Fomartion of Celestial Objects.pptx
•Download as PPTX, PDF•
0 likes•1,541 views
This document outlines a lesson plan about the components of the universe. It includes learning objectives about galaxies, stars, planets and their interactions. Students will research and present on a celestial body of their choice. They will also work in groups to create and present fictional cosmic objects from different components like galaxies, stars and planets. The lesson aims to help students understand how stars develop and form elements, how a star's size affects element burning, galaxy arrangements, and planet formation through hands-on activities and reflection.
Report
Share
Report
Share
Recommended
Greek_views_on_Motion.pptx
1) Ancient Greek thinkers like Pythagoras, Anaxagoras, and Aristotle provided evidence that the Earth was round rather than flat based on observations of lunar eclipses, the positions of stars, and ships disappearing over the horizon.
2) Eratosthenes directly measured the circumference of the Earth in the 3rd century BCE by comparing the angles of shadows cast by sticks in Alexandria and Syene on the summer solstice, determining that the Earth must be spherical.
3) The ancient Greeks developed models of celestial motion including diurnal motion of the stars, annual motion of the sun, and precession of Earth's axis to explain their observations of the heavens.
Ideas of the ancient greeks on atom
Democritus and Leucippus were ancient Greek scholars who were the first proponents of the atomic theory, proposing that all matter is made up of tiny, indivisible particles called atoms. They believed atoms are indestructible, impenetrable, and unchanging, moving continuously in empty space and combining to form clusters. While their ideas formed the basis of modern atomic theory, they were opposed by philosophers like Anaxagoras, Empedocles, Plato, and Aristotle, who believed matter was composed of fundamental elements like earth, water, air and fire instead of atoms.
quiz in reproductive.pptx
1. The document lists and labels the parts of the male and female reproductive systems.
2. It also asks questions to test identification of these parts and their functions, as well as aspects of the menstrual cycle and pathway of sperm.
3. Key parts and functions identified include the testes, penis, uterus, ovaries, fertilization, menstruation, and roles of hormones in the menstrual cycle.
Advancement of solar system
This document discusses the exploration and discovery of planets, moons, and dwarf planets within our solar system. It describes findings such as the presence of liquid methane on Titan, Saturn's largest moon, and sedimentary rocks on Mars that indicate ancient water. It outlines plans for human colonization of Mars by 2027 through the Mars One program. Additionally, it provides details on dwarf planets such as Ceres, Haumea, Makemake, and Eris, and discusses the first exoplanet discovered in the habitable zone of a sun-like star, Kepler-22b.
Earth-Science-Q2-Week-1.pdf
This module provides a 3-paragraph summary of the document:
1) The document is an Earth Science module that describes how rocks undergo weathering and explains Earth's internal heat. It includes lessons on mechanical and chemical weathering processes, and factors that contribute to weathering like pressure, temperature, and human activity.
2) The module also explains Earth's heat sources, including primordial heat from the planet's formation and radiogenic heat from radioactive decay. It describes how heat is transferred through conduction within Earth's solid interior and convection currents in the fluid mantle.
3) Activities help students identify weathering processes and terms related to Earth's interior like mantle, crust, and convection. A post-
COT PPP Q4 SCIENCE 6-EARTH'S ROTATION-.pptx
The document provides a lesson plan on the rotation of the Earth, with objectives to define rotation, explain what causes day and night, and illustrate a model showing day and night. It includes classroom rules, a review of the previous lesson, vocabulary activities, video presentations, group activities to reinforce concepts, and a formative assessment.
Earth-Subsystems.ppt
The Earth as a close system is composed of four main subsystems namely the geosphere, atmosphere, hydrosphere and the biosphere.
MOVEMENT OF PLATES AND FORMATION OF FOLDS AND.pptx
This document discusses various types of rock deformation processes including metamorphism, plate tectonics, folds, faults, and joints. It describes contact and regional metamorphism, the four main types of stresses that cause rock deformation, and plate tectonic theory including the three types of plate boundaries. The document also defines common geological structures such as anticlines, synclines, monoclines and the four basic types of folds. Finally, it explains joints, faults, and the four main fault types.
Recommended
Greek_views_on_Motion.pptx
1) Ancient Greek thinkers like Pythagoras, Anaxagoras, and Aristotle provided evidence that the Earth was round rather than flat based on observations of lunar eclipses, the positions of stars, and ships disappearing over the horizon.
2) Eratosthenes directly measured the circumference of the Earth in the 3rd century BCE by comparing the angles of shadows cast by sticks in Alexandria and Syene on the summer solstice, determining that the Earth must be spherical.
3) The ancient Greeks developed models of celestial motion including diurnal motion of the stars, annual motion of the sun, and precession of Earth's axis to explain their observations of the heavens.
Ideas of the ancient greeks on atom
Democritus and Leucippus were ancient Greek scholars who were the first proponents of the atomic theory, proposing that all matter is made up of tiny, indivisible particles called atoms. They believed atoms are indestructible, impenetrable, and unchanging, moving continuously in empty space and combining to form clusters. While their ideas formed the basis of modern atomic theory, they were opposed by philosophers like Anaxagoras, Empedocles, Plato, and Aristotle, who believed matter was composed of fundamental elements like earth, water, air and fire instead of atoms.
quiz in reproductive.pptx
1. The document lists and labels the parts of the male and female reproductive systems.
2. It also asks questions to test identification of these parts and their functions, as well as aspects of the menstrual cycle and pathway of sperm.
