1.1c the origin of the universe (source book)
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The document discusses the origin of the universe according to the big bang theory. It instructs students to create two Frayer models - one using information from the textbook on pages 531-534 about the big bang theory and cosmic background radiation, and another using information from the internet. Students are expected to work individually or with partners silently, stay on task, and not disrupt the class.
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1.1c the origin of the universe (source book)
The document discusses the origin of the universe according to the Big Bang theory. It explains that the Big Bang theory postulates that approximately 13.8 billion years ago, the entire visible universe was concentrated into a very hot and dense single point, and then rapidly expanded. It also notes that the cosmic microwave background radiation discovered in 1965 provides substantial support for the Big Bang theory, as it is consistent with the theory that the universe was once much hotter and denser. The future of the universe remains uncertain based on current scientific understanding.
1.1d the origin of the universe (source internet)
The document discusses the origin of the universe according to the Big Bang theory. It states that the Big Bang occurred approximately 13.8 billion years ago as the single, extremely hot and dense point which exploded, causing the observable universe to expand and cool. As the universe expanded, primordial atoms formed and the leftover radiation from the early hot dense period became cosmic microwave background radiation, which is detectable and provides evidence supporting the Big Bang model. The future of the universe remains uncertain but may expand indefinitely and grow cooler.
1.1e the origin of the universe - further investigation of the big bang theory
The Big Bang Theory proposes that the universe began approximately 13.8 billion years ago from the violent expansion of space and time starting from an extremely dense and hot state called a singularity. As the universe expanded and cooled, the first simple atomic elements like hydrogen and helium formed. Over millions of years, gravity caused matter to accumulate into dense clouds that collapsed and formed the first stars and galaxies. The early universe was dominated by hydrogen and helium, with heavier elements forming later in dying stars.
2.1a earth's interior
The document outlines rules of behavior for students from a student handbook, stating that inappropriate language, name-calling, or harassment will not be tolerated. It also prohibits the use of electronic devices like cell phones and music players during classroom hours from 8:00 am to 3:10 pm, and that disrespect towards teachers or staff, such as not following instructions or showing a defiant attitude, will not be tolerated. Failure to follow these rules will result in confiscation of electronic devices and require a parent to pick up the device from the administrator.
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2) The practitioner created a plan to restructure by forming new divisions, training employees, and evaluating products. Meetings identified the company focused only on PC operating systems.
3) The practitioner recommended expanding into mobile operating systems, gaming, and other areas to keep pace with fast changing technology. A letter formalizing the initial contract between the CEO and practitioner was written.
1.2b light from stars
1. The document discusses how the brightness of stars is affected by their temperature, size, and distance from Earth. Hotter, larger, and closer stars appear brighter, while cooler, smaller, and more distant stars appear dimmer.
2. The color of a star is related to its temperature - hotter stars emit more short-wavelength blue and ultraviolet light, while cooler stars emit more long-wavelength red and infrared light.
3. By analyzing the spectral lines of starlight, astronomers can determine the chemical composition of stars and what elements are present. Different elements produce distinctive patterns of lines in the star's spectrum.
Science class expectations
The document outlines the expectations and procedures for an Earth and Space Science class. It includes the following key points:
1) The classroom goals are to understand scientific inquiry, the formation and expansion of the universe, observable changes over time, and energy transfer.
2) Guidelines for success include learning, respect, responsibility, relationships, and producing results with no excuses.
3) Classroom participation, homework, tests, and the final exam contribute to the final grade. Late work and retake policies are outlined.
4) Procedures are defined for entering class, turning in assignments, finding grades, responsibilities after absences, and ending class. Consequences for violations are also described.
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1.1c the origin of the universe (source book)
The document discusses the origin of the universe according to the Big Bang theory. It explains that the Big Bang theory postulates that approximately 13.8 billion years ago, the entire visible universe was concentrated into a very hot and dense single point, and then rapidly expanded. It also notes that the cosmic microwave background radiation discovered in 1965 provides substantial support for the Big Bang theory, as it is consistent with the theory that the universe was once much hotter and denser. The future of the universe remains uncertain based on current scientific understanding.
1.1d the origin of the universe (source internet)
The document discusses the origin of the universe according to the Big Bang theory. It states that the Big Bang occurred approximately 13.8 billion years ago as the single, extremely hot and dense point which exploded, causing the observable universe to expand and cool. As the universe expanded, primordial atoms formed and the leftover radiation from the early hot dense period became cosmic microwave background radiation, which is detectable and provides evidence supporting the Big Bang model. The future of the universe remains uncertain but may expand indefinitely and grow cooler.
