Here are the answers to your questions:
1. It is important to study the solar system to understand how it was formed and evolved over time. Studying other planets and objects in the solar system helps us learn more about the Earth and the conditions required to support life. It also helps increase our knowledge about the universe.
2. The Earth is unique in that it is the only known planet capable of supporting life. It has liquid water on its surface and an atmosphere that allows life to thrive. The Earth also has active geological processes like plate tectonics and a protective magnetic field.
3. Common characteristics of Terrestrial planets include their small, rocky composition. They also orbit close to their star. Jovian
A short glimpse of geology of the planet Mars. Good for undergraduate and post-graduate students of geology, geography, earth and planetary sciences, astronomy.
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the content about the Solar System. This is also where you would find some infos about planets and other astronomical bodies.
A short glimpse of geology of the planet Mars. Good for undergraduate and post-graduate students of geology, geography, earth and planetary sciences, astronomy.
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the content about the Solar System. This is also where you would find some infos about planets and other astronomical bodies.
We're off to space! Let your kids explore the wonders of the great vast universe and launch their ideas to space. Here are some fascinating facts about space to kick off your child's dreams.
The Solar System by VI - Edison (PASAY CITY WEST HIGH SCHOOL, 2012)Fatimah Sol Jalmaani
We did last year (2012), with my classmates Gloriele and Abegail for a report. Anyone can get information from it, but if you plan to use ALL OF IT, make sure to site the source, okay????! That's all! :D
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter 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.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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 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.
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.
2. 1.Discuss the nature of the solar system
2.Explain how the forces in the solar
system affect the earth and its structure
3.Appreciate the importance of space
exploration in gaining more knowledge
about the solar system and the different
planets.
5. Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune and Pluto.
Terrestrial planets and Jovian planets.
Balance of two opposing forces- gravitational
attraction and centrifugal force.
6. GRAVITATIONAL ATTRACTION
Gravity is the
force by which
a planet or
other body
draws objects
toward its
center. The
force of gravity
keeps all of the
planets in orbit
around the sun.
7. The sun exerts gravitational force on the
members of the solar system. This force is
known as gravitational attraction which
keeps the planets from sailing out into
space as they revolve around the sun in
their particular orbits.
8. CENTRIFUGAL FORCE
Centrifugal force is defined as, "the apparent
force that is felt by an object moving in a
curved path that acts outwardly away from the
center of rotation,“.
9. The balance between the sun’s
gravitational effects and the
centrifugal effect of each of the
planets determine the detailed path
that each follows the sun.
10. THE SUN
The Sun—the heart of our solar system—
is a yellow dwarf star, a hot ball of glowing
gases.
It has a spherical gaseous body about
1,300,000 times the earth’s volume and its
diameter is 1.4 million kilometers (856,400
miles), 109 times that of the earth.
Sun’s temperature is about 5,700 c to 6000
c.
12. Structure and Surface
Mercury is the smallest planet in our solar system (2,439.7 km). It is small
and rocky. Mercury has a thin atmosphere.
Time on Mercury
A day on Mercury lasts 59 Earth days. A year on Mercury lasts 88 Earth
days.
Quick History
Mercury has been known since ancient times because it can be seen
without advanced telescopes. Mercury has been visited by two spacecraft:
Mariner 10 and MESSENGER.
13. Venus is the second planet from the Sun and is the second
largest terrestrial planet.
Venus does not have any moons or rings.
It is nearly as big as the Earth with a diameter of 12,104 km.
Venus is the hottest planet in our solar system with the average
surface temperature is 462 °C.
Retrograde Rotation
14. Our home planet is the third planet from the
Sun, and the only place we know of so far that’s
inhabited by living things.
The name Earth is at least 1,000 years old.
However, the name Earth is a Germanic word,
which simply means “the ground.”
ORBIT: 149,600,000 km (1.00 AU) from Sun
DIAMETER: 12,756.3 km
MASS: 5.972e24 kg
SIZE: 6,371 km
15. It is half the size of Earth (3,389.5 km). Mars is sometimes
called the Red Planet.
Structure and Surface
• Mars is a terrestrial planet. It is small and rocky.
• Mars has an active atmosphere.
Time on Mars
• One day on Mars lasts 24.6 hours. It is just a little
longer than a day on Earth.
• One year on Mars is 687 Earth days. It is almost
twice as long as one year on Earth.
Mars’ Neighbors
• Mars has two moons. Their names are Phobos and
Deimos.
16. Structure and Surface
• Jupiter is the biggest planet in our solar system. It size
69,911km.
• Jupiter is a gas giant. It is made mostly of hydrogen and
helium.
• Jupiter has a very thick atmosphere.
• Jupiter has rings, but they’re very hard to see.
• Jupiter has sixty-seven confirmed moons.
Time on Jupiter
• One day on Jupiter goes by in just 10 hours.
