Here are potential responses to the questions:
1. The Solar System consists of the Sun orbited by 8 planets, dwarf planets, asteroids and comets. A planet orbits the Sun, is massive enough to be spherical, and has cleared its orbit of smaller objects. A moon orbits a planet.
2. Gravitational field strength is a measure of the strength of gravity. It varies in the Solar System and is greatest near the most massive objects. It is 10 N/kg on Earth but lower on planets farther from the Sun like Mars or Pluto.
3. A comet's orbit is highly elongated rather than nearly circular like planets. Comets move fastest when closest to the Sun due to its stronger gravitational pull.
A presentation that looks at the historical views of the solar system, provides information about all the planets as well as seasons, eclipses and the day.
Describes the historic ideas about the orbit of the planets, provides detailed information on the known planets, looks at seasons, days, eclipses and the tides.
Gravity Gravitation English Presentation
Tugas Fisika
Tugas Bahasa Inggris
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Kelas 12 IPA 6 SMA Negeri 1 Yogyakarta tahun 2014
Semangat!!!!!!! SUKSES
A presentation that looks at the historical views of the solar system, provides information about all the planets as well as seasons, eclipses and the day.
Describes the historic ideas about the orbit of the planets, provides detailed information on the known planets, looks at seasons, days, eclipses and the tides.
Gravity Gravitation English Presentation
Tugas Fisika
Tugas Bahasa Inggris
oleh :
Kelas 12 IPA 6 SMA Negeri 1 Yogyakarta tahun 2014
Semangat!!!!!!! SUKSES
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Home assignment II on Spectroscopy 2024 Answers.pdf
Astronomy.ppt
1. EDEXCEL IGCSE / CERTIFICATE IN PHYSICS 1-6
Astronomy
Edexcel IGCSE Physics pages 49 to 56
June 17th 2011
All content applies for Triple & Double Science
2. Edexcel Specification
Section 1: Forces and motion
d) Astronomy
understand gravitational field strength, g, and know that it is different on other planets and the moon
from that on the Earth.
explain that gravitational force:
- causes moons to orbit planets
- causes the planets to orbit the sun
- causes the moon and artificial satellites to orbit the Earth
- causes comets to orbit the sun
describe the differences in the orbits of comets, moons and planets
use the relationship:
orbital speed = (2× π × orbital radius) / time period
v = (2× π × r) / T
understand that:
- the universe is a large collection of billions of galaxies
- a galaxy is a large collection of billions of stars
- our solar system is in the Milky Way galaxy.
3. The Solar System
The Solar System consists of the Sun orbited by eight
planets and their moons, some dwarf planets along with
many asteroids and comets.
4. Planets
A planet is a body that orbits
the Sun, is massive enough
for its own gravity to make it
round, and has cleared its
neighbourhood of smaller
objects around its orbit.
Based on this, International
Astronomical Union’s definition
of 2006, there are only eight
planets in orbit around the
Sun.
In order of distance
from the Sun:
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Neptune
Uranus
5. Dwarf Planets
A dwarf planet is a celestial
body orbiting the Sun that is
massive enough to be
spherical as a result of its own
gravity. but has not cleared its
neighbouring region of other
similar bodies.
As of 2011 there are five dwarf
planets in the Solar System.
Between Mars and Jupiter:
Ceres
Beyond Neptune:
Pluto, Haumea,
Makemake
and Eris (the largest)
Hubble image of Pluto
and one of its moons
(Charon)
6. Asteroids
An asteroid is a celestial body
orbiting the Sun that is not
massive enough to be spherical
as a result of its own gravity.
Most asteroids are found between
the orbits of Mars and Jupiter – a
region called ‘The Asteroid Belt’.
There are about 750 000 asteroids
larger than 1km across.
A few, called ‘Near Earth
Asteroids’ can pass very close to
the Earth.
Asteroid Vesta – image
taken on July 17th 2011
by the Dawn spacecraft
7. Moons
A moon orbits a planet.
Planet Moons (2011)
Mercury 0
Venus 0
Earth 1
Mars 2
Jupiter 64
Saturn 62
Uranus 27
Neptune 13
The Earth’s only
natural satellite
Note: A number of dwarf planets and asteroids also have
moons, for example Pluto has three moons.
8. This is the time
taken for a planet
to complete one
orbit around the
Sun.
It increases with a
planets distance
from the Sun.
Mercury 88 days
Venus 225 days
Earth 1 year
Mars 2 years
Jupiter 12 years
Saturn 29 years
Neptune 165 years
Uranus 84 years
Time period (T )
9. Gravitational attraction
The force of gravity is responsible for the orbits of
planets, moons, asteroids and comets.
In 1687 Sir Isaac Newton stated that this
gravitational force:
- is always attractive
- would double if either the mass of Sun or
the planet was doubled
- decreases by a factor of 4 as the distance
between the Sun and a planet doubles.
10. Gravitational field strength (g)
This is a way of measuring the strength of gravity.
The gravitational field strength is equal to the
gravitational force exerted per kilogram.
