This document provides an overview of the 2021 Summer Science Program (SSP), including updates on its academic programs. It discusses how SSP ran fully online for the second consecutive summer due to the pandemic. It highlights the genomics research program being launched at Purdue University, as well as reports from the academic directors of the various discipline-specific programs. It discusses how SSP fosters a strong sense of community among its participants. It also provides a list of the colleges/universities attended by SSP alumni from the class of 2020.
1) The document discusses electric flux and Gauss's law. It provides definitions of electric flux and explains that electric flux is a measure of the number of electric field lines passing through a surface.
2) Gauss's law is introduced, which states that the total electric flux passing through any closed surface is equal to the net charge enclosed by the surface, divided by the permittivity of free space.
3) Applications of Gauss's law are discussed for determining electric fields and charge distributions by choosing appropriate Gaussian surfaces.
This document provides a summary of key concepts related to electromagnetic induction and Maxwell's equations:
1) Faraday's law describes how a changing magnetic flux induces an electromotive force (emf). A changing magnetic field can also induce an electric field.
2) Maxwell proposed adding a "displacement current" term to Ampere's law to account for time-varying electric fields. This completes the theory to show that changing electric fields generate magnetic fields.
3) Maxwell's full set of equations symmetrically relate the electric and magnetic fields and show they are interdependent. In the absence of charges, the equations imply a relationship between electromagnetic phenomena and the speed of light.
- Electric current is the flow of electric charge. It is studied in current electricity and owes its origin to Alessandro Volta's invention of the battery, which produced a steady flow of electric current.
- In conductors like metals, loosely bound electrons can move freely and produce electric current when a potential difference is applied across the conductor by a battery. These free electrons drift in the direction of the electric field.
- Current is defined as the rate of flow of electric charge. It is measured in amperes, which is the amount of charge (in coulombs) passing through an area in one second. Current is a scalar quantity while current density is a vector quantity.
The document discusses various topics related to the magnetic effects of electric current:
1. It defines Lorentz magnetic force and Fleming's left hand rule for determining the direction of force on a current-carrying conductor in a magnetic field.
2. It describes the forces experienced by parallel current-carrying conductors and defines the ampere based on the forces between two such conductors.
3. It explains how a moving coil galvanometer works, including how torque is produced on a current-carrying coil in a magnetic field and how the galvanometer can be converted into an ammeter or voltmeter.
This document provides an introduction to the magnetic effects of electric current. It discusses:
1. Oersted's experiment in 1820 which established that electric current produces a magnetic field. When a current-carrying wire is placed near a magnetic compass needle, the needle deflects perpendicular to both the current and the needle.
2. Several rules for determining the direction of magnetic fields produced by currents, including Ampere's swimming rule, Maxwell's corkscrew rule, and the right hand thumb rule.
3. Key properties of magnets such as their attraction/repulsion behavior and the representation of magnetic field lines. Magnetic fields are produced not just by magnets but also by any moving electric charge
thevenin theorem.
SLIDE NUMBER 3 EXPLANATION OF THEOREM: it is possible to simplify any electrical circuit, no matter how complex, to an equivalent two-terminal circuit with just a single constant voltage source in series with a resistance (or impedance) connected to a load. SLIDE NUMBER 4 INVENTION STORY THE THEOREM WAS INDEPENDENTLY DERIVED IN 1853 BY THE GERMAN SCIENTIST HERMANN VON HELMHOLTZ. SLIDE NUMBER 5 EXPLANATION OF Thevenin’s equivalent circuit As far as the load resistor RL is concerned, any complex “one-port” network consisting of multiple resistive circuit elements and energy sources can be replaced by one single equivalent resistance Rs and one single equivalent voltage Vs. Rs is the source resistance value looking back into the circuit and Vs is the open circuit voltage at the terminals. SLIDE NUMBER 6 EXPLANATION OF DIAGRAM 1
Let us consider a simple DC circuit as shown in the figure above, where we have to find the load current IL by the Thevenin’s theorem. In order to find the equivalent voltage source, rL is removed from the circuit as shown in the figure below and Voc or VTH is calculated. SLIDE NUMBER 7 EXPLANATION OF DIAGRAM 2
Now, to find the internal resistance of the network (Thevenin’s resistance or equivalent resistance) in series with the open circuit voltage VOC , also known as Thevenin’s voltage VTH, the voltage source is removed or we can say it is deactivated by a short circuit (as the source does not have any internal resistance) SLIDE NUMBER 9 As per Thevenin’s Statement, the load current is determined by the circuit shown above and the equivalent Thevenin’s circuit is obtained. Where, VTH is the Thevenin’s equivalent voltage. It is an open circuit voltage across the terminal AB known as load terminal RTH is the Thevenin’s equivalent resistance, as seen from the load terminals where all the sources are replaced by their internal impedance rL is the load resistance Steps for Solving Thevenin’s Theorem Step 1 – First of all remove the load resistance rL of the given circuit. Step 2 – Replace all the impedance source by their internal resistance. Step 3 – If sources are ideal then short circuit the voltage source and open the current source. Step 4 – Now find the equivalent resistance at the load terminals know as Thevenin’s Resistance (RTH). Step 5 – Draw the Thevenin’s equivalent circuit by connecting the load resistance and after that determine the desired response. Slide number-10 Thevenin Voltage The Thevenin voltage e used in Thevenin's Theorem is an ideal voltage source equal to the open circuit voltage at the terminals. In the example below, the resistance R2 does not affect this voltage and the resistances R1 and R3 form a voltage divider
Slide number-11 Thevinin resistance The Thevenin resistance r used in Thevenin's Theorem is the resistance measured at terminals AB with all voltage sources replaced by short circuits and all current sources replaced by open circuits.
- Magnetic flux (ΦB) is a measure of magnetic field strength over an area, measured in webers (Wb). ΦB = BA, where B is magnetic field strength and A is area.
- According to Faraday's law of induction, any change in magnetic flux over time induces a voltage in a circuit. The faster the change, the greater the induced voltage.
- Lenz's law states that an induced current will flow in a direction that opposes the change causing it, in order to conserve energy. This explains the negative sign in Faraday's law.
PHYSICS - Rotational dynamics (MAHARASHTRA STATE BOARD)Pooja M
This document provides information about rotational dynamics and circular motion. It defines key terms like angular displacement, angular velocity, angular acceleration, and their relationships to linear displacement, velocity, and acceleration. It describes uniform and non-uniform circular motion. Centripetal force is introduced as the force providing the necessary acceleration for circular motion. Applications of uniform circular motion are discussed, including vehicles on horizontal and banked circular tracks and the well of death. The concept of a conical pendulum is also briefly mentioned.
1) The document discusses electric flux and Gauss's law. It provides definitions of electric flux and explains that electric flux is a measure of the number of electric field lines passing through a surface.