• One year on Jupiter is the same as 11.8 Earth years.
17. Saturn is the sixth planet from the Sun and the most
distant that can be seen with the naked eye. Saturn is
the second largest planet and is best known for its
fabulous ring system.
Saturn orbits the Sun once every 29.4 Earth years.
Saturn has the most extensive rings in the solar
system. The rings stretch out more than 120,700 km
from the planet.
Saturn has 150 moons and smaller moonlets.
It sizes 58,232 km.
18. The seventh planet from the Sun with the third largest
diameter in our solar system, Uranus is very cold and windy.
The ice giant is surrounded by 13 faint rings and 27 small
moons as it rotates at a nearly 90-degree angle from the
plane of its orbit.
With a radius of 15,759.2 miles (25,362 kilometers), Uranus
is 4 times wider than Earth.
Uranus has two sets of rings.
One day on Uranus takes about 17 hours .
19. Structure and Surface
Neptune is encircled by six rings. Neptune has a thick, windy atmosphere.
It size 24,622 km.
Time on Neptune
One day on Neptune goes by in 16 hours. Neptune has such a long journey
around the Sun it takes 165 Earth years to go around once. That’s a long year.
Neptune's Neighbors
Neptune has 13 moons (and one more awaiting confirmation of discovery)
Neptune was discovered in 1846 by Urbain Le Verrier, John Couch Adams,
and Johann Galle. Only Voyager 2 has visited Neptune.
20. Pluto is considered a dwarf planet. The dwarf planet is a
whopping 3.7 billion miles (5.9 billion kilometers) from the
sun, and its average temperature hovers around -356
degrees Fahrenheit (-215 degrees Celsius). It size
1,188.3 km.
Pluto has three known moons, Hydra, Nix, and Charon. With
a diameter of about 737 miles (1,186 kilometers), Charon is
the largest of Pluto's moons.
New Horizons also found Pluto to have blue skies and water
ice.
21.
22.
23. Earth is not a perfect sphere. It is an oblate spheroid. The Earth is
12,756km at the equator and 12,714km from pole to pole. We round
this up to 13,000km.
Early astronomers knew that Earth was round for several reasons:
The shadow of the Earth on the Moon during a lunar eclipse is round.
Travelers going north or south see different stars not visible from
elsewhere.
Travelers recording shadows at different angles on the same date.
Tall ships appearing to 'sink' as they move over the horizon
24. The earth structure consists of three basic layers. The outermost layer
which covers the earth like a thin skin is called CRUST. Beneath that is
a thick layer called the MANTLE. Occupying the central region is the
CORE.
25. Continents and ocean basins (land beneath the ocean) are parts of a
rocky ‘skin’ that surrounds the main body of the earth. This skin called
the earth’s crust.
This brittle outermost layer varies in thickness from about 25 to 70 km
under continents, and from about 5 to 10 km under the oceans.
26. THE CRUST IS MADE OF THREE KINDS OF ROCK: THE
IGNEOUS, SEDIMENTARY AND METAMORPHIC ROCK
IGNEOUS ROCK
Are the primary rocks of the earth's crust and are formed when
melted rock deep inside the crust cools and hardens or erupts at the
surface as lava.
27. SEDIMENTARY ROCK
Rock cover much of the earth surface. These materilas
were worn away from the land. They then collected in low
places, layer upon layer, and hardened into rocks.
28. METAMORPHIC ROCK
Are formed deep in the crust when igneous and
sedimentary rocks are changed by heat and the weight
of the crust presses on them.
29. OCEANIC CRUST- This crust is below the oceans. There,
the crust is 4-7 miles thick. The rocks of the oceanic crust are
very young compared to the rocks of continental rocks.
CONTINENTAL CRUST- The relatively thick part of the
earth's crust that forms the large landmasses. It is generally
older and more complex than the oceanic crust.
30. The layer above the core is the mantle. It begins about 6
miles below the oceanic crust and about 19 miles below the
continental crust. It is about 1800 miles thick and makes up
nearly 80 percent of the erath’s total volume. The mantle is
divided into the inner mantle and the outer mantle.
31. INNER CORE
The inner mantle can be found between 190 miles and 1800 miles
below the earth’s surface. The avrerage temperature is 5400 F,
nevertheless the rock is solid because of the high pressures.
OUTER CORE
The outer mantle is a lot thinner than the inner mantle. It can be
found between 7 miles and 190 miles below the surface of the earth. The
bottom layer is tough liquid rock and probably consists of silicates of iron
and magnesium. The temperature in this part is between 2520 F.
32.
33. 1. Why is it important to study solar system? 5pts
2. How is the earth unique among the planets and satellites of the solar system? 5pts
3. What are common characteristics of the Terrestrial planets and Jovian planets?
What are some noteworthy differences between them? 5pts
4. Give a list about the layers of the earth and provide its characteristics and
differences. 5pts