NORTH SKY CONSTELLATIONS

This lab is written for people living in the Northern Hemisphere. If you are in the Southern Hemisphere, you must get a star chart and determine the Southern constellations to use for this exercise. If you live in a city, only a few stars will be visible because of the glare from the lights. For most cities, you can still make some significant observations with what you see. If you wish to learn constellations, get a copy of Sky and Telescope or Astronomy magazines from the library or newsstand. A star chart that also tells the location of any visible planets will be in the magazine.

**ALTERNATIVE EXERCISE: If you have difficulty seeing constellations from in town or if the weather remains cloudy for many days in a row, I suggest that you simulate this lab using an online computer program showing the night sky. Several can be downloaded for free. Use a search program (e.g., Google) and type in the name, “Skyglobe”, “Stellarium” or general terms such as “night sky chart.” Each program has unique operating procedures that must be learned in order to observe the simulated movement of the north sky over the course of 24 hours. Following are instructions for the program “Skyglobe”.
Once you have “Skyglobe” running, set the location to your own position by typing “L” and then selecting the city that is closest to you. Next, advance the time to early evening by pressing the “H” key once for each hour of time. Finally, press “N” for a view of the north sky. You can locate the Little and Big Dippers along with Cassiopea and watch them change location as you advance the time hour by hour. For further observations of the eastern and western skies, type “E” or “W.” A. OBJECTIVES The intent of the exercise is to show the observer that the night sky appears to revolve overhead. This is actually due to the earth’s rotation. B. BACKGROUND The stars appear to change position in the sky during the night due to the earth’s rotation. You will not detect this motion during a short period of observation, but the stars will make a complete revolution through the sky during a 24-hour period. They are back at their starting position by the next night at the same time, so you probably think the sky never moved. The stars in the northern sky follow a circular path, revolving around a central pivot, the North Star (Polaris). If you kept a camera lens open all night while pointed at the north sky, the star tracks would make a big circle of light. Three to five constellations are always visible in the northern sky, depending on the amount of city glare. These are Ursa Major (Big Dipper), Ursa Minor (Little Dipper), Cassiopeia, Cephus, and Draco. In the summer, the Big Dipper is dominant, and in winter, Cassiopeia (shaped like a crooked “W”) is most obvious. 18

C.

EQUIPMENT You may need a compass to determine north unless you have a grasp of local direction.

D.

PROCEDURES 1. Locate the North Star by one of the following methods (it is not very bright, so you will have to work at it): a. The North Star should be almost due north at an elevation in the sky equal to the latitude of your location. (If you live in Denver at 40oN, the North Star will be 40o up from the horizon.) The two end stars of the Big Dipper are the pointing stars. See Figure 1 for a sketch of the Big Dipper. Draw an imaginary line through the pointing stars, and they will lead you to the North Star. There is a third method if your sky is relatively dark (not much glare). You may be able to see the entire Little Dipper. It is smaller and curved differently than the Big Dipper. The North Star is the last star in the handle of the Little Dipper. * * * Big Dipper * * * * * * * * * Pointing stars ———– * ——- * —————————————> Figure 1 * North Star Little Dipper

b.

c.

2.

Picture the north sky as the face of a clock with the NORTH STAR in the center. Think of the Big Dipper and Cassiopeia as hands on this imaginary clock, and record the “imaginary hour” to which they point. Come back two hours later, and make the same observation. If possible, go out again two hours later OR get up before sunrise and make the same observation.

3.

Go out the next night at the same time you started, and observe once more. 19

E.

RESULTS AND CONCLUSIONS Send in your table of observations, and summarize what you observed. Which way were the stars appearing to rotate (clockwise or counterclockwise)? If the northern stars go through a complete rotation every 24 hours, how far on the imaginary clock do they move every hour of real time? The stars in the rest of the sky do not rotate in a circle but rise from the eastern horizon and set beyond the west. Why do the northern stars appear to take a different path?

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F.

APPLICATIONS 1. 2. If you lived at the equator (Latitude 0o), where would you find the North Star? If you lived in Buenos Aires, Argentina (Latitude 34oS), where would the North Star be, and what would you see when you looked at the north sky?

laboratory report should contain the following sections:  (1) Hypothesis, (2) Procedures,
(3) Observations and Results, and (4) Conclusions.  Make certain you include all four headings with at least a short paragraph for each.  In addition, tables, graphs, and answers to questions may be necessary in the latter two sections.

HYPOTHESIS
Scientific research should contain a preliminary statement of the expected outcome of the experiment.  This can include predictions of the specific experiment or the general anticipated result.  If you are merely doing an observation and have no idea of the outcome, you cannot make an actual hypothesis.  Instead, make a short statement of the purpose of the observation.  However, if you have preconceived ideas of the outcome, include them in this section, and then see how they compare to the results.

PROCEDURES
Even though you are told what to do, write a paragraph of the specific steps you actually took in doing the experiment or observation.  Because you are coming up with your own equipment, your procedures will be of particular interest.

OBSERVATIONS AND RESULTS
This is where you should make a detailed statement of the outcome of your experiment.  Record all your pertinent observations in a clear, readable form.  Arrange your data in tables (such as measurements and calculations you make).  Answer any questions asked in this Study Guide, marking these clearly so that they can be easily found.