2) Gauss's law is introduced, which states that the total electric flux passing through any closed surface is equal to the net charge enclosed by the surface, divided by the permittivity of free space.
3) Applications of Gauss's law are discussed for determining electric fields and charge distributions by choosing appropriate Gaussian surfaces.
This document provides a summary of key concepts related to electromagnetic induction and Maxwell's equations:
1) Faraday's law describes how a changing magnetic flux induces an electromotive force (emf). A changing magnetic field can also induce an electric field.
2) Maxwell proposed adding a "displacement current" term to Ampere's law to account for time-varying electric fields. This completes the theory to show that changing electric fields generate magnetic fields.
3) Maxwell's full set of equations symmetrically relate the electric and magnetic fields and show they are interdependent. In the absence of charges, the equations imply a relationship between electromagnetic phenomena and the speed of light.
- Electric current is the flow of electric charge. It is studied in current electricity and owes its origin to Alessandro Volta's invention of the battery, which produced a steady flow of electric current.
- In conductors like metals, loosely bound electrons can move freely and produce electric current when a potential difference is applied across the conductor by a battery. These free electrons drift in the direction of the electric field.
- Current is defined as the rate of flow of electric charge. It is measured in amperes, which is the amount of charge (in coulombs) passing through an area in one second. Current is a scalar quantity while current density is a vector quantity.
The document discusses various topics related to the magnetic effects of electric current:
1. It defines Lorentz magnetic force and Fleming's left hand rule for determining the direction of force on a current-carrying conductor in a magnetic field.
2. It describes the forces experienced by parallel current-carrying conductors and defines the ampere based on the forces between two such conductors.
3. It explains how a moving coil galvanometer works, including how torque is produced on a current-carrying coil in a magnetic field and how the galvanometer can be converted into an ammeter or voltmeter.
This document provides an introduction to the magnetic effects of electric current. It discusses:
1. Oersted's experiment in 1820 which established that electric current produces a magnetic field. When a current-carrying wire is placed near a magnetic compass needle, the needle deflects perpendicular to both the current and the needle.
2. Several rules for determining the direction of magnetic fields produced by currents, including Ampere's swimming rule, Maxwell's corkscrew rule, and the right hand thumb rule.
3. Key properties of magnets such as their attraction/repulsion behavior and the representation of magnetic field lines. Magnetic fields are produced not just by magnets but also by any moving electric charge
thevenin theorem.
SLIDE NUMBER 3 EXPLANATION OF THEOREM: it is possible to simplify any electrical circuit, no matter how complex, to an equivalent two-terminal circuit with just a single constant voltage source in series with a resistance (or impedance) connected to a load. SLIDE NUMBER 4 INVENTION STORY THE THEOREM WAS INDEPENDENTLY DERIVED IN 1853 BY THE GERMAN SCIENTIST HERMANN VON HELMHOLTZ. SLIDE NUMBER 5 EXPLANATION OF Thevenin’s equivalent circuit As far as the load resistor RL is concerned, any complex “one-port” network consisting of multiple resistive circuit elements and energy sources can be replaced by one single equivalent resistance Rs and one single equivalent voltage Vs. Rs is the source resistance value looking back into the circuit and Vs is the open circuit voltage at the terminals. SLIDE NUMBER 6 EXPLANATION OF DIAGRAM 1
Let us consider a simple DC circuit as shown in the figure above, where we have to find the load current IL by the Thevenin’s theorem. In order to find the equivalent voltage source, rL is removed from the circuit as shown in the figure below and Voc or VTH is calculated. SLIDE NUMBER 7 EXPLANATION OF DIAGRAM 2
Now, to find the internal resistance of the network (Thevenin’s resistance or equivalent resistance) in series with the open circuit voltage VOC , also known as Thevenin’s voltage VTH, the voltage source is removed or we can say it is deactivated by a short circuit (as the source does not have any internal resistance) SLIDE NUMBER 9 As per Thevenin’s Statement, the load current is determined by the circuit shown above and the equivalent Thevenin’s circuit is obtained. Where, VTH is the Thevenin’s equivalent voltage. It is an open circuit voltage across the terminal AB known as load terminal RTH is the Thevenin’s equivalent resistance, as seen from the load terminals where all the sources are replaced by their internal impedance rL is the load resistance Steps for Solving Thevenin’s Theorem Step 1 – First of all remove the load resistance rL of the given circuit. Step 2 – Replace all the impedance source by their internal resistance. Step 3 – If sources are ideal then short circuit the voltage source and open the current source. Step 4 – Now find the equivalent resistance at the load terminals know as Thevenin’s Resistance (RTH). Step 5 – Draw the Thevenin’s equivalent circuit by connecting the load resistance and after that determine the desired response. Slide number-10 Thevenin Voltage The Thevenin voltage e used in Thevenin's Theorem is an ideal voltage source equal to the open circuit voltage at the terminals. In the example below, the resistance R2 does not affect this voltage and the resistances R1 and R3 form a voltage divider
Slide number-11 Thevinin resistance The Thevenin resistance r used in Thevenin's Theorem is the resistance measured at terminals AB with all voltage sources replaced by short circuits and all current sources replaced by open circuits.
- Magnetic flux (ΦB) is a measure of magnetic field strength over an area, measured in webers (Wb). ΦB = BA, where B is magnetic field strength and A is area.
- According to Faraday's law of induction, any change in magnetic flux over time induces a voltage in a circuit. The faster the change, the greater the induced voltage.
- Lenz's law states that an induced current will flow in a direction that opposes the change causing it, in order to conserve energy. This explains the negative sign in Faraday's law.
PHYSICS - Rotational dynamics (MAHARASHTRA STATE BOARD)Pooja M
This document provides information about rotational dynamics and circular motion. It defines key terms like angular displacement, angular velocity, angular acceleration, and their relationships to linear displacement, velocity, and acceleration. It describes uniform and non-uniform circular motion. Centripetal force is introduced as the force providing the necessary acceleration for circular motion. Applications of uniform circular motion are discussed, including vehicles on horizontal and banked circular tracks and the well of death. The concept of a conical pendulum is also briefly mentioned.
1. Coulomb's Law describes the electrostatic force between two point electric charges. The force is directly proportional to the product of the charges and inversely proportional to the square of the distance between them.
2. Charles-Augustin de Coulomb invented the torsion balance to measure very weak forces, including electrostatic forces. He used it to determine Coulomb's constant and establish Coulomb's Law.
3. According to Coulomb's Law, every point electric charge generates an electric field, and the strength of the electric field depends on the magnitude of the charge and the distance from it.
1) Electric potential is defined as the work required to move a unit positive charge from a reference point to the point of interest without producing acceleration, and it is a scalar quantity.
