The document discusses the history and key concepts of motion. It describes Aristotle's view that terrestrial motion involves objects returning to their natural place on Earth, while celestial motion involves uniform circular orbits. It also outlines Newton's laws of motion, Kepler's laws of planetary motion including elliptical orbits and equal areas over time, and how Tycho Brahe's observations enabled Kepler's laws. Hipparchus and Copernicus contributed by explaining the precession of equinoxes and describing Earth's diurnal and annual motion around the Sun.
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
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.
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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Youtube:
http://tiny.cc/SimpleABbieC
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Slideshare:
https://www.slideshare.net/AbbieMahinay
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Blogger:
https://simpleabbiec.blogspot.com/?m=1
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.
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
-----------------------------------------------------------------------
Youtube:
http://tiny.cc/SimpleABbieC
-----------------------------------------------------------------------
Slideshare:
https://www.slideshare.net/AbbieMahinay
-----------------------------------------------------------------------
Blogger:
https://simpleabbiec.blogspot.com/?m=1
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.
Gravitation has been the most common phenomenon in our lives but somewhere down the line we don't know musch about it. So here is a presentation whic will help you out to know what it is !! I'll be makin it available for download once i submit it in school :P :P ! Coz last one of the brats showed the same presentation that i uploade and unfortunatele his roll number fell before mine ! I was damned..:D :D :P
Introduction to Philosophy of the Human Person
Human Person
Human Living
Human Freedom
Intersubjectivity of the Human Person
Human Person in his/her environment
Human Person in the Society
Human Person as Oriented towards their Impending death
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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.
2. OBJECTIVES
• Characterize Motion
• Explain the contribution of The Greeks in the study of motionand Earth
• Differentiate diurnal motion, annual motion, and precision of the
equinoxes
• Explain how Brahe’s innovation and extensive collection of data in
observational Astronomy paved the way for Kepler’s law of planetary
motion; and
• Apply Kepler’s Third law of planetary motion to objects in the solar
system
3. OBSERVING MOTION
In July 1969, Neil Armstrong(1930-2012), an American
astronaut have touched and walked on the Moon.
Armstrong was able to leap at the surface of the Moon at a
height, which he could have not reached on Earth because of
gravity. As you know, the gravitational force of Moon is less
compared to that on Earth.
5. REFERENCE POINTS
• A place or object used for comparison to examine if something is in motion. An
object is in motion if it changes position relative to a reference point.
• Example:
6. ARISTOTLE’S VIEW OF MOTION
• For Aristotle, motion did not only refer to
locomotion or a change in postion. He
classified motion as terrestrial (sublunar)
and celestial.
• Terrestrial motion is the movement of
objects on Earth.
• According to Aristotle, the Earth is the
center of the universe and it is made up
of four elment: earth(center), water, fire
and air.
• When an element is removed from its
natural place , it would return to its
natural place following a straight
line(retilinear) motion.
Example:
This example illustrates a type of
terrestrial motion called natural
motion.
Another type of terrestrial motion is
violent motion (unnatural motion).
7. CELESTIAL MOTION
• The motion of celestial bodies which only possessed the tendency for uniform
circular motion.
• Example:
8. NEWTON’S LAW OF MOTION
PRINCIPIA MATHEMATICA PHILOSOPHAE NATURALIS,1686
“An object in motion will remain in motion, and an object at rest will
remain at rest, unless acted upon by a force.”
“Net force is equal to mass times acceleration”
“For every action there’s an equal but opposite reaction.”
“Everybody persists in its state of being at rest or of moving uniformly
straight forward except insofar as it is compelled to change its state by
force impressed.”l
“To every action there is always an equal and opposite reacton or the
forces of two bodies on each other are always equal and are directed in
opposite directions.
1st Law
2nd Law
3rd Law
9. HIPPARCHUS’ VIEW OF MOTION
• Hipparchus of Nicaea(190 BCE – 120 BCE) was
able to determine perfectly the circumference
of the Earth. Once considered the greatest
observational astronomer because he
explained the precession of equinoxes (refers
to the movement of Earth relative to it’s
orbital plane). This phenomenon accounts for
the seemingly continuous displacement of
stars relative to the equinoxes(An equinox is
commonly regarded as the moment when the
plane of Earth's equator passes through the
center of the Sun's disk, which occurs twice
each year, around 20 March and 23
September).
10. COPERNICUS’ VIEW OF MOTION
• Two description of Earth’s motion:
• 1. Diurnal Motion refers to the
rotation of the Earth about its axis
from East to West
• -results to the occurrence of
day and night
• - a day is required for one
cycle for diurnal motion
11. ANNUAL MOTION
• Movement of Earth in reference to the
sun.
• Two types of annual motion:
• Revolution And Tiltation
• This takes
• Around 365 ¼ (365 days and 6 hours),
reference for the number of days in a
standard year.
• The occurrence of seasons(Spring,
Summer, Autummn, and Winter) is a
consequence of both Earth’s
revolution and tilted axis.
13. RUDOLPHINE TABLE
(TABULAE RUDOLPHINAE)
• Published by Johannes Kepler in
1627 using some observational data
collected by Tycho Brahe (1546-
1601)
• Rudolphine in memory of Rudolf II,
Holy Roman Emperor
• Kepler is the successor of Brahe
since he died on 1601, one year
after Kepler joined working on the
tables
• Consists of star catalogue and
planetary tables
14. KEPLER’S LAW OF PLANETARY
MOTION
• Kepler’s was a German
Mathematician and astronomer
became fous for his laws : laws of
planetary motion, the law of
ellipses, Law of equal areas and
law of harmonies.
• Law of Ellipses refers to the
Elliptical path of the planets with
the sun at one focus. Aphelion(
farthest Earth orbit point from the
sun) and Perihelion(nearest Earth
orbit point from the sun).
15. LAW OF EQUAL AREAS
• As a planet moves at any point
along its elliptical orbit, it
travels equal areas of space at
equal periods of time.
16. LAW OF HARMONIES
• The squares of the revolutions of the planets are directly proportional to the cubes
of their average distances from the sun. This is expressed as
•
𝑇 𝐴
2
𝑇 𝐵
2 =
𝑟 𝐴
3
𝑟 𝐵
3
• 𝑇𝐴 - the revolutionary period of planet A
• 𝑇𝐵 - the revolutionary period of planet B
• 𝑟𝐴 - the average distance of planet A from the sun
• 𝑟𝐵 - the average distance of planet B from the sun
17. NOW LET’S THIS LAW IN SOLVING
PROBLEMS
Example: Mars and Jupiter are plants in the solar
system orbiting the Sun. Using the Law of
Harmonies, compute the average distance of the
Jupiter from the sun given that Mars is 1.524
astronomical units away from the sun and moves
around the sun 1.88 earth years. Jupiter moves
around the Sun in 11.86 earth years.
18. REVIEW
• Reference Point
• Aristotle’s View of Motion
Terrestrial Motion
Celestial Motion
. Newton’s Law of Motion
. Hipparchus’s View of Motion
. Copernicus’s View of Motion
Diurnal Motion
Annual Motion
.
Brahe’s Contribution
. Kepler’s Law of
Planetary Motion
Law of Ellipses
Law of Equal Areas
Law of Harmonies