The document discusses the immense size and scale of the universe. It provides sizes and comparisons for objects from Earth to the observable universe. Earth is compared to a salt grain, while the Sun is like a gumball. The solar system spans a football stadium and galaxies are like orbits of outer planets. The observable universe extends as far as the Oort cloud at the edge of our solar system. Precise measurement techniques are needed to determine astronomical distances.
Maybe too in-depth for most elementary students, but very good broad coverage for teacher background or more advanced students in elementary or middle school.
Types of galaxies
You can edit this powerpoint for your own presentation but don't re-upload.
I used hyperlink(especially on images) and alot of animation.
Into the Edge of the universe Humanity’s changing vision of the cosmosPresent...Haileyesus Wondwossen
Into the Edge of the universe
Humanity’s changing vision of the cosmos
Presenter: Haileyesus Wondwossen
Basic measurement.
How old our universe is?
Evidence that the universe had a beginning.
Size comparison.
The universe-Earth
Faster travel.
Search for life-bearing planets
Mystery question
Maybe too in-depth for most elementary students, but very good broad coverage for teacher background or more advanced students in elementary or middle school.
Types of galaxies
You can edit this powerpoint for your own presentation but don't re-upload.
I used hyperlink(especially on images) and alot of animation.
Into the Edge of the universe Humanity’s changing vision of the cosmosPresent...Haileyesus Wondwossen
Into the Edge of the universe
Humanity’s changing vision of the cosmos
Presenter: Haileyesus Wondwossen
Basic measurement.
How old our universe is?
Evidence that the universe had a beginning.
Size comparison.
The universe-Earth
Faster travel.
Search for life-bearing planets
Mystery question
Astronomy - Stat eof the Art - CosmologyChris Impey
Astronomy - State of the Art is a course covering the hottest topics in astronomy. In this section, the properties of the whole universe are covered, including Hubble expansion, the age and size, the big bang, and dark energy.
* Model exponential growth and decay
* Use Newton's Law of Cooling
* Use logistic-growth models
* Choose an appropriate model for data
* Express an exponential model in base e
* Construct perpendicular and angle bisectors
* Use bisectors to solve problems
* Identify the circumcenter and incenter of a triangle
* Use triangle segments to solve problems
* Identify, write, and analyze conditional statements
* Write the inverse, converse, and contrapositive of a conditional statement
* Write a counterexample to a fake conjecture
* Find the distance between two points
* Find the midpoint of two given points
* Find the coordinates of an endpoint given one endpoint and a midpoint
* Find the coordinates of a point a fractional distance from one end of a segment
* Connect functions to their graphs
* Graph piecewise-defined functions
* Graph absolute value functions
* Graph greatest-integer functions
* Interpret graphs
* Use the vertical line test to determine a function
* Connect functions to their graphs
* Graph piecewise-defined functions
* Graph absolute value functions
* Graph greatest-integer functions
* Interpret graphs
* Use the vertical line test to determine a function
* Introduce functions and function notation
* Develop skills in constructing and interpreting the graphs of functions
* Learn to apply this knowledge in a variety of situations
* Recognize graphs of common functions.
* Graph functions using vertical and horizontal shifts.
* Graph functions using reflections about the x-axis and the y-axis.
* Graph functions using compressions and stretches.
* Combine transformations.
* Identify intervals on which a function increases, decreases, or is constant
* Use graphs to locate relative maxima or minima
* Test for symmetry
* Identify even or odd functions and recognize their symmetries
* Understand and use piecewise functions
* Solve polynomial equations by factoring
* Solve equations with radicals and check the solutions
* Solve equations with rational exponents
* Solve equations that are quadratic in form
* Solve absolute value equations
* Determine whether a relation or an equation represents a function.
* Evaluate a function.
* Use the vertical line test to identify functions.
* Identify the domain and range of a function from its graph
* Identify intercepts from a function’s graph
* Solve counting problems using the Addition Principle.
* Solve counting problems using the Multiplication Principle.
* Solve counting problems using permutations involving n distinct objects.
* Solve counting problems using combinations.
* Find the number of subsets of a given set.
* Solve counting problems using permutations involving n non-distinct objects.
* Use summation notation.
* Use the formula for the sum of the first n terms of an arithmetic series.
* Use the formula for the sum of the first n terms of a geometric series.
* Use the formula for the sum of an infinite geometric series.
* Solve annuity problems.
* Find the common ratio for a geometric sequence.
