Name: _______________________ DATE: ____________________
Lab 8 - PROPERTIES OF PLANETARY NEBULAE
GOALS: Estimate the size and age of a planetary nebula
Quantify the mass of planetary nebulae returned to ISM
The NASA Hubble Space Telescope has captured the sharpest view yet
of the most famous of all planetary nebulae: the Ring Nebula (M57). The colors
are approximately true colors. The color image was assembled from three black-
and-white photos taken through different color filters with the Hubble
telescope's Wide Field Planetary Camera 2. Blue isolates emission from very hot
helium, which is located primarily close to the hot central star. Green represents
ionized oxygen, which is located farther from the star. Red shows ionized
nitrogen, which is radiated from the coolest gas, located farthest from the star.
The gradations of color illustrate how the gas glows because it is bathed in
ultraviolet radiation from the remnant central star, whose surface temperature
is a white-hot 216,000 degrees Fahrenheit (120,000 degrees Celsius). Most Sun-
like stars become planetary nebulae at the end of their lives. Once a star
consumes all of its hydrogen, the nuclear fuel that makes it shine, it expands to
a red giant. The bloated star then expels its outer layers, exposing its hot core.
Ultraviolet radiation from the core illuminates the discarded material, making it
glow. The smoldering core, called a white dwarf, is the tiny white dot in the
center of the Ring Nebula.
In this experiment, you will start by examining M57 to learn about
planetary nebulae and the role they play in enriching the interstellar medium.
Then, you will repeat same steps another no less famous planetary nebula
NGC7293 – known as the Helix Nebula.
To begin, view and take notes for the Hubble images of M57 and NGC7293
found at:
M57 https://hubblesite.org/contents/media/images/1999/01/748-Image.html
NGC7293 https://hubblesite.org/contents/media/images/2004/32/3911-Image.html
PART 1: THE SIZE AND NATURE OF M57, THE RING NEBULA
In the Hubble image of M57, the brighter regions are places where the density of
the nebula is high because there is more material present to create emission.
The negative image of M57 is provided at the end of this document, to be used
for this exercise
1. Does the nebula look like it is evenly filled, or does it look like a bubble? How
can you tell?
https://hubblesite.org/contents/media/images/1999/01/748-Image.html
https://hubblesite.org/contents/media/images/2004/32/3911-Image.html
2. Use a ruler to measure the size of the nebula in centimeters. Measure the size
of the nebula along its longest axis. Then, divide this number by two to get the
radius of the nebula. Record the length of the longest axis and radius (in
centimeters to nearest millimeter)
Length (cm) = ___________
Ra.
Astronomy from the Moon: From Exoplanets to Cosmology and Beyond in Visible L...Sérgio Sacani
We review what could be astronomy from the Moon in the next decades in the visible domain.
After a short review observational approaches, from photometry to high contrast and high angular
resolution imaging, We essentially focus on some promising scientific objectives, from Solar
System to the extragalactic domain. At the end, I add a proposal to use the Earth-Moon system to
test fundamental physics. Since this meeting is dedicated to the next decades of Astronomy from
the Moon, we consider projects and science objectives for several decades from now.
Students determined the age of the universe using an 11 inch telescope and they discover the necessary physical laws experimentally.
As a second step they developed a progressive series of mathematical models for the dynamics of the universe and calculated that the usual matter amounts only 5 % of all matter and energy in the universe.
Easy to use learning material is included for schools as well as for the interested public. More detailed learning material may be requested. The material has been tested successively for three age groups: With the conceptual material, students of classes 4 or higher can comprehend the topic. With more advanced material, students of class 7 or higher can evaluate the measurements mathematically. With fully advanced material, students of class 9 or higher can develop mathematical models for the dynamics of the universe and calculate the statistical significance of the measurements.
The purpose of this lab is to explore basic properties of the Jovian.docxhelen23456789
The purpose of this lab is to explore basic properties of the Jovian planets and to examine geologic processes on some of the larger moons of the outer solar system.
Part 1: A Comparison of Planetary Sizes
Background
As we saw last week, a basic property of planets is their size. To compare sizes, we can compare the diameter (distance from one side to the other) of one planet to another, or we can compare the radius (half the diameter) of one planet to another.
Graphing All the Major Planets
Table 1. The average diameters* of the planets in our solar system in kilometers (km)
MercuryVenusEarthMarsJupiterSaturnUranusNeptune487912,10412,7426779139,822116,46450,72449,244
*Data source:
AstronomyNotes.com
Size comparison is better shown graphically than with numbers. You have already done this for the terrestrial planets in last week's lab.
The image above shows an example of what you will be doing. Remember scientific notation. The numbers on the axes are 0; 20,000; 40,000; and 60,000; and refer to kilometers. In order to plot a circle representing a planet with a 70,000 km diameter, I first took the radius (35,000 which is half the diameter), moved along the x-axis to 35,000, and drew a line up from zero that was 70,000 units long. Then I repeated this for the y-axis and sketched in the circle around the “+” that I’d drawn. Detail about drawing the circles were shown in the video last week.
Table 1 gives the average diameters for the planets in our solar system in kilometers. Use this data to plot circles representing the different planets to their correct sizes on the graph paper provided (
.png version
;
.docx version
; and
.pdf version
). Use a different color for each circle. Clearly identify which circle corresponds to which planet (labels or keys to colors). When you have finished, upload your completed graph to the correct assignment box.
Figure 1. Example of graph paper used for plotting planet sizes. Links to downloadable
.png
,
.docx
, and
.pdf
versions.
UPLOAD TO
ASSIGNMENT BOX
FOR LAB 5 - Solar-System-Planet-Sizes
Upload your diagram to the Assignment Box—name your files: [Yourlastname]_Solar_System_Planet_Sizes
In addition to looking at a graphical representation, we sometimes compare objects by saying how many times larger or smaller one is relative to the other. For example: If one student is 5.5 feet tall, and another is 6 feet tall, then we can say that the taller student is 1.1 times taller than the shorter student or that the shorter student is 0.92 times shorter than the taller student. This is done by simply dividing one number into another.
Lab 5: Question 1
Jupiter and Saturn are similar in size, but Jupiter is the largest planet in the solar system. Jupiter is _________ times larger than Saturn. Enter a number only. Use two significant figure [example, 2.2 or 22]
Lab 5: Question 2
SHORT ESSAY: Spend a bit of time looking at the graph you've created. Describe the variation that y.
A 17 billion_solar_mass_black_hole_in_a_group_galaxy_with_a_difuse_coreSérgio Sacani
Quasars are associated with and powered by the accretion of
material onto massive black holes; the detection of highly luminous
quasars with redshifts greater than z = 6 suggests that black holes of
up to ten billion solar masses already existed 13 billion years ago1.
Two possible present-day ‘dormant’ descendants of this population
of ‘active’ black holes have been found2 in the galaxies NGC 3842
and NGC 4889 at the centres of the Leo and Coma galaxy clusters,
which together form the central region of the Great Wall3—the
largest local structure of galaxies. The most luminous quasars,
however, are not confined to such high-density regions of the
early Universe4,5; yet dormant black holes of this high mass have
not yet been found outside of modern-day rich clusters. Here we
report observations of the stellar velocity distribution in the galaxy
NGC 1600—a relatively isolated elliptical galaxy near the centre
of a galaxy group at a distance of 64 megaparsecs from Earth. We
use orbit superposition models to determine that the black hole at
the centre of NGC 1600 has a mass of 17 billion solar masses. The
spatial distribution of stars near the centre of NGC 1600 is rather
diffuse. We find that the region of depleted stellar density in the
cores of massive elliptical galaxies extends over the same radius as
the gravitational sphere of influence of the central black holes, and
interpret this as the dynamical imprint of the black holes.
