The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year.
The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year.
This is a presentation that I completed for EDU 290 in the Fall 2009. The intent of the assignment was to create a lesson that could be used by a student that missed the classroom instruction due to illness
A presentation on the planet Venus. Designed for 5th grade students. Contains basic facts, including the space probes that helped us learn about Venus. Includes quiz questions at the end.
This PowerPoint is one small part of the Astronomy Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 3000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 8 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow and meaningful. The PowerPoint includes built-in instructions, visuals, and follow up questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation. Teaching Duration = 5+ weeks. Areas of Focus in the Astronomy Topics Unit: The Solar System and the Sun, Order of the Planets, Our Sun, Life Cycle of a Star, Size of Stars, Solar Eclipse, Lunar Eclipse, The Inner Planets, Mercury, Venus, Earth, Moon, Craters, Tides, Phases of the Moon, Mars and Moons, Rocketry, Asteroid Belt, NEOs, The Torino Scale, The Outer Planets and Gas Giants, Jupiter / Moons, Saturn / Moons, Uranus / Moons, Neptune / Moons, Pluto's Demotion, The Kuiper Belt, Oort Cloud, Comets / Other, Beyond the Solar System, Types of Galaxies, Blackholes, Extrasolar Planets, The Big Bang, Dark Matter, Dark Energy, The Special Theory of Relativity, Hubble Space Telescope, Constellations, Spacetime and much more. If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
This is a presentation that I completed for EDU 290 in the Fall 2009. The intent of the assignment was to create a lesson that could be used by a student that missed the classroom instruction due to illness
A presentation on the planet Venus. Designed for 5th grade students. Contains basic facts, including the space probes that helped us learn about Venus. Includes quiz questions at the end.
This PowerPoint is one small part of the Astronomy Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 3000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 8 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow and meaningful. The PowerPoint includes built-in instructions, visuals, and follow up questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation. Teaching Duration = 5+ weeks. Areas of Focus in the Astronomy Topics Unit: The Solar System and the Sun, Order of the Planets, Our Sun, Life Cycle of a Star, Size of Stars, Solar Eclipse, Lunar Eclipse, The Inner Planets, Mercury, Venus, Earth, Moon, Craters, Tides, Phases of the Moon, Mars and Moons, Rocketry, Asteroid Belt, NEOs, The Torino Scale, The Outer Planets and Gas Giants, Jupiter / Moons, Saturn / Moons, Uranus / Moons, Neptune / Moons, Pluto's Demotion, The Kuiper Belt, Oort Cloud, Comets / Other, Beyond the Solar System, Types of Galaxies, Blackholes, Extrasolar Planets, The Big Bang, Dark Matter, Dark Energy, The Special Theory of Relativity, Hubble Space Telescope, Constellations, Spacetime and much more. If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Solar System Education Presentation Template
If you want to buy this presentation template, please visit http://madlis.com
Good design gets out of the way of the content you are sharing. It helps your audience focus on the content itself instead of the design.
But, it's no secret that most people dislike giving presentations. The dread of public speaking consistently ranks among the greatest fears in public surveys.
This presentation slides can help you reduce the anxiety involved with giving a presentation. Well-designed slides not only build your own confidence, they make your key points clearer to the audience.
Solar System Education Presentation Template
If you want to buy this presentation template, please visit http://madlis.com
Good design gets out of the way of the content you are sharing. It helps your audience focus on the content itself instead of the design.
But, it's no secret that most people dislike giving presentations. The dread of public speaking consistently ranks among the greatest fears in public surveys.
This presentation slides can help you reduce the anxiety involved with giving a presentation. Well-designed slides not only build your own confidence, they make your key points clearer to the audience.
Hunting geo famous Martian landmarks using WorldWide Telescope (WWT).
Watch the virtual tour in the WWT/Mars application.
Find the next interest points using the search option:
- Cydonia -"Face on Mars“; "Olympus Mons" – the biggest volcano from our solar system; “Valles Marineris” – the biggest canyon from planet Mars; “Gusev Crater”.
this power point presentation contain all the description about milky way galaxy & solar system with picture & sound...
by just clicking F11 this PPT will start...