* List the terms of a geometric sequence.
* Use a recursive formula for a geometric sequence.
* Use an explicit formula for a geometric sequence.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Size and Scale of the Universe
# Street
City
State
Country
Continent
Hemisphere
Planet
Orbit
Star?
…?
…
…
…
…
3. Size and Scale of the Universe
Realm
Guesses
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
Earth Salt grain Salt grain Salt grain Salt grain Salt grain Salt grain
Sun
Solar System
Solar
Neighborhood
Galaxy
Local Group
(of galaxies)
Local Supercluster
(of galaxies)
Universe
4. Size and Scale of the Universe
Realm
Actual Size
(diameter in km)
Actual Size
(in light-years)
Multiple
“X” larger than Earth
Scale Model
Earth 12,700
(1.27E+4)
1.4 billionths
(1.4E-9)
1 salt grain
(0.1 mm)
Sun 1.39 million
(1.39E+6)
1.5 ten-millionths
(1.5E-7)
109
(1.09E+2)
gum ball
(1.09 cm)
Solar System 30 billion
(3.0E+10)
0.0032
(3.2E-3)
2.34 million
(2.34E+6)
football stadium
(234 meters)
Solar
Neighborhood
378 trillion
(3.78E+14)
40
(4.0E+1)
30 billion
(3.0E+10)
~ size of Moon
(3,480 km)
Galaxy 946 quadrillion
(9.46E+17)
100,000
(1.0E+5)
75 trillion
(7.5E+13)
5.4 Suns
(7.5 million km)
Local Group
(of galaxies)
62 quintillion
(6.15E+19)
6.5 million
(6.5E+6)
4.8 quadrillion
(4.8E+15)
orbit of Mars
-diameter
(~3 AU)
Local
Supercluster
1.2 sextillion
(1.2E+21)
130 million
(1.3E+8)
97 quadrillion
(9.7E+16)
orbit of Neptune
-diameter
(~60 AU)
Universe 860.9 sextillion
(8.6E+23)
91 billion
(9.1E+10)
68 quintillion
(6.8E+19)
Oort Cloud-radius
(48,000 AU or
0.76 ly)
5. Size and Scale of the Universe
Image courtesy of The Cosmic Perspective by Bennett, Donahue, Schneider, & Voit; Addison Wesley, 2002
6. Size and Scale of the Universe
• Planet where we all
live
• Comprised primarily of
rock
• Spherical in shape
• 12,700 km in diameter
• It would take 17 days
to circumnavigate the
globe driving a car at
100 km/hr (62 mph)
• At the speed of light, it
would take 0.13
seconds to go all the
way around Earth
Image Credit: NASA/JPL/GSFC
7. Size and Scale of the Universe
• The star that Earth
orbits
• Composed primarily
of hydrogen and
helium gas
• Uses nuclear fusion
in its core to
generate heat and
light to allow itself to
resist the crushing
weight of its own
mass
• Spherical in shape
• 1.39 Million km in
diameter
Image Credit: SOHO/NASA/ESA
8. Size and Scale of the Universe
• The Sun’s diameter is
109 times greater than
that of Earth
• Over 1 million Earths
would fit inside the
Sun’s volume
• The average distance
between the Earth and
the Sun is called an
Astronomical Unit (AU)
- it is about150 million
kilometers
• It would take 11,780
Earths lined up side to
side to bridge the gap
between Earth and
Sun (or 107 Suns)
Image Credit: SOHO/NASA/ESA
9. Size and Scale of the Universe
• 8 planets, several dwarf planets,
thousands of asteroids, and trillions
of comets and meteoroids
• Mostly distributed in a flat disk
• Pluto orbits ~40 AU from Sun
• The Sun blows a constant wind of
charged gas into interstellar space,
called the Solar Wind
• The boundary between the Solar
Wind and interstellar space (the
Heliosphere) is around 100 AU
from the Sun (200 AU diameter)
Imagecredit:NASA
Imagecredit:NASA/JPL-Caltech/R.Hurt
Imagecredit:NASA
10. Size and Scale of the Universe
• The region of the Galaxy
within about 20 light-
years of the Sun (40 light-
years diameter)
• A light-year is the
distance that light travels
in one year (~10 trillion
kilometers or 63,000 AU)
• The neighborhood stars
generally move with the
Sun in its orbit around the
center of the Galaxy
• The ‘Solar Neighborhood’
is a vague term not
scientifically defined
Note: the size of the stars in this image
represents their brightness, they would
actually all be specks at this distance
Image credit: Andrew Colvin
11. Size and Scale of the Universe
• The Milky Way Galaxy
is a giant disk of stars
100,000 light-years
across and 1,000
light-years thick
• The Sun is located at
the edge of a spiral
arm, 30,000 light-
years from the center
• It takes about 250
million years for the
Sun to complete one
orbit
• There are over 200