Imaging the Inner Astronomical Unit of the Herbig Be Star HD 190073Sérgio Sacani
The inner regions of protoplanetary disks host many complex physical processes such as star–disk interactions,
magnetic fields, planet formation, and the migration of new planets. To study directly this region requires
milliarcsecond angular resolution, beyond the diffraction limit of the world's largest optical telescopes and even too
small for the millimeter-wave interferometer Atacama Large Millimeter/submillimeter Array (ALMA). However,
we can use infrared interferometers to image the inner astronomical unit. Here, we present new results from the
CHARA and VLTI arrays for the young and luminous Herbig Be star HD 190073. We detect a sub-astronomical
unit (sub-AU) cavity surrounded by a ring-like structure that we interpret as the dust destruction front. We model
the shape with six radial profiles, three symmetric and three asymmetric, and present a model-free image
reconstruction. All the models are consistent with a near face-on disk with an inclination 20°, and we measure an
average ring radius of 1.4 ± 0.2 mas (1.14 au). Around 48% of the total flux comes from the disk with 15% of that
emission appearing to emerge from inside the inner rim. The cause of emission is still unclear, perhaps due to
different dust grain compositions or gas emission. The skewed models and the imaging point to an off-center star,
possibly due to binarity. Our image shows sub-AU structure, which seems to move between the two epochs
inconsistently with Keplerian motion and we discuss possible explanations for this apparent change.
Astronomy from the Moon: From Exoplanets to Cosmology and Beyond in Visible L...Sérgio Sacani
We review what could be astronomy from the Moon in the next decades in the visible domain.
After a short review observational approaches, from photometry to high contrast and high angular
resolution imaging, We essentially focus on some promising scientific objectives, from Solar
System to the extragalactic domain. At the end, I add a proposal to use the Earth-Moon system to
test fundamental physics. Since this meeting is dedicated to the next decades of Astronomy from
the Moon, we consider projects and science objectives for several decades from now.
Students determined the age of the universe using an 11 inch telescope and they discover the necessary physical laws experimentally.
As a second step they developed a progressive series of mathematical models for the dynamics of the universe and calculated that the usual matter amounts only 5 % of all matter and energy in the universe.
Easy to use learning material is included for schools as well as for the interested public. More detailed learning material may be requested. The material has been tested successively for three age groups: With the conceptual material, students of classes 4 or higher can comprehend the topic. With more advanced material, students of class 7 or higher can evaluate the measurements mathematically. With fully advanced material, students of class 9 or higher can develop mathematical models for the dynamics of the universe and calculate the statistical significance of the measurements.
The purpose of this lab is to explore basic properties of the Jovian.docxhelen23456789
The purpose of this lab is to explore basic properties of the Jovian planets and to examine geologic processes on some of the larger moons of the outer solar system.
Part 1: A Comparison of Planetary Sizes
Background
As we saw last week, a basic property of planets is their size. To compare sizes, we can compare the diameter (distance from one side to the other) of one planet to another, or we can compare the radius (half the diameter) of one planet to another.
Graphing All the Major Planets
Table 1. The average diameters* of the planets in our solar system in kilometers (km)
MercuryVenusEarthMarsJupiterSaturnUranusNeptune487912,10412,7426779139,822116,46450,72449,244
*Data source:
AstronomyNotes.com
Size comparison is better shown graphically than with numbers. You have already done this for the terrestrial planets in last week's lab.
The image above shows an example of what you will be doing. Remember scientific notation. The numbers on the axes are 0; 20,000; 40,000; and 60,000; and refer to kilometers. In order to plot a circle representing a planet with a 70,000 km diameter, I first took the radius (35,000 which is half the diameter), moved along the x-axis to 35,000, and drew a line up from zero that was 70,000 units long. Then I repeated this for the y-axis and sketched in the circle around the “+” that I’d drawn. Detail about drawing the circles were shown in the video last week.
Table 1 gives the average diameters for the planets in our solar system in kilometers. Use this data to plot circles representing the different planets to their correct sizes on the graph paper provided (
.png version
;
.docx version
; and
.pdf version
). Use a different color for each circle. Clearly identify which circle corresponds to which planet (labels or keys to colors). When you have finished, upload your completed graph to the correct assignment box.
Figure 1. Example of graph paper used for plotting planet sizes. Links to downloadable
.png
,
.docx
, and
.pdf
versions.
UPLOAD TO
ASSIGNMENT BOX
FOR LAB 5 - Solar-System-Planet-Sizes
Upload your diagram to the Assignment Box—name your files: [Yourlastname]_Solar_System_Planet_Sizes
In addition to looking at a graphical representation, we sometimes compare objects by saying how many times larger or smaller one is relative to the other. For example: If one student is 5.5 feet tall, and another is 6 feet tall, then we can say that the taller student is 1.1 times taller than the shorter student or that the shorter student is 0.92 times shorter than the taller student. This is done by simply dividing one number into another.
Lab 5: Question 1
Jupiter and Saturn are similar in size, but Jupiter is the largest planet in the solar system. Jupiter is _________ times larger than Saturn. Enter a number only. Use two significant figure [example, 2.2 or 22]
Lab 5: Question 2
SHORT ESSAY: Spend a bit of time looking at the graph you've created. Describe the variation that y.
A 17 billion_solar_mass_black_hole_in_a_group_galaxy_with_a_difuse_coreSérgio Sacani
Quasars are associated with and powered by the accretion of
material onto massive black holes; the detection of highly luminous
quasars with redshifts greater than z = 6 suggests that black holes of
up to ten billion solar masses already existed 13 billion years ago1.
Two possible present-day ‘dormant’ descendants of this population
of ‘active’ black holes have been found2 in the galaxies NGC 3842
and NGC 4889 at the centres of the Leo and Coma galaxy clusters,
which together form the central region of the Great Wall3—the
largest local structure of galaxies. The most luminous quasars,
however, are not confined to such high-density regions of the
early Universe4,5; yet dormant black holes of this high mass have
not yet been found outside of modern-day rich clusters. Here we
report observations of the stellar velocity distribution in the galaxy
NGC 1600—a relatively isolated elliptical galaxy near the centre
of a galaxy group at a distance of 64 megaparsecs from Earth. We
use orbit superposition models to determine that the black hole at
the centre of NGC 1600 has a mass of 17 billion solar masses. The
spatial distribution of stars near the centre of NGC 1600 is rather
diffuse. We find that the region of depleted stellar density in the
cores of massive elliptical galaxies extends over the same radius as
the gravitational sphere of influence of the central black holes, and
interpret this as the dynamical imprint of the black holes.
Imaging the Inner Astronomical Unit of the Herbig Be Star HD 190073Sérgio Sacani
The inner regions of protoplanetary disks host many complex physical processes such as star–disk interactions,
magnetic fields, planet formation, and the migration of new planets. To study directly this region requires
milliarcsecond angular resolution, beyond the diffraction limit of the world's largest optical telescopes and even too
small for the millimeter-wave interferometer Atacama Large Millimeter/submillimeter Array (ALMA). However,
we can use infrared interferometers to image the inner astronomical unit. Here, we present new results from the
CHARA and VLTI arrays for the young and luminous Herbig Be star HD 190073. We detect a sub-astronomical
unit (sub-AU) cavity surrounded by a ring-like structure that we interpret as the dust destruction front. We model
the shape with six radial profiles, three symmetric and three asymmetric, and present a model-free image
reconstruction. All the models are consistent with a near face-on disk with an inclination 20°, and we measure an
average ring radius of 1.4 ± 0.2 mas (1.14 au). Around 48% of the total flux comes from the disk with 15% of that
emission appearing to emerge from inside the inner rim. The cause of emission is still unclear, perhaps due to
different dust grain compositions or gas emission. The skewed models and the imaging point to an off-center star,
possibly due to binarity. Our image shows sub-AU structure, which seems to move between the two epochs
inconsistently with Keplerian motion and we discuss possible explanations for this apparent change.
IOSR Journal of Applied Physics (IOSR-JAP) is an open access international journal that provides rapid publication (within a month) of articles in all areas of physics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in applied physics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
1.Matching How do astronomers determine the physical char.docxgasciognecaren
1.
Matching:
How do astronomers determine the physical characteristics of stars? Match each characteristic of stars with an important technique that astronomers use to determine that characteristic. Refer to Table 18.2 and page 660 in Chapter 19 when answering this question. Each answer will be used once.
How do Astronomers determine the …
of a star?