2) The electric potential at a point due to a point charge q is given by the equation V = kq/r, where k is a constant, q is the charge, and r is the distance from the point charge.
3) The electric field E is defined as the negative gradient of the electric potential V, or E = -∇V.
This document provides information about electromagnetic induction through a presentation created by students. It defines electromagnetic induction as the process where a changing magnetic field induces a current in a conductor. An experiment is described where a coil of wire connected to a galvanometer shows a deflection when a magnet is moved in and out of the coil, demonstrating induced current. Fleming's right hand rule for determining the direction of induced current is also explained. The document concludes by noting how the principle of electromagnetic induction is employed in electric generators to produce large currents for homes and industry.
This document provides learning objectives and content outlines for an AP Physics chapter on electric forces and electric fields. It begins by listing key concepts students should understand related to electrostatics, including charge, Coulomb's law, and the electric field. It then provides an outline of the chapter sections, which cover the origin of electricity, charged objects and the electric force, conductors and insulators, methods of charging, Coulomb's law, the electric field, and other topics. Tables of contents and examples are also included.
1) Coulomb's Law describes the electrostatic force between two charged objects, which depends on the magnitude and type of their charges and the distance between them.
2) The electrostatic force follows an inverse square relationship with distance, similar to Newton's Law of Gravitation. However, electrostatic force concerns charge while gravitational force concerns mass.
3) For small charged objects like electrons and protons, the electrostatic force is much stronger than the gravitational force due to their small size.
The document is a presentation about electrical circuits and alternating current. It contains definitions of terms like nodes, steps for determining voltage in a circuit, Norton's theorem for replacing a two-terminal circuit with an equivalent circuit, equations for alternating current, and advantages of AC over DC current. The presentation was given by four students from the Computer Science and Engineering department at Dhaka International University to their lecturer.
This document discusses the internal resistance of batteries and power supplies. It explains that batteries and power supplies behave as if they have a series resistor inside them, called the internal resistance. When a battery is connected to a circuit, current flows through the internal resistance, causing a voltage drop and reducing the terminal voltage from the theoretical EMF voltage. The greater the current drawn from the battery, the greater the voltage drop due to the internal resistance.
1. Nodal analysis can be used to analyze the circuit. There are 3 non-reference nodes so 3 node voltage equations are required. (2) The node voltage equations relate the node voltages (v1, v2, v3) to the independent current sources (I1, I2) through the conductance matrix. (3) Writing the equations in matrix form produces: Gv=i where G is the 3x3 conductance matrix, v is the 3x1 node voltage vector, and i is the 3x1 independent current source vector.
Electrostatic potential is a scalar quantity measured in joules (J) or electron volts (eV). Equipotential surfaces represent regions in space where the electric potential is constant around a charged body. They are always perpendicular to electric field lines and can be represented by concentric spheres or lines. The relationship between electric field and potential is such that the electric field is defined as the negative gradient of the potential.
The superposition theorem allows engineers to solve for unknown voltages and currents in circuits with multiple sources. It states that the total response of a linear system to excitations is the sum of the responses that would occur due to each excitation individually. To use the theorem, each source is solved for separately while replacing other sources with their open or short circuit equivalents. The individual solutions are then combined through algebraic addition or subtraction to obtain the total solution. The document provides examples demonstrating how to use the superposition theorem to solve for branch currents in circuits with both voltage and current sources.
Thévenin's theorem states that any linear two-terminal circuit can be replaced by an equivalent circuit consisting of an ideal voltage source (VTh) in series with a resistor (RTh). VTh is equal to the open-circuit voltage at the terminals and RTh is the equivalent input resistance when independent sources are turned off. To find the Thevenin equivalent circuit, first the load is replaced with an open circuit to find VTh, then independent sources are turned off to find RTh, the resistance seen looking into the terminals. Once the Thevenin equivalent circuit is determined, it can be used to solve for voltages and currents in the original circuit.
The document discusses the steps of nodal analysis which includes choosing a reference node, assigning voltages to nodes, applying Kirchhoff's Current Law (KCL) at each node to obtain equations relating currents and voltages, and solving the system of equations to determine node voltages. An example circuit is presented and nodal analysis is performed on it by defining node voltages, writing KCL equations, and solving to find the output voltage. Nodal analysis is a technique for analyzing electrical circuits by writing equations at nodes based on KCL.
1) The document discusses the history of electricity and magnetism from ancient civilizations through the 19th century, including key discoveries by William Gilbert, Charles Coulomb, Hans Oersted, Michael Faraday, and James Clerk Maxwell.
2) It introduces the concepts of electric charges, including that there are two types (positive and negative), how like charges repel and opposite charges attract, and the quantization of electric charge.
3) Key concepts of electric fields are defined, including that an electric field is the electric force per unit charge exerted by a charged object on a test charge and that electric field lines depict the direction and strength of the electric field.
Ap physics b_-_electromagnetic_inductionJeremy Walls
Electromagnetic induction is the process of using magnetic fields to produce voltage and current in a conductor. Michael Faraday discovered that a voltage is induced in a conductor when it moves through a magnetic field. This is known as electromagnetic induction. Faraday's law states that the induced voltage is proportional to the rate of change of magnetic flux through a region. Lenz's law determines the direction of induced current based on whether it opposes the change producing it, in accordance with the law of conservation of energy. Many applications are based on electromagnetic induction, including generators, transformers, electric motors, and devices like rail guns.
Kirchhoff's Laws
Kirchhoff's laws quantify how current flows through a circuit and how voltage varies around a loop in a circuit
There are two laws
Kirchhoff’s Current Law (KCL) or First Law
Kirchhoff’s Voltage Law (KVL) or Second Law
Kirchhoff’s Current Law (KCL) or First Law
The total current entering a junction or a node is equal to the charge leaving the node as no charge is lost
Kirchhoff’s Voltage Law (KVL) or Second Law
According to Kirchhoff’s Voltage Law,
The voltage around ya loop equals to the sum of every voltage drop in the same loop for any closed network and also equals to zero.
Put differently, the algebraic sum of every voltage in the loop has to be equal to zero and this property of Kirchhoff’s law is called as conservation of energ.
This document discusses magnetic fields produced by solenoids. It defines a solenoid as a coil of wire that produces a strong magnetic field inside its core. The magnetic field strength inside a solenoid, B, is directly proportional to the number of turns N, and the current I, as described by the equation B=μNI. It also provides an example of writing a MATLAB program to plot the magnetic field in the x-z plane for a given solenoid geometry and current.
Electricity and magnetism are closely related phenomena. Electricity is the flow of electric charge, commonly electrons, through a conductor. Static electricity refers to the build up of electric charge on an object from electron transfer. Magnetism is produced by electric currents and magnetic materials contain magnetic domains that align in magnetic fields. Electromagnets, electric motors, and generators demonstrate the interconversion between electricity and magnetism through electromagnetic induction.