3. Key parts and functions identified include the testes, penis, uterus, ovaries, fertilization, menstruation, and roles of hormones in the menstrual cycle.
Advancement of solar system
This document discusses the exploration and discovery of planets, moons, and dwarf planets within our solar system. It describes findings such as the presence of liquid methane on Titan, Saturn's largest moon, and sedimentary rocks on Mars that indicate ancient water. It outlines plans for human colonization of Mars by 2027 through the Mars One program. Additionally, it provides details on dwarf planets such as Ceres, Haumea, Makemake, and Eris, and discusses the first exoplanet discovered in the habitable zone of a sun-like star, Kepler-22b.
Earth-Science-Q2-Week-1.pdf
This module provides a 3-paragraph summary of the document:
1) The document is an Earth Science module that describes how rocks undergo weathering and explains Earth's internal heat. It includes lessons on mechanical and chemical weathering processes, and factors that contribute to weathering like pressure, temperature, and human activity.
2) The module also explains Earth's heat sources, including primordial heat from the planet's formation and radiogenic heat from radioactive decay. It describes how heat is transferred through conduction within Earth's solid interior and convection currents in the fluid mantle.
3) Activities help students identify weathering processes and terms related to Earth's interior like mantle, crust, and convection. A post-
COT PPP Q4 SCIENCE 6-EARTH'S ROTATION-.pptx
The document provides a lesson plan on the rotation of the Earth, with objectives to define rotation, explain what causes day and night, and illustrate a model showing day and night. It includes classroom rules, a review of the previous lesson, vocabulary activities, video presentations, group activities to reinforce concepts, and a formative assessment.
Earth-Subsystems.ppt
The Earth as a close system is composed of four main subsystems namely the geosphere, atmosphere, hydrosphere and the biosphere.
MOVEMENT OF PLATES AND FORMATION OF FOLDS AND.pptx
This document discusses various types of rock deformation processes including metamorphism, plate tectonics, folds, faults, and joints. It describes contact and regional metamorphism, the four main types of stresses that cause rock deformation, and plate tectonic theory including the three types of plate boundaries. The document also defines common geological structures such as anticlines, synclines, monoclines and the four basic types of folds. Finally, it explains joints, faults, and the four main fault types.
PHYSICAL SCIENCE (EARTH&SPACE)
BIG BANG THEORY
GREEKS' VIEWS ABOUT MOTION AND UNIVERSE
GALILEO'S OBSERVATION ABOUT UNIVERSE
KEPLER'S LAW
Layers of the Earth (Application)
The document is a quiz about the layers of the Earth. It asks questions about which layer we live on (crust), the layer below the crust composed of solid and melted rocks (mantle), the deepest portion of the Earth (core), the boundary between the crust and mantle (Mohorovicic Discontinuity), the topmost solid part (lithosphere), the boundary between the mantle and core (Gutenberg Discontinuity), the hottest layer (inner core), the thickest layer making up 80% of the volume (mantle), and the scientists who study the layers (geologists). It also provides the average temperature of the inner core (5,000°C).
Science Intervention materials on science
This document is a science intervention material that discusses the concepts of force and work. It uses pictures, examples, and activities to teach students about different types of forces (contact vs. non-contact), what constitutes work, and how to calculate work using various formulas. The material guides students through examples of determining if a situation involves a contact or non-contact force, identifying whether work is being done in images, and solving word problems to calculate work done. It also includes review questions and activities to help students assess their understanding of these core science concepts.
Endogenic and exogenic processes
The document discusses endogenic and exogenic geological processes. Endogenic processes occur beneath the Earth's surface and include folding, faulting, volcanism, metamorphism, and earthquakes. They shape geological structures and form important mineral resources. Exogenic processes happen on the surface and include weathering, erosion, mass wasting, and sedimentation. Weathering breaks rocks into smaller pieces through physical and chemical means. Erosion then transports weathered material, which can sediment in bodies of water. Mass wasting involves downward rock and soil movement due to gravity.
Arrangement of stars in a group
The document summarizes information about constellations and astronomical instruments. It discusses how constellations are patterns of stars that form shapes in the sky. The International Astronomical Union officially recognizes 88 constellations. It also describes some famous constellations like Orion, Ursa Major, Cassiopeia, and Hercules from Greek mythology. Finally, it discusses several types of advanced telescopes used by astronomers, including the Hubble Space Telescope, ultraviolet telescopes, x-ray telescopes, and the Chandra X-ray Observatory.
Origin of the universe
The document discusses the Big Bang theory and how it relates to both science and theology. It provides background on the development of the theory, including key discoveries and scientists like Einstein, Hubble, Gamow, and Lemaitre. It also discusses how the formation and conditions of the early universe allowed for the eventual emergence of life on Earth through natural chemical processes. The document concludes that science and faith are not in conflict but rather provide complementary visions of the world.
The origin of the universe
The document summarizes theories about the origin and evolution of the universe. It describes the widely accepted Big Bang theory, which proposes that the universe began in a hot, dense state and has been expanding ever since. It also briefly outlines alternative theories such as inflationary universe, stationary universe, and oscillating universe. Finally, it provides an overview of the major events and epochs in the development of the universe according to the Big Bang theory, from the initial singularity to the formation of stars and galaxies.
solar system
The document outlines a language experience approach (LEA) lesson plan for students to develop their speaking and writing skills after a field trip to a science museum planetarium. The objectives are for students to enhance their speaking abilities and develop language skills by sharing their experiences from the field trip. The lesson plan involves eliciting students' observations of planets from the field trip, discussing the characteristics of the solar system and planets, and conducting cooperative learning activities where students are grouped to present information on different parts of the solar system.
