The document analyzes sunlight data from June to August 2010 in Lubbock, Texas and Taipei, Taiwan. It finds that Lubbock had more total hours of sunlight during this period than Taipei. This supports the author's perception that summers seem to never end in Lubbock compared to their home country of Taiwan. Daylight hours vary based on a location's latitude and whether it observes daylight saving time. While the US uses DST, Taiwan has not implemented it since 1976 due to its subtropical location.
The document analyzes sunlight data from June to August 2010 in Lubbock, Texas and Taipei, Taiwan. It finds that Lubbock had more total hours of sunlight during this period than Taipei. This supports the author's perception that summers seem to never end in Lubbock compared to their home country of Taiwan. Daylight hours vary based on a location's latitude and whether it observes daylight saving time. While the US uses DST, Taiwan has not implemented it since 1976 due to its subtropical location.
This document provides guidance for teaching kindergarten students about calendars and chronological thinking. It includes definitions of key terms like calendar, day, week, and month. Background information on how calendars are based on astronomical events like the earth's revolution around the sun and the moon's revolution around earth is also presented. The document recommends introducing calendar concepts to students through songs about days of the week and months of the year. It suggests reading a book called "Today is Monday" and engaging students with a calendar activity where they point to dates and identify weekdays and months.
This document summarizes how various global systems affect Earth's climates. It discusses how latitude, with the equator receiving more solar heating than higher latitudes, affects climate. It also explains how land and sea distributions impact climate through differing heat capacities. Ocean currents are described as influencing climate by transporting heat around the globe. Relief, or elevation changes, are noted to impact climate by altering temperature and precipitation patterns.
The document provides an overview of the Earth, solar system and universe from a science perspective. It begins by outlining relevant TEKS and NGSS standards around developing models of the Earth-sun-moon system and patterns in space. It then provides a brief introduction to the solar system and identifies the 8 planets in order from the sun. The bulk of the document focuses on explaining the phases of the moon through diagrams and relying on the position of the moon in relation to the sun and earth. It also addresses the causes of seasons resulting from the earth's tilted axis.
Here are sample responses to the scenarios provided:
1. I would wear warm winter clothes like a thick coat, hat, gloves and boots. This is because at 60 degrees north latitude in January, it would be very cold as this location is within the Arctic circle and experiencing winter.
2. I would wear lightweight clothes like shorts and short sleeves since it would be hot and humid. This is because at 10 degrees north latitude in February, it would experience little seasonal variation and remain warm throughout the year being close to the equator.
3. I would wear summer clothes like t-shirt and pants. Though it would be warmer than winter, the temperature would still be milder than locations closer to the equator. This
The document is about Earth and the solar system. It contains the following key points:
1. The solar system includes the Sun and objects that orbit it, like planets and satellites.
2. Earth is able to support life because it has an atmosphere, ideal temperature, and water.
3. The Earth rotates on its axis, causing day and night, and revolves around the Sun, causing seasons.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and orbital movement of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the positioning of the Moon in relation to the Sun and Earth during its orbit. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to illustrate and explain these concepts to students.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and rotation of the Earth, and states that the Earth's rotation causes the sun and moon to appear to move through the sky. It then provides more details about the Earth, such as that it takes 365 days to orbit the sun and is mostly covered in water. Facts about the Moon are also given, including that its name is the Moon, it has different regions like maria, and its phases are caused by its revolution around the Earth.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbits of the Earth and Moon. It then discusses the rotation of the Earth on its axis, which causes day and night and the apparent movement of the sun and moon across the sky. The document also provides details about the Moon, including its phases and how they are caused by the positioning of the Moon in relation to the Earth and Sun during its orbit.
This document is the lesson plan for an online Science class about earthquakes and faults. It includes an opening prayer, attendance instructions using emojis, class rules, and an overview of the key concepts that will be covered such as the different types of faults, epicenters, focuses, magnitudes, and intensities. The lesson also provides directions and questions for students to differentiate these terms. Students are assigned a task to create a video demonstrating how to protect themselves during an earthquake. At the end, there is a discussion for students to share their earthquake experiences and ideas.
