| Rachel: |
The earth is on a tilting axis so that, it spins round to make day and night. It goes around here and this is like spring for this country because it always gets more light and summer over there then autumn going into winter. |
| Teacher: |
OK. How do you know that that is winter? What on the model indicates that that's winter? |
| Rachel: |
Well this part here is quite dark because it doesn't actually get this sun much when it comes round in a day, gets longer hours if it's round here. |
| Teacher: |
But can you show me how it gets longer hours, daylight hours? Can you show me that? |
| Rachel: |
Well... |
| Teacher: |
[inaudible] 'cause it's shaped. |
| Rachel: |
Yeah so it, the sun has longer hours when it's here and when it's round here it has shorter hours round here. |
| Teacher: |
Mm, hm, so what season has shorter hours? Shorter daylight hours? |
| Rachel: |
Winter. |
| Teacher: |
OK, and you just said that this was shorter daylight hours so what's this position here? |
| Rachel: |
Well, it would be winter but it gets summer days. |
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| Teacher: |
And why do you think it's summer? |
| Rachel: |
Because it has longer hours of sunlight when it goes round. Like there it goes into day and its long past winter. Goes round here. |
| Teacher: |
Is there any other information repetitives (?) that you could use to prove that, one is more xxx on one side. |
| Rachel: |
That the north, the pole, the north pole and south pole and Antarctica gets less light – it gets no light in winter and but more light round in summer. |
| Teacher: |
OK. So when it's over here in Antarctica is there any light on Antarctica? |
| Rachel: |
No. |
| Teacher: |
So what could that be then, if there's no light? |
| Rachel: |
Winter. |
| Teacher: |
OK. And where would summer be? And what do you see there? |
| Rachel: |
It gets sun most of the time. |
| Teacher: |
Mm, hm, so where is summer then? And using your model, where would summer be Rachel? |
| Rachel: |
Over there. |
| Teacher: |
OK. And where is, and where would winter be? |
| Rachel: |
Over there. |
| Teacher: |
And you've got some evidence to support that then don't you. Thank you. |
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