Technique
Surface temperature
Radial Velocity
Mass
Diameter
Luminosity
Distance
Techniques
for Question 1: Measure the apparent brightness and determine the distance to the star / Measure the Doppler shift / Measure the light curves and Doppler shifts for eclipsing binary stars / Measure the star’s parallax / Measure the peak wavelength of the star’s spectrum and apply Wien’s Law / Measure the period and radial velocity curves for spectroscopic binary stars
2. Matching:
(Review Question 4 on page 682 in OSA) Which method would you use to obtain the distance to each of the following? Choose the best answer below:
Method
A.
An asteroid crossing Earth’s orbit
B.
A star astronomers believe to be no more than 50 light-years from the Sun
C.
A tight group of stars in the Milky Way Galaxy that includes a significant number of variable stars.
D.
A star that is not variable but for which you can obtain a clearly defined spectrum.
Methods
for Question 2: RR Lyrae and/or Cepheid variable stars can be used to determine the distance / Measure the parallax of the object and calculate the distance by triangulation / The information you have is sufficient to allow you to place the star in the correct location on the H-R diagram; this allows you to accurately estimate the object’s luminosity and, using the inverse-square law, its distance / Send a radar beam toward the object and measure the return time
†
3.
(Review Question 5 on page 682 in OSA) What are the luminosity class and spectral type of a star with an effective temperature of 5000 K and a luminosity of 100 Lsun?
A.
First, calculate the radius of the star relative to the Sun using the equation L*/Lsun = (R*/Rsun)2 (T*/Tsun)4. The radius of this star is ( 1/100 times / 1/10 times / 1/5.5 times / the same as / 10 times / 13.5 times / 100 times) the radius of the Sun.
B.
The luminosity class of this star is ( Ia / Ib / II / III / IV / V / wd ). This indicates that it is a ( Bright Supergiant / Less Luminous Supergiant / Bright Giant / Giant / Subgiant / Main Sequence / White Dwarf ) star. If you need help, refer to page 676 in OSA.
C.
The spectral type of this star is ( O / B / A / F / G / K / M ). If you need help, refer to Table 17.2 on page 601 in OSA.
†
4.
What are the spectral type and luminosity class of the star Regulus which has a surface temperature of 10,750 K and a luminosity of 220 Lsun? Regulus is in the constellation Leo and represents the Lion’s Heart.
A.
First, calculate the radius of Regulus relative to the Sun using the equation L*/Lsun = (R*/Rsun)2 (T.
Brightness at Varying Distances LabImage by Borb CC license.docxjasoninnes20
Brightness at Varying Distances Lab
Image by Borb CC license: http://en.wikipedia.org/wiki/Inverse-square_law#/media/File:Inverse_square_law.svg
Purpose: In this lab, you will look at how light leaving a star “spreads out” and how this spreading can be used to determine the brightness of the star at different distances. While the focus of this lab is on light, your results will apply equally well to sound and the loudness of sounds at varying distances.
Equipment: This lab uses the optics bench, a square of aluminum foil sandwiched between two squares of paraffin wax, a lens holder to hold the wax, three incandescent light bulbs of equal wattage with bases, and three optics stands. The lab also requires access to the internet and a ruler.
Let’s start this lab by introducing the basic question that we want to answer.
Part 1: Introducing the Question
At the front of the class is an optics bench with two identical light bulbs on opposite sides of a wax block. In the center of the wax block is a piece of reflective foil. The foil ensures that each side of the wax is only illuminated by one of the light bulbs.
In a moment, the instructor will turn on the light bulbs and turn off the overhead light.
1. How does the brightness of each side of the wax block compare when the bulbs are both equal
distances from the wax?
a) Both sides of the wax are approximately the same brightness
b) The left side of the wax is noticeably brighter
c) The right side of the wax is noticeably brighter
Your question for this experiment is: If we add a second identical light bulb to the left side of the optics track, how far must the two light bulbs be from the wax in order to make both sides of the wax appear equally bright?
2. What is your prediction? If the single light bulb on the right side is 20 cm from the wax, how
far away do you think the two light bulbs will need to be from the wax in order to produce an
equal amount of brightness on their side of the wax?
Part 2: Computer Simulation
Open your internet browser and go to the online Flux Simulator at http://astro.unl.edu/classaction/animations/stellarprops/lightdetector.html. The simulation shows two light bulbs and two light sensors. The number on the sensors can be considered a numerical value of the brightness at that location. Take a few minutes to play around with the controls and see what you can do to increase and decrease the brightness readings.
3*. Set the wattage of the top bulb to 50 and use the simulation and your calculator to fill in the
table below. For columns 3 and 4, note that B1 is always 3.979.
Distance from bulb
Brightness Value
B1/R
B1/R2
R = 1.0
B1 = 3.979
R = 2.0
B =
R = 3.0
B =
R = 4.0
B =
R = 5.0
B =
*Note that in the last column, only R is squared, B1 is not being squared.
4. The brightness value at R = 2.0 is:
a) approximately half of the brightness value at R = 1.0
b) significantly more than hal ...
LIT 2001 FINAL EXAMPlease respond with a complete, thoughtful an.docxSHIVA101531
LIT 2001 FINAL EXAM
Please respond with a complete, thoughtful answer. Be sure to provide detail by referring to specific examples. DO NOT USE OUTSIDE RESEARCH SOURCES.
PART ONE: Answer ONE of the following questions:
1. Describe Langston Hughes’ view of America by tracing at least three of his poems. Also, describe the controversy around the manner in which Hughes portrayed African Americans in his poems.
2. William Carlos Williams uses an “open” style and format and Robert Frost uses a more “constructed”? What are the characteristics of each style – i.e., rhyme, etc. Use examples from their poems.
PART TWO: POEM ANALYSIS
DO NOT USE OUTSIDE RESEARCH SOURCES.
Critically analyze this poem by discussing three major components of analysis: Please read all 7 stanzas of the poem.
1. What are some of the structural elements of the poem? Metaphor, rhyme, symbols, sounds, etc.
2. What does the poem mean? Explain the content of the poem.
3. What is the theme of the poem?
To An Athlete Dying Young by A.E.Housman
The time you won our town the race
We chaired you through the market place;
Man and boy stood cheering by,
And home we brought you shoulder-high.
Today, the road all runners come,
Shoulder-high we bring you home,
And set you at your threshold down,
Townsman of a stiller town.
Smart lad, to slip betimes away
From fields where glory does not stay,
And early though the laurel grows
It withers quicker than the rose.
Eyes the shady night has shut
Cannot see the record cut,
And silence sounds no worse than cheers
After earth has stopped the ears:
Now you will not swell the rout
Of lads that wore their honors out,
Runners whom renown outran
And the name died before the man.
So set, before its echoes fade,
The fleet foot on the sill of shade,
And hold to the low lintel up
The still-defended challenge cup.
And round that early-laureled head
Will flock to gaze the strengthless dead
And find unwithered on its curls
The garland briefer than a girl’s.
Hubble's Law and the Expansion Rate of the Universe
This lab is based on the University of Washington’s “Hubble’s Law and the Expansion of
the Universe” lab. The website where the images and spectra are located is maintained
by the University of Washington Astronomy Department.
Learning Objectives
Using analyses of images and spectra of selected galaxies, you will
1. measure angular sizes of galaxies and find their distances,
2. measure the redshifts of galaxy spectral lines and find the recessional velocities
of the galaxies,
3. create a Hubble Plot to determine a value for Hubble's constant,
4. estimate the age of the Universe from this constant and compare that to the age
of the Sun and the Milky Way,
5. and summarize how our view of the Universe has changed as the value of the
Hubble constant has improved.
Background and Theory
In the 1920's, Edwin P. Hubble discovered a relationship, now known as Hubble' ...
Magnetic field, Rotational curve, mass, Luminosity of Milky Way GalaxySiraj Ud Daula Shamim
This power point presentation is helpful for astrophysicist whose are interested about magnetic field,mass,rotational curve and luminosity of our galaxy.In this slide,there are some very interesting graph and a video clip which is helpful for imagination.
A measurement of_the_black_hole_mass_in_ngc_1097_using_almaSérgio Sacani
Artigo descreve a maneira como os astrônomos usaram pela primeira vez o ALMA para medir a massa de um buraco negro supermassivo no interior de uma galáxias espiral barrada.
