The document provides information about the Solar System and celestial bodies. It discusses that the Solar System consists of the Sun and eight planets that orbit it, as well as asteroids, comets, and moons. It describes the different types of planets and celestial bodies, including their composition and orbits. It also provides details about the Earth, including its rotation, axis, and seasons, as well as phases of the Moon.
SOLAR SYSTEM
The solar system is made up of the sun and everything that orbits around it, including planets, moons, asteroids, comets and meteoroids.
COMPOSITION OF SOLAR SYSTEM
Sun: 99.85%
Planets: 0.135%
Comets: 0.01%
Satellites: 0.00005%
Minor Planets: 0.0000002%
Meteoroids: 0.0000001%
Interplanetary Medium: 0.0000001%
Power Point notes that I use in class. I did not make this presentation. I got it from the internet, the reference is on the first page. I may have altered it from it\'s origninal state though.
SOLAR SYSTEM
The solar system is made up of the sun and everything that orbits around it, including planets, moons, asteroids, comets and meteoroids.
COMPOSITION OF SOLAR SYSTEM
Sun: 99.85%
Planets: 0.135%
Comets: 0.01%
Satellites: 0.00005%
Minor Planets: 0.0000002%
Meteoroids: 0.0000001%
Interplanetary Medium: 0.0000001%
Power Point notes that I use in class. I did not make this presentation. I got it from the internet, the reference is on the first page. I may have altered it from it\'s origninal state though.
The Solar System is composed of the Sun and the celestial objects which are gravitationally bound to it: planets, moons, dwarf planets and their four known moons, asteroids, meteoroids, comets, and interplanetary dust.
The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year.
This is a presentation that I completed for EDU 290 in the Fall 2009. The intent of the assignment was to create a lesson that could be used by a student that missed the classroom instruction due to illness
This presentation explains Present Simple by using facts related to the Solar System. Adverbs of frequency are also explained.
For more information go to
http://englishverywell33.blogspot.com.co/2017/03/welcome.html
The Solar System is composed of the Sun and the celestial objects which are gravitationally bound to it: planets, moons, dwarf planets and their four known moons, asteroids, meteoroids, comets, and interplanetary dust.
The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year.
This is a presentation that I completed for EDU 290 in the Fall 2009. The intent of the assignment was to create a lesson that could be used by a student that missed the classroom instruction due to illness
This presentation explains Present Simple by using facts related to the Solar System. Adverbs of frequency are also explained.
For more information go to
http://englishverywell33.blogspot.com.co/2017/03/welcome.html
This is class 6 chapter 1 ,The Earth in The Solar System ppt.
This is cover NCERT and CG board class 6 syllabus.
This ppt useful for teachers and students.
This is a presentation that I completed for EDU 290 in the Fall 2009. The intent of the assignment was to create a lesson that could be used by a student that missed the classroom instruction due to illness.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
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
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.
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.
2. Which is the biggest planet?
How many planets are there between
the Earth and the Sun?
What other elements are there in the
Solar System?
How many planets are in The Solar System?
3. The Solar System consists of the Sun, eight plantes and their moons, comets
and asteroids. They are all called celestial bodies.
Everything in the Solar System orbits the Sun.
4. The Sun is the largest celestial body, It is much bigger than
any planet.
It is a yellow star which provides the light and the heat
neccesary for life on earth,
It is at the centre of the Solar System.
The Sun rotates on its own invisible axis.
5. There are eight large celestial bodies called planets.
Each planet rotates on its own invisile axis.
VenusEarth
6. Each planet also orbits the Sun.
Terrestrial Gas giants
Mercury Jupiter
Venus Saturn
The Earth Uranus
Mars Neptune
They are small and mainly made up of rock They are large and are made up of gases
The Planets are classified into two groups:
7. This picture shows a
moon orbiting a
planet. An orbit is
the path followed by
something that
revolves, or goes
around something
else
Natural Satellites are smaller celestial bodies, such as moons, which orbit
their planets.
8. An asteroid trail movie
In the Solar System there are thousands of tiny, rocky celestial bodies called
asteorids.
They have different shapes.
9. Comets are small celestial bodies made up of ice, dust and rock.
They have bright tails which point away from the Sun. We can only
see the tail of a comet when it is close to the Sun.
10. The Earth revolves around the Sun. Its orbit is an elongated circle, called ellipse.
The Earth take exactly 365 days and 6 hours to complete its orbit. Our “normal”
calendar years are only 365 days long.
11. The Earth is a sphere. It rotates on its own invible axis, which pases through
the North and South Poles. It takes 24 hours to complete this rotation.
One half of
the Earth is
facing the
Sun. In this
half it is day.
This half is
facing away
from the Sun.
It does not
receive
sunlight. In
this half it is
night.
The Earth always rotates in the same direction. Consequently , the Sun always rises in
the east and sets in the west.
14. The Earth´s axis is slightly tilted.
This hemisphere is tilyed
away from the Sun. It
receives less light and heat. It
is winter in this hemisphere.
This hemispehere is
tilted towards the Sun, It
receives more light and
heat. It is summer in
this hemisphere.
This hemispehere is
tilted towards the
Sun, It receives
more light and heat.
It is summer in this
hemisphere.
This hemisphere is tilyed away
from the Sun. It receives less light
and heat. It is winter in this
hemisphere.
15. The Moon is the Earth´s only natural satellite. It takes
27,3 days to orbit the Earth.
The Moon rotates on its axis in the same time it takes the Moon to orbit the
Earth. The same side of the moon always faces the Earth.
16. New Moon
Firts quarter
Full Moon
Last quarter
When we look to the Moon from Earth, its appearance changes throughout the
lunar month. These changes in appearance are called lunar phases.
NEW MOON:
no part of the
Moon is
visible
because the
side of the
Moon facing
the Earth is
not being lit by
the Sun.
FIRST QUARTER: one half of the Moon is being lit by
direct sunlight. This iluminated half is increasing.
FULL
MOON:
the side
of the
Moon
facing the
Earth is
being lit
by the
Sun.
LAST QUARTER: the other half of the Moon is being lit
by direct sunlight. This illuminated hald is decreasing.
17. Moon
Earth
Sun
Sometimes during their orbits, the Moon, the Earth and the Sun align and an eclipse occurs.
During a lunar eclipse, the Earth passes between the Sun and the Moon,
and blocks the Sun´s light. The Earth´s shadow moves across the surface of
the Moon.
18. During a solar eclipse the Moon passes between the Earth and the Sun
and it blocks the Sun´s light and projects a shadow on the Earth. When
the Moon and Sun are in the perfect line it is called total eclipse.
19. Never look at the Sun during
an eclipse without adequate
protection. You can look at
the Sun without filters only
when it is totally eclipsed.
20. A star is a spherical body which generates light and heat thriugh nuclear
reactions. Most stars consist of the gases hydrogen and helium.
Stars have different characteristics:
Colour: Depending on their temperature, stars can be red,
orange, yellow, white or blue.
Size: all stars are enormous, but some are larger than
others.
Luminosity: this refers to the amount of light from the star
which reaches the Earth.
21. Stars are divided into 88 groups or constellations to make identification easier.
The constellations have the names of characters from classicalmythology or
the names os animals and objects because of the shapes they form.