What is Astrochemistry?
This document provides an introduction and overview of an astrochemistry course. It defines key terms related to astrochemistry including astronomy, chemistry, physics, biology and their intersections. It describes how astrochemistry emerged from the early universe following the formation of the first atoms, and how stars then formed and spread heavier elements through nebulae and supernovae. The course will examine astrochemistry from the early universe to present day, exploring topics in astrophysics, astrochemistry and astrobiology within our solar system and beyond. It will include both traditional coursework and hands-on demonstrations to provide an interactive learning experience.
Origin and Structure of the Universe.pptx
The document discusses the origin and structure of the universe. It provides learning objectives about understanding the Big Bang theory and other theories of the universe's formation. It then outlines an activity where students inflate a balloon with dots to model how the universe may be expanding based on the Big Bang theory. The activity is meant to demonstrate how distances between "galaxy clusters" represented by dots on the balloon increase over time as the balloon inflates, simulating the expansion of the early universe according to the Big Bang.
Daily_Lesson_Log_in_Earth_and_Life_Scien.docx
This document is a daily lesson log for an Earth and Life Science class at Royal Christian School for grade 11 students from June 17-21, 2019. Over the course of the week, the class covered topics related to the formation and composition of the universe and solar system. On Monday, students learned about theories of the universe's origin. On Tuesday, they discussed the solar system's formation. On Wednesday, factors allowing life and Earth's uniqueness were covered. On Thursday, Earth was examined as a system of subsystems. Objectives, activities, discussions, and assessments are outlined for each day.
Q3 G11 Physical Science Module 1.pdf
The document discusses the formation and evolution of stars, noting that stars form from the gravitational collapse of clouds of dust and gas in space. It explains that stars initially fuse hydrogen into helium through nuclear fusion, then heavier elements are formed through fusion as the star ages and grows hotter. The document also outlines the different stages of a star's life from main sequence to red giant to supernova.
Es 4th Quarter Overview 09 10
During the fourth quarter, science classes will study the Earth-moon system including seasons and eclipses, the objects that make up the solar system, and stars and space. Students will learn about the causes of day and night, seasons, phases of the moon, and solar and lunar eclipses as it relates to the Earth-moon system. When studying the solar system, students will examine how scientists' work has expanded understanding and the formation and characteristics of planets, comets, asteroids, and meteoroids. Finally, students will learn how astronomers study the universe using various tools and about constellations, galaxies, the Milky Way, and the big bang theory. CRCT testing will take place from April 19th to
Read the articles Conceptualising State Collapse An Institutional.docx
Read the articles Conceptualising State Collapse: An Institutionalist Approach, by Lambach and Johais (2015) and Globalization, Terrorism and the State by Demir and Varlik (2015), which is required reading for this week. Respond to the following:
· What is the connection between failed (now referred to as fragile) states and terrorism and other forms of political violence?
· Provide an example of a failed/fragile state that is associated with terrorism.
· In addition to terrorism and other forms of political violence, what other problems are generally associated with failed/fragile states?
· What can or should the international community do to address this issue?
Module 03 – Physical Characteristics of Planets
The planets of the Solar System can be divided into two major classes, terrestrial and Jovian planets, but each planet has their own interesting characteristics. With the Stellarium planetarium software, you can get a close up view of the planets and see their features for yourself.
Background Question – Describe three characteristics of a planet that you think you could measure from visual observations.
Object: Explain the purpose of this laboratory assignment in your own words. What do you think you will accomplish or learn from this exercise?
Hypothesis: Write a simple hypothesis connected to planetary features that you will be able to test using the Stellarium software (for example, Jovian planets have faster rotation period than terrestrial planets)
Procedure:
1) Open the Stellarium software. Open the location window (F6) and change the planet to the Sun. This will change our observing location to the center of our Solar System.
2) Open the Sky and Viewing options window (F4). Under the “Sky” tab, uncheck the Atmosphere, Stars, and Dynamic eye adaption. Check “Show planet markers” and “Show planet orbits”.
3) Select the Landscape tab and uncheck “Show ground”.
4) Open the Search window (F3) and enter in Mercury. The view should shift such that the Mercury is in the center of the screen. As long as Mercury is actively select, it will remain in your field of view as you advance time.
5) In the table below, make note of the visible features of Mercury. This can include over color, surface features such as craters or ice caps, presence of an atmosphere and cloud structure, and any visible moons orbiting the planet. You can also advance time and try to observe in the planet has a faster or slow rotation.
6) Repeat your observer with each of the eight planets. You can use the Search window (F3) to shift your view to each planet.
Planet
Color
Atmosphere (yes/no)
Surface Features
Rotation Speed
Any Moons
Q1 In your opinion, which planet had the most distinct appearance?
Q2: Which group of planets (terrestrial or Jovian) appear to have the most moons?
Q3: Which group of planets (terrestrial or Jovian) appear to have the fastest rotation?
Q4: Di ...