Galaxy dynamics and the mass density of the universeSérgio Sacani
Dynamical evidence accumulated over the
past 20 years has convinced astronomers that luminous matter
in a spiral galaxy constitutes no more than 10% of the mass of
a galaxy. An additional 90% is inferred by its gravitational
effect on luminous material. Here I review recent observations
concerning the distribution of luminous and nonluminous
matter in the Milky Way, in galaxies, and in galaxy clusters.
Observations of neutral hydrogen disks, some extending in
radius several times the optical disk, confirm that a massive
dark halo is a major component of virtually every spiral. A
recent surprise has been the discovery that stellar and gas
motions in ellipticals are enormously complex. To date, only for
a few spheroidal galaxies do the velocities extend far enough to
probe the outer mass distribution. But the diverse kinematics
of inner cores, peripheral to deducing the overall mass distribution,
offer additional evidence that ellipticals have acquired
gas-rich systems after initial formation. Dynamical results are
consistent with a low-density universe, in which the required
dark matter could be baryonic. On smallest scales of galaxies
[10 kiloparsec (kpc); H. = 50 kmsec'lmegaparsec'11 the
luminous matter constitutes only 1% of the closure density. On
scales greater than binary galaxies (i.e., .100 kpc) all systems
indicate a density -10% of the closure density, a density
consistent with the low baryon density in the universe. If
large-scale motions in the universe require a higher mass
density, these motions would constitute the first dynamical
evidence for nonbaryonic matter in a universe of higher
density.
Natural Selection and Patterns of Evolution WorksheetComplet.docxgemaherd
Natural Selection and Patterns of Evolution Worksheet
Complete the worksheet writing 100- to 200-word short answers for each question. Format your references consistent with APA guidelines.
1. What is the direct evidence in support of the theory of natural selection? Include at least four examples.
2. Humans shape their environment in ways that other organisms cannot. Are humans subject to the same pressures of natural selection as other organisms? Why?
3. Provide an example of convergent and divergent evolution, adaptive radiation, and co-evolution. Then, choose one of the examples you provided. What implications might this example have for future humans?
4. How does a new species evolve from a pre-existing species? Include a brief analysis of the factors affecting speciation.
.
Navigate to the Pearson Assessment website. Identify an assessme.docxgemaherd
Navigate to the
Pearson Assessment website
. Identify an assessment that could be used in a diagnosis. What is the assessment and what is the diagnosis? What are the attributes to be aware of when considering how to match the client and the test?
Min 150 words with 1 in text citation
.
More Related Content
Similar to Name _______________________ DATE _.docx
IOSR Journal of Applied Physics (IOSR-JAP) is an open access international journal that provides rapid publication (within a month) of articles in all areas of physics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in applied physics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
1.Matching How do astronomers determine the physical char.docxgasciognecaren
1.
Matching:
How do astronomers determine the physical characteristics of stars? Match each characteristic of stars with an important technique that astronomers use to determine that characteristic. Refer to Table 18.2 and page 660 in Chapter 19 when answering this question. Each answer will be used once.
How do Astronomers determine the …
of a star?
Technique
Surface temperature
Radial Velocity
Mass
Diameter
Luminosity
Distance
Techniques
for Question 1: Measure the apparent brightness and determine the distance to the star / Measure the Doppler shift / Measure the light curves and Doppler shifts for eclipsing binary stars / Measure the star’s parallax / Measure the peak wavelength of the star’s spectrum and apply Wien’s Law / Measure the period and radial velocity curves for spectroscopic binary stars
2. Matching:
(Review Question 4 on page 682 in OSA) Which method would you use to obtain the distance to each of the following? Choose the best answer below:
Method
A.
An asteroid crossing Earth’s orbit
B.
A star astronomers believe to be no more than 50 light-years from the Sun
C.
A tight group of stars in the Milky Way Galaxy that includes a significant number of variable stars.
D.
A star that is not variable but for which you can obtain a clearly defined spectrum.
Methods
for Question 2: RR Lyrae and/or Cepheid variable stars can be used to determine the distance / Measure the parallax of the object and calculate the distance by triangulation / The information you have is sufficient to allow you to place the star in the correct location on the H-R diagram; this allows you to accurately estimate the object’s luminosity and, using the inverse-square law, its distance / Send a radar beam toward the object and measure the return time
†
3.
(Review Question 5 on page 682 in OSA) What are the luminosity class and spectral type of a star with an effective temperature of 5000 K and a luminosity of 100 Lsun?
A.
First, calculate the radius of the star relative to the Sun using the equation L*/Lsun = (R*/Rsun)2 (T*/Tsun)4. The radius of this star is ( 1/100 times / 1/10 times / 1/5.5 times / the same as / 10 times / 13.5 times / 100 times) the radius of the Sun.
B.
The luminosity class of this star is ( Ia / Ib / II / III / IV / V / wd ). This indicates that it is a ( Bright Supergiant / Less Luminous Supergiant / Bright Giant / Giant / Subgiant / Main Sequence / White Dwarf ) star. If you need help, refer to page 676 in OSA.
C.
The spectral type of this star is ( O / B / A / F / G / K / M ). If you need help, refer to Table 17.2 on page 601 in OSA.
†
4.
What are the spectral type and luminosity class of the star Regulus which has a surface temperature of 10,750 K and a luminosity of 220 Lsun? Regulus is in the constellation Leo and represents the Lion’s Heart.
A.
First, calculate the radius of Regulus relative to the Sun using the equation L*/Lsun = (R*/Rsun)2 (T.
Brightness at Varying Distances LabImage by Borb CC license.docxjasoninnes20
Brightness at Varying Distances Lab
Image by Borb CC license: http://en.wikipedia.org/wiki/Inverse-square_law#/media/File:Inverse_square_law.svg
Purpose: In this lab, you will look at how light leaving a star “spreads out” and how this spreading can be used to determine the brightness of the star at different distances. While the focus of this lab is on light, your results will apply equally well to sound and the loudness of sounds at varying distances.
Equipment: This lab uses the optics bench, a square of aluminum foil sandwiched between two squares of paraffin wax, a lens holder to hold the wax, three incandescent light bulbs of equal wattage with bases, and three optics stands. The lab also requires access to the internet and a ruler.
Let’s start this lab by introducing the basic question that we want to answer.
Part 1: Introducing the Question
At the front of the class is an optics bench with two identical light bulbs on opposite sides of a wax block. In the center of the wax block is a piece of reflective foil. The foil ensures that each side of the wax is only illuminated by one of the light bulbs.
In a moment, the instructor will turn on the light bulbs and turn off the overhead light.
1. How does the brightness of each side of the wax block compare when the bulbs are both equal
distances from the wax?
a) Both sides of the wax are approximately the same brightness
b) The left side of the wax is noticeably brighter
c) The right side of the wax is noticeably brighter
Your question for this experiment is: If we add a second identical light bulb to the left side of the optics track, how far must the two light bulbs be from the wax in order to make both sides of the wax appear equally bright?
2. What is your prediction? If the single light bulb on the right side is 20 cm from the wax, how
far away do you think the two light bulbs will need to be from the wax in order to produce an
equal amount of brightness on their side of the wax?
Part 2: Computer Simulation
Open your internet browser and go to the online Flux Simulator at http://astro.unl.edu/classaction/animations/stellarprops/lightdetector.html. The simulation shows two light bulbs and two light sensors. The number on the sensors can be considered a numerical value of the brightness at that location. Take a few minutes to play around with the controls and see what you can do to increase and decrease the brightness readings.
3*. Set the wattage of the top bulb to 50 and use the simulation and your calculator to fill in the
table below. For columns 3 and 4, note that B1 is always 3.979.
Distance from bulb
Brightness Value
B1/R
B1/R2
R = 1.0
B1 = 3.979
R = 2.0
B =
R = 3.0
B =
R = 4.0
B =
R = 5.0
B =
*Note that in the last column, only R is squared, B1 is not being squared.
4. The brightness value at R = 2.0 is:
a) approximately half of the brightness value at R = 1.0
b) significantly more than hal ...