- Participants at the solar system teacher training were instructed to sign in, pick up materials including a personalized binder, and help themselves to breakfast and coffee.
- The binders contained resources like an agenda, contact information, and note-taking materials to help participants organize information from the sessions.
- Presentations covered topics like the scale and size of the solar system using models, analyzing temperature and daylight data from cities around the world to understand seasons, and modeling the earth's orbit and tilt to explain the reasons for seasons.
- Activities were designed to be modified for different classroom needs and settings, and participants discussed ways to implement and collaborate on the content.
The document discusses the seasons of the Earth. It begins with an introduction to sea breezes and land breezes. It then covers a lesson on the seasons, including a video explaining how the Earth's tilt and revolution around the sun cause the seasons in the Northern and Southern Hemispheres. Students participate in hands-on activities using models of the Earth to illustrate how its axis and movement result in different seasons. They also complete tables to demonstrate their understanding. The importance of understanding seasons and the passage of time is emphasized.
Lab 6 Tides and Coastal processes Goals1. Understand wha.docxsmile790243
油
Lab 6: Tides and Coastal processes
Goals:
1. Understand what causes tides.
2. Understand how deep-ocean waves change and break when they reach a coastline.
3. Understand how shoreline transport of sediment occurs and how it is affected by human activities.
Tides
Tides are actually waves that move through the oceans and large lakes. In the oceans, they have periods of several hours and wavelengths of 1000s of kilometers. Depending on the wave period that dominates in different parts of the world, some places have only one high and one low tide a day (diurnal tides), whereas others have two high (about equal to each other) and two low tides (also about equal to each other) known as semidiurnal. A third type is mixed tides with two highs and two lows a day with different heights, (a high high, a low high, a high low and a low low). California, as the rest of the west coast has mixed tides.
The gravitational pull of the Sun and the Moon causes tides on Earth. The gravitational influence of an object is directly related to its mass and its distance from another object. So even though the Sun has much more mass than the Moon, it is over 380 times farther away from the Earth than the Moon. Therefore, our little Moon wins out and has the most influence on the tides on Earth.
As the Earth spins about its axis, centrifugal force keeps water balanced on all sides of the planet. However, the Moon's gravitational forces disrupt this balance by pulling the water towards the Moon. A double "bulge" is formedone side pulling toward the Moon and the opposite side pulling away from it, just like swinging a water balloon causes it to stretch both toward AND away from your hand. The areas where the bulging occurs experience high tides.
Tides are predictable, but their periods do not coincide with the 24 hour Earth day. The Moon takes about 24 hours and 50 minutes to line up again exactly with the same point on the Earth. Therefore, the timing of the tides shifts almost an hour a day. Because the relative positions of the Sun, Earth and Moon change over the course a day, a month and a year, the absolute heights of diurnal, semidiurnal and mixed tides vary over these periods. For example, even within the same ~25 hour period, the heights of the semidiurnal tides are not exactly the same, although they are close. Even more significant changes are seen over a monthly cycle, with higher-than-normalspring tides (not named for the season but because the water "springs" higher than normal) and the lower-than-normalneap tides.
Exercise 1.
Let's investigate the causes of spring and neap tides. Go to this websitehttp://aspire.cosmic-ray.org/Labs/Tides/tides_simulator.html . Pick the student version because the teacher version has an annoying note in the middle of the simulation screenthe teacher version will not give you any more information than the student version to answer these questions. Click on the tide simulator. Click the box to turn on spring/neap ...
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
1. The Earth revolves around the Sun in an elliptical orbit once every 365.25 days as it rotates on its tilted axis.
2. The tilt of the Earth's axis remains fixed as it orbits the Sun, causing the Northern and Southern Hemispheres to alternately face towards and away from the Sun over the course of a year.
3. When a hemisphere is tilted towards the Sun, it experiences summer, and the Sun appears higher in the sky, resulting in longer days. When tilted away, it experiences winter, and the Sun appears lower with shorter days.