A solar system refers to a star and all the objects that travel in orbit around it. Our solar system consists of the sun - our star - eight planets and their natural satellites (such as our moon); dwarf planets; asteroids and comets. Our solar system is located in an outward spiral of the Milky Way galaxy.
Similar to The Moon... physical characteristics (teach) (20)
Introduces the elementary student to some more of the basic aspects of the geography and climate of the Coniferous forests and to plant and animal adaptions needed to survive there.
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
Basic presentation of the parts of a plant and of the life cycle of plants. Pitched at about the 2nd, 3rd or 4th grade level. Lots of descriptive pictures and diagrams.
Soil science for teachers (massive-the real dirt on soil)Moira Whitehouse
A very large Slide Show on soil. Useful for anyone without formal earth science training who might need to bone up or teach any aspect of soil. It's huge, 159 slides. It could also be split up into several lessons for students.
Short lesson on the different kind of birds feet and why they need to be as they are. Appropriate for 1st, 2nd, or 3rd grade students. There is a short work sheet at the end of the slideshow that may be printed for student use.
For classroom teaching of the various forms of energy at about the early middle school level. Lots of animations. Would like some feedback if it downloads and plays ok.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
The Moon... physical characteristics (teach)
1. Our Favorite
Little
Satellite
The Moon
by Moira Whitehouse PhD
2. Since the Moon, like
Earth is a rocky body
and it is not on fire, it
does not shine.
It glows because light
from the Sun reflects
from the Moon, just as
it would from the Earth
if we could get far
enough away to
observe it.
3. Although it looks small up there in the sky, the
moon is a
pretty large
hunk of
rock. The
diameter of
the Moon is
about ¼ the
diameter of
the Earth, but
Wikipedia commons
because it is made from lighter stuff, it is only
1/6 of Earth’s mass.
4. Because the Moon’s mass is less , its gravity is
also less than Earth’s—about one-sixth as
much.
Since weight If this man
depends on weighed
240 lbs on
gravity, everythi
Earth, he
ng on the Moon would
would weigh weigh only
about one-sixth 40 lbs on
as much as it the Moon.
does on Earth.
7. Also, everything you lifted would be much
lighter on the Moon that it would be on
Earth. However, its mass (the amount of
matter in it) would not change.
8. Astronaut Alan Shepard struck two golf balls
with a golf club on the Moon, driving them, as
he jokingly put it, "miles and miles and miles."
9. Because it has less gravity, astronauts
made some fantastic jumps on the Moon.
10. Remember the gravitational pull of the
Moon though less than that of the Earth
causes water in the oceans to rise and fall
resulting in tides.
11. Thinking about being on the Moon…
The following should interest future astronauts:
Water on the Moon?
Atmosphere on the Moon?
The landforms on the Moon?
12. Scientists recently
found up to a billion
gallons of water ice in
the floor of a
permanently-shadowed
crater near the moon's
Water??? south pole. That's
enough, said
researchers, to fill
1,500 Olympic-size
swimming pools, all
from one crater. If
there is ice there, it
South pole of Moon probably exists in other
places on the moon as
13. However, no liquid water or water vapor has
been found on the moon.
So what are some things that would or
would not exist on the moon?
How about:
Oceans? Puddles? Plants?
Lakes? Rain? Animals?
Rivers? Clouds? Bacteria?
14. The Moon has virtually no atmosphere.
Therefore, there is no weather on the
Moon, no storms, no rain, no wind, no
Atmosphere???
snow, but the temperature can fluxuate
wildly.
The temperature on the Moon ranges from
daytime highs of about 130°C = 265°F to
nighttime lows of about -110°C = -170°F
15. The fact that the Moon has little or no air or
water affects other things on the Moon.
For example, there is no wind or water caused
weathering, erosion or deposition on the
Moon. Things do not erode.
This footprint would look the same today as it
did 30 years ago.
16. The lack of atmosphere also affects sound as
we know it. For sound to travel, there must be
a medium for the waves to travel through.
On Earth that would usually be air or water.
On the Moon, there is no air, so sound
cannot travel above the surface.
When the Apollo astronauts were out on the
Moon's surface, they could only talk to each
other, and to mission control, by using the
radios in their air filled helmets.
17. When the astronaut in the photo hit the
moon’s surface with this shovel, no
sound was made.