3. calculate power in a basic electrical circuitsanewton
This document discusses calculating power in basic electrical circuits. It covers power being measured in watts as joules per second, power being dissipated when current flows through a resistor and is converted to heat or light. Formulas for power are provided using voltage, current and resistance. Examples are given of calculating power dissipated in series and parallel circuits. The effects of changing current, voltage and resistance on power are explored.
This document provides a summary of the 2020 Annual Report for the Summer Science Program (SSP). It discusses how SSP was successfully transitioned to an online format due to the COVID-19 pandemic, with over 1,400 applicants and 144 participants from around the world. It highlights some of the academic programs in astrophysics and biochemistry that were held virtually and the technologies used. It also provides an overview of the college destinations of SSP 2019 participants, with many attending top universities for science and engineering.
The document is the 2019 annual report for the Summer Science Program (SSP). It includes the following:
1) Summaries of the four SSP programs in 2019 - astrophysics at New Mexico Tech, astrophysics at University of Colorado Boulder, biochemistry at Purdue University, and biochemistry at UC San Diego. The summaries describe the academic work, guest speakers, field trips, and outcomes of the programs.
2) Statistics on SSP including the number of applicants, admission rate, demographic information on participants, and financial aid amounts.
3) A letter from the executive director discussing the 20th anniversary of SSP becoming independent and the benefits and challenges of being an independent program.
1. Coulomb's Law describes the electrostatic force between two point electric charges. The force is directly proportional to the product of the charges and inversely proportional to the square of the distance between them.
2. Charles-Augustin de Coulomb invented the torsion balance to measure very weak forces, including electrostatic forces. He used it to determine Coulomb's constant and establish Coulomb's Law.
3. According to Coulomb's Law, every point electric charge generates an electric field, and the strength of the electric field depends on the magnitude of the charge and the distance from it.
1) Electric potential is defined as the work required to move a unit positive charge from a reference point to the point of interest without producing acceleration, and it is a scalar quantity.
2) The electric potential at a point due to a point charge q is given by the equation V = kq/r, where k is a constant, q is the charge, and r is the distance from the point charge.
3) The electric field E is defined as the negative gradient of the electric potential V, or E = -∇V.
This document provides information about electromagnetic induction through a presentation created by students. It defines electromagnetic induction as the process where a changing magnetic field induces a current in a conductor. An experiment is described where a coil of wire connected to a galvanometer shows a deflection when a magnet is moved in and out of the coil, demonstrating induced current. Fleming's right hand rule for determining the direction of induced current is also explained. The document concludes by noting how the principle of electromagnetic induction is employed in electric generators to produce large currents for homes and industry.
This document provides learning objectives and content outlines for an AP Physics chapter on electric forces and electric fields. It begins by listing key concepts students should understand related to electrostatics, including charge, Coulomb's law, and the electric field. It then provides an outline of the chapter sections, which cover the origin of electricity, charged objects and the electric force, conductors and insulators, methods of charging, Coulomb's law, the electric field, and other topics. Tables of contents and examples are also included.
1) Coulomb's Law describes the electrostatic force between two charged objects, which depends on the magnitude and type of their charges and the distance between them.
2) The electrostatic force follows an inverse square relationship with distance, similar to Newton's Law of Gravitation. However, electrostatic force concerns charge while gravitational force concerns mass.
3) For small charged objects like electrons and protons, the electrostatic force is much stronger than the gravitational force due to their small size.
The document is a presentation about electrical circuits and alternating current. It contains definitions of terms like nodes, steps for determining voltage in a circuit, Norton's theorem for replacing a two-terminal circuit with an equivalent circuit, equations for alternating current, and advantages of AC over DC current. The presentation was given by four students from the Computer Science and Engineering department at Dhaka International University to their lecturer.
This document discusses the internal resistance of batteries and power supplies. It explains that batteries and power supplies behave as if they have a series resistor inside them, called the internal resistance. When a battery is connected to a circuit, current flows through the internal resistance, causing a voltage drop and reducing the terminal voltage from the theoretical EMF voltage. The greater the current drawn from the battery, the greater the voltage drop due to the internal resistance.
1. Nodal analysis can be used to analyze the circuit. There are 3 non-reference nodes so 3 node voltage equations are required. (2) The node voltage equations relate the node voltages (v1, v2, v3) to the independent current sources (I1, I2) through the conductance matrix. (3) Writing the equations in matrix form produces: Gv=i where G is the 3x3 conductance matrix, v is the 3x1 node voltage vector, and i is the 3x1 independent current source vector.
Electrostatic potential is a scalar quantity measured in joules (J) or electron volts (eV). Equipotential surfaces represent regions in space where the electric potential is constant around a charged body. They are always perpendicular to electric field lines and can be represented by concentric spheres or lines. The relationship between electric field and potential is such that the electric field is defined as the negative gradient of the potential.
The superposition theorem allows engineers to solve for unknown voltages and currents in circuits with multiple sources. It states that the total response of a linear system to excitations is the sum of the responses that would occur due to each excitation individually. To use the theorem, each source is solved for separately while replacing other sources with their open or short circuit equivalents. The individual solutions are then combined through algebraic addition or subtraction to obtain the total solution. The document provides examples demonstrating how to use the superposition theorem to solve for branch currents in circuits with both voltage and current sources.
Thévenin's theorem states that any linear two-terminal circuit can be replaced by an equivalent circuit consisting of an ideal voltage source (VTh) in series with a resistor (RTh). VTh is equal to the open-circuit voltage at the terminals and RTh is the equivalent input resistance when independent sources are turned off. To find the Thevenin equivalent circuit, first the load is replaced with an open circuit to find VTh, then independent sources are turned off to find RTh, the resistance seen looking into the terminals. Once the Thevenin equivalent circuit is determined, it can be used to solve for voltages and currents in the original circuit.
The document discusses the steps of nodal analysis which includes choosing a reference node, assigning voltages to nodes, applying Kirchhoff's Current Law (KCL) at each node to obtain equations relating currents and voltages, and solving the system of equations to determine node voltages. An example circuit is presented and nodal analysis is performed on it by defining node voltages, writing KCL equations, and solving to find the output voltage. Nodal analysis is a technique for analyzing electrical circuits by writing equations at nodes based on KCL.
1) The document discusses the history of electricity and magnetism from ancient civilizations through the 19th century, including key discoveries by William Gilbert, Charles Coulomb, Hans Oersted, Michael Faraday, and James Clerk Maxwell.
2) It introduces the concepts of electric charges, including that there are two types (positive and negative), how like charges repel and opposite charges attract, and the quantization of electric charge.
3) Key concepts of electric fields are defined, including that an electric field is the electric force per unit charge exerted by a charged object on a test charge and that electric field lines depict the direction and strength of the electric field.