Near the Earth’s surface, g = 10 N/kg
In most cases gravitational field strength in N/kg is
numerically equal to the acceleration due to
gravity in m/s2, hence they both use the same
symbol ‘g’.
11. Gravitational field strength (g) varies from planet
to planet.
It is greatest near the most massive objects.
Some examples of gravitational field strength:
Location N/kg Location N/kg
Earth 10 Jupiter 24
Moon 1.6 Pluto 0.7
Mars 3.7 The Sun 270
12. Planet,
Dwarf
Planet or
Moon
Number
of
moons
(2011)
Average distance
from the Sun
(millions of km)
Diameter
(km)
Time for
one orbit
(years)
Average
surface
temperature
(°C)
Gravitation
al field
strength
(N/kg)
Mercury 0 58 4 700 0.2
(88 days)
+ 350 4
Venus 0 108 12 100 0.6
(225 days)
+ 470 9
Earth 1 150
(93 million miles)
12 700 `1.0 + 15 10
Moon - 0.38
(from the Earth)
3 400 0.07
(27 days)
- 50 1.6
Mars 2 228 6 800 1.9 - 30 4
Ceres 0 414 970 4.6 - 100 0.3
Jupiter 64 779 143 000 12 - 150 23
Saturn 62 1443 120 000 30 - 180 9
Uranus 27 2877 51 000 84 - 210 9
Neptune 13 4503 49 000 165 - 220 11
Pluto 3 5874 2 300 248 - 230 0.7
13. Planetary orbits
The orbits of the planets
are slightly squashed
circles (ellipses) with
the Sun quite close to
the centre.
The Sun lies at a ‘focus’
of the ellipse
14. Planets move more quickly when they are closer
to the Sun.
faster slower
The above diagram is exaggerated!
15. What would happen to an orbit
without gravity
As the red planet moves it
is continually pulled by
gravity towards the Sun.
Gravity therefore causes
the planet to move along a
circular path – an orbit.
If this gravity is removed
the planet will continue to
move along a straight line
at a tangent to its original
orbit.
16. Comets
A comet is a body made of dust
and ice that occupies a highly
elongated orbit.
When the comet passes close to the
Sun some of the comet’s frozen
gases evaporate. These form a long
tail that shines in the sunlight.
Comets are most visible and travel
quickest when close to the Sun.
Comets are approximately 1-30km in
diameter.
17. Halley’s Comet
This is perhaps the most
famous comet.
It returns to the inner Solar
System every 75 to 76 years.
It last appeared in 1986 and is
due to return in 2061.
It has been observed since at
least 240BC. In 1705 Edmund
Halley correctly predicted its
reappearance in 1758.
18. Choose appropriate words to fill in the gaps below:
The Solar System consists of a ______, the Sun, orbited by
_______ planets, a number of dwarf planets and millions of
asteroids and ________.
All of these bodies ______ the Sun because of gravitational
force. Gravity is also responsible for the orbits of _______ and
artificial satellites.
Most orbits are nearly circular _______ but those of comets
are highly elongated. Comets move ________ when they are at
their nearest to the Sun
quickest eight star comets
ellipses
WORD SELECTION:
orbit moons
quickest
eight
star
comets
ellipses
orbit
moons
19. Orbital speed (v)
orbital speed = (2π x orbital radius) / time period
v = (2π x r ) / T
orbital speed in metres per second (m/s)
orbital radius in metres (m)
time period in seconds (s)
20. Question 1
Calculate the orbital speed of the Earth around the Sun.
(Earth orbital radius = 150 million km)
v = (2π x r ) / T
= (2π x [150 000 000 km] ) / [1 year]
but 1 year = (365 x 24 x 60 x 60) seconds
= 31 536 000 s
and 150 000 000 km = 150 000 000 000 metres
v = (2π x [150 000 000 000] ) / [31 536 000]
orbital speed = 29 900 m/s
21. Question 2
Calculate the orbital speed of the Moon around the Earth.
(Moon orbital radius = 380 000 km; orbit time = 27.3 days)
v = (2π x r ) / T
= (2π x [380 000 km] ) / [27.3 days]
but 27.3 days = (27.3 x 24 x 60 x 60) seconds
= 2 359 000 s
and 380 000 km = 380 000 000 metres
v = (2π x [380 000 000] ) / [2 359 000]
orbital speed = 1 012 m/s
22. Question 3
Calculate the orbital speed of the ISS (International Space Station)
around the Earth. (ISS orbital height = 355 km; orbit time = 91 minutes;
Earth radius = 6 378 km)
The orbit radius of the ISS = (355 + 6 378) km = 6 733 km
v = (2π x r ) / T
= (2π x [6 733 km] ) / [91 minutes]
but 91 minutes = (91 x 60) seconds
= 5 460 s
and 6 733 km = 6 733 000 metres
v = (2π x [6 733 000] ) / [5 460]
orbital speed = 7 748 m/s
23. Question 4
Calculate the orbital time of a satellite that has a speed of 3 075 m/s
and height above the earth of 35 906 km. (Earth radius = 6 378 km)
The orbit radius of the satellite = (35 576 + 6 378) km = 42 284 km
v = (2π x r ) / T
becomes: T = (2π x r ) / v
= (2π x [42 284 km] ) / [3 075 m/s]
but 42 284 km = 42 284 000 metres
T = (2π x [41 954 000 ] ) / [3 075 ]
orbital time = 86 400 seconds
= 1440 minutes
= 24 hours
24. Communication satellites
These are usually placed in geostationary orbits
so that they always stay above the same place on
the Earth’s surface.
