1.1e the origin of the universe - further investigation of the big bang theory
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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.
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1.1e the origin of the universe - further investigation of the big bang theory
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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.
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The document outlines instructions for 14 activities to be conducted in groups. It provides details about the name, setup, materials needed, rules, learning objectives, and medals for each activity. The activities focus on skills like communication, listening, storytelling, debate, and improvisation. They involve games, role-plays, group discussions and exercises to practice thinking on their feet, public speaking, and considering different perspectives. The goal is to help participants improve their language skills, abstract thinking, and ability to form statements in real time through engaging interactive activities.
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This document discusses various communication skills needed for group work and media production discussions. It covers both verbal and non-verbal communication, as well as good and poor group communication skills. Specific tips are provided, such as doing research before pitching ideas, listening to others, and considering everyone's ideas. The document also discusses creating an agenda, allocating sufficient time, and establishing ground rules to facilitate effective group discussions.
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- The Bubble Theory or Eternal Inflation theory, which extends the Big Bang Theory by proposing the inflationary phase of the universe's expansion lasts forever in some regions, producing an infinite multiverse.
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The document discusses different theories about the origin and creation of the universe throughout history. It begins with what the ancient Greeks believed, which was that the Earth was the center of the universe. It then explains the modern Big Bang theory, which suggests the universe began roughly 13.7 billion years ago from an infinitely dense, hot explosion. The document considers what the universe might be like if the Greek view was correct and the Earth was at the center, concluding that the Big Bang theory currently provides the most accurate explanation.
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The document provides an overview of the size and contents of the universe. It begins by explaining that the universe includes all physical matter and energy, from atoms to galaxies. It then notes that the tour will focus on the part of the universe outside Earth. The document goes on to summarize how human understanding of the universe's size has expanded over time, from only a few thousand light years across to immensely larger. It lists some of the key components that make up the universe, such as matter, energy, planets, stars, and more.
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2) The creationist theory states that God created the universe in seven days, as described in the Bible. Some believe the universe is only around 6,000 years old based on this theory.
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This document provides guidance on communicating effectively for a media production discussion. It discusses both verbal and nonverbal communication skills. It emphasizes the importance of clear speaking, using understandable language, actively listening to others, and ensuring all participants have opportunity to provide input. The document also outlines potential consequences of poor communication skills, such as not being understood or taken seriously. It provides tips for facilitating a productive discussion through an appropriate environment, established ground rules, and use of supporting resources.
Verbal communication
This document provides guidance on verbal and nonverbal communication skills, group discussion skills, and interacting effectively with others. It discusses the importance of verbal communication using words, nonverbal communication using gestures and body language, and having good group communication skills like making eye contact and speaking clearly. Poor communication skills can hurt job prospects. It provides tips for leading effective group discussions, such as creating an agenda, managing time, and making participants comfortable. Guidelines are given for social media debates, such as preparing an opening statement, questions for opponents, and a concluding argument. The SOLER method of effective interpersonal communication is also outlined.
Verbal communication
This document provides guidance on verbal and nonverbal communication skills needed for group discussions. It emphasizes the importance of being able to communicate clearly both verbally through speaking and nonverbally through body language. Specific tips are provided such as making eye contact, speaking confidently, having an agenda, and being aware of time. The SOLER technique is described to help listeners interact effectively through facing the speaker, having an open posture, leaning in, maintaining eye contact, and being relaxed. Guidelines are given for preparing and participating in group debates through developing an opening statement, generating questions for opponents, having prepared answers, and concluding arguments.
Introduction to 10th grade biology
This document provides an introduction to comparing prokaryotes and eukaryotes. It discusses that biology involves studying life and identifies the key domains of life as including prokaryotes, eukaryotes, archaea, and bacteria for the two domain theory, and prokaryotes, eukaryotes, archaea, bacteria, and eukaryota for the three domain theory. It provides some distinguishing characteristics between prokaryotes and eukaryotes, such as prokaryotes being less complex without organelles, while eukaryotes are more complex with organelles.
GSWC Workshop, Week 5
The document discusses using positive reinforcement strategies with strong-willed children, specifically the "Sure! First, Then" technique where a child completes a less preferred task and is then allowed to engage in a preferred activity or reward. It provides examples of how to apply this technique and asks readers to record a short video modeling its use to share with the group.