Ap physics b_-_electromagnetic_inductionJeremy Walls
Electromagnetic induction is the process of using magnetic fields to produce voltage and current in a conductor. Michael Faraday discovered that a voltage is induced in a conductor when it moves through a magnetic field. This is known as electromagnetic induction. Faraday's law states that the induced voltage is proportional to the rate of change of magnetic flux through a region. Lenz's law determines the direction of induced current based on whether it opposes the change producing it, in accordance with the law of conservation of energy. Many applications are based on electromagnetic induction, including generators, transformers, electric motors, and devices like rail guns.
Kirchhoff's Laws
Kirchhoff's laws quantify how current flows through a circuit and how voltage varies around a loop in a circuit
There are two laws
Kirchhoff’s Current Law (KCL) or First Law
Kirchhoff’s Voltage Law (KVL) or Second Law
Kirchhoff’s Current Law (KCL) or First Law
The total current entering a junction or a node is equal to the charge leaving the node as no charge is lost
Kirchhoff’s Voltage Law (KVL) or Second Law
According to Kirchhoff’s Voltage Law,
The voltage around ya loop equals to the sum of every voltage drop in the same loop for any closed network and also equals to zero.
Put differently, the algebraic sum of every voltage in the loop has to be equal to zero and this property of Kirchhoff’s law is called as conservation of energ.
This document discusses magnetic fields produced by solenoids. It defines a solenoid as a coil of wire that produces a strong magnetic field inside its core. The magnetic field strength inside a solenoid, B, is directly proportional to the number of turns N, and the current I, as described by the equation B=μNI. It also provides an example of writing a MATLAB program to plot the magnetic field in the x-z plane for a given solenoid geometry and current.
Electricity and magnetism are closely related phenomena. Electricity is the flow of electric charge, commonly electrons, through a conductor. Static electricity refers to the build up of electric charge on an object from electron transfer. Magnetism is produced by electric currents and magnetic materials contain magnetic domains that align in magnetic fields. Electromagnets, electric motors, and generators demonstrate the interconversion between electricity and magnetism through electromagnetic induction.
3. calculate power in a basic electrical circuitsanewton
This document discusses calculating power in basic electrical circuits. It covers power being measured in watts as joules per second, power being dissipated when current flows through a resistor and is converted to heat or light. Formulas for power are provided using voltage, current and resistance. Examples are given of calculating power dissipated in series and parallel circuits. The effects of changing current, voltage and resistance on power are explored.
This document provides a summary of the 2020 Annual Report for the Summer Science Program (SSP). It discusses how SSP was successfully transitioned to an online format due to the COVID-19 pandemic, with over 1,400 applicants and 144 participants from around the world. It highlights some of the academic programs in astrophysics and biochemistry that were held virtually and the technologies used. It also provides an overview of the college destinations of SSP 2019 participants, with many attending top universities for science and engineering.
The document is the 2019 annual report for the Summer Science Program (SSP). It includes the following:
1) Summaries of the four SSP programs in 2019 - astrophysics at New Mexico Tech, astrophysics at University of Colorado Boulder, biochemistry at Purdue University, and biochemistry at UC San Diego. The summaries describe the academic work, guest speakers, field trips, and outcomes of the programs.
2) Statistics on SSP including the number of applicants, admission rate, demographic information on participants, and financial aid amounts.
3) A letter from the executive director discussing the 20th anniversary of SSP becoming independent and the benefits and challenges of being an independent program.
Two teachers from Hockinson Middle School, Kim Abegglen and Anna-Melissa Lyons, were selected to participate in NASA's Airborne Astronomy Ambassadors program aboard the Stratospheric Observatory for Infrared Astronomy (SOFIA). They conducted two 10-hour missions on the modified Boeing 747, viewing Jupiter and its moons. The teachers gained valuable experience in astronomy and were able to share what they learned with their students.
The document provides an update from the chair of the Geography department. It summarizes that the department welcomed two new faculty members, saw several faculty take on new leadership roles, and held a successful alumni reunion. It also discusses new initiatives like graduate certificates and upgrades to facilities. Several faculty members' recent accomplishments and ongoing research projects are highlighted as well.
The newsletter provides updates from faculty in the Department of Geography and Atmospheric Science at the University of Kansas. Key points include:
- The department welcomed two new faculty members, Dr. Justin Stachnik and Dr. Dee Shi.
- Several faculty took on new leadership roles in campus centers and programs.
- The department held a successful alumni reunion event in the spring.
- New academic programs like an Atmospheric Science PhD and GIS graduate certificate were launched.
- Faculty updates describe recent research, teaching activities, grants, and travels from professors like Brunsell, Brown, Cheong, Chikanda, Diener, and others.
The Director of Interdisciplinary Studies at UCF welcomes students to the fall semester. The office has been busy setting up spaces for new faculty and helping students enroll in classes. Current students are encouraged to meet with advisors to ensure they are on track to fulfill requirements. The director highlights some recent accomplishments of IDS graduates, including one who won the Udall Scholarship and two who competed in the Olympics. Students are encouraged to get involved in research and their communities. Interdisciplinary Studies allows creative ideas and future plans to become reality. The director hopes students will take advantage of learning and involvement opportunities through various classes and events held by the IDS program this semester.
This document discusses research at UNCG and its benefits. It highlights how faculty research enhances teaching by providing real-world experiences for students. Research also generates new knowledge that informs future teaching. Additionally, research benefits the local community through economic activity and by addressing social problems. UNCG aims to fulfill its role as a "steward of place" through collaborative research that improves quality of life.
This document discusses building an enduring legacy of the International Year of Astronomy 2009 for underserved communities through long-term science education programs. It presents three existing programs that work with urban youth: 1) the MIT Kavli Youth Astronomy Apprenticeship Program, 2) the KICP Space Explorers Program, and 3) the Notre Dame Supernova Club. These programs are deeply embedded in the communities they serve and involve youth over long periods, from after-school to college, to have lasting impacts on career interests.
This newsletter provides updates about the STAR Program and its students. It highlights an alumni spotlight interview with Nam Che who conducted research in the STAR Program in the early 1990s. The interview discusses their fondest memories in the program and how it helped prepare them for college and career. It also provides news items about the program celebrating its 25th anniversary and Dr. Brinton being named Woman of the Year. Current STAR students share their research experiences and future goals of attending college to study science fields.
The document summarizes new collaborations formed by the University of Notre Dame College of Science. It discusses partnerships with MD Anderson Cancer Center and Loyola University to provide research opportunities for Notre Dame students in cancer research. It also describes the formation of new relationships in Silicon Valley as part of Notre Dame's California Initiative to provide career and research opportunities for students and identify partners to help commercialize Notre Dame's research.