LIT 2001 FINAL EXAMPlease respond with a complete, thoughtful an.docxSHIVA101531
LIT 2001 FINAL EXAM
Please respond with a complete, thoughtful answer. Be sure to provide detail by referring to specific examples. DO NOT USE OUTSIDE RESEARCH SOURCES.
PART ONE: Answer ONE of the following questions:
1. Describe Langston Hughes’ view of America by tracing at least three of his poems. Also, describe the controversy around the manner in which Hughes portrayed African Americans in his poems.
2. William Carlos Williams uses an “open” style and format and Robert Frost uses a more “constructed”? What are the characteristics of each style – i.e., rhyme, etc. Use examples from their poems.
PART TWO: POEM ANALYSIS
DO NOT USE OUTSIDE RESEARCH SOURCES.
Critically analyze this poem by discussing three major components of analysis: Please read all 7 stanzas of the poem.
1. What are some of the structural elements of the poem? Metaphor, rhyme, symbols, sounds, etc.
2. What does the poem mean? Explain the content of the poem.
3. What is the theme of the poem?
To An Athlete Dying Young by A.E.Housman
The time you won our town the race
We chaired you through the market place;
Man and boy stood cheering by,
And home we brought you shoulder-high.
Today, the road all runners come,
Shoulder-high we bring you home,
And set you at your threshold down,
Townsman of a stiller town.
Smart lad, to slip betimes away
From fields where glory does not stay,
And early though the laurel grows
It withers quicker than the rose.
Eyes the shady night has shut
Cannot see the record cut,
And silence sounds no worse than cheers
After earth has stopped the ears:
Now you will not swell the rout
Of lads that wore their honors out,
Runners whom renown outran
And the name died before the man.
So set, before its echoes fade,
The fleet foot on the sill of shade,
And hold to the low lintel up
The still-defended challenge cup.
And round that early-laureled head
Will flock to gaze the strengthless dead
And find unwithered on its curls
The garland briefer than a girl’s.
Hubble's Law and the Expansion Rate of the Universe
This lab is based on the University of Washington’s “Hubble’s Law and the Expansion of
the Universe” lab. The website where the images and spectra are located is maintained
by the University of Washington Astronomy Department.
Learning Objectives
Using analyses of images and spectra of selected galaxies, you will
1. measure angular sizes of galaxies and find their distances,
2. measure the redshifts of galaxy spectral lines and find the recessional velocities
of the galaxies,
3. create a Hubble Plot to determine a value for Hubble's constant,
4. estimate the age of the Universe from this constant and compare that to the age
of the Sun and the Milky Way,
5. and summarize how our view of the Universe has changed as the value of the
Hubble constant has improved.
Background and Theory
In the 1920's, Edwin P. Hubble discovered a relationship, now known as Hubble' ...
Magnetic field, Rotational curve, mass, Luminosity of Milky Way GalaxySiraj Ud Daula Shamim
This power point presentation is helpful for astrophysicist whose are interested about magnetic field,mass,rotational curve and luminosity of our galaxy.In this slide,there are some very interesting graph and a video clip which is helpful for imagination.
A measurement of_the_black_hole_mass_in_ngc_1097_using_almaSérgio Sacani
Artigo descreve a maneira como os astrônomos usaram pela primeira vez o ALMA para medir a massa de um buraco negro supermassivo no interior de uma galáxias espiral barrada.
Galaxy dynamics and the mass density of the universeSérgio Sacani
Dynamical evidence accumulated over the
past 20 years has convinced astronomers that luminous matter
in a spiral galaxy constitutes no more than 10% of the mass of
a galaxy. An additional 90% is inferred by its gravitational
effect on luminous material. Here I review recent observations
concerning the distribution of luminous and nonluminous
matter in the Milky Way, in galaxies, and in galaxy clusters.
Observations of neutral hydrogen disks, some extending in
radius several times the optical disk, confirm that a massive
dark halo is a major component of virtually every spiral. A
recent surprise has been the discovery that stellar and gas
motions in ellipticals are enormously complex. To date, only for
a few spheroidal galaxies do the velocities extend far enough to
probe the outer mass distribution. But the diverse kinematics
of inner cores, peripheral to deducing the overall mass distribution,
offer additional evidence that ellipticals have acquired
gas-rich systems after initial formation. Dynamical results are
consistent with a low-density universe, in which the required
dark matter could be baryonic. On smallest scales of galaxies
[10 kiloparsec (kpc); H. = 50 kmsec'lmegaparsec'11 the
luminous matter constitutes only 1% of the closure density. On
scales greater than binary galaxies (i.e., .100 kpc) all systems
indicate a density -10% of the closure density, a density
consistent with the low baryon density in the universe. If
large-scale motions in the universe require a higher mass
density, these motions would constitute the first dynamical
evidence for nonbaryonic matter in a universe of higher
density.
Similar to Name _______________________ DATE _.docx (20)
Natural Selection and Patterns of Evolution WorksheetComplet.docxgemaherd
Natural Selection and Patterns of Evolution Worksheet
Complete the worksheet writing 100- to 200-word short answers for each question. Format your references consistent with APA guidelines.
1. What is the direct evidence in support of the theory of natural selection? Include at least four examples.
2. Humans shape their environment in ways that other organisms cannot. Are humans subject to the same pressures of natural selection as other organisms? Why?
3. Provide an example of convergent and divergent evolution, adaptive radiation, and co-evolution. Then, choose one of the examples you provided. What implications might this example have for future humans?
4. How does a new species evolve from a pre-existing species? Include a brief analysis of the factors affecting speciation.
.
Navigate to the Pearson Assessment website. Identify an assessme.docxgemaherd
Navigate to the
Pearson Assessment website
. Identify an assessment that could be used in a diagnosis. What is the assessment and what is the diagnosis? What are the attributes to be aware of when considering how to match the client and the test?
Min 150 words with 1 in text citation
.
Need a reply 1Amy Simons is an aunt to my mum. Amy passed on.docxgemaherd
Need a reply 1
Amy Simons is an aunt to my mum. Amy passed on May 31, 2020, while surrounded by all her family members after a long fight with colon cancer; she was 48.
On December 21, 1972, Amy Simons was born in Redbone, Alabama, to the late Hadley and Pauline Simons. According to the story I was told by my mum, Amy was a wonderful and selfless person. She was the third child of four after Christine Simons, Reuben Simons, and her older sister to Raphael. The majority of her childhood and teenage years were in Alabama before relocating to New York for her college education at New York University. During her term in the school, she met Joshua, whom they bore their first child Fredrick in 1990. She deferred for one year before resuming and completing her Human Resource Management degree. They got married in 1991, after which they relocated back to Huntsville, Alabama. They opened a bakery in 1993 and were well known by the local community. She gave birth to her second child Diana in 1995; during this period, she began complaining about stomach discomfort. The medical assessment resulted in her having an operation that corrected the issue. In 1999, the Simons family relocated out to Redstone, Alabama, where they resided until Joshua's premature death in 2016.
After his death, she developed complications that were unidentified by numerous physicians. However, after consulting an oncologist in 2018, she was diagnosed with colon cancer. She underwent various sessions of chemotherapy and radiation therapy that extended her life. The affected parts of her colon were surgically removed, allowing her to recover without issue. However, cancer reemerged more aggressively; she died in hospital due to complications caused by the COVID-19 virus. Though her final months were trying and difficult, she maintained a positive attitude recognized by most community members who knew her. The notion was also shared by her doctors, who stated that she never complained and was always optimistic. Similar notions are expressed by the local law enforcement agents who were her close friends. Her baking skills further made her more popular, with the local police department being her primary market.
Amy was a driven and steadfast mother and member of the Redstone community. Her actions were focused on ensuring her children had all their requirements before focusing on others. Her role as the local “mum” made the locals cherish her personality. Her baking skills intrigued and captivated people from various counties and states. With her demise, she leaves behind two children and five grandchildren. Fredrick Simons is aged 31 years, with three children: Jackeline Simons, Chloe Simons, and Ryan Simons. Her daughter Diana aged 26, is married to Geoffrey Green with two children Brenda Green and Brian Green.
Amy’s main objective was to make her children and community happy; therefore, in memory of her desire, her bakery will host a commemo.
