The Sun is by far the largest object in the solar system, containing over 99% of the mass. It has a diameter over 100 times larger than Earth and generates energy through nuclear fusion of hydrogen into helium. Light from the Sun takes approximately 8 minutes to reach Earth. While the visible surface of the Sun appears solid, it actually consists of several layers including the core, radiative zone, convective zone, photosphere, chromosphere, and corona. Solar activity like sunspots, solar flares, and coronal mass ejections can impact power grids and communication systems on Earth. Astronomers study the Sun to better understand stars and how changes in solar output impact Earth's climate and atmosphere.
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.
A presentation on the planet Venus. Designed for 5th grade students. Contains basic facts, including the space probes that helped us learn about Venus. Includes quiz questions at the end.
This PowerPoint discusses the Sun at a high school level. It talks about characteristics, solar activities/events, how energy is created, and many more.
This is my first English project to complete my English Presentation. So, I think I’m not too good at English, I made it really simple because I was confuse what will I do.
Here, I try to learn about English. I apologize if I make any mistake. I’m really bad at English okay. But I will learn.
So this is tell us about supernova, and how supernova can be formed, type of supernova, and siclus of star. Thank you very much if you want to read this ^^
stars life .. how they are formed ... supernova , what is black hole, worm hole ..... very very interesting topic in very simple language and many images that make u understand easily
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.
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.
A presentation on the planet Venus. Designed for 5th grade students. Contains basic facts, including the space probes that helped us learn about Venus. Includes quiz questions at the end.
This PowerPoint discusses the Sun at a high school level. It talks about characteristics, solar activities/events, how energy is created, and many more.
This is my first English project to complete my English Presentation. So, I think I’m not too good at English, I made it really simple because I was confuse what will I do.
Here, I try to learn about English. I apologize if I make any mistake. I’m really bad at English okay. But I will learn.
So this is tell us about supernova, and how supernova can be formed, type of supernova, and siclus of star. Thank you very much if you want to read this ^^
stars life .. how they are formed ... supernova , what is black hole, worm hole ..... very very interesting topic in very simple language and many images that make u understand easily
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.
• Earth, along with the other planets, is believed to have been born 4.5 billion years ago as a solidified cloud of dust and gases left over from the creation of the Sun.
• For perhaps 500 million years, the interior of Earth stayed solid and relatively cool, perhaps 2,000°F.
• The main ingredients were iron and silicates, with small amounts of other elements, some of them radioactive.
• As millions of years passed, energy released by radioactive decay—mostly of uranium, thorium, and potassium—gradually heated Earth, melting some of its constituents.
• The iron melted before the silicates, and, being heavier, sank toward the center.
• This forced up the silicates that it found there.
• After many years, the iron reached the center, almost 4,000 mi deep, and began to accumulate. No eyes were around at that time to view the turmoil that must have taken place on the face of Earth—gigantic heaves and bubblings on the surface, exploding volcanoes, and flowing lava covering everything in sight.
• Finally, the iron in the center accumulated as the core. Around it, a thin but fairly stable crust of solid rock formed as Earth cooled.
• Depressions in the crust were natural basins in which water, rising from the interior of the planet through volcanoes and fissures, collected to form the oceans. Slowly, Earth acquired its present appearance.
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THIS ABOUT SUN . SLIDE PRESENTATION
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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.
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
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. TRUE OR FALSE
1. Light from the Sun
reaches Earth in around
8 minutes.
TRUE FALSE
2. The Sun visible to
our eyes does have a
solid surface such as
that of the Earth or the
Moon.
TRUE FALSE
THE SUN
6. SUN
o The largest object in the Solar
System.
o It contains more than 99.8% of
the total mass of the Solar
System.
o At around 1,392,000 kilometers
(865,000 miles) wide, the Sun’s
diameter is about 110 times
wider than Earth’s.
o The Sun generates huge
amounts of energy by
combining hydrogen nuclei into
helium. This process is called
nuclear fusion.
7. o The Sun is, at present, about
70% hydrogen and 28%
helium by mass everything else
(metals) amount less than 2%.
This changes slowly over time
as the Sun converts hydrogen
to helium in its core.
o A mean distance from Earth of
about 93, 000, 000 miles or 150,
000, 000 kilometers.
o The sun is 93 million miles
from earth, yet it's 270,000