The document provides an overview of news and events from USC Dana and David Dornsife College of Letters, Arts and Sciences in spring/summer 2014. It highlights Arieh Warshel receiving the Nobel Prize in Chemistry, the Mellon Foundation investing in digital humanities projects at USC, and Hillary Clinton being honored for her work on immigrant integration. It also summarizes various lectures, including one by psychologist Daphna Oyserman on achieving goals, and events like International GIS Day hosted by the Spatial Sciences Institute.
The Southwestern Science Initiative, funded by a $1.3 million grant from the Howard Hughes Medical Institute, is transforming science education at Southwestern University by shifting to an inquiry-based learning model. Phase one involved training faculty over the summer on new teaching techniques to make classes more interactive and student-centered. Changes being implemented include redesigning labs to focus on student-led research projects, incorporating clicker questions and group work. The goal is to better prepare students for careers in science through hands-on learning and collaboration. Assessment over the next three years will evaluate the program's impact on student engagement and persistence in the sciences.
The curriculum "Muscles, Lungs, Blood, and Guts" was developed by TERC for United Way's afterschool program to engage middle school students in hands-on science learning. The curriculum covers four body systems - musculoskeletal, respiratory, circulatory, and digestive. Students conduct investigations, make hypotheses, and think like scientists. Activities include dissecting chicken wings to observe tendons and muscles. At the end of the 10-week musculoskeletal unit, students build model arms to demonstrate what they have learned. The program aims to inspire students' interest in science and potential science careers.
The Baldwin Wallace University Neuroscience program was recognized as Program of the Year in 2012 by the Society for Neuroscience. The program has grown substantially since its inception in 1999 and now has over 80 neuroscience majors. A key part of the program's success is its intentional 3-step peer mentoring system. First, peer mentoring occurs through a new Neuroscience Methods course and supplemental instruction. Second, students work in faculty research labs and are trained using a progressive system. Third, senior students mentor underclassmen as they complete their required senior thesis projects. This peer mentoring approach has led to high student satisfaction and advanced training outcomes.
1) The student took a biomedical techniques course through the RISE program which allowed them to meet professors and students from other universities and establish relationships.
2) They attended interesting seminars and workshops on topics like DNA, proteins, neuroscience, and computer simulations of viruses.
3) The student had a great mentorship experience working with Dr. Maldonado on computer simulations of inhibiting viruses using molecular compounds.
The document is a magazine from the USC Dana and David Dornsife College of Letters, Arts and Sciences that discusses various topics related to the college. It contains short articles on scholars exploring various topics around the world, from Belize to the Arctic to Los Angeles. It also discusses how faculty and students at the college collaborate to address societal challenges through various disciplines like health, sustainability, social welfare and education.
Students in Dr. Richard Plate's Foundations of Environmental Studies course participated in an activity outside of class to demonstrate systems thinking. The activity showed how changing one part of a complex system can cause the whole system to reorganize. This helped the students understand ecosystems and social systems are interconnected. The course helps students develop skills to analyze sustainability challenges and complex social and environmental issues from different perspectives.
This document provides information about the USC STAR Program for the spring of 2015. It discusses upcoming events for the program, including science fairs. It then summarizes an event where the STAR Program hosted a science and engineering fair with 121 student projects. It highlights comments from STAR alumni who helped judge the competition. The document continues with an alumni spotlight interview discussing a former student's experience in the program and career path. It concludes with comments from a current STAR student about their science fair project experience.
Society often promotes careers like music, acting, and athletics that lead to fame, while careers in science are less appreciated. The author discusses how they grew up wanting to be a doctor but discovered research through their involvement in the RISE program. This semester they learned various laboratory techniques and conducted two research projects, one isolating and characterizing a mycobacteriophage. The intensive coursework and hands-on research experience has improved the author's skills and prepared them for potential research careers over other options like medicine. Their upcoming summer research will help determine if they pursue research long-term.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Universal
Times
2021 Annual Report / Vol. 63
INSIDE
THIS UT
The SSP Community
Genomics Project Update
Academic Directors’ Reports
Honor Roll of Supporters
College Destinations
... and more
🤍 We asked 2021
participants to describe
the SSP community.
This is a word cloud of
their responses.
2. 02
04
02
The first SSP in Genomics will open at Purdue
next summer … also the first time two programs
will run concurrently on the same campus. Leading the research
will be Michael Gribskov of Purdue and Mike Manzella of Indiana
University.
Dr. Gribskov has a joint appointment in biological sciences and
computer science, expertise in bioinformatics, and prior experience
with pre-college enrichment programs. Dr. Manzella has a PhD in
Microbiology and Molecular Genetics from Michigan State. He has been leading this curriculum development since
spring, and will teach the microbiology. They will work through the winter and spring to develop the schedule, lec-
tures, assignments, and laboratory procedures.
Each team of three participants will have a chemostat apparatus, designed and built for us by Catalin Rusnac at
the Institute for Science and Technology in Vienna. At Dr. Manzella’s suggestion, they will experiment on Vibrio na-
triegens, a laboratory-attenuated strain of marine bacteria that grows fast and is non-pathogenic in humans. After
inducing evolution of antibiotic resistance, each participant will analyze mutations in the whole genome taken from
a specific chamber.
As ever, we are deeply committed to safety and ethical practices. We’ll be guided by Purdue University safety pro-
tocols and advice from experts in antibiotic resistance and human health. Bioethics will be incorporated into the
curriculum.
We are very excited to offer research in genomics and bioinformatics to high school juniors from around the world,
and grateful to the anonymous alum whose generous grant made it possible.
Genomics Project Update
Dr. Amy Barr Mlinar, Chief Academic Officer
“What makes SSP special is the people.” I first heard that truth from the late Dr. Dave Pierce, who
taught on our faculty for fourteen summers. At each program, thirty-six teenagers and seven faculty
form a social bubble, working hard and playing hard together almost every waking hour.
Even this summer and last, with everyone forced to interact on Zoom, close communities formed. That surprised
them; not every online educational experience in the last twenty months has been so positive. But it didn’t surprise
me. Online or in person, SSP is designed to be inclusive.
These teenagers are hungry to “find their home planet,” their true peers. They discover 35 interesting colleagues
from around the world, four role-model Teaching Assistant and Residential Mentors, two approachable college pro-
fessors, and even a temporary new parent (the Site Director).
High school can be a grind, alternating between boring and hyper-competitive. For the first time, they find collabo-
ration – helping each other – to be both necessary and rewarding.
It’s an idyllic environment of learning together for the pure joy of it, free from worry that any mistake will “go on my
permanent record.”
The word cloud on the cover of this Universal Times speaks volumes. And two participants wrote concise, eloquent
descriptions of the SSP community: “tight-knit, intellectual, and friendly”; “so welcoming, so quirky, so passionate,
so amazing.”