The document discusses plate tectonics and provides examples of activities to help students understand the theory. It begins by introducing the three main types of plate boundaries: divergent boundaries where plates move apart, convergent boundaries where they move together, and transform boundaries where they slide past each other. Later activities illustrate how convergent boundaries between oceanic and continental plates can result in subduction and volcanic island arcs. They also explain how the Philippines' geology has been shaped by the collision and subduction of tectonic plates over millions of years.
The document provides information about astronomy and the structure of the universe. It begins with a vocabulary list for "Unit 1: The study of stars and space" and defines key terms related to the Big Bang theory, such as that all matter and energy was once condensed in a single point around 13.8 billion years ago. It then discusses evidence for the Big Bang, the expansion of the universe, properties and life cycles of stars, Earth's place in the universe, and characteristics of the moon such as its phases and the causes of tides.
Cot science rotation and revolution of the earthRachelle Bisa
油
This document discusses the rotation and revolution of the Earth and how it affects day and night and birthdays. It explains that someone born on February 29th only has a birthday every four years on leap years. This is because a leap year occurs every four years to synchronize the calendar year with the tropical year. The document also describes an activity using a globe and lamp to model how the Earth's rotation on its axis causes day and night.
Multi-phase volcanic resurfacing at Loki Patera on IoS辿rgio Sacani
油
The Jovian moon Io hosts the most powerful persistently active
volcano in the Solar System, Loki Patera1,2. The interior of this
volcanic, caldera-like feature is composed of a warm, dark floor
covering 21,500 square kilometres3 surrounding a much cooler
central island4. The temperature gradient seen across areas of
the patera indicates a systematic resurfacing process49, which
has been seen to occur typically every one to three years since the
1980s5,10. Analysis of past data has indicated that the resurfacing
progressed around the patera in an anti-clockwise direction at a
rate of one to two kilometres per day, and that it is caused either
by episodic eruptions that emplace voluminous lava flows or by a
cyclically overturning lava lake contained within the patera5,8,9,11.
However, spacecraft and telescope observations have been unable to
map the emission from the entire patera floor at sufficient spatial
resolution to establish the physical processes at play. Here we report
temperature and lava cooling age maps of the entire patera floor at
a spatial sampling of about two kilometres, derived from groundbased
interferometric imaging of thermal emission from Loki Patera
obtained on 8 March 2015 ut as the limb of Europa occulted Io.
Our results indicate that Loki Patera is resurfaced by a multi-phase
process in which two waves propagate and converge around the
central island. The different velocities and start times of the waves
indicate a non-uniformity in the lava gas content and/or crust bulk
density across the patera.
A day is the time it takes for the Earth to spin on its axis. A month is the time it takes for the Moon to orbit the Earth. A year is the time it takes for the Earth to orbit once around the Sun. The document contains information about the definitions of a day, month, and year according to the movement and positions of the Earth, Moon, and Sun in space. It also lists learning objectives about describing and explaining the motions that cause days, months, years, and seasons.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and orbital movement of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the positioning of the Moon in relation to the Sun and Earth during its orbit. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to illustrate and explain these concepts to students.
The document discusses facts about the Earth and the Moon. It begins by providing basic information about the spherical shape and rotation of the Earth, and states that the Earth's rotation causes the sun and moon to appear to move through the sky. It then provides more details about the Earth, such as that it takes 365 days to orbit the sun and is mostly covered in water. Facts about the Moon are also given, including that its name is the Moon, it has different regions like maria, and its phases are caused by its revolution around the Earth.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbital motion of the Earth, and its rotation on its axis that causes the day-night cycle. It then discusses details about the Moon, including that it is Earth's only natural satellite, its composition of rock and craters, and how its phases are caused by the varying angles of illumination by the Sun as the Moon orbits Earth. The document uses various links and videos to help explain these concepts to students in an engaging way.
The document discusses facts about the Earth and Moon. It begins by providing basic information about the spherical shape and orbits of the Earth and Moon. It then discusses the rotation of the Earth on its axis, which causes day and night and the apparent movement of the sun and moon across the sky. The document also provides details about the Moon, including its phases and how they are caused by the positioning of the Moon in relation to the Earth and Sun during its orbit.