Do you believe in ghosts
Do you believe in ghosts? What actually are ghosts? “Creatures” that do not exist but we can see them. Are there any such “creatures” around us? Let’s have a look at the night starry sky. We can see all these stars, but many of them are not existing any more. Light speed has an upper limit but all these stars can be hundreds or thousands light years away. We can only “see” what “light” brings to us, but the light source can already be destroyed while the ‘light” is traveling to us. We ask students to think about all these amazing phenomena. Then we use the “Faulkes Telescope Project” to observe some stars, nebulas and galaxies. We search for their distance from the Earth and we go back to earth history. A star 2000 light years away has send it’s light to us when Christ was born! Maybe we are just observing the star’s ghost.
Geology on Mars - Comparing Rocky Planets
Scientists use their knowledge of Earth to search for evidence of past habitability on other planets like Mars. Students learned about this by comparing the atmospheres, hydrospheres, geospheres, and biospheres of Earth, Mercury, Venus, and Mars. Their analysis found that Mars is most similar to Earth, especially in its geosphere, as there is evidence volcanoes once erupted there and it has frozen water at its poles. This suggests Mars could be the best place in the solar system to search for signs of past life. The unit will have students analyze real Mars data to answer how scientists can search for evidence other planets were once habitable by applying what they know about the conditions needed for life from Earth.
Solar System Powerpoint Lesson
The document outlines a 7-day lesson plan for teaching 5th grade students about the solar system. Day 1 focuses on comparing the Earth and moon. Day 2 uses models to teach about the relationship between the sun, Earth and moon and the causes of eclipses and seasons. Day 3 introduces scientific instruments used to study space. Days 4 and 7 include field trips to observatories. Later days cover the sun's structure, classifying and observing stars, and constellations. Hands-on activities and models are used throughout to engage students.
Lesson 1 - Origin of the Universe
This document outlines an Earth Science curriculum for grade 11 students in the 1st semester. It includes topics such as the origin and structure of Earth, Earth materials and processes, natural hazards, and the theories behind the origin of the universe. Lesson objectives are to describe theories of the universe's origin, explain its composition, illustrate theories, reflect on understanding origin, and develop teamwork. Activities include discussing theories of the universe's origin, explaining how the expanding universe is proven through redshift, and creating a portfolio illustrating and discussing theories of the universe's origin.
Constellations.pptx
The document discusses ancient people's fascination with stars and how they used them for navigation, timekeeping, and agriculture. It also explains that today both scientists and the public enjoy star gazing. Constellations are groups of stars that form patterns in the sky and are used to organize stars into identifiable groups, while zodiac constellations refer to those that appear in the background as the sun traces its path along the ecliptic.
The sun 2015
The document provides information about the solar system. It begins by stating the objectives are to infer that the sun is the center of the solar system, name the planets and other heavenly bodies, describe the sun, and thank God for the sun. It then provides information about the formation of the sun and solar system from a giant cloud of gas and dust approximately 4.6 billion years ago. Key details are provided about the sun being at the center and a giant ball of hot glowing gas that gives off light and heat. The major planets and other objects in the solar system like asteroids, meteoroids, and comets are also named.
Su10Name ________________________________Lab Report for Lab #.docx
Su10Name: ________________________________
Lab Report for Lab #7:What is the Milky Way Made of?
Description:
Galaxies, like the Milky Way, are made of stars, gas and dust. These constituents combine together in different ways to make HII regions, planetary nebulae, reflection nebulae, supernova remnants and dark nebulae. These objects have distinct, measurable properties that make them distinguishable. Sometimes these properties are related to the physical phenomena that cause their appearances; sometimes the names are simply misleading. One important aspect of science is the ability to correctly classify objects. The first step towards being able to understand what an object is, is to group it together with other, similar objects so that one can learn as much as possible about the physical phenomenon that causes the appearance of the object.
In this exercise, students will use the World Wide Telescope to identify the type of object they are observing and list the object’s intrinsic properties. Then, students will be asked to determine which physical phenomena are causing the appearance of each type of object, based on the information they find.
Introduction:
Each of the objects you will observe fits into one of the following categories: HII region, planetary nebula, reflection nebula, supernova remnant or dark nebula. You will be able to identify which type of object you are looking at by clicking on the “research” button when you find the object on the World Wide Telescope. You will also need to find out information about what color the object appears to be and what type of stars (if any) are associated with the object.
Each of the objects you will observe appears the way it does for one of the reasons listed below. Your task is to identify what type of object you are observing and match up the type of object with the description of the physical phenomenon that causes its appearance.
· Some objects are blue because the blue light from the young, yellow and blue stars is being reflected from the dust behind them, making them look like they have a blue gas surrounding them.
· Some objects are red because the hydrogen gas, which was once part of a red giant, is cooling and expanding from the hot white dwarf core.
· Some objects appear to be blocking light from a stellar source behind it from our point of view. When looking at these objects in the infrared, sometimes the stars behind the object are visible as faint, red light sources.
· Some objects appear blue, red and green because the hot gases, which used to be part of a massive star, are expanding at extremely high speeds out into space. The wispy, colorful gases are not associated with any stars, yet emit light and appear bright.
· Some objects are red because the hydrogen gas surrounding the new, young, hot, blue stars are exciting the hydrogen gas, causing it to emit red light.
List of Objects:
· M45
· M43
· IC 434
· M57
· M1
1. Match the above descriptions with th.
The sun and its planets g3
The document discusses the solar system, including the sun and planets. It explains that the solar system includes the sun and nine planets that orbit the sun. Each planet has unique characteristics and orbits the sun at different rates. Scientists use telescopes to observe and learn about objects in space, like the sun, planets, and moon, that are too far away to see clearly otherwise. Telescopes use lenses and mirrors to gather light and make distant objects appear larger and clearer.