CONCLUSIONS
Your conclusions should include a comparison between the outcome of the experiment and your initial predictions made in the hypothesis.  In cases where you are attempting to recreate a physical constant, compare your number to the accepted value, using the formula for experimental error:

Experimental Error Equation

If you find a large difference in your results from the expected value or if your anticipated observations are not the same as your actual observations, try to identify possible sources of error or reasons for the difference in the hypothesis and results

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“Today, fifteen years after I first saw it, I believe “Hoop Dreams” is the great American documentary. No other documentary has ever touched me more deeply. It was relevant then, and today, as inner city neighborhoods sink deeper into the despair of children murdering children, it is more relevant. It tells the stories of two 14-year-olds,

Japanese business culture is somewhat different from that of the U.S., yet both U.S. and Japanese companies are very successful and dynamic competitors in the global economy. You will find a brief overview of Japanese business practices in Doc Sharing titled “Japanese Business Practices.” If you notice, some of the practices and ideas are pretty foreign to our American way of doing things. How is it that with this system of “rules” that seems to govern the Japanese approach to business, their companies have been able to compete so well with the U.S.? Is it possible that they know more about us than we do about them? How about other countries? Do other countries have business cultures that are quite different from ours but also highly successful? Give examples and descriptions.

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•    Instructions 
Overview of Assignment: Resolving Ethical Dilemmas
Discrimination is negative behavior or actions that result from prejudice. It happens in almost every society and community around the world. In the United States, discrimination is seen in employment, housing, religion, the courts, education, and countless other areas. Around the world, discrimination leads to wars, terrorism, unjust imprisonment, poverty, starvation, and numerous atrocities. So what makes members of one culture discriminate against members of another culture? What are the implications when people are discriminated against?
Discrimination has many sources that involve the view of self and of others. First, it seems to be human nature to dislike those who look or behave differently or have different beliefs. Often the result is discrimination. Second, when individuals or groups must compete for the same thing, such as land, jobs, or status, discrimination often occurs. Third, when individuals have learned that those who are different are in some way negative or less, they tend to discriminate against these people. All of these sources of discrimination reflect one’s view of self in a social world—one’s role schemas, person schemas, and self-schemas.
This application focuses on the identification and implications of discrimination and the steps to eliminate it.
To prepare for this assignment:
•    Review the information presented in your text in Chapters 6 and 7 focusing on aspects of the self that influence or lead to discrimination. Also look for characteristics that cause people to persuade other people to a specific behavior or action.
•    Explore the United States Institute of Peace site to see the many different areas of discrimination and conflict in the world. Read some of the articles in areas or countries that interest you. The United States Institute of Peace Library includes a topical list of countries and issues.
•    Read Amnesty International’s article on discrimination. Also read one or two of the discrimination articles found on the right-hand side of the Web page focusing on the United States and other countries. What are the issues? What is the impact of discrimination?
•    Select a specific population as it exists in the 21st Century, either a specific culture within the U.S. or a population in another country and one that is discriminated against and that discriminates against others (either within the culture itself or across cultures). Using the Internet and your local library, research this culture to discover the kinds of discrimination that exist.
•    Think about the implications of the discrimination for the individuals and for the communities.
•    Consider how discrimination impacts an individual’s view of self.
•    Reflect on the following: 
o    What are aspects of the self that cause people to discriminate?
o    How do some members of a group persuade others to their way of thinking about those against whom they discriminate?
o    Are there solutions to discrimination?
•    Think about each culture’s values, physical appearance, names, self-concept and self-identity, sources of prejudice, and the attribution process.
The assignment: 1 page, APA style format, No Plagiarism and must be cited with references. Thank you.
•    
(1).Briefly describe a specific population as it exists in the 21st Century that is discriminated against and that discriminates against others (either within the culture itself or across cultures). This population can be a specific culture within the U.S. or a population in another country.

(2).Explain how this culture 1) is discriminated against, and 2) discriminates against others. Cite all resources appropriately. Include in your response, answers to the following questions below. 

When members of this culture are discriminated against, what are the implications related to the self and to specific aspects of the self?

When members of this culture discriminate against others, what are aspects of the self that cause the discrimination?

Are there characteristics or actions that persuade members of a group to practice discrimination on others?

What can be done to reduce or eliminate discrimination for these groups?


Resources:

•    Readings
•    Course Text: Psychology and the Challenges of Life
•    
o    Chapter 6, “The Self in a Social World,” Modules 6.1-6.5 (pp. 204-230 only)
o    Chapter 7,”Social Influence: Being Influenced by – and Influencing – Others” (pp. 238-261)
Media
•    Shy Brains
http://higheredbcs.wiley.com/legacy/college/nevid/0470079894/videos/html_pages/shybrains.html

Click here to view a transcript of Shy Brains
Web Sites
•    Amnesty International: Discrimination
http://www.amnesty.org/en/discrimination
This Web page provides a detailed definition of discrimination.
•    United States Institute of Peace: Resources & Tools
http://www.usip.org/publications-tools