Community by Design
Richard Bowdon ’74, Executive Director
Read about it at replifactory.com.
3. 03
FALL 2021
Five Online Global Communities
We scheduled eight hours per day of Zoom sessions for 215 people around the world.
2021 participants in blue, faculty in red.
From Exit Surveys 2018 – 2021
4. New Mexico Tech
Astrophysics Program
Dr. Adam Rengstorf, Academic Director
Universal Times
02
University of Colorado Boulder
Astrophysics Program
Dr. Agnès Kim, Academic Director
04
I approached this summer as a personal challenge. After 2020, we
knew that we could pull off a virtual SSP, but could we improve it?
This was my 8th summer as Academic Director, working with Associate AD Dr.
William Andersen, and my 6th with Site Director Barb Martinez. Dr. Aaron Bauer ’06
returned to teach Python programming and Dr. Gillian Andersen put on her workshop
on scientific writing – both necessary skills at SSP! TAs Katie Dunn ‘13, Abby Mintz
‘16, Michael Warrener, and Tristan Weaver made my summer easy and enjoyable,
bringing a lot of experience to the table.
Working closely with the other two Astro programs, we took asteroid images using
the Skynet and iTelescope online observatory networks, plus our home campus
observatories.
Participants stayed very busy with eight hours of interactive Zoom sessions every
weekday. During two, 2-hour lecture blocks we covered topics needed to observe
near-earth asteroids, analyze the images, and program the orbit determination. In
between these sessions we scheduled an hour of purely social interaction – no work
allowed! Each day concluded with three hours of combined office hours, study group,
discussion forum, online gaming, and shenanigans.
All asteroids had convergent solutions, with only one recalcitrant enough to give
marginal elements. Another successful SSP in the books!
In my fourth summer as Academic Director for the CU Boulder
program, most of our team was new to either SSP or me. By coincidence, both
Associate AD Donovan Domingue and Site Director Dr. Nickey Ice joined us from
Georgia. Our TA corps included alumni Afura Taylor ‘16, Andrei Eftime ‘17, and
Dominick Joo ‘17, plus Molly Watstein, a physics and astronomy major.
All participants doing Astrophysics outside of North America were assigned to our
program, so we worked with people every day in Europe, Africa, India, and Asia, and
had to optimize the schedule for a wide range of time zones. The last daily session
ended at 3 am in South Korea. Dr. Ice brought the idea of taking a “campus hour”
break in the middle of the Learning Block. In the first week or so faculty led the break
activities, then later the participants took over.
For observing, each program designated a senior observer (for us, AAD Dr.
Domingue) and a junior observer (TA Molly). They managed the complex task of
scheduling telescopes and distributing images.
Our participants braved various obstacles at home, including an exploding
transformer that left one without power for half a week. In the end, they submitted
their astrometry and photometry to the Minor Planet Center, and calculated orbital
elements for their asteroids. Along the way, these 36 teenagers grew and formed
strong friendships.
They once again showed me that SSP’ers can do the near-
impossible.
5. FALL 2021
05
Purdue University
Biochemistry Program
Dr. Mark Hall, Academic Director
SSP in Biochemistry during summer 2021 had a very welcome
“business as usual” feel to it. After the hectic process of turning SSP into a virtual
program at the last minute in 2020, this past summer was a more relaxing and
enjoyable experience for the faculty. The result was the same – a stimulating and
transformative educational experience for the participants.
Purdue Chemistry professor Dr. Chitta Das returned for his second go-round as AAD
and Dr. Susan Park joined us as Site Director. Once again, our TA team was awesome!
They accomplished the difficult task of making a Zoom-based program entertaining
and exciting. Laney Flanagan ’17 returned for her second summer, joined by fellow
alum Molly Szpakowski ’17. Purdue Biochem major Kyle Schulz teaches high school
science. Colin Hemme, a rising senior in Biochemistry, rounded out the team.
Participants and faculty made the most of the online format again through group games
and social activities. A fun-spirited “rap battle” with the Astro programs provided a new
source of entertainment, and the yearly talent show was a hit, showcasing the many
and diverse talents of our participants.
Credit goes to the participants for not letting the pandemic stop them from experiencing
the Summer Science Program!
Indiana University
Biochemistry Program
Dr. Martha Oakley, Academic Director
For our second virtual summer of Biochemistry “at” Indiana
University, I returned as Academic Director, on a half-time basis due to my new job
as IU Associate Vice Provost. Jessica Hollenbeck and Christin Latus returned as
Associate AD and Site Director, respectively, and Jill Zeilstra-Ryalls joined the team
as a second Associate AD.
We were lucky to host the reunion of Helen Cai ’15 and Devin Srivastava ’15 as TAs.
They have uniquely strong connections to SSP and each other: colleagues in the
Astro program, then again in the Biochemistry pilot in 2016, then both serving as
Biochem TAs in different summers. Of the seven summers since 2015, Devin has
spent four of them with SSP, and Helen five!
Kevin Tan ’18 infused those long Zoom sessions with design flair and a sense of
fun. Rachel Kalbfell thought as hard as anyone about how best to support every
participant. Saj Desai worked only part-time but had an outsized impact.
Everyone on the faculty brought energy and enthusiasm remarkably undiminished by
the intervening year of teaching in remote and hybrid formats.
It was a big ask of our participants to stay focused just as many places opened for
the first time since the pandemic started. Nevertheless, this once again “felt like SSP.”
These teenagers experienced the same challenges, victories, creativity, collaboration,
and community that makes SSP so very special. Thanks to everyone involved for a
wonderful summer!
6. Universal Times
06
Online
Astrophysics Program
Dr. Cassandra Fallscheer, Academic Director
[Editor’s note: Without a college campus to call home, not yet anyway,
we chose to label our third Astrophysics program simply “online,” abbreviated ONL.]
In my fifth summer at SSP and my first as Academic Director, I made “Hi Astronomers,
Welcome!” our program’s tagline. Associate AD Dr. Michael Hannnawald joined us
from Hawaii; Site Director Joni Mauldin returned as Site Director and Zhanpei Fang
‘14 as TA, with Kimberly Hou ‘17, Alan Tondryk ’18, and Mason Tea completing the
team. All contributed tremendous enthusiasm and passion to make the summer
memorable, challenging, and supportive for all 36 participants. Special thanks go to
Dr. Aaron Bauer for teaching Python and Dr. Gillian Andersen for her technical writing
workshop, plus Drs. Raluca Rufu and Julien Salmon from Southwest Research
Institute, who taught the capstone workshop on nonlinear orbital dynamics. Dr. Adam
Rengstorf and I offered live observing sessions from our home campus observatories,
the closest we could get to the SSP “hands-on” tradition.
