Students explore magnetism and magnetic phenomena on the Sun.

Students discuss the solar heating of the Earth and atmosphere, its heat loss proceses, and the way these relate to weather and climate.

Students explore rotating frames of reference, focusing on the weightless environment in space and the Coriolis force.

Students discuss the application of frames of reference to an airplane flying with a constant velocity v through the air.

Students study about deriving centripetal acceleration for motion at constant speed around a circle.

Students explain that planets actually orbit the center of gravity of the solar system, and that distant planets may be detected by motions of their central star around the centers of gravity of their planetary systems.

Students trace the beginning of the heliocentric theory of the solar system--the idea that the solar system revolves around the Sun--to an observation by the Greek astronomer Aristarchus, which convinced him that the Sun was much bigger...

Learners examine total eclipses of the Sun and their limited regions of totality. They explain that this limited view occurs because the Moon is close enough to us for different points on Earth to view it differently.

Students discover how Aristarchus, a Greek astronomer around 230 BC, used a simple observation of the eclipse of the Moon, plus clever reasoning, to deduce the distance of the Moon. They practice the same calculation technique.

Students discover how astronomers used the diameter of the Earth's orbit around the Sun as a baseline for estimating the distance of some stars, and the meaning of "Parsec" and "light year."

Students explain how Hipparchus, around 130 BC, used a shift in the predicted location of a lunar eclipse to detect a slight shift in the path of the Sun around the sky. They examine the elliptical orbit in which the Earth travels around...

Students use cartesian coordinates (x,y,z) in 3-dimensional space. [Optional: appreciate there exist two ways of defining the z axis, and which of them is used.] They become familiar with the tools and terms used by surveyors.

Young scholars study the basic methods for finding one's position on Earth. Latitude can be deduced from the height above the horizon of the pole star or of the noontime Sun, while longitude requires an accurate clock giving universal time.

Students explain the design, principle and orientation of a sundial, the type with a gnomon pointing towards the pole of the heavens. They construct a model sundial from paper.

Students recognize the daily motion of the Sun across the sky, defining the main directions of east, west, south and north. They see how the first calendars were based on changes in the Sun's noontime elevation, and on locations of...

Students study the nature of a satellite's orbit around the Earth.

Students explore the discovery of pulsar stars, and the characteristics of pulsar stars. Theories and ideas behind black holes are discussed. The issues of women's historical role in science are also touched on.

Learners are introduced to the apparent motion of the Sun across the sky and the way it changes in summer and winter.

Learners are introduced to the ecliptic, the zodiac and the apparent motions of the Sun, Moon and planets across the sky.

High schoolers are introduced to the sundial, its design and use.

Middle schoolers observe the daily motions of the sun and relate them to the functions of a sundial. They determine the locations of sunrises and sunsets and determine how the elevation of the sun effects temperature.

Students investigate the celestial sphere and the paths it takes in the solar system.

Students study the constellations fo the Big Dipper and Cassiopeia and their use in finding the Pole Star. They realize that other celestial objects--Sun, Moon and planets--share the rotation (and hence rise and set), even though their...

Students study elevation of the Sun above the horizon and the angle of the rays and their heating power.