billion stars in the
Milky Way
Image credit: R. Hurt (SSC), JPL-Caltech, NASA
12. Size and Scale of the Universe
• About 6.5 million
light-years in
diameter
• Contains 3 large
spiral galaxies --
Milky Way,
Andromeda(M31),
and Triangulum(M33)
-- plus a few dozen
dwarf galaxies with
elliptical or irregular
shapes
• Gravitationally bound
together—orbiting
about a common
center of mass
• Roughly shaped like
a football
Image Credit: Andrew Colvin
13. Size and Scale of the Universe
• The Local Supercluster is
about 130 million light-
years across
• It’s a huge cluster of
thousands upon
thousands of galaxies
• Largest cluster is the
Virgo cluster containing
well over a thousand
galaxies
• Clusters and groups of
galaxies are gravitationally
bound together, however
the clusters and groups
spread away from each
other as the Universe
expands
• Roughly pancake shaped
Image credit: Andrew Colvin
14. Size and Scale of the Universe
• Great walls and filaments of
galaxy clusters surrounding
voids containing no galaxies
• Probably at least 100 billion
galaxies in the Universe
• Surveys of galaxies reveal a
web-like or honeycomb structure
to the Universe
Image Credit: Dr Chris Fluke, Centre for Astrophysics and
Supercomputing, Swinburne University of Technology
Image Credit: G.L. Bryan, M. L. Norman, UIUC, NCSA, GC3
• Computer simulations also show a similar
structure, often called the “Cosmic Web”
15. Size and Scale of the Universe
Image Credit: Springer et al (2004)
• The Observable Universe
is currently about
91 billion light-years
across
• There could be (and likely is)
much more beyond that, but
we cannot see it from this
point in spacetime
• Note: The matter that we
can see glowing shortly after
the Big Bang (detected by
the light it emitted 13.7
billion years ago) is now
about 46 billion light-years
away due to the ongoing
expansion of the fabric of
the Universe
17. Size and Scale of the Universe
There are two basic methods for measuring astronomical
distances: the standard rulers and the standard candles...
• Use knowledge of physical and/or geometric properties of an
object to relate an angular size with a physical size to
determine distance
• Examples: Parallax, Moving Clusters, Time Delays, Water
MASERs
• Considered to be a direct or absolute measurement
R
d
θ
d = R/Tan(θ) ≅ R/θ
18. Size and Scale of the Universe
• Requires very precise measurements of stellar positions, and long
baselines
• Need telescopes with high resolution, and must observe over several
years
• The Hipparchos satellite measured distances using this method for
tens of thousands of stars within 1,500 light-years of the Sun
ImageCredit:B.Mendez
19. Size and Scale of the Universe
Use knowledge of physical and/or empirical properties of an object to
determine its Luminosity, which yields distance via the
Inverse Square Law of Light
• Examples: Cepheid
Variables, Supernovae,
TRGB, Tully-Fisher
• Considered to be relative
until tied to an absolute
calibration
Image credit: Splung.com
20. Size and Scale of the Universe
• Cepheid Variables are a
type of giant star whose
surface pulsates in and out
with a regular period. That
Period of pulsation is
related to the Luminosity
of the star
• The Large Magellanic Cloud contains
hundreds of Cepheids all at the same
distance. Which allows for robust
determination of the Period
Luminosity Relationship
Image credit: NASA
Image credit: NASA
21. Size and Scale of the Universe
Image credit: David Hardy, PPARC
Image credit: European Southern Observatory
• Supernovae are EXTREMELY
BRIGHT explosions that can be seen
from enormous distances
• Their absolute luminosity is known
and fades at a consistent rate, so we
can determine their distance
• White dwarfs capturing matter from
a nearby star explode in special
kind of Supernova called Type 1a
• Type 1a supernovae are found by
their spectral signature
22. Size and Scale of the Universe
To measure cosmological distances a ladder of
methods is used to reach further
out into the Universe.
Each “rung” in the ladder depends
on the calibration of the methods “below” it.
Image credit: Addison Wesley