In the horizontal direction the geometry of the port defines the viewing direction. Solar observations through SCIAMACHY's so-called sub-solar port (with a viewing direction closely to zenith) also use the SFD in the vertical direction. We use reference images from the USGS Robotic Lunar Observatory (ROLO) to take into account the inhomogeneous surface and the variations by lunar libration and phase to parameterise the location of the intensity centroid from the observation geometry. The viewing direction is steered towards the intensity centroid of the illuminated part of the lunar disk. Moon over limb port measurements use for both the vertical and the horizontal direction the adjustment by the SFD. In horizontal direction, SCIAMACHY's sun follower device (SFD) is used to adjust the viewing direction. In sun over limb port observations, we utilise the vertical scans over the solar disk. sun and moon, to detect possible mispointings. The basic principle is the same as used by the star tracker: we measure the viewing direction towards celestial objects, i.e. In this work, we present additional sources of attitude information from the SCIAMACHY measurements itself. The pointing information of the instrument is determined by the attitude information of the Envisat platform with its star trackers together with the encoder readouts of both the azimuth and the elevation scanner of SCIAMACHY. The SCanning Imaging Absorption spectroMeter for Atmospheric CHartographY (SCIAMACHY) on Envisat (2002–2012) performed nadir, limb, solar/lunar occultation and various monitoring measurements. Such experimental work enables students to gain specific natural science and mathematical competences that are also required for the study of other natural phenomena.
With some mathematical simplifications, however, the treatment of the topic can also be appropriate in primary school. An analysis of the results of the students’ experimental work, as well as of curricula on various levels of education, led us to conclusion that this kind of experimental work is suitable for incorporation in secondary school physics education. The fieldwork with students of junior grade school education was performed within the framework of the optional subject Astronomy. We focus on the observation of craters on the Moon, determining their lateral size and depth on the basis of photographs and simple calculations.
Virtual moon atlas professional#
In this paper, we present an example of observation of the Moon, which is our nearest astronomic object and therefore does not require professional astronomic equipment for observation.
Virtual moon atlas how to#
In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.Įxperimental work in the research of astronomical phenomena is often difficult or even impossible because of long-lasting processes or too distant objects and correspondingly too expensive equipment. The observations also confirmed the findings obtained via the questionnaire and interviews. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation.
Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs.
The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). The objective of the present study was three-fold: 1) exploring Iranian English language learners’ Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention.
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