18. Another result of no atmosphere on the Moon:
Even during the day time the sky looks black because
the atmosphere is not there to scatter sunlight.
19. What is the surface of the
Moon like?
The surface of the moon has many
landforms on it such as craters, lava
plains, mountains, hills and valleys.
20. On a clear night
looking at the
moon, one can
see that there
Mare are two types of
topography on
its surface—the
dark colored
regions called
the maria and
Highlands
the light-colored
http://sos.noaa.gov
highlands that
/
surround the
Photo of the near side of the Moon maria.
21. The flat, dark colored, smooth areas from Earth
look like “seas”. Early astronomers named
them maria (Mare, singular), which
means seas in Latin because they
thought they were holes filled with
water. Maria
What really happened was that
between 3 and 4 billion years
ago, meteors hit the surface of the
moon making huge depressions.
The basin or crater created by the
http://starchild.gsfc.nasa.gov/
collision filled with lava from the Moon’s interior
creating these smooth, flat plains we call maria.
22. The highlands are hilly and heavily cratered
and cover about 80% of the total lunar
surface.
Highlands
The far side of the Moon is made up almost
entirely of highlands with many many craters
and very few of the dark smooth basins
called maria.
23. Both the near and the far side of the
Moon have craters. However, the far
side has many more craters than the
near side.
The vast majority of the moon's craters
were formed by the impact of
meteoroids, asteroids, and comets that
over billions of years bombarded its
surface.
25. A crater consists of
a thin elevated ring
forming its
perimeter.
The surface within the ring is below the
surrounding edge and in the center there is
often a peak.
26. Möltke – a small bowl-shaped crater
Sabine and Ritter larger, more flattened craters
Sea of Tranquility
The oldest basins are
more irregularly shaped;
the younger ones a more
circular shape.
27. How did the mountains form on the Moon?
Most are either
1. rims or remains of rims of huge craters
or
2. peaks in the middle of huge craters
28. Here we see a diagram of the crater rim
and the central peak of a huge impact
crater on the Moon.
http://www.enchantedlearning.com
30. The prominent Sculptured Hills were
photographed by astronauts Schmitt and Cerman
on Apollo 17. Although these hills are quite
impressive, the highest mountains on the moon
are 15,000 to 20,000 feet high.
31. Earth has been more heavily impacted by
meteoroids, asteroids and comets than the Moon.
However, presently the Earth has only a few
craters compared to the Moon .
Whereas the Earth’s surface is constantly
changing, the Moon’s surface has changed little
over billions of years.
There are two main reasons for the low number
of craters on Earth.
One is that most meteoroids burn up before
they reach the surface of the Earth.
The other is that the wind and water erode any
craters that have formed so most are erased.
32. Astronaut Harrison Schmitt collecting rocks
from the Moon during the Apollo XVII mission.
Does the
Moon’s
surface have
rocks?
Big ones and
small ones. The
astronauts
brought back
some of the
smaller ones.
33. Here are pictures of two moon rocks they
brought back. The composition of these rocks
is similar to Earth rocks. This makes scientists
think that the Moon was once part of Earth.
The only thing
about these rocks
that changed when
they were brought
to Earth was their
weight-- they
weigh more on
Earth than they did
on the Moon.
34. What about soil? Does the Moon have
soil?
Like Earth, the Moon has a layer of soil but
it is very different than the soil found on
Earth.
35. The lunar landscape is covered by a layer of ground-up, fine
powdery cinder-like pieces of rock. This "lunar soil” contains
no water or organic material. It has been built up over billions
of years by the continuous bombardment of the Moon by
large and small meteors, asteroids or comets not by
weathering and erosion.
36. Astronaut Edwin E.
"Buzz"
Aldrin, Jr., lunar
module pilot of
the first lunar
landing mission, is
beside the U.S.
flag during an
Apollo 11 moon
walk. The
footprints of the
astronauts are
clearly visible in
37. After the earlier period when the maria were
being formed (3.5-4.5 billion years ago), the
surface of the Moon has not changed very
much.
There are some moonquakes which cause
occasional landslides.
The daily heating and cooling of rocks
breaks up the rock but at a very slow rate.
Since that time meteors have hit the Moon but
very few compared the heavy bombardment in
its early history.