The heliocentric and geocentric models of the solar system.

2-3 page please follow apa and complete work on time references and citations -ajay

This midterm assignment consists of 2 “parts,” which will both be submitted
through Canvas”
Part 1:
Write a short essay (maximum: 5 pages) explaining the difference between the heliocentric and
geocentric models of the solar system.
To receive a strong grade, you must discuss a) the development of at least 2 testable predictions* that
helped us confirm the existence of our heliocentric (and not geocentric) solar system, and b) discuss the
significant people involved in these 2 developments. It is up to you how much detail to discuss the
people involved – you do not need to write a biography! – but giving a little bit of information about a
scientists’ life and background can help contextualize their work.
*testable predictions here means: an argument that you could tell to someone, and they could grab
some equipment and go check out your claim. Any good hypothesis makes a testable prediction, and the
prediction will differentiate between two competing hypotheses. For example, I might make the
hypothesis “I think there will be a full moon tonight,” and you might make the hypothesis “I do not think
there will be a full moon tonight;” we can conduct an experiment by going out at night and looking for
the moon, and the observations we make will differentiate between the two hypotheses we proposed.
You may include diagrams if you choose to, but keep in mind they do count toward the page maximum.
If you include a diagram you did not make, make sure to give proper credit with citation.
Please provide references in MLA-style citation at the end of your paper; your works cited page does not
count toward the page maximum. At minimum, your citations section should include your textbook.
Essays should be no longer than 5 pages; there is no page minimum.
Part 2
Pick one of the following 2 topics:
1) Moon phases and the phases of planets in inferior orbits; or
2) Emission spectra and absorption spectra.
You have the option to either create either a video explaining your chosen topic, or design an in-class
activity that would help a student at the undergraduate level learn about your chosen topic. Regardless
of your choice of medium, you must address the following misconception for your topic choice:
Moon phases misconception: You must address the following claim, and why it is a misconception:
“Moon phases are caused by the shadow of the Earth onto the moon”
Spectra misconception: You must address the following claim, and explain why it is a misconception:
“when a certain color of light is impingent on an atom, that atom can absorb the light. The atom can
only absorb the light if the energy of the light matches the energy of the electron in the atom that is
absorbing it.”
Video option: (Maximum length: 5 minutes)
Create a video explaining your chosen topic. You must use some sort of physical demonstration as part
of your video explanation, using objects that you can find around your apartment/house/residence. To
be clear: if you choose to create a video but do not use any physical demonstration, and it is just you
talking into a camera, you will not receive an excellent grade. If you have an idea for a video you’d like to
make but are unsure if it will “work”, please get in touch with me and we can talk about it!
In-class activity option: (Maximum: 4 pages)
Design an in-class activity that would help an introductory astronomy student learn about your chosen
At the top of the assignment you design, list 2 “learning outcomes” that you hope a student would
achieve when completing this assignment. Your grade will be based on whether or not your activity
would successfully address these outcomes. For the topic you choose, you must also address the
“misconception” listed above.
Try to model your activity after the types of activities we have done so far in class. You should aim for
the in-class activity to address any pitfalls that you noticed when you were first learning about this topic
(or any pitfalls you notice while you are still solidifying you understanding of it!) Your goal for the activity
is for it to take ~20 minutes for a hypothetical student to complete, and for the activity to help the
student achieve the learning outcomes you’ve listed.

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