Need a PowerPoint 12 pages on the following nursing theory Peacefu.docxgemaherd
Need a PowerPoint 12 pages on the following nursing theory Peaceful end of life by Cornelia Ruland and Shirley Moore. APA format with reference.
All references must be with in the last 5 years and different sources most be used. PLEASE SEE ATTACHMENT FOR EXAMPLE OF WHAT IT IS SUPPOSE TO LOOK LIKE.
What need to be cover on PowerPoint.
Content
Covers primary elements of theory
Contains definitions of person, environment, health, and nursing
Discusses how the theory is used in nursing practice
Accurate and current information
Includes diagram or graphic of theory
Shows evidence of critical thinking
Organization
Well organized with introduction, body, & conclusion
Good transitions
Introduction includes attention-getter
Logical progression and connections
Conclusion includes summary and closure
Delivery
Clear, precise and appropriate word usage
Articulate and expressive
Level appropriate for audience
Maintains audience interest/responds to cues from listeners
Free of distracting mannerisms
Avoids reading from notes or over-reliance on written material
Enthusiasm
Creativity
Reference List
Uses a variety of appropriate references
Books, journals, websites, etc.
Correct APA format
Graphic Representation
Includes principle elements
of the theory
Clear
.
Need 5 papers along with reference page Topic Delay in Phys.docxgemaherd
Need 5 papers along with reference page
Topic: Delay in Physical security related to IT Sector
Covering below 2 topics
Business Continuity and Risk Mitigation
Budgetary Concerns
MUST follow below rules.
1. APA format
2. 4 References must be scholarly peer-reviewed articles
3. The purpose of the research paper is to associate controls (administrative, technical,
and physical) with your assigned physical security goal.
4. Find and review other information that associates with your topic area
5. Apply research from articles on chosen topic area to create research paper
.
Need 6 pages with APA format and referencesThere are several e.docxgemaherd
Need 6 pages with APA format and references
There are several emerging concepts that are using Big Data and Blockchain Technology. Please search the internet and highlight 5 emerging concepts that are exploring the use of Blockchain and Big Dat a
.
need a research paper about leadership in 10 pages with 10 reference.docxgemaherd
need a research paper about leadership in 10 pages with 10 references without introduction and reference page with following and we need to also write three reasons why leadership is important in organizations in this paper.
Introduction
Background and Significance of the Study
Literature Review
Research Design and Methods
Preliminary Suppositions and Implications
Conclusion
.
Need a QUALITATIVE Journal, The topic is up to you as long as yo.docxgemaherd
Need a QUALITATIVE Journal, The topic is up to you as long as you choose a
peer-reviewed, academic
research piece.
Please use APA formatting and include the following information:
Introduction/Background: Provide context for the research article. What led the author(s) to write the piece? What key concepts were explored? Were there weaknesses in prior research that led the author to the current hypothesis or research question?
Methodology: Describe how the data was gathered and analyzed. What research questions or hypotheses were the researcher trying to explore? What statistical analysis was used?
Study Findings and Results: What were the major findings from the study? Were there any limitations?
Conclusions: Evaluate the article in terms of significance, research methods, readability and the implications of the results. Does the piece lead into further study? Are there different methods you would have chosen based on what you read? What are the strengths and weaknesses of the article in terms of statistical analysis and application? (This is where a large part of the rubric is covered.)
References
.
Need a one response for each discussion post in 50 to 75 words.docxgemaherd
Need a one response for each discussion post in 50 to 75 words
Discussion post 1
Payback Period: The payback period refers to the amount of time it takes to recover the cost of an investment. Simply put, the payback period is the length of time an investment reaches a break-even point. The desirability of an investment is directly related to its payback period. Shorter paybacks mean more attractive investments. The payback period is the cost of the investment divided by the annual cash flow. The shorter the payback, the more desirable the investment. Conversely, the longer the payback, the less desirable it is.
Net Present Value: Net Present Value (NPV) is the value of all future cash flows (positive and negative) over the entire life of an investment discounted to the present. NPV analysis is a form of intrinsic valuation and is used extensively across finance and accounting for determining the value of a business, investment security, capital project, new venture, cost reduction program, and anything that involves cash flow.
Internal Rate of Return: Internal rate of return (IRR) is the discount rate that makes the net present value of all cash flows (both positive and negative) equal to zero for a specific project or investment.
IRR: What Is It Used For?
The internal rate of return is used to evaluate projects or investments. The IRR estimates a project’s breakeven discount rate or rate of return, which indicates the project’s potential for profitability.
Based on IRR, a company will decide to either accept or reject a project. If the IRR of a new project exceeds a company’s required rate of return, that project will most likely be accepted. If IRR falls below the required rate of return, the project should be rejected.
IRR Formula?
You can use the following formula to calculate IRR:
0 (NPV) = P0 + P1/(1+IRR) + P2/(1+IRR)2 + P3/(1+IRR)3 + . . . +Pn/(1+IRR)n
Profitability Index Definition: Profitability index method measures the present value of benefits for every dollar investment. In other words, it involves the ratio that is created by comparing the ratio of the present value of future cash flows from a project to the initial investment in the project. The Profitability Index Method is often times compared similarly to the Net Present Value Method for their close proximity. One should use caution when utilizing both the NPV and profitability index methods in tandem. Often times, it has been found that both methods can rank projects in a different way. One project could possibly be ranked number 1 for one of the methods while it ranks dead last in the other. Use digression when using both in tandem.
There is relationship between profitability index and net present value method. If profitability index >1, the NPV is positive. If profitability index <1, NPV is negative. The profitability index is a relative measure of an investment’s value while NPV is an absolute measure.
Discussion Post 2
The payback period depicts the dur.
Need 20 -25 pages Identify the key problems and issues in .docxgemaherd
Need 20 -25 pages
Identify the key problems and issues in the case study.
Problems :
1. McD placed itself in the middle with overall-cost leadership and broad differentiation to please everyone. They lost focus on existing business.
2. Bussiness/Marketing strategy unable to provide well-perceived customer experience, did not engage customer’s expectationa and feedback
.
Need a research paper with ANY ONE of the below topicsT.docxgemaherd
Need a research paper with
ANY ONE
of the below topics:
The Research Report, select one of the following research areas:
i) Cyber Security and INTRANET Cloud Computing
ii) Cyber Security and EXTRANET Cloud Computing
iii) Cyber Security and Machine Learning
iv) Cyber Security and Artificial Intelligence
v) Cyber Security and Internet of Things (IoT)
vi) Cyber Security and Robotics
vii) Cyber Security and Medical Technology
Please see the attached document on the instructions that have to be followed for this research paper.
.
Necesito un essay en espanolTema Explique algunas de las inst.docxgemaherd
Necesito un essay en espanol
Tema: Explique algunas de las instituciones sociales de mayor importancia y sus funciones para el desarrollo del individúo y la comunidad.
Instrucciones: Minimo de una pagina, con Introduccion, desarrollo y concluciones. Estilo APA, Lo necesito para el jueves 09/24/2020 a las 6:00 pm.
.
Need 400 wordsBy October of 2017, Yahoo estimated that 3 billion.docxgemaherd
Need 400 words
By October of 2017, Yahoo estimated that 3 billion user accounts were compromised. Users' passwords in clear text, payment card data and bank information were not stolen. Yet, it remains one of the largest data breaches.
What that teach us as a security professional and as regular user ?
.
Need 1500 words Dissertationresearch method on the impact of C.docxgemaherd
Need 1500 words Dissertation/research method on the impact of Cryptocurrencies in the UAE. The format will be:
1)
Background
2)
Research Question, Aim and Objectives
3)
Potential impact of the dissertation
4)
Theoretical Context
5)
References
I have uploaded sample past papers, so please check them to understand the format of the essay. I have also uploaded some dissertation on cryptocurrencies in the Uae to help you out.
.
Need 250 words Initial Post and two replies of 100 words each. Will .docxgemaherd
Need 250 words Initial Post and two replies of 100 words each. Will post the replies later when they become available.
The Importance of Infrastructure
Based on your readings this week, in 200 to 300 words, describe two difficulties that an international logistician could experience in moving goods from a country with a developed infrastructure (transportation, communication, and utilities) to a country with a deficient infrastructure. Be sure to respond to at least two of your classmates’ posts.