More Related Content
What's hot
PHYSICAL SCIENCE (EARTH&SPACE)
BIG BANG THEORY
GREEKS' VIEWS ABOUT MOTION AND UNIVERSE
GALILEO'S OBSERVATION ABOUT UNIVERSE
KEPLER'S LAW
Layers of the Earth (Application)
The document is a quiz about the layers of the Earth. It asks questions about which layer we live on (crust), the layer below the crust composed of solid and melted rocks (mantle), the deepest portion of the Earth (core), the boundary between the crust and mantle (Mohorovicic Discontinuity), the topmost solid part (lithosphere), the boundary between the mantle and core (Gutenberg Discontinuity), the hottest layer (inner core), the thickest layer making up 80% of the volume (mantle), and the scientists who study the layers (geologists). It also provides the average temperature of the inner core (5,000°C).
Science Intervention materials on science
This document is a science intervention material that discusses the concepts of force and work. It uses pictures, examples, and activities to teach students about different types of forces (contact vs. non-contact), what constitutes work, and how to calculate work using various formulas. The material guides students through examples of determining if a situation involves a contact or non-contact force, identifying whether work is being done in images, and solving word problems to calculate work done. It also includes review questions and activities to help students assess their understanding of these core science concepts.
Endogenic and exogenic processes
The document discusses endogenic and exogenic geological processes. Endogenic processes occur beneath the Earth's surface and include folding, faulting, volcanism, metamorphism, and earthquakes. They shape geological structures and form important mineral resources. Exogenic processes happen on the surface and include weathering, erosion, mass wasting, and sedimentation. Weathering breaks rocks into smaller pieces through physical and chemical means. Erosion then transports weathered material, which can sediment in bodies of water. Mass wasting involves downward rock and soil movement due to gravity.
Arrangement of stars in a group
The document summarizes information about constellations and astronomical instruments. It discusses how constellations are patterns of stars that form shapes in the sky. The International Astronomical Union officially recognizes 88 constellations. It also describes some famous constellations like Orion, Ursa Major, Cassiopeia, and Hercules from Greek mythology. Finally, it discusses several types of advanced telescopes used by astronomers, including the Hubble Space Telescope, ultraviolet telescopes, x-ray telescopes, and the Chandra X-ray Observatory.
Origin of the universe
The document discusses the Big Bang theory and how it relates to both science and theology. It provides background on the development of the theory, including key discoveries and scientists like Einstein, Hubble, Gamow, and Lemaitre. It also discusses how the formation and conditions of the early universe allowed for the eventual emergence of life on Earth through natural chemical processes. The document concludes that science and faith are not in conflict but rather provide complementary visions of the world.
The origin of the universe
The document summarizes theories about the origin and evolution of the universe. It describes the widely accepted Big Bang theory, which proposes that the universe began in a hot, dense state and has been expanding ever since. It also briefly outlines alternative theories such as inflationary universe, stationary universe, and oscillating universe. Finally, it provides an overview of the major events and epochs in the development of the universe according to the Big Bang theory, from the initial singularity to the formation of stars and galaxies.
What's hot (7)
Similar to Fomartion of Celestial Objects.pptx
solar system
The document outlines a language experience approach (LEA) lesson plan for students to develop their speaking and writing skills after a field trip to a science museum planetarium. The objectives are for students to enhance their speaking abilities and develop language skills by sharing their experiences from the field trip. The lesson plan involves eliciting students' observations of planets from the field trip, discussing the characteristics of the solar system and planets, and conducting cooperative learning activities where students are grouped to present information on different parts of the solar system.
What is Astrochemistry?
This document provides an introduction and overview of an astrochemistry course. It defines key terms related to astrochemistry including astronomy, chemistry, physics, biology and their intersections. It describes how astrochemistry emerged from the early universe following the formation of the first atoms, and how stars then formed and spread heavier elements through nebulae and supernovae. The course will examine astrochemistry from the early universe to present day, exploring topics in astrophysics, astrochemistry and astrobiology within our solar system and beyond. It will include both traditional coursework and hands-on demonstrations to provide an interactive learning experience.
Origin and Structure of the Universe.pptx
The document discusses the origin and structure of the universe. It provides learning objectives about understanding the Big Bang theory and other theories of the universe's formation. It then outlines an activity where students inflate a balloon with dots to model how the universe may be expanding based on the Big Bang theory. The activity is meant to demonstrate how distances between "galaxy clusters" represented by dots on the balloon increase over time as the balloon inflates, simulating the expansion of the early universe according to the Big Bang.
Daily_Lesson_Log_in_Earth_and_Life_Scien.docx
This document is a daily lesson log for an Earth and Life Science class at Royal Christian School for grade 11 students from June 17-21, 2019. Over the course of the week, the class covered topics related to the formation and composition of the universe and solar system. On Monday, students learned about theories of the universe's origin. On Tuesday, they discussed the solar system's formation. On Wednesday, factors allowing life and Earth's uniqueness were covered. On Thursday, Earth was examined as a system of subsystems. Objectives, activities, discussions, and assessments are outlined for each day.
