The document provides information about the Big Bang theory, which suggests that the universe began approximately 13.8 billion years ago from a dense singularity and has been expanding ever since. It discusses key aspects of the theory including nucleosynthesis, the cosmic microwave background radiation, and evidence that supports the theory. The major proponents who contributed to the development of the theory are identified as Georges Lemaitre, Edwin Hubble, Arno Penzias, and Robert Wilson. The document also notes that the Big Bang theory fails to fully explain how the universe was originally created.
Identify human activities that has greater impact to the ecosystem that may be the reasons for the distraction of the ecosystem and may affects the homeostasis of the ecosystem.
Identify human activities that has greater impact to the ecosystem that may be the reasons for the distraction of the ecosystem and may affects the homeostasis of the ecosystem.
Learning Unit. The Universe and the Solar System. First Year. PresentationROCIO YUSTE
Learning Unit. The Universe and the Solar System. First Year. Presentation. Unidad Didáctica, El universo y el sistema solar, para alumnos de primer curso de la ESO. Presentación.
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
The Philippines is prone to geological events such as earthquakes, volcanic eruptions, and landslides. These natural events bring about different hazards that may cause damage to infrastructures and endanger human lives.
Learning Unit. The Universe and the Solar System. First Year. PresentationROCIO YUSTE
Learning Unit. The Universe and the Solar System. First Year. Presentation. Unidad Didáctica, El universo y el sistema solar, para alumnos de primer curso de la ESO. Presentación.
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
The Philippines is prone to geological events such as earthquakes, volcanic eruptions, and landslides. These natural events bring about different hazards that may cause damage to infrastructures and endanger human lives.
This is a powerpoint presentation that discusses about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the definition of universe, and some of the theories of the origin of the Universe.
a lesson in grade 11 earth and life sciences. it also discuses the nature of science defining law, theory, hypothesis and the first competency which is the Big Bang theory, its evidences and other theories on the origin of the universe such as the steady state theory and creationism.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Learning Competency
● Describe the historical development of theories that
explain the origin of the universe.
At the end of this lesson, the given enrichment competency
should be met by the students.
3. Learning Objectives
At the end of this lesson, the learner should be able to
do the following:
● Explain the origin of the universe according to the
big bang theory.
● Identify different proponents that support the big
bang theory.
● Enumerate the negative implications of the big
bang theory.
8. Learn about It!
• The big bang theory is a cosmological model that
explains how the universe began.
• It suggests that the universe started its expansion about
13.8 billion years ago based on the latest calculations.
• The concept of big bang is not a literal explosion of
something that led to the creation of the universe.
Big Bang Theory
9. Learn about It!
• The bread represents
the universe, while
raisins are the galaxies.
• The galaxies,
represented by the
dots, are not
expanding.
Big Bang Theory and the Bread-Raisin Model
The raisin-bread model of expanding universe
10. Learn about It!
• Distances in relation to other galaxies just increase
because of the expanding universe.
In the big bang theory, matter dilutes as the universe expands.
11. Learn about It!
“Singularity”
• The universe started as a
“singularity,” an area
predicted to be in the
core of a black hole with
very high temperature
and density.
An expanding universe and the
concept of singularity
12. Learn about It!
“Singularity”
• The intense heat resulted
in the formation of matter
and antimatter particles
that were destroyed every
time they collided with
each other.
An expanding universe and the
concept of singularity
13. Learn about It!
“Nucleosynthesis”
• Nucleosynthesis is the
formation of elements,
such as H and He.
• Presence of these
elements led to the
formation of stars and
galaxies. Nucleosynthesis of Helium (He)
14. Learn about It!
“Nucleosynthesis”
• The presence of stars
led to the formation of
other cosmic bodies,
such as planets,
comets, and asteroids.
Nucleosynthesis of Helium (He)
15. Learn about It!
Evidence That Support the Big Bang Theory
• The expansion of the universe is supported by the
observation that galaxies are receding from us.
• The high amount of light elements, such as H, He, and Li.
These elements were formed through the fusion of protons
and neutrons immediately after the big bang.
16. Learn about It!
• The detection of the cosmic
microwave background
(CMB) radiation, which is the
residue or heat leftover from
the big bang
Cosmic background still
present in space
Evidence That Support the Big Bang Theory
17. Learn about It!
• Georges Henri Joseph Edouard
Lemaître was the first proponent
of the theory. He suggested the
idea of the expanding universe.
Proponents of the Big Bang Theory
Georges H.J. Lemaitre
(1894–1966)
18. Learn about It!
Proponents of the Big Bang Theory
• Edwin Powell Hubble established
the Hubble’s law, which provided
an evidence that the universe was
not static but expanding.
Edwin Powell Hubble
(1889 – 1953)
19. Learn about It!
Proponents of the Big Bang Theory
• Arno Penzias and Robert Wilson
discovered that microwaves with
wavelengths of about 7 cm were
present in space.
Arno Penzias
(born 1933)
20. Learn about It!
Proponents of the Big Bang Theory
• These waves were referred to as
the cosmic microwave
background (CMB) radiation.
Robert Wilson
(born 1941)
21. Learn about It!
Drawbacks of the Big Bang Theory
• It fails to explain how the universe was created.
• It just explains how the universe evolves and not
where it originated.
• It also fails to explain how the galaxies formed.
22. Key Points
● Big bang theory
The big bang theory suggests that the universe started as a
“singularity,” an area predicted to be in the core of a black hole
with very high temperature and density.
● Proponents
The proponents of the idea of an expanding universe are
Georges Henri Joseph Edouard Lemaître, Edwin Powell Hubble,
Arno Penzias, and Robert Wilson.
23. Key Points
● Hubble’s law
Hubble’s law states that the relationship of the velocities of
distant objects in the universe is directly proportional to their
distance from Earth.
● Drawback
The big bang theory fails to explain how the universe was
created.
24. Check Your Understanding
Identify the proponent of the theory that
explains the following statements.
1. The the universe originated in an explosive act of
primeval atom or the “cosmic egg.”
2. Microwaves with wavelengths of about 7 centimeters
were present in space.
3. The cosmic rays were “ashes and smoke of bright but
very rapid fireworks,” and they originated when the
primeval atom disintegrated.
25. Check Your Understanding
Identify the proponent of the theory that
explains the following statements.
4. The relationship of the velocities of distant objects
in the universe is in proportion to their distance
from Earth.
5. The amount of redshift is proportional to the
distance of the galaxy.
26. Photo Credits
● Slide 20: Arno Penzias by Kartik J is licensed under CC BY-SA 3.0 via Wikimedia Commons.
● Slide 21: Robert Wilson (28215880301) (cropped) by Victor R. Ruiz is licensed under CC BY 2.0 via
Wikimedia Commons.
27. Bibliography
Darling D. 2016. “Chamberlin-Moulton Planetesimal Hypothesis”. Accessed March 16, 2017.
https://www.daviddarling.info/encyclopedia/C/CMplanhypoth.html.
Schombert J. 2012. “Origin of the Solar System”. Accessed March 16, 2017.
http://abyss.uoregon.edu/~js/ast121/lectures/lec24.html.
Chambers J. and Jacqueline Mitton. 2013. From Dust to Life: The Origin andEvolution of Our Solar System.
New Jersey: Princeton University Press.
Woolfson M. 2012. Time, Space, Stars, and Man: The Story of the Big Bang. Singapore: World Scientific.
Holder R. and Simon Mitton. 2013. Georges Lemaître: Life, Science, and Legacy,. Germany: Springer
Science & Business Media.