.
Nazi GermanyBrenda Thomas LaShuntae JacksonThe R.docxgemaherd
Nazi Germany
Brenda Thomas
LaShuntae Jackson
The Rise of Nazi Germany
Hitler’s Expanding Axis
The United States’ Intervention
The Collapse of Nazi Germany
Key Points
The Rise of Nazi Germany
Hitler (Chancellor) January 30, 1933
Created A Secret Police Force
No Election
No Labor Unions
No Strikes
Cont. Hitler’ Expanding Axis
1. The Battle of Great Britain
German bombers attack Great Britain: The Blitz
b.In July and August 1940, the German Air Force launched day and night bombing raids against military targets across Southeast England. The air raids killed some 43,000 civilians, wounded thousands more, and left 2 million homeless.
Hitler’s Expanding Axis
Cont. Hitler’s Expanding Axis
2. Invades The Soviet Union
a. In April 1941 invading Nazi armies overwhelmed Yugoslavia and Greece. With Hungary Romania and Bulgaria under Nazi control, Hitler ruled nearly all of Europe.
b. On July 22, 1941 without warning massive German armies invaded their supposed alley, the Soviet Union, in “Operation Barbarossa.” Hitler's decision to attack the Soviet Union was the defining moment of the European war, for the German eventually would be worn down and thrown back by the Soviets.
Cont. Hitler’ Expanding Axis
3. The Attack on Pearl Harbor
American battleships were sunk disabled along with eleven other ships, japanese bombers also destroyed 180 American warplanes.
The raid which lasted less than two hours, killed more than 2,400 American servicemen and civilians and wounded nearly 1,200 more.The surprise Japanese attack on the U.S. fleet at Pearl Harbor on December 7, 1941 which prompted the immediate American entry into the war.
The United States’ Intervention
1. The Manhattan Project
Dr. J. Robert Oppenheimer led the team of almost 200,000 people which consisted of distinguished scientists scattered among several secret facilities across the country to develop an atomic bomb before the German did.
This was a top secret effort set up by the President June 1940 called the National Defense Research Committee to coordinate military research.
Cont. The United States’ Intervention
2. The Lend Lease Bill
Introduced in Congress on January 10,1941.
Allowed the President to lend or lease military equipment to any country whose defense of the United States.
Cont. The United States’ Intervention
3. The Tripartite Pact
September 27, 1940 the Tokyo government signed a pact with Germany and Italy.
Each pledged to declare war on any nation that attacked any of them.
Cont. The United States’ Intervention
4. The Atlantic Charter 1941
Joint statement crafted by Franklin D. Roosevelt and British prime minister Winston Churchill listed the war goals of the allied powers.
The Collapse of Nazi Germany
Soviet troops enter Berlin.
Germany surrenders.
Hitler married his mistress, she poisoned herself, and he killed himself two days later.
May 2, Berlin fell. Five days later, on May 7 the ch.
Need a paper with atleast 1000 - 1200 words.you can find the del.docxgemaherd
Need a paper with atleast 1000 - 1200 words.
you can find the deliverables in the "Final Research Assignment Doc".
References in the "References Doc".
And attached an additional DOC for the "challenges of IoT security".
Note: I need this paper by Friday(10/09/2020) Evening before 9pm EST.
.
Necesito un Essay en español, alguien puede ayudarmeTema ¿Cuál.docxgemaherd
Necesito un Essay en español, alguien puede ayudarme?
Tema: ¿Cuáles son algunos de los temas que se pueden analizar dentro del marco de la sociología en el campo de la preferencia sexual?
Minimo de una pagina, Formato APA, lo necesito para el miercoles.
.
Nature GeNetics VOLUME 46 NUMBER 10 OCTOBER 2014 1 0 8 9.docxgemaherd
Nature GeNetics VOLUME 46 | NUMBER 10 | OCTOBER 2014 1 0 8 9
A suite of forces and factors, including mutation, recombination,
selection, population history and gene duplication influence patterns
of intraspecific genetic variation. Distinguishing which factors have
shaped sequence variation across a genome requires extensive whole-
genome sequencing of multiple individuals, which has only recently
become tractable1. Most large-scale whole-genome resequencing
studies have focused on model and domesticated species1–5. However,
extensive sequencing of natural populations holds great promise for
advancing understanding of evolutionary biology, including identify-
ing functional variation and the molecular bases of adaptation. Recent
work in a number of species has identified genomic regions that show
signatures of positive selection, suggesting that such regions contain
loci that control adaptive traits4,6–8. Relatively few studies, however,
have combined genome-wide scans with phenotypic data to determine
whether computationally identified selected regions influence adap-
tive phenotypic variation5,9–13. Genome-wide studies of large natural
populations combined with phenotypic measurements are necessary
to determine which factors shape patterns of genetic variation within
species and, therefore, enhance understanding of adaptation.
With large geographic ranges spanning wide environmental gradi-
ents and a long history of research showing local adaptation14, forest
trees are ideal for examining the processes shaping genetic variation
in natural populations. Forest trees cover approximately 30% of ter-
restrial land area15, provide direct feedback to global climate15 and
are often foundation species that organize entire biotic communities
and biogeochemical systems16,17. Clearly, biotic and abiotic interac-
tions have influenced population sizes and distributions of forest
trees, leaving diagnostic signatures in the genomes of present-day
populations14,18,19. A deeper understanding of the evolutionary and
ecological forces that shaped these patterns will offer insights and
options for ecosystem management, applied tree improvement and
accelerated domestication efforts20.
Black cottonwood, Populus trichocarpa Torr. & Gray, is a dominant
riparian tree that has become a model for the advancement of genome-
level insights in forest trees21. The sequencing of 16 P. trichocarpa
genomes revealed widespread patterns of linkage disequilibrium (LD)
and population structure22 and extensive genecological studies have
revealed a high degree of adaptive phenotypic variation in growth,
vegetative phenology and physiological traits such as water-use effi-
ciency and photosynthesis23–25, suggesting that local adaptation is
prevalent. To date, candidate gene–association analyses have revealed
loci with significant effects on phenotypic traits26,27. However, thus
far there have been no publications describing whole-genome asso-
.
Nature VS NurtureResearch writing 310Joi Tucker.docxgemaherd
Nature VS Nurture
Research writing 310
Joi Tucker
Wilmington University
Nature VS Nurture
Abstract
Nature vs Nurture is one of the oldest arguments known to the Psychology genre. For those who do not know; simply put, the underlying question is, can behaviors be inherited? Initially, upon answering the question without any regard to the actual research and experiments done in this field a conclusion was drawn that Nature outweighs Nurture and that the behaviors of men are innate in that they are inherited genes that have influence over our behaviors. Upon further investigation and deeper insight, it is of my belief that the behaviors of men are based not solely on the behavior of their parents and their genetic makeup but also, by socioeconomic, traditional, educational, religious, and many other external factors. This paper will demonstrate the multiple schools of thought and their perspective on behaviorism, specifically when it comes to the argument of Nature vs Nurture. These perspectives will be used in order to justify the position that was previously stated, that the behaviors of men are influenced not only by their biology but also by their upbringing and multiple external factors.
Nature versus Nurture is one of the oldest debates within Psychology. It is concerned with the extent to which aspects of behavior are a product of either inherited (i.e., genetic) or acquired (i.e., learned) characteristics. Previous to delving into this topic I took the stance that Nature outweighed Nurture and that human behaviors were innate in that they were solely influenced by one’s genetic makeup. After vigorous research on the topic an attempt to take the stance that aspects of behavior are a product of inherited characteristics. Most people no matter what their upbringing and socioeconomical positions are prone to specific types of behaviors due to their genetic makeup. Within this argumentative essay, the attempt to write about Nature vs Nurture taking the perspective that human behaviors are derived from a combination of the two. The plan is to investigate multiple schools of thought in regards to the topic in order to prove the theory which was previously stated; human behaviors are a product of both genetic and environmental influences.
