AS3:
Outlines the relevant seasons in the
different hemispheres.
AS4:
Explains comprehensively the
length of days and nights.
AS5:
Explains the conditions in the Polar
Regions.
ACTIVITY 1
 Teacher divides learners into various
groups and maps of the earth and
solar system given to each group.
 Learners guided through the maps by
the teacher
 Learners respond to questions both
verbally and in writing
 Teachers help learners by filling gaps
from their responses.
ACTIVITY 2
 Learners outline four cardinal positions
of the earth in its orbit of the sun.
 Learner to identify cardinal dates and
seasons in different hemisphere.
 Teacher consolidates by filling gaps from
responses.
 Questions are
given to
learners.
 Learners
make notes
ACTIVITY 3
 Teacher explains length of day
and nights and conditions in the
Polar Regions.
 Teacher asks questions as learners
respond.

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Question 1.3: Use of Longitudes to Measure Time on Earth
Q 1.3.1 Major problems associated with determining dates on earth are; firstly, difference
in time zones. This makes different places have uncommon days thus setting dates becomes
difficult. Secondly, rotation of the earth creates different days at different places on earth thus
limiting determination of dates. To solve these problems of date determination, Greenwich Mean
Time was introduced to clearly designate date by avoiding confusion based on references to local
time zones.
Q 1.3.2 (part A) Longitudinal difference between Hawaii and Japan = 1650 W + 1350 E
= 3000
If 150 is equivalent to 1 hour
Therefore, 3000 = 300° x 1 hour
15 °
= 20 hours
Time in Hawaii = 12:00 – 20 hours
Thus 1200 + 1200 = 2400 hours, therefore 2400 – 1200
Therefore, the match was played at Hawaii on 19th January at 1600 hours.
(Part B)Longitudinal difference between San Francisco and Wellington = 1200 W + 1650 E
= 2850
150 is equivalent to 1 hour

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Therefore, 2850 = 285° x 1 hour
15 °
= 19 hours
Thus time in Wellington = 2:00 + 1900h = 5th April at 2100 hours
But since time of flight is 6 hours, thus landing time in Wellington = 2:00 + 6 hours
= 5thApril 0800 hours.
1.3.3 Time differences occur due to location of points / places at different longitudes.
Longitude is angular distance between prime meridian and a point on any meridian at
Greenwich. For instance, when one moves 150 to the east from Greenwich, one hour is gained
while to the west of Greenwich an hour is lost. Thus points in different longitudes have different
time zones.
Assignments: 1. A helicopter starts flight from Town K (1500 W) to Town Q (300 E) at 1015
hours on Monday. At what time and day will it land at town Q?
2. A school F (J0 W) is 22 hours from school S (750 E). Determine the value of J.
1.3.4 Take a global model with indications of latitudes and longitudes on it. Construct a
prime meridian then mark different points on longitudes both to the East and West of prime
meridian. To the East time is gained while to the West time is lost in that, 150 shows one hour.
Question 1.4: The origin of the moon and the moon’s impact on the Earth
1.4.1
1.4.2 Annular solar eclipse is considered to happen when the sun’s center is covered by
the moon thereby leaving annulus (‘ring of fire’) around the moon while a total solar eclipse

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occurs when moon casts an umbra (Mastrobuono-Battisti, & Perets, 2017). The major difference
in conditions is that for a total solar eclipse to occur, the moon must cast an umbra while for
annular solar eclipse to occur the moon becomes too small to hide the sun completely since the
moon is far away from the earth thereby leaving a ‘ring of fire’.
1.4.4 Explain to the learners at the beginning of the experiment that gravity is the force
responsible for pulling any matter towards the center of the Earth. Provide the learners with
items like water, a paper cup and a string. Then place two holes in cup near the brim directly to
one another using the hole punch and then securely tie the ends. Add water to cup until it is ¼
full.
Take the cup to the sink and turn it upside down where the water pours out. After adding
more water to the cup, swing the cup around to enable it go over your head. The will water then
remain in cup. Explain to the learners that the speed to which the cup swung determine the
amount of the pull of gravity. Therefore, the principle of motion which causes water (low and
high tides) directly opposite from the moon to bulge as the moon revolves around the Earth.
References

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Hecht, E. (2019). Kepler and the origins of the theory of gravity. American Journal of
Physics, 87(3), 176-185. doi.org/10.1119/1.5089751
Mastrobuono-Battisti, A., & Perets, H. B. (2017). The composition of Solar system asteroids and
Earth/Mars moons, and the Earth–Moon composition similarity. Monthly Notices of the
Royal Astronomical Society, 469(3), 3597-3609. doi.org/10.1093/mnras/stx1054
Rufu, R., Aharonson, O., & Perets, H. B. (2017). A multiple-impact origin for the Moon. Nature
Geoscience, 10(2), 89.