This document is the lesson plan for an online Science class about earthquakes and faults. It includes an opening prayer, attendance instructions using emojis, class rules, and an overview of the key concepts that will be covered such as the different types of faults, epicenters, focuses, magnitudes, and intensities. The lesson also provides directions and questions for students to differentiate these terms. Students are assigned a task to create a video demonstrating how to protect themselves during an earthquake. At the end, there is a discussion for students to share their earthquake experiences and ideas.
- Participants at the solar system teacher training were instructed to sign in, pick up materials including a personalized binder, and help themselves to breakfast and coffee.
- The binders contained resources like an agenda, contact information, and note-taking materials to help participants organize information from the sessions.
- Presentations covered topics like the scale and size of the solar system using models, analyzing temperature and daylight data from cities around the world to understand seasons, and modeling the earth's orbit and tilt to explain the reasons for seasons.
- Activities were designed to be modified for different classroom needs and settings, and participants discussed ways to implement and collaborate on the content.
The document discusses the seasons of the Earth. It begins with an introduction to sea breezes and land breezes. It then covers a lesson on the seasons, including a video explaining how the Earth's tilt and revolution around the sun cause the seasons in the Northern and Southern Hemispheres. Students participate in hands-on activities using models of the Earth to illustrate how its axis and movement result in different seasons. They also complete tables to demonstrate their understanding. The importance of understanding seasons and the passage of time is emphasized.
Lab 6 Tides and Coastal processes Goals1. Understand wha.docxsmile790243
油
Lab 6: Tides and Coastal processes
Goals:
1. Understand what causes tides.
2. Understand how deep-ocean waves change and break when they reach a coastline.
3. Understand how shoreline transport of sediment occurs and how it is affected by human activities.
Tides
Tides are actually waves that move through the oceans and large lakes. In the oceans, they have periods of several hours and wavelengths of 1000s of kilometers. Depending on the wave period that dominates in different parts of the world, some places have only one high and one low tide a day (diurnal tides), whereas others have two high (about equal to each other) and two low tides (also about equal to each other) known as semidiurnal. A third type is mixed tides with two highs and two lows a day with different heights, (a high high, a low high, a high low and a low low). California, as the rest of the west coast has mixed tides.
The gravitational pull of the Sun and the Moon causes tides on Earth. The gravitational influence of an object is directly related to its mass and its distance from another object. So even though the Sun has much more mass than the Moon, it is over 380 times farther away from the Earth than the Moon. Therefore, our little Moon wins out and has the most influence on the tides on Earth.
As the Earth spins about its axis, centrifugal force keeps water balanced on all sides of the planet. However, the Moon's gravitational forces disrupt this balance by pulling the water towards the Moon. A double "bulge" is formedone side pulling toward the Moon and the opposite side pulling away from it, just like swinging a water balloon causes it to stretch both toward AND away from your hand. The areas where the bulging occurs experience high tides.
Tides are predictable, but their periods do not coincide with the 24 hour Earth day. The Moon takes about 24 hours and 50 minutes to line up again exactly with the same point on the Earth. Therefore, the timing of the tides shifts almost an hour a day. Because the relative positions of the Sun, Earth and Moon change over the course a day, a month and a year, the absolute heights of diurnal, semidiurnal and mixed tides vary over these periods. For example, even within the same ~25 hour period, the heights of the semidiurnal tides are not exactly the same, although they are close. Even more significant changes are seen over a monthly cycle, with higher-than-normalspring tides (not named for the season but because the water "springs" higher than normal) and the lower-than-normalneap tides.
Exercise 1.
Let's investigate the causes of spring and neap tides. Go to this websitehttp://aspire.cosmic-ray.org/Labs/Tides/tides_simulator.html . Pick the student version because the teacher version has an annoying note in the middle of the simulation screenthe teacher version will not give you any more information than the student version to answer these questions. Click on the tide simulator. Click the box to turn on spring/neap ...
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
1. The Earth revolves around the Sun in an elliptical orbit once every 365.25 days as it rotates on its tilted axis.
2. The tilt of the Earth's axis remains fixed as it orbits the Sun, causing the Northern and Southern Hemispheres to alternately face towards and away from the Sun over the course of a year.
