Students are first assigned reading from the textbook (Strahler and Merali, Visualizing Physical Geography) to present the concepts of the global energy balance, including the role of greenhouse gases. In class, I go over the concepts and work with the class to figure out how to calculate solar elevation angle at a given latitude at different dates. Prior to class, I had visited the website of the University of Oregon Solar Radiation Monitoring Laboratory (http://solardat.uoregon.edu/SunChartProgram.html) to generate a Sun chart for my latitude. I have copies of this chart ready. Outside, the students use a compass to find the azimuth and elevation for the sun's arc for the solstice and the equinox. They are asked to trace these different arcs using their arms to get a sense of the difference. Students are then asked to take a compass bearing of the sun's azimuth and use the sun chart to determine the time. (Usually, it is one hour off - they need to figure out why - daylight saving)


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The Sun,Vocational/Professional Development Education,Higher Education,NSDL_SetSpec_380601,Undergraduate (Upper Division),Undergraduate (Lower Division),Geoscience,NSDL,oai:nsdl.org:2200/20100502201303405T,Social Sciences,Space Science,Lunar and Planetary Science,Education,Teaching with Visuals,Geography



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