Q3 G11 Physical Science Module 1.pdf
The document discusses the formation and evolution of stars, noting that stars form from the gravitational collapse of clouds of dust and gas in space. It explains that stars initially fuse hydrogen into helium through nuclear fusion, then heavier elements are formed through fusion as the star ages and grows hotter. The document also outlines the different stages of a star's life from main sequence to red giant to supernova.
Es 4th Quarter Overview 09 10
During the fourth quarter, science classes will study the Earth-moon system including seasons and eclipses, the objects that make up the solar system, and stars and space. Students will learn about the causes of day and night, seasons, phases of the moon, and solar and lunar eclipses as it relates to the Earth-moon system. When studying the solar system, students will examine how scientists' work has expanded understanding and the formation and characteristics of planets, comets, asteroids, and meteoroids. Finally, students will learn how astronomers study the universe using various tools and about constellations, galaxies, the Milky Way, and the big bang theory. CRCT testing will take place from April 19th to
Read the articles Conceptualising State Collapse An Institutional.docx
Read the articles Conceptualising State Collapse: An Institutionalist Approach, by Lambach and Johais (2015) and Globalization, Terrorism and the State by Demir and Varlik (2015), which is required reading for this week. Respond to the following:
· What is the connection between failed (now referred to as fragile) states and terrorism and other forms of political violence?
· Provide an example of a failed/fragile state that is associated with terrorism.
· In addition to terrorism and other forms of political violence, what other problems are generally associated with failed/fragile states?
· What can or should the international community do to address this issue?
Module 03 – Physical Characteristics of Planets
The planets of the Solar System can be divided into two major classes, terrestrial and Jovian planets, but each planet has their own interesting characteristics. With the Stellarium planetarium software, you can get a close up view of the planets and see their features for yourself.
Background Question – Describe three characteristics of a planet that you think you could measure from visual observations.
Object: Explain the purpose of this laboratory assignment in your own words. What do you think you will accomplish or learn from this exercise?
Hypothesis: Write a simple hypothesis connected to planetary features that you will be able to test using the Stellarium software (for example, Jovian planets have faster rotation period than terrestrial planets)
Procedure:
1) Open the Stellarium software. Open the location window (F6) and change the planet to the Sun. This will change our observing location to the center of our Solar System.
2) Open the Sky and Viewing options window (F4). Under the “Sky” tab, uncheck the Atmosphere, Stars, and Dynamic eye adaption. Check “Show planet markers” and “Show planet orbits”.
3) Select the Landscape tab and uncheck “Show ground”.
4) Open the Search window (F3) and enter in Mercury. The view should shift such that the Mercury is in the center of the screen. As long as Mercury is actively select, it will remain in your field of view as you advance time.
5) In the table below, make note of the visible features of Mercury. This can include over color, surface features such as craters or ice caps, presence of an atmosphere and cloud structure, and any visible moons orbiting the planet. You can also advance time and try to observe in the planet has a faster or slow rotation.
6) Repeat your observer with each of the eight planets. You can use the Search window (F3) to shift your view to each planet.
Planet
Color
Atmosphere (yes/no)
Surface Features
Rotation Speed
Any Moons
Q1 In your opinion, which planet had the most distinct appearance?
Q2: Which group of planets (terrestrial or Jovian) appear to have the most moons?
Q3: Which group of planets (terrestrial or Jovian) appear to have the fastest rotation?
Q4: Di ...
Do you believe in ghosts
Do you believe in ghosts? What actually are ghosts? “Creatures” that do not exist but we can see them. Are there any such “creatures” around us? Let’s have a look at the night starry sky. We can see all these stars, but many of them are not existing any more. Light speed has an upper limit but all these stars can be hundreds or thousands light years away. We can only “see” what “light” brings to us, but the light source can already be destroyed while the ‘light” is traveling to us. We ask students to think about all these amazing phenomena. Then we use the “Faulkes Telescope Project” to observe some stars, nebulas and galaxies. We search for their distance from the Earth and we go back to earth history. A star 2000 light years away has send it’s light to us when Christ was born! Maybe we are just observing the star’s ghost.
Geology on Mars - Comparing Rocky Planets
Scientists use their knowledge of Earth to search for evidence of past habitability on other planets like Mars. Students learned about this by comparing the atmospheres, hydrospheres, geospheres, and biospheres of Earth, Mercury, Venus, and Mars. Their analysis found that Mars is most similar to Earth, especially in its geosphere, as there is evidence volcanoes once erupted there and it has frozen water at its poles. This suggests Mars could be the best place in the solar system to search for signs of past life. The unit will have students analyze real Mars data to answer how scientists can search for evidence other planets were once habitable by applying what they know about the conditions needed for life from Earth.
Solar System Powerpoint Lesson
The document outlines a 7-day lesson plan for teaching 5th grade students about the solar system. Day 1 focuses on comparing the Earth and moon. Day 2 uses models to teach about the relationship between the sun, Earth and moon and the causes of eclipses and seasons. Day 3 introduces scientific instruments used to study space. Days 4 and 7 include field trips to observatories. Later days cover the sun's structure, classifying and observing stars, and constellations. Hands-on activities and models are used throughout to engage students.
Lesson 1 - Origin of the Universe
This document outlines an Earth Science curriculum for grade 11 students in the 1st semester. It includes topics such as the origin and structure of Earth, Earth materials and processes, natural hazards, and the theories behind the origin of the universe. Lesson objectives are to describe theories of the universe's origin, explain its composition, illustrate theories, reflect on understanding origin, and develop teamwork. Activities include discussing theories of the universe's origin, explaining how the expanding universe is proven through redshift, and creating a portfolio illustrating and discussing theories of the universe's origin.