3. When a hemisphere is tilted towards the Sun, it experiences summer, and the Sun appears higher in the sky, resulting in longer days. When tilted away, it experiences winter, and the Sun appears lower with shorter days.
The document discusses plate tectonics and provides examples of activities to help students understand the theory. It begins by introducing the three main types of plate boundaries: divergent boundaries where plates move apart, convergent boundaries where they move together, and transform boundaries where they slide past each other. Later activities illustrate how convergent boundaries between oceanic and continental plates can result in subduction and volcanic island arcs. They also explain how the Philippines' geology has been shaped by the collision and subduction of tectonic plates over millions of years.
The document provides information about astronomy and the structure of the universe. It begins with a vocabulary list for "Unit 1: The study of stars and space" and defines key terms related to the Big Bang theory, such as that all matter and energy was once condensed in a single point around 13.8 billion years ago. It then discusses evidence for the Big Bang, the expansion of the universe, properties and life cycles of stars, Earth's place in the universe, and characteristics of the moon such as its phases and the causes of tides.
Cot science rotation and revolution of the earthRachelle Bisa
油
This document discusses the rotation and revolution of the Earth and how it affects day and night and birthdays. It explains that someone born on February 29th only has a birthday every four years on leap years. This is because a leap year occurs every four years to synchronize the calendar year with the tropical year. The document also describes an activity using a globe and lamp to model how the Earth's rotation on its axis causes day and night.
Multi-phase volcanic resurfacing at Loki Patera on IoS辿rgio Sacani
油
The Jovian moon Io hosts the most powerful persistently active
volcano in the Solar System, Loki Patera1,2. The interior of this
volcanic, caldera-like feature is composed of a warm, dark floor
covering 21,500 square kilometres3 surrounding a much cooler
central island4. The temperature gradient seen across areas of
the patera indicates a systematic resurfacing process49, which
has been seen to occur typically every one to three years since the
1980s5,10. Analysis of past data has indicated that the resurfacing
progressed around the patera in an anti-clockwise direction at a
rate of one to two kilometres per day, and that it is caused either
by episodic eruptions that emplace voluminous lava flows or by a
cyclically overturning lava lake contained within the patera5,8,9,11.
However, spacecraft and telescope observations have been unable to
map the emission from the entire patera floor at sufficient spatial
resolution to establish the physical processes at play. Here we report
temperature and lava cooling age maps of the entire patera floor at
a spatial sampling of about two kilometres, derived from groundbased
interferometric imaging of thermal emission from Loki Patera
obtained on 8 March 2015 ut as the limb of Europa occulted Io.
Our results indicate that Loki Patera is resurfaced by a multi-phase
process in which two waves propagate and converge around the
central island. The different velocities and start times of the waves
indicate a non-uniformity in the lava gas content and/or crust bulk
density across the patera.
A day is the time it takes for the Earth to spin on its axis. A month is the time it takes for the Moon to orbit the Earth. A year is the time it takes for the Earth to orbit once around the Sun. The document contains information about the definitions of a day, month, and year according to the movement and positions of the Earth, Moon, and Sun in space. It also lists learning objectives about describing and explaining the motions that cause days, months, years, and seasons.
1. IntroductionIts been few years for me living in Lubbock, Texas after left home in Taiwan. I have always felt that summers never end in Lubbock, in which it have much more sunlight when I was in Taiwan. Is it an illusion for me because I have not gone back to Taiwan in summer time in the past years? Or it is an actual scientific proof that it is the difference. So the question I want to ask is In summer 2010, did Lubbock, Texas have more sunlight than Taipei, Taiwan? In particular, I will only determine the summer time in 2010 in both places. What I mean summer time is only from June 1st to August 31st. Before starting collecting some data, let me begin with the geographies of two different cities. Shih-Hsuan Wei
2. Lubbock is a city of the state of Texas. It is located in the northwestern part of the state, located at 33属33 N, 101属52 W. The state of Texas is 1279 km (790 mi) long and 1244 km (773 mi) wide of total 696,241 km2 (268, 581 mi2) with the population of 25 million. Lubbock. http://en.wikipedia.org/wiki/Lubbock,_TexasViewed 2.23, 2011.
