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Lesson 1 Our views about the Cosmos

Discover how the views of humanity about the Cosmos have evolved from ancient times to the modern era. Explore the geocentric and heliocentric models and learn about the planets in our Solar System. Watch videos, answer questions, and engage in hands-on activities.

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Lesson 1 Our views about the Cosmos

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  1. Lesson 1 Our views about the Cosmos This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577. This work reflects only its authors’ views; the European Commission (Research Executive Agency) cannot be held responsible for any use of the information contained therein.

  2. Views about the Cosmos In today's lesson we are going to learn how the views of humanity about the Cosmos changed. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  3. Video projection with storytelling Please watch the video with the storytelling and formulate your questions. https://www.youtube.com/watch?v=utGJYUJ3aFc This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  4. The geocentric model (Ptolemy) http://mgvez.github.io/jsorrery/ This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  5. The heliocentric model (Copernicus) This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  6. Questions of the students This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  7. Questions of the lesson • Which are the main views of humanity about the solar system and the Cosmos dating since antiquity and up to the modern era? • Which are the main differences between these views? • Do scientific theories change or do they remain unaltered? • Which are the planets of our Solar System? • How is a telescope constructed? How does it function? This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  8. Questions-hypotheses of the students This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  9. Two views of our Solar System The geocentric system The heliocentric system This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  10. The geocentric model(Ptolemy) • Which celestial body is at the center? • Which is the order of the other celestial bodies starting from the center? • Simulation https://www.youtube.com/watch?v=QoTbG9uul_g This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  11. The heliocentric model (Copernicus) • Which celestial body is at the center? 2. Which is the order of the other celestial bodiesstarting from the center? Simulation: https://www.youtube.com/watch?v=X1ujReER7_E This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  12. Differences between the two models Please write on the worksheet two differences between these two systems. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  13. Differences between the two models Simulation: https://www.youtube.com/watch?v=ti1EjmhMWPA This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  14. Do scientific theories change or not? Please mark as C-F (Correct-False) the following sentences: • Scientific theories remain unaltered. • Scientific theories change. Please justify your answer based on today's lesson. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  15. Representation of the Solar System (heliocentric) Let us suppose that you want to show to your 9 year old sister/brother the planets of our solar system and their distance from the Sun. You have at your disposal plastic soda cups of different colours and some plastic cards with information about each planet. For the purpose of the representation you can use your desk, supposing that the Sun is placed on one of its edges. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  16. A simple Telescope Please observe one object through the telescope that your teacher is going to hand out to you. The telescope that s/he holds is made with very simple materials. Can you describe briefly: how do you think that it was constructed, which materials were used and how does it work? This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  17. Comparison between the initial answers of the students and the conclusions derived from the lesson This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  18. Application Based on the simulation please answer the following questions: Which (2) celestial bodies revolve quickly? Which (2) celestial bodies revolve slowly? http://mgvez.github.io/jsorrery/ This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  19. Astronomy and STEM Professions We have a building that we want to convert into an observatory that will have various telescopes. Write down in the table on your worksheet 6 STEM specialties that you think that may be involved in the reconstruction. Also, write down the tasks that you think that they may preform. Then, present your suggestions to your classmates in the classroom. *STEM specialties: e.g. physicist chemist, biologist, engineer, mathematician. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  20. Evaluation sheet This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  21. Appendix Construction of a telescope This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  22. Construction of a telescope with simple materials Before the construction we have to calculate the focal length of each of the lenses (feyepiece, fobjective). The ratio between the focal lengths of the lenses defines the telescope magnification: Μ=fobjective/feyepiece Materials • 2 biconvex lenses of different focal lengths • 2 telescopic cardboard cylinders • glue or thermo-glue gun of 10mm • pencil • cutter • candle • metro tape measure or ruler • cardboard screen of 20cm x 20cm Focal distance of lense: f This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  23. Construction of a telescope with simple materials • In order to measure the focal distance of the lens we place the lens with the smaller diameter between the cardboard screen and a source of light, for example a candle. This is the eyepiece of the telescope. We use the candle because it is easier to observe its inverted image on the screen. • We hold the lamp in a vertical position to the line passing through the lamp and the center of the screen, and move the lamp and the screen until the image of the candle appears clearly on the screen (when the lens is exactly in the middle of the distance between the lamp and the screen). We measure the distance between the candle and the screen which is four times larger than the sought focal length. This method is more sensitive and accurate. • We repeat the former procedure for the lens with the larger diameter, the objective lens of the telescope. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  24. Magnification of the (thin) lens M=Η1/Ηo = f/(f-do) This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

  25. Construction of a telescope with simple materials • We cut with the cutter two cardboard cylinders, where the small cylinder can be placed into the large cylinder, in lengths corresponding to the focal length of each lens, and for the case of the small cylinder a little more in length. • We glue the lenses at the edges of the two cylinders with glue or thermo glue. • We place the one cylinder into the other. • The telescope is ready. We focus by moving back and forth the inner small cylinder, looking at a distant object through the eyepiece. Eyepiece of small focal length Cardborad cylinder with the objective lens of larger diameter Objective lens of large focal length This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 710577

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