Within the world of biology, it is widely known that physical characteristics as well as one’s vulnerability to certain illnesses are because of one’s genetic makeup. It is of no surprise that one may share the color their mother’s eyes while inheriting their father’s diabetes. If you are a male, you may be prone to balding in your early 30’s just as your father did and women whose mother suffered from Breast Cancer have a higher likelihood of acquiring the same illness. Understanding how genetics works and now knowing how its functioning contributes to physical attributes as well as biological ailments, the question of whethe.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Name: _______________________ DATE:
____________________
Lab 8 - PROPERTIES OF PLANETARY NEBULAE
GOALS: Estimate the size and age of a planetary nebula
Quantify the mass of planetary nebulae returned to ISM
The NASA Hubble Space Telescope has captured the
sharpest view yet
of the most famous of all planetary nebulae: the Ring Nebula
(M57). The colors
are approximately true colors. The color image was assembled
from three black-
and-white photos taken through different color filters with the
Hubble
telescope's Wide Field Planetary Camera 2. Blue isolates
emission from very hot
helium, which is located primarily close to the hot central star.
Green represents
ionized oxygen, which is located farther from the star. Red
shows ionized
2. nitrogen, which is radiated from the coolest gas, located farthest
from the star.
The gradations of color illustrate how the gas glows because it
is bathed in
ultraviolet radiation from the remnant central star, whose
surface temperature
is a white-hot 216,000 degrees Fahrenheit (120,000 degrees
Celsius). Most Sun-
like stars become planetary nebulae at the end of their lives.
Once a star
consumes all of its hydrogen, the nuclear fuel that makes it
shine, it expands to
a red giant. The bloated star then expels its outer layers,
exposing its hot core.
Ultraviolet radiation from the core illuminates the discarded
material, making it
glow. The smoldering core, called a white dwarf, is the tiny
white dot in the
center of the Ring Nebula.
In this experiment, you will start by examining M57 to learn
about
planetary nebulae and the role they play in enriching the
interstellar medium.
3. Then, you will repeat same steps another no less famous
planetary nebula
NGC7293 – known as the Helix Nebula.
To begin, view and take notes for the Hubble images of M57
and NGC7293
found at:
M57
https://hubblesite.org/contents/media/images/1999/01/748-
Image.html
NGC7293
https://hubblesite.org/contents/media/images/2004/32/3911-
Image.html
PART 1: THE SIZE AND NATURE OF M57, THE RING
NEBULA
In the Hubble image of M57, the brighter regions are places
where the density of
the nebula is high because there is more material present to
create emission.
The negative image of M57 is provided at the end of this
document, to be used
for this exercise
4. 1. Does the nebula look like it is evenly filled, or does it look
like a bubble? How
can you tell?
https://hubblesite.org/contents/media/images/1999/01/748-
Image.html
https://hubblesite.org/contents/media/images/2004/32/3911-
Image.html
2. Use a ruler to measure the size of the nebula in centimeters.
Measure the size
of the nebula along its longest axis. Then, divide this number by
two to get the
radius of the nebula. Record the length of the longest axis and
radius (in
centimeters to nearest millimeter)
Length (cm) = ___________
Radius (cm) =____________
This image is 120 arcseconds in height (the box of the image is
Limage). A
5. ratio of the radius of the ring, Rring, and the image size,
Limage, is equal to a ratio of
the ring’s angular size, ∝, to the angular size of the image (120
arcseconds). In
symbols:
∝ =
�����[��]
������[��]
× 120[������]
3. Input the values you recorded in Question (2) into the
equation above to find
the angular size of the nebula, ∝. Show your work, and record
∝ here:
Show your work:
4. Now apply the small angle formula, shown below, to find the
actual radius (R)
of the nebula in kilometers. The distance (d) from Earth to M57
is about 2000
6. light years (convert this value into kilometers). The small angle
formula is
� =
� × ∝
206 265
Show your work:
5. We can assume that the nebula has been expanding at about
20 kilometers
per second (km/s) since it first began losing mass. Given this
speed and the size
(radius) of the nebula (which you derived in Question 4) find
the time of this
expansion of the nebula (in other words, the age of M57) in
seconds. Then,
convert this time (age) into years.
Show your work:
7. 6. To better grasp the size of this object, convert the diameter of
the nebula
from kilometers to astronomical units (AU), where 1 AU = 1.5 x
10
8
km. For a
sense of scale, 1 AU is the distance from the Earth to the Sun
and our entire
solar system is about 200 AU across.
Show your work:
Now, explain in words these results:
8. PART 2: THE SIZE AND NATURE OF NGC7293, THE HELIX
NEBULA
In Hubble image of NGC7293, the brighter regions are places
where the
density of the nebula is high because there is more material
present to create
emission. The negative image of NGC7293 is provided at the
end of this
document
7. Does the nebula look like it is evenly filled, or does it look
like a bubble? How
can you tell?
8. Use a ruler to measure the size of the nebula in centimeters.
Measure the size
9. of the nebula along its longest axis. Divide this number by two
to get the radius
of the nebula. Record the length of the longest axis and radius
here:
Length (cm) = ___________
Radius (cm) =____________
This image is 1200 arc-seconds in height. A ratio of the radius
of the ring,
Rring, and the image size, Limage, is equal to a ratio of the
ring’s angular size, ∝, to
the angular size of the image (1200 arc-seconds). Note the
measurements here
are centimeters [cm]
∝ =
�����[��]
������[��]
× 1200[������]
9. Input the values you recorded in Question (8) into the ratio
above to find the
10. angular size of the nebula, ∝. Show your work and record ∝
here:
Show your work:
10. Now apply the small angle formula, to find the actual radius
(R) of the
nebula in kilometers. The distance (d) from Earth to NGC7293
is about 650 light
years (convert this values into kilometers),
� =
� × ∝
206 265
Show your work:
11. 11. We can assume that the nebula has been expanding at about
20 kilometers
per second since it first began losing mass. Given this speed and
the radius (R)
of the nebula, find the age of NGC7293 in seconds. Convert this
age into years.
Show your work:
12. To better grasp the size of this object, convert the diameter
of the nebula
from kilometers to astronomical units (AU), where 1 AU = 1.5 x
10
8
km. For a
sense of scale, 1 AU is the distance from the Earth to the Sun
and our entire
solar system is about 200 AU across. Explain your results in
words
12. Show your work:
PART 3: MASS LOSS
The volume of M57 can be calculated by finding the volume of
a sphere
that would surround the entire nebula (see step 4) and then
subtracting from it
the volume of a hollow sphere that would fit inside the nebula.
To find the
Radius of the inner sphere, repeat similar steps 8 to 10 for the
“reddish” circle
in figure at the end of this doc for M57.
Show your work:
13. 13. Calculate the volume of M57 (Vring) by finding the volume
of the overall
sphere and subtracting the volume of the hollow inner sphere
using the
following equation [Note: be careful to use R values in
kilometers]
����� =
4
14. 3
� [ ������
3 − ������
3 ]
Show your work:
14. The density of M57 is very low, 1.7 × 10−10
��
��3
. Multiply this density by the
volume in 13 to derive the mass of M57 in kilograms.
15. Show your work:
15. Convert M57’s mass into units of solar masses (1 ���� =
2 × 10
30 ��). If the
original star had been the same size as our Sun, what fraction of
its mass did it
eject into the interstellar media (ISM) when it became a nebula?
Show your work:
17. The entire mass of this planetary nebula will become part of
the interstellar
medium. If there are about 700 planetary nebulae in the Milky
Way galaxy
16. estimate the mass returned to the interstellar medium each year
by planetary
nebulae in the Milky Way by multiplying the mass of M57
(found in 15) by the
total number of nebulae in the Milky Way and then dividing by
the lifetime of
M57 (in years) as found in step 5. Record the amount of mass
returned to the
interstellar medium here. Is this a large amount of material?
Show your work:
18. New stars form at a rate of roughly 1 solar mass per year.
Can planetary
nebulae be solely responsible for producing the gas from which
these new stars
form? Explain why yes or why no?
17. NOTE: Some answers can be found here:
http://hubblesite.org/newscenter/archive/releases/1999/01/text/
http://hubblesite.org/newscenter/archive/releases/2004/32/text/
http://hubblesite.org/newscenter/archive/releases/1999/01/text/
http://hubblesite.org/newscenter/archive/releases/2004/32/text/