3. Taiwan, also known as Formosa (Beautiful Island), is an island situated in East Asia in the Western Pacific Ocean, and located at 23属30 N, 121属00 E. The main island of the group is 394 km (245 mi) long and 144 km (89 mi) wide of total 35,980 km2 (13, 892 mi2) with the population of 23 million. Taipei city is the capital of the Taiwan, located northern part of the island. Taiwan.http://en.wikipedia.org/wiki/TaiwanViewed. 2,23, 2011.
4. Now we have some idea where Lubbock, Texas and Taipei, Taiwan are. Then we can start finding some data about sunrise and sunset in both cities in 2010. The best resource to collect these data is the Naval Oceanography Portal website http://aa.usno.navy.mil/data/docs/RS_OneYear.php.The U.S. Naval Observatory (USNO) provides a wide range of astronomical data, in particular, you can find table of sunrise/ sunset for an entire year for any location in the world.
5. Start with Lubbock, Texas: Lubbock, sunrise/set.http://aa.usno.navy.mil/data/docs/RS_OneYear.phpViewed. 2,23, 2011.
8. Since we only consider the summer time, we will only look at the data of sunrise/sunset from June 1st to August 31st in 2010. With a little bid math that we can obtain the daylight of each day by calculating the difference between sunrise and sunset everyday i.e. subtract the sunrise from sunset. For instance, the daylight on June 1st, 2010 can be calculated by 1953 538 = 1416, i.e. it had a 14 hours and 16 minutes of daylight on June 1st, 2010.
9. However, lets look at the daylight of July 1st, 2010. 2002 - 0541 = 1461, there is something odd here. How would you have 14 hours and 61 minutes? Then we should modify it a bid. Since 1 hour = 60 minutes. The following is the correct way to calculate the daylight on July 1st, 2010. 1. 2002 = 1962 (since 1 hr = 60 min) 2. 1962 0541 = 1421 i.e. there was 14 hours 21 minutes of daylight on July 1st, 2010. So with the tool of Excel and some modification, we come out the next table. In addition, we only consider the data from June 1st to August 31 in 2010.
11. After the calculation and modification, we have the summations of sunlight in June, July and August respectively in the following. Figure 3: Summation of sunlight in Lubbock, Texas in summer 2010.
12. Next, lets look at daylight in Taipei, Taiwan. We will use the coordinate as Longitude: W 121 degrees 30 minutes and Latitude: N 25 degrees 3 minutes, and the time zone as 8 hours east of Greenwich. (The tiny island in H zone.) Time Zone Map.http://aa.usno.navy.mil/faq/docs/world_tzones.phpViewed. 2, 23, 2011.
16. There is something weird in the data table. The sun rose at 2251 and set at 928 on January 1st, 2010 in Taipei, Taiwan. Does that make any sense? The sun rise at the night and the sun set in the morning. What kind of place is that? There must be something wrong. Nothing is wrong it is because Taipei, Taiwan is 8 hours ahead of Greenwich. That means when it is 10:00 am in Greenwich, it is 6:00 pm in Taipei. So the following table is the correct time after the modification.
17. Again, we only consider the summer time (June to August). Figure 5: Sunlight in Taipei, Taiwan in summer 2010.
18. The following table is the summations of sunlight in June, July and August in 2010 in Taipei, Taiwan, and the total daylight from June to August. Figure 6: Summation of sunlight in Taipei, Taiwan in summer 2010.
19. Now we have the summation of sunlight in Lubbock, Texas and Taipei, Taiwan in summer 2011. The following table represents the difference between these two cities. Figure 7: Excel graph shows the sunlight between two cities in summer 2010.
20. The following excel graph represents the total sunlight time in Lubbock, Texas and Taipei, Taiwan in summer 2010. Figure 8: Excel graph shows the total sunlight time in two cities in summer 2010.
21. As the result came out, the daylight in Lubbock, Texas was more than in Taipei, Taiwan in Summer 2010. Thus,what I have felt was right that summers seem never end in Lubbock, Texas. In the following, there are some scientific proofs based on the latitude and longitude in the world, and some interesting fact about the daylight-saving time adjustment in the U.S. and in Taiwan.
