Aug 21, 2016 · View full document. See Page 1. Question 8 Which statement explains why the equator exhibits warmer temperatures than the poles? a. The Earth is tilted. Selected: b. The Earth is a sphere.This answer is correct. c. The equator is closer to the sun. d. We are closer to the sun in winter than in summer. Correct!
Question 1 Which statement explains why the equator exhibits warmer temperatures than the poles? a. The Earth is tilted. Selected: b. The Earth is a sphere.This answer is correct. c. The equator is closer to the sun. d. We are closer to the sun in winter than in summer. Correct!
1 /1 Question 3 Which of the following statements explains why the equator exhibits warmer temperatures than the poles? a. The Earth is tilted. Selected: b. The Earth is a sphere. This answer is correct. c. The equator is closer to the sun. d. We are closer to the sun in winter than in summer. Correct!
In this activity, students confront their misconceptions about seasonal and latitudinal temperature variations, come to understand the true causes of these phenomena, practice using simple physical models to solve problems, and develop their 3-D visualization skills. The specific content learning objectives are:
This activity has been extensively tested, revised and retested for more than 15 years in the Concepts in Earth and Space Sciences course for future teachers at California State University, Chico. It should work well in Earth science and astronomy courses from middle school to college level.
General Comments: This activity can be completed in two hours if students give it a superficial treatment, but three to four hours are required for an in-depth exploration, including the confrontation of any misconceptions and the construction of a full understanding of the concepts.
At the end of this activity, I typically assess student learning by having student groups present their answers to the rest of the class. I divide the different parts of this activity among the student groups, assigning each group to prepare illustrations and orally present their part to the rest of the class.
Gould, A., Willard, C. and Pompea, S., 2004, The Real Reasons for Seasons: Sun-Earth Connections: GEMS (Great Explorations in Math and Science), Lawrence Hall of Science, University of California, Berkeley.