VIEW FROM
ABOVE THE
NORTH POLE
25. Geostationary satellites must have orbits that:
- take 24 hours to complete
- circle in the same direction as the Earth’s
spin
- are above the equator
- orbit at a height of about 36 000 km
Uses of communication satellites include satellite
TV and some weather satellites.
26. Choose appropriate words to fill in the gaps below:
A satellite is a ________ mass object orbiting around a
________ mass body.
The larger the orbit of a satellite the more ________ it moves
and the ________ it takes to complete one orbit.
Geostationary satellites are used for _____________ and have
an orbital period of _____ hours.
_____________ satellites normally use polar orbits.
24
lower
longer slowly
communications
WORD SELECTION:
higher
monitoring
24
lower
longer
slowly
communications
higher
monitoring
27. The Milky Way
The Milky Way is the
name of our galaxy.
From Earth we can see
our galaxy edge-on. In a
very dark sky it appears
like a ‘cloud’ across the
sky resembling a strip of
spilt milk.
A very dark sky is required to
see the Milky Way this clearly
28. Galaxies
Galaxies consist of
billions of stars bound
together by the force of
gravity.
There are thought to be
at least 200 billion
galaxies in our Universe
each containing on
average 2 billion stars.
The Sun’s position in the Milky Way
The Andromeda Galaxy
29. Types of galaxy
Barred-Spiral – NGC 1300
Our galaxy is this type
Spiral – The Whirlpool Galaxy
Elliptical – M32
Irregular – The Small
Magellanic Cloud
30. Choose appropriate words to fill in the gaps below:
The ___________ is made up of billions of galaxies which
consist of __________ of stars bound to each other by the force
of ___________.
The name of our _________ is The Milky Way. The ______ is
located towards the outer edge of our galaxy.
The are different types of galaxy; ________, barred-spiral,
elliptical and irregular. The Milky Way is a ____________
galaxy. The _____________ Galaxy is the nearest spiral galaxy
to the Milky Way.
spiral
galaxy
gravity billions
Sun
barred-spiral
WORD SELECTION:
Universe
Andromeda
spiral
galaxy
gravity
billions
Sun
barred-spiral
Universe
Andromeda
31. Online Simulations
My Solar System - PhET- Build your own system of
heavenly bodies and watch the gravitational ballet. With
this orbit simulator, you can set initial positions,
velocities, and masses of 2, 3, or 4 bodies, and then
see them orbit each other.
Multiple planets - 7stones
Planet orbit info - Fendt
Distances in Space - Powerpoint presentation by JAA
Solar system quizes - How well do you know the solar
system? This resource contains whiteboard activities to
order and name the planets corrrectly as well as a
palnet database - by eChalk
Hidden Pairs Game on Planet Facts - by KT - Microsoft
WORD
Fifty-Fifty Game on Planets with Atmospheres - by KT -
Microsoft WORD
Fifty-Fifty Game on Planets that are smaller than the
Earth - by KT - Microsoft WORD
Sequential Puzzle on Planet Order - by KT - Microsoft
WORD
Sequential Puzzle on Planet Size - by KT - Microsoft
WORD
Lunar Eclipse - flash demo
Phases of the Moon - Freezeway.com
Phases of the Moon - eChalk
Seasons - Freezeway.com
Gravity & Orbits - PhET - Move the sun, earth, moon
and space station to see how it affects their
gravitational forces and orbital paths. Visualize the
sizes and distances between different heavenly bodies,
and turn off gravity to see what would happen without it!
Projectile & Satellite Orbits - NTNU
Newton's Cannon Demo - to show how orbits occur - by
Michael Fowler
Kepler Motion - NTNU
Kepler's 2nd Law - Fendt
Two & Three Body Orbits - 7stones
Orbits - Gravitation program
BBC KS3 Bitesize Revision:
The Solar System
Gravitational Forces
Days & Nights
Years & Seasons - includes an applet showing the tilt of
the Earth
The Moon
Artificial space probes and satellites
32. Astronomy
Notes questions from pages 49 to 56
1. Outline the structure of the Solar System and explain the difference
between a planet and a moon. (see pages 49 to 50)
2. Define what is meant by gravitational field strength and explain how it may
differ throughout the Solar System. (see page 50)
3. How is the orbit of a comet different from a planet? (see pages 51 and 52)
4. (a) Give the equation for orbital speed. (b) Calculate the orbital speed of
Mercury around the Sun. [Mercury orbital radius = 58 million km; orbital
time = 88 days]. (see page 54)
5. (a) What is the ‘Milky Way’? (b) What is a galaxy? (c) How many galaxies
are there in the Universe? (see page 55)
6. Answer the questions on page 56.
7. Verify that you can do all of the items listed in the end of chapter checklist
on page 56.