Discussion
This document provides guidance on communication skills for discussions. It discusses both verbal and non-verbal communication. It emphasizes the importance of clear speaking, making eye contact, including everyone, and focusing on the discussion agenda. The document also reviews good group discussion rules like allowing everyone to speak and listening to others. Proper body language and interactions are described using the SOLER technique of squaring your face toward the person, using an open posture, leaning in, maintaining eye contact, and being relaxed. The document concludes by outlining the steps to prepare for a debate, including creating an opening statement, developing questions for the opponent, and having a concluding argument.
Similar to 1.1e the origin of the universe - further investigation of the big bang theory (20)
Communication skills for the creative media production
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More from Dave Templonuevo
2.3d chapter review
The document is a review for Chapter 17 which covers topics about the structure of the Earth, plate tectonics, earthquakes, volcanoes, rocks and minerals. It contains 47 multiple choice questions testing knowledge about these topics, including the layers of Earth's structure, plate boundary types, seismic wave properties, rock and mineral identification and formation processes.
2.3c weathering and erosion
The document discusses weathering and erosion, describing two types of weathering (physical and chemical) that break down rocks, as well as various agents of erosion like water, wind, waves, and glaciers that transport eroded materials. Physical weathering breaks rocks into smaller pieces without changing their chemical composition through processes like frost wedging and plant wedging, while chemical weathering alters the chemical makeup of rocks through oxidation and reactions with carbon dioxide and acid rain.
2.3c weathering and erosion
The document discusses the processes of weathering and erosion, explaining that weathering breaks down rocks through physical or chemical means, while erosion is the removal and transportation of weathered materials by agents such as water, wind, waves, ice, and gravity. It describes two types of weathering - physical/mechanical weathering which breaks rocks into smaller pieces without changing composition, and chemical weathering which alters the chemical makeup of rocks.
2.2c convection currents drive the tectonics movement that drives vocanic ac...
Convection occurs when hotter molecules within fluids rise and cooler molecules sink, transferring heat. This convection process occurs within the Earth's mantle, with hotter rock rising and cooler rock sinking, driving the movement of tectonic plates at Earth's surface. The movement of tectonic plates is related to volcanic activity, as plates pull apart or come together at plate boundaries like mid-ocean ridges or subduction zones.
2.2b earthquakes and volcanoes
The document defines key vocabulary related to earthquakes, including focus, epicenter, seismic waves (P waves, S waves, surface waves), and discusses what causes earthquakes. It then explains how energy from earthquakes is transferred by P waves and S waves. P waves are longitudinal waves that travel faster and arrive first, compressing and stretching the Earth's crust. S waves are transverse waves that move more slowly and cause side-to-side shaking motions. Finally, it briefly describes the three main types of volcanoes: shield volcanoes which erupt frequently with gentle slopes, composite volcanoes with steeper sides made of layers of ash and lava, and cinder cones which are small and explosive.
2.2a earthquakes and volcanoes introduction
The document discusses Earth's interior and plate tectonics, explaining that Earth's interior is composed of layers and plates that move and interact, causing earthquakes and volcanic activity at plate boundaries. Evidence for plate tectonics includes earthquake and volcanic activity at places like convergent and divergent plate boundaries. The movement of tectonic plates is responsible for creating different landforms over long periods of time through processes like mountain building, volcanism, and earthquakes.
2.3b kinds of rocks and weathering
The document discusses Earth's interior and plate tectonics. It describes plate tectonics theory, including evidence like earthquake and volcanic activity. It also discusses different types of rock formations like igneous, sedimentary, and metamorphic rocks that are formed by volcanic eruptions and weathering of existing rocks at the surface. The key forces that shape the Earth's surface are convection currents in the mantle that cause the movement of tectonic plates.
2.3a minerals and rocks
There are two main ways loose sediment becomes a sedimentary rock:
1. Cementation - Loose sediment particles are cemented together by minerals deposited from water. The cement binds the particles into a solid rock.
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.
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.
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.
1.2b 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.
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.
More from Dave Templonuevo (20)
2.2c convection currents drive the tectonics movement that drives vocanic ac...
2.2c convection currents drive the tectonics movement that drives vocanic ac...
2.1i earth's interior and plate tectonics review and enrichment lesson
2.1i earth's interior and plate tectonics review and enrichment lesson
2.1e asthenosphere and plate tectonics final printing of research
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1.1e the origin of the universe - further investigation of the big bang theory
- 1. The Origin of the Universe: The Big Bang Theory 1.1e
- 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. FM will be shown to us and approved before you will be allowed to initial on activity sheet.
- 6. Use time responsibly and work silently.
- 7. It is okto work with a partner: just maintain a silent working environment.
- 8. It is not ok to be off task.