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Artículo

From the scale model of the sky to the armillary sphere

Gangui, AlejandroIcon ; Casazza, Roberto; Paez, Carlos
Fecha de publicación: 10/2014
Editorial: American Association of Physics Teachers American Institute of Physics
Revista: The Physics Teacher
ISSN: 0031-921X
Idioma: Inglés
Tipo de recurso: Artículo publicado
Clasificación temática:
Educación General; Astronomía

Resumen

It is customary to employ a semi-spherical scale model to describe the apparent path of the Sun across the sky, whether it be its diurnal motion or its variation throughout the year. A flat surface and three bent semi-rigid wires (representing the three solar arcs during solstices and equinoxes) will do the job. On the other hand, since very early times, there have been famous armillary spheres built and employed by the most outstanding astronomers for the description of the celestial movements. In those instruments, many of them now considered true works of art, Earth lies in the center of the cosmos and the observer looks at the whole "from the outside." Of course, both devices, the scale model of the sky and the armillary sphere, serve to represent the movement of the Sun, and in this paper we propose to show their equivalence by a simple construction. Knowing the basics underlying the operation of the armillary sphere will give us confidence to use it as a teaching resource in school.
Palabras clave: Astronomy , Historyof Astronomy , Astronomy in Culture
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info:eu-repo/semantics/openAccess Excepto donde se diga explícitamente, este item se publica bajo la siguiente descripción: Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Unported (CC BY-NC-SA 2.5)
Identificadores
URI: http://hdl.handle.net/11336/16494
DOI: http://dx.doi.org/10.1119/1.4895354
URL: http://aapt.scitation.org/doi/10.1119/1.4895354
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Articulos(IAFE)
Articulos de INST.DE ASTRONOMIA Y FISICA DEL ESPACIO(I)
Citación
Gangui, Alejandro; Casazza, Roberto; Paez, Carlos; From the scale model of the sky to the armillary sphere; American Association of Physics Teachers American Institute of Physics; The Physics Teacher; 52; 7; 10-2014; 403-405
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