Constellations.pptx
The document discusses ancient people's fascination with stars and how they used them for navigation, timekeeping, and agriculture. It also explains that today both scientists and the public enjoy star gazing. Constellations are groups of stars that form patterns in the sky and are used to organize stars into identifiable groups, while zodiac constellations refer to those that appear in the background as the sun traces its path along the ecliptic.
The sun 2015
The document provides information about the solar system. It begins by stating the objectives are to infer that the sun is the center of the solar system, name the planets and other heavenly bodies, describe the sun, and thank God for the sun. It then provides information about the formation of the sun and solar system from a giant cloud of gas and dust approximately 4.6 billion years ago. Key details are provided about the sun being at the center and a giant ball of hot glowing gas that gives off light and heat. The major planets and other objects in the solar system like asteroids, meteoroids, and comets are also named.
Su10Name ________________________________Lab Report for Lab #.docx
Su10Name: ________________________________
Lab Report for Lab #7:What is the Milky Way Made of?
Description:
Galaxies, like the Milky Way, are made of stars, gas and dust. These constituents combine together in different ways to make HII regions, planetary nebulae, reflection nebulae, supernova remnants and dark nebulae. These objects have distinct, measurable properties that make them distinguishable. Sometimes these properties are related to the physical phenomena that cause their appearances; sometimes the names are simply misleading. One important aspect of science is the ability to correctly classify objects. The first step towards being able to understand what an object is, is to group it together with other, similar objects so that one can learn as much as possible about the physical phenomenon that causes the appearance of the object.
In this exercise, students will use the World Wide Telescope to identify the type of object they are observing and list the object’s intrinsic properties. Then, students will be asked to determine which physical phenomena are causing the appearance of each type of object, based on the information they find.
Introduction:
Each of the objects you will observe fits into one of the following categories: HII region, planetary nebula, reflection nebula, supernova remnant or dark nebula. You will be able to identify which type of object you are looking at by clicking on the “research” button when you find the object on the World Wide Telescope. You will also need to find out information about what color the object appears to be and what type of stars (if any) are associated with the object.
Each of the objects you will observe appears the way it does for one of the reasons listed below. Your task is to identify what type of object you are observing and match up the type of object with the description of the physical phenomenon that causes its appearance.
· Some objects are blue because the blue light from the young, yellow and blue stars is being reflected from the dust behind them, making them look like they have a blue gas surrounding them.
· Some objects are red because the hydrogen gas, which was once part of a red giant, is cooling and expanding from the hot white dwarf core.
· Some objects appear to be blocking light from a stellar source behind it from our point of view. When looking at these objects in the infrared, sometimes the stars behind the object are visible as faint, red light sources.
· Some objects appear blue, red and green because the hot gases, which used to be part of a massive star, are expanding at extremely high speeds out into space. The wispy, colorful gases are not associated with any stars, yet emit light and appear bright.
· Some objects are red because the hydrogen gas surrounding the new, young, hot, blue stars are exciting the hydrogen gas, causing it to emit red light.
List of Objects:
· M45
· M43
· IC 434
· M57
· M1
1. Match the above descriptions with th.
The sun and its planets g3
The document discusses the solar system, including the sun and planets. It explains that the solar system includes the sun and nine planets that orbit the sun. Each planet has unique characteristics and orbits the sun at different rates. Scientists use telescopes to observe and learn about objects in space, like the sun, planets, and moon, that are too far away to see clearly otherwise. Telescopes use lenses and mirrors to gather light and make distant objects appear larger and clearer.
CHAPTER 1- 0ctober 12,2021- Origin of the Universe.pptx
This document outlines key concepts about the Earth and the solar system. It discusses the content and performance standards for understanding the formation of the universe, solar system, and Earth's internal structure. The learning competencies cover explaining hypotheses of the universe's and solar system's origins, recognizing Earth's uniqueness, and describing the solar system's current advancements. Learners are expected to conduct surveys on possible geologic and weather hazards and understand the solar system's origins and Earth's subsystems.
Introduction to SOLAR SYSTEM_Grade 6 Lesson.pptx
This document provides information about activities to teach students about the solar system. It includes 4 group activities: 1) watching an instructional video on the solar system, 2) arranging planetary bodies in order of their distance from the sun, 3) filling in a table with characteristics of the planets, and 4) checking for misconceptions about the solar system. The activities aim to teach students about the components of the solar system and their properties.
Stars and constellations pathfinder
This document outlines steps for students to take to research stars and constellations. It instructs students to formulate a question, search the school library catalog and nonfiction section to find books, search online resources like Space.com and Stardate.org for articles, watch educational YouTube videos, and review information from space agencies like NASA. The goal is for students to independently learn about stars and constellations through investigating multiple sources of information.
Galileo's assistant
The document describes an activity where students take on the role of Galileo's assistant. They use software to observe the phases of Venus and moons orbiting Jupiter, just as Galileo did. This provided evidence against the geocentric model and supported the heliocentric model. As Galileo's assistants, students record observations, analyze the data, and discuss how it confirms the sun is at the center of the solar system, with planets orbiting it. They then communicate their findings to others, just as Galileo would have presented evidence to prove the heliocentric model.