1.1e the origin of the universe - further investigation of the big bang theory
The Big Bang Theory proposes that the universe began approximately 13.8 billion years ago from the violent expansion of space and time starting from an extremely dense and hot state called a singularity. As the universe expanded and cooled, the first simple atomic elements like hydrogen and helium formed. Over millions of years, gravity caused matter to accumulate into dense clouds that collapsed and formed the first stars and galaxies. The early universe was dominated by hydrogen and helium, with heavier elements forming later in dying stars.
2.1a earth's interior
The document outlines rules of behavior for students from a student handbook, stating that inappropriate language, name-calling, or harassment will not be tolerated. It also prohibits the use of electronic devices like cell phones and music players during classroom hours from 8:00 am to 3:10 pm, and that disrespect towards teachers or staff, such as not following instructions or showing a defiant attitude, will not be tolerated. Failure to follow these rules will result in confiscation of electronic devices and require a parent to pick up the device from the administrator.
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The document outlines an organizational development practitioner's contract with Future Soft Corporation to help address declining market share. Key points:
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3) The practitioner recommended expanding into mobile operating systems, gaming, and other areas to keep pace with fast changing technology. A letter formalizing the initial contract between the CEO and practitioner was written.
1.2b light from stars
1. The document discusses how the brightness of stars is affected by their temperature, size, and distance from Earth. Hotter, larger, and closer stars appear brighter, while cooler, smaller, and more distant stars appear dimmer.
2. The color of a star is related to its temperature - hotter stars emit more short-wavelength blue and ultraviolet light, while cooler stars emit more long-wavelength red and infrared light.
3. By analyzing the spectral lines of starlight, astronomers can determine the chemical composition of stars and what elements are present. Different elements produce distinctive patterns of lines in the star's spectrum.
Science class expectations
The document outlines the expectations and procedures for an Earth and Space Science class. It includes the following key points:
1) The classroom goals are to understand scientific inquiry, the formation and expansion of the universe, observable changes over time, and energy transfer.
2) Guidelines for success include learning, respect, responsibility, relationships, and producing results with no excuses.
3) Classroom participation, homework, tests, and the final exam contribute to the final grade. Late work and retake policies are outlined.
4) Procedures are defined for entering class, turning in assignments, finding grades, responsibilities after absences, and ending class. Consequences for violations are also described.
04 (apr) 29 & may 2 16.2e the solar system
The document defines key terms related to stars and their life cycles. It describes what stars are made of and their various layers, including the photosphere, chromosphere, corona, convective zone, and core. It explains that stars are born from clouds of gas and dust, fuse hydrogen into helium in their cores during the main sequence phase, and eventually die - with massive stars exploding as supernovae and forming neutron stars or black holes, and less massive stars becoming red giants then white dwarfs.
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1. The lesson plan discusses teaching students about organic compounds.
2. Students will define organic compounds, appreciate their uses, and brainstorm in groups about the uses of compounds like gasoline, ethyl alcohol, and acetic acid.
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2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
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Here are the steps:
1. Cut out the maps of active volcanoes, earthquake epicenters, and major
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2. Place the small world map on a flat surface with a bright light source above it.
3. Carefully place the cut-out maps on top of the world map one at a time. Observe
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4. On a separate sheet, draw a diagram showing the overlapping areas of the three
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This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
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Reusable learning objects related to sensory processing
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one penny doubled daily, multiplication lesson plan
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science10_q1_mod1_volcanoes-earthquakes-and-mountain-ranges_FINAL08082020.pdf
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2. Compaction and lithification - Under great pressure from overlying layers of sediment, loose particles are compressed into a solid mass. Their original structures may still be visible in the solidified rock. Over geologic time and increased pressure and cementation, the sediment lithifies and hardens into sedimentary rock.
2.1i earth's interior and plate tectonics review and enrichment lesson
This document provides information on plate tectonics including different types of plate boundaries and movements. It includes 3 video clips on plate tectonics, convergent boundaries, and transform boundaries. The text then defines key terms like lithosphere, asthenosphere, and magma and describes the three main types of plate boundaries: divergent where plates move apart, convergent where they move together, and transform where they scrape past one another.
2.1e asthenosphere and plate tectonics final printing of research
The document provides instructions for a PowerPoint presentation on asthenosphere and plate tectonics, asking the presenter to show their presentation, revise it if needed, print it, lay the slides out on poster paper, and hang the finished posters on the wall.