22. In general, the length of a day varies throughout the year, and it depends on the latitude.World map with latitude and longitudehttp://fr.mapsofworld.com/world-maps/world-map-with-latitude-and-longitude.htmlViewed. 2, 23, 2011.
23. This variation is caused by the tilt of the Earths axis of rotation with respect tot the ecliptic plane of the Earth around the sun. Earths axis. http://blog.xuite.net/wellsli/002/35113257Viewed. 2, 23, 2011.
24. Because the Earths revolution around the sun on one side, while around its axis. The axis with the public-axis orbital plane into 66.5 degrees angle, making the Earths movement in orbit, and with different relative position of the sun that varies the existence point between the Tropic of Cancer. Before coming to the U.S., I know the time difference between the U.S. and Taiwan would be adjusted for summers and winters. For example, the time difference between California and Taiwan in summer is 15 hours, but it becomes 16 hours in the winter.
25. When I needed to call my friends in Los Angles, California, I had to call at midnight in Taiwan, and Id have to call around 1 in morning in the winter. This is because of the daylight-saving time (DST) adjustment, the summer sunlight has longer time in higher latitudes. Typically clocks are adjusted forward one hour in the spring and are adjusted backward in autumn . It is the practice of temporarily advancing clocks during the summertime so that afternoons have more daylight and mornings have less.
26. Currently, there are about 110 countries around the world using daylight-saving time. Since the season in southern hemisphere is opposite to the northern hemisphere, DST are adjusted oppositely during the seasons. The countries in low-latitude have relatively fixed duration of sunshine, there is no need for DST. Does the small island like Taiwan have DST? No, no any more. But there were some researches said Taiwan had DST before.
27. Actually, Taiwan implemented DST from 1945 to 1961, revoked DST from 1962 to 1973, reinstated 1974 to 1975, and abandoned DST from 1976 onwards. There were two main reasons behind it:1. Time adjustment caused trouble in society.2. The limitation of DST because Taiwan is located in the subtropical region.
28. The oil crisis in 1970s, the government of Taiwan had a brief resume of DST system, but it caused a lot of grievances then it quickly canceled. Actually, Taiwan implemented DST from 1945 to 1961, revoked DST from 1962 to 1973, reinstated 1974 to 1975, and abandoned DST from 1976 onwards. But the so-called grievances, it were most the product of the bureaucratic system.
29. Therefore, people living in Taiwan do not need to adjust the clock with the seasons. Although I have calculated the time difference with the winter and summer between Taipei, Taiwan and other cities around the world before coming to the U.S., but it has been very interesting to me to experience the daylight-saving time adjustment.
30. ReferencesDay length. Retrieved February 25, 2011, from http://en.wikipedia.org/wiki/Day_length .Geographic Names Information System. Retrieved February 23, 2011, from http://geonames.usgs.gov/pls/gnispublic/f?p=154:1:413510313315132 Geography of Lubbock, Texas. Retrieved February 22, 2011, from http://en.wikipedia.org/wiki/Lubbock,_Texas. Geography of Taiwan. Retrieved February 22, 2011, from http://en.wikipedia.org/wiki/Geography_of_Taiwan. Latitude and Longitude. Retrieved February 23, 2011, from http://blog.xuite.net/wellsli/002/35113257.
31. ReferencesMap of World.com. Retrieved February 21, 2011, from http://fr.mapsofworld.com/world-maps/world-map-with-latitude-and-longitude.html .National Geospatial-Intelligence Agency. Retrieved February 22, 2011, from http://earth-info.nga.mil/gns/html/index.html.National Science Teachers Association. Retrieved February 22, 2011, from http://learningcenter.nsta.org/?lid=tnavhp.U. S. Naval Observatory. Retrieved February 24, 2011, from http://aa.usno.navy.mil/ data/. Time difference between Taipei and Greenwich. Retrieved February 23, 2011, from http://www.happyzebra.com/timezones-worldclock/difference-between-Taipei-and-Greenwich%20Borough.php.