Science Standard 5 ~
This document provides information and instructions for an activity where students observe stars at night and answer questions about them. It begins with definitions of stars and related terms. It then explains that stars are massive balls of plasma located in outer space, and discusses constellations. The activity instructions have students arrange to observe stars at night, then discuss what they know about the sun and why more stars are visible at night. Students are asked to observe and note the colors and brightness of different stars. Back in class, they discuss their observations in groups and brainstorm reasons for the variations in stars.
Similar to Fomartion of Celestial Objects.pptx (20)
Read the articles Conceptualising State Collapse An Institutional.docx
Read the articles Conceptualising State Collapse An Institutional.docx
Su10Name ________________________________Lab Report for Lab #.docx
Su10Name ________________________________Lab Report for Lab #.docx
CHAPTER 1- 0ctober 12,2021- Origin of the Universe.pptx
CHAPTER 1- 0ctober 12,2021- Origin of the Universe.pptx
More from EloisaCayago1
Metals, Non-metals, Metalloids WK4-D1.pptx
The document discusses the differences between metals, non-metals, and metalloids. It provides examples of each category of element from the periodic table and their distinguishing physical properties. A key difference mentioned is that metals are conductors of heat and electricity, while non-metals like those that are shiny but not conductive would be classified as metalloids. The document aims to help students understand how to classify elements based on their physical properties.
unit 2 Properties of Matter.ppt
This document discusses the properties and classification of matter. It defines matter as anything that has mass and takes up space. Matter can be classified as either a pure substance or a mixture. Pure substances are either elements, which contain only one type of atom, or compounds, which contain two or more types of atoms bonded together. Mixtures contain two or more substances that can be separated using physical means. Mixtures can be either homogeneous, with uniform composition throughout, or heterogeneous, with a non-uniform composition where the parts are visible to the eye. Common examples of elements, compounds, and mixtures are provided.
SCI7-Q1-WK3-D1.pptx
This document discusses the differences between elements and compounds. It provides success criteria for recognizing that substances are classified as either elements or compounds. It poses the essential question of what the differences are between elements and compounds and provides activities for students to explore and explain the physical and chemical properties of a chosen element and compound.
ELEMENTS and COMPOUNDS WK3-D1.pptx
The document discusses the classification of matter into elements, compounds, and mixtures. It provides examples of classifying different types of matter based on their properties and compares the similarities and differences between elements and compounds. Groups of students are assigned different interactive activities like concept maps and Venn diagrams to collaboratively explain concepts like pure substances and how elements and compounds differ.
Doing Scientific Investigations W2D3.pptx
This document discusses interpreting data to draw valid conclusions. It presents examples of interpreting COVID-19 case data from the Philippines by organizing it in different graph types like tables, line graphs and pie charts. Small groups would each choose a graph type to present the data and then interpret the data and trends. Drawing conclusions from data interpretation helps determine relationships between variables and trends over time.
Origin and Structure of the Universe.pptx
This document provides information about theories of the origin and structure of the universe. It discusses the big bang theory, which proposes that the universe began approximately 13.8 billion years ago from the violent expansion of space-time from a hot dense initial singularity called the big bang. The document also mentions other theories such as the steady state theory and inflation theory. Students will engage in collaborative activities to learn about and model the big bang theory, such as using a balloon to represent the expanding universe, and will present on various cosmological theories.
More from EloisaCayago1 (6)
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdLeveraging Generative AI to Drive Nonprofit Innovation
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.)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Fomartion of Celestial Objects.pptx
- 1. Components of the Universe
- 2. Learning Objectives; • Understand the components of the universe, including galaxies, stars, planets, and other celestial bodies and their interactions.
- 3. Minute to Say it
- 4. Let’s Engage! STOP, LOOK AND THINK
- 6. Independent Learning! Celestial Body Research • Students will research and gather information about a specific celestial body of their choice. They will create a written report to present their findings.
- 7. Guided Question! 1. What are the unique characteristics of your chosen celestial body? 2. How does your celestial body interact with other celestial bodies?
- 9. Let’s Explore and Explain! Design a Cosmic Objects • Divide the class into 5 groups. Will assign each group a cosmic component (galaxy, star, planet). Each group is task to create a fictional cosmic object of their assigned component present it to the class, highlighting its unique characteristics.
- 10. Group Exploration Group 1. Galaxy Group 2. Star Group 3. Sun Group 4 Planet Group 5. Asteroids
- 11. Inquiry Lab 1. How did stars develop and what are their roles in element formation? 2. How does the size or mass of star affect their ability to burn their H and He atoms? 3. Are the galaxies arranged on the surface of a sphere? 4. How do planets form and evolve? 5. What happen in the space and time when cosmic object collide?
- 12. Let’s Wrap it up Summarize the key points of the lesson and the major component of the universe. Reflect on you found most interesting or surprising about the components of the universe.
- 13. Let’s Reflect! Stargazing Night In evening, have a look up in the sky and identify different celestial objects that you will be able to see. Try to answer these questions: 1. What celestial bodies did you observe during the stargazing activity? 2. How did observing the celestial bodies deepen your understanding of the universe?
- 14. Solar System 1. Descarte’s Vortex Theory 2. Buffon’s Collision Theory 3. Kant-Placed Nebular Theory 4. Jean-Jeffrey’s Tidal Theory 5. Solar Nebular Theory
Editor's Notes
- What cosmic objects can you see in the photo? How will you appreciate the importance of those cosmic objects?
- Need a color craft paper, pencil coloring materials