2.1d asthenosphere and plate tectonics research
The asthenosphere is the weak, hot, ductile layer of the upper mantle that lies below the lithosphere. Convection currents in the asthenosphere are driven by heat from the Earth's core and mantle, which causes the asthenosphere to slowly flow outward. Plate tectonics refers to the movement and interactions of the Earth's tectonic plates, which are driven by convection currents in the asthenosphere. Continental plates are less dense pieces of the Earth's crust that sit atop the asthenosphere and move slowly over time as the asthenosphere flows.
2.1c layers of the earth
The Earth is composed of four main layers from outermost to innermost:
1) The crust, which is the top solid rocky layer ranging from 5-70km thick.
2) The mantle, which makes up over 80% of the Earth's volume and is divided into the upper, middle, and lower mantle.
3) The outer core, which is liquid due to extreme heat and composed of nickel and iron.
4) The inner core, the hottest layer that is solid due to immense pressure from the layers above.
2.1b earth's interior and plate tectonics
The document summarizes the structure of the Earth and plate tectonics. It describes how the Earth initially formed as a molten ball that separated into layers over time, with denser materials like iron and nickel sinking to form the core. Less dense materials rose to form the crust. The crust and rigid upper mantle make up the lithosphere plates, which move atop the slowly flowing asthenosphere. Heat causes the asthenosphere to expand and push plates, resulting in their movement at boundaries in divergent or convergent patterns.
1.2e the sun and stars
This document defines key terms related to stars and their life cycles. It describes the evolution of massive stars from red giants to supergiants and their explosive deaths as supernovae, leaving behind neutron stars or black holes. Lower mass stars end as white dwarfs. The document also defines terms like photosphere, chromosphere, sunspots, and features of the Sun like coronal streamers, holes, and filaments.
1.2c nuclear fusion in stars
1) Nuclear fusion occurs inside the core of stars where extreme pressure and heat cause hydrogen atoms to fuse together, forming helium and releasing energy.
2) The temperature in a star's core is over 15 million kelvins and the density is over 150 times greater than water, creating the conditions for nuclear fusion.
3) During nuclear fusion, the nuclei of hydrogen atoms combine to form helium, releasing a large amount of energy in the process. This energy flows outward from the core, balancing the inward force of gravity in the star.
1.2a what are stars
Ancient Greeks thought stars were fixed to a celestial sphere and did not realize they were other suns. This view was incorrect because stars are actually enormous balls of hot, glowing gases that are extremely far away from Earth. A constellation is a recognizable pattern of stars in the night sky that forms an imaginary outline or picture and has been given a name, such as Orion or Ursa Major.
1.2a what are stars
Ancient Greeks thought stars were fixed to a celestial sphere and did not realize they were other suns. This view was incorrect because stars are actually enormous balls of hot, glowing gases that are extremely far away from Earth. A constellation is a recognizable pattern of stars in the night sky that forms an imaginary outline or picture and has been given a name, such as Orion or Ursa Major.
1.1f the origin and fate of the universe
The document discusses the origin and fate of the universe. It provides a timeline of cosmic events from the formation of hydrogen and helium nuclei shortly after the Big Bang to the formation of our solar system around 4.6 billion years ago. It also explains that the ultimate fate of the universe, whether it expands forever or contracts back into a "big crunch", depends on the total mass of the universe and its interaction with gravitational forces.
1.1e the origin of the universe - further investigation of the big bang theory
The document provides instructions for a classroom activity on the Big Bang Theory. Students are asked to complete a Frayer Model in their notebook about the Big Bang Theory, showing at least 4 ideas about it. They are also asked to give 4 things that were happening after the Big Bang, provide 4 proofs that the Big Bang really happened, and tell 3 new things they learned from the activity. The teacher emphasizes no excuses, just results, and reminds students to show up, engage, and produce meaningful work.
1.1c the origin of the universe (source book)
The document discusses the origin of the universe according to the big bang theory. It instructs students to create two Frayer models - one using information from the textbook on pages 531-534 about the big bang theory and cosmic background radiation, and another using information from the internet. Students are expected to work individually or with partners silently, stay on task, and not disrupt the class.
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2.2c convection currents drive the tectonics movement that drives vocanic ac...
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1.1c the origin of the universe (source book)
- 1. The Origin of the Universe 1.1 C
- 2. CHAMP Activity: Frayer Model of The Origin of the Universe Conversation – Yes – with group; use group voice. Limited to content presented. Help - Raise hand until recognized. While waiting, continue on rest of assignment activity. Activity – Working on task provided, using acceptable verbal and written responses. Movement – Yes, must be assignment related. Participation – Perform task requirements.
- 3. Meaningful Class Participation and Effort
- 5. 1. Using the information on the book.
- 6. 2. Using the information on the internet.
- 7. It is ok to work with a partner: just maintain a silent working environment.
- 8. It is not ok to be off task.