Guest lectures gave us insight into what it takes to become a systems engineer
or research astronomer, and got us thinking about the search for life elsewhere in
the universe, among other topics. The Talent Show is always a joy for me. Many
participants are talented musicians, others have highly developed athletic, comedic,
or spatial skills.
This summer was another example of dedicated SSP’ers adapting to unprecedented
times.
SSP doesn’t end in July … it is a lifelong network and com-
munity of nearly 3,000 around the world, ages 16 to 79. There
are many ways to stay connected. First and foremost, tell us
when you move or change your email address! Just visit ssp.
org/alumni.
Find us on your favorite social media platform – Facebook,
Instagram, Discord, YouTube, LinkedIn, and Twitter – for
events, videos, interesting facts, calls for volunteers, and
more. Subscribe, like, or join so you don’t miss a post or up-
load.
Prefer email? SSPforum.groups.io is a simple, private email-based group, with no login required, replacing the old
Yahoogroup.
Every fall, SSP Connect pairs younger members with our newest alumni from the previous summer’s program. They
meet online to talk about college and life.
Member Relations Committee volunteers help staff plan activities such as the Annual Dinner, Open House Days
on campus, Ask Me Anything sessions, SSP-logo swag, and affinity group travel. To get involved, email Katherine at
khougland@ssp.org.
Stay Connected
7. 10
Community
At SSP ‘21, we built community
with online talent shows ...
... online games ...
Out of all of the programs
preaching community and
inclusivity I have been part
of, SSP has far and away
done the best job of living
up to those claims.
You can pay to take
classes about astro or
visit Open CourseWare.
However, nothing can
replace this community.
... and, of course, asteroid orbit determinations.
I just felt happy. The SSP
community restored my
faith in humanity, and
gave me life in a million
ways.
8. FALL 2021
11
College Destinations SSP’20
Amherst College
Alex Y., Lexi O.
Baghdad City College
Fahmid R.
Brigham Young Univ.
Bryan H.
Brown Univ.
Ece E., Eric H., Thor C.
California Institute of Tech.
Alina Z., Kieran H., Sulekha K.
Case Western Reserve
Grace S.
Colorado College
Joshua M.
Columbia Univ.
Amy X., Hans S., Lucy C.,
Michelle A., Nick W.
Cornell Univ.
Mateo W., James R.
Duke Univ.
Ben P., Reed L. ‘19, Shelby C.
Fordham Univ.
Mary B., Ngan H.
Georgetown Univ.
Allison X.
Georgia Institute of Tech.
Arnav G., Stas K.
Harvard College
Linh V. ‘19, Kobe C.,
Yuen Ler C., Nino E.,
Nibrass F., Teresa L., Ben F.,
Bolu I., Angela L., Kelsey C.,
Cody C., Shwe W., Hannah Z.
Johns Hopkins Univ.
Brandon L., Jackson M.,
Jake M., Michelle S., Rahul J.
Korea Adv. Inst. of Sci. and Tech.
Clara H.
Lahore Univ. of Mgmt. Science
Maryam U.
Loyola Univ.
Rohan J.
McMaster Univ.
Nicolas T.
Massachusetts Institute of Tech.
Amelia S., Andrew S.,
Anika W., Anna L., Anna O.,
Bill W., Christina L. ‘19,
Cynthia C., Cynthia Q., Divya N.,
Ellie W., Emily Z., Fatima A.,
Feli X., Giuliana C., Isaac T.,
Jared M., Jenny B., Kai V., Karen L.,
Kelly W., Lily S., Lydia N., Maggie Y.,
Michelle Z., Miguel C., Naail L.,
Olivia H., Prajna N., Raphael C.,
Zimi Z.
New Mexico Institute of Tech.
Alex C.
Northeastern Univ.
Matt L.
Oklahoma State Univ.
Bogan G.
Oxford Univ.
Ela T., Lavender Y.,
Pomona College
Chris W., Larry L.
Princeton Univ.
Angela Z., Daphne H., Helen Z.,
Jaehee A., Jenny N., Krishna P.
Purdue Univ.
Fenry Z. ‘19
Reed College
Jeremy M.
Rice Univ.
David Z., Yuv S.
Rensselaer Polytechnic Inst.
Jacob F.
Stanford Univ.
Claire T., Daniel L., Esteban H.,
Jackson D., Jeremy T., Katie D.,
Laia B., Lexy T. ‘19, Michael T.,
Xitlali C.
Technical Univ. of Munich
Brendan M. ‘19
Texas A&M Univ.
David C.
Tufts Univ.
Cansu B., Helena L.
Univ. of California, Berkeley
Arjun G., Cooper J., Jonny P.,
Michelle D.
Univ. of California, San Diego
Diego S.
Univ. of California, Santa Barbara
David W.
Univ. of California, Los Angeles
Michael L.
Univ. of Chicago
Daniel G., Elena J.
Univ. of Illinois
Eric L.
Univ. of Pennsylvania
Ashna P., Ayanav R.,
Fiona L., Mariam J., Tian W.
Univ. of Rochester
Manuel G. ‘19
Univ. of Toronto
Amogh M.
Univ. of Virginia
Cole B., Lindsey B., Wilson Z.
Univ. of Washington
Jonathan S.
Univ. of Texas, Austin
Anshita S., Rahul G.
Wellesley College
Alesya D.
Yale College
Aeka G., Anshul G., Aranyo R.,
Elena W., Jason P., Jess D.,
Neil H., Neil K. ‘19, Nicole V.,
Risha C., Will P.
9. Letter from the Chair
Dr. Ron Irving ‘68, Board Chair
During our second summer of
online programs, SSP continued
to thrive, providing participants
with intellectual nourishment, a
supportive community, and lasting memories. I am so
proud of the SSP faculty and staff, who met the ongoing
challenges of the pandemic with enthusiasm and grace.
We will return to campuses in 2022 enriched by the
experience, and ready for the rollout of our exciting new
curriculum in genomics.
What next? A committee of board members and alums
has been developing new statements of the Values,
Vision, and Mission of our unique nonprofit, which
you will soon have the opportunity to review. We look
forward to your comments. The final versions will lay
the foundation for a new strategic planning process,
providing a roadmap as we continue to expand access
to the transformational SSP experience.
Thank you for your support as together we build SSP’s
future.
108 Whiteberry Dr
Cary, NC 27519
Address Service Requested
Universal Times
12
Parents Say
“
SSP has the magic power to gath-
er a group of STEM lovers to learn
from one another, and inspire each
other to become the best of them-
selves.
How does SSP inspire such pas-
sion? Every day, I had to remind
Diran to eat.
I have never seen Emma work so
hard, feel so exhausted and thrilled
at the same time.
A truly remarkable, one-of-a-kind
summer program!!!
“
Ayush is thrilled to be an alum
now, and considers it an honor to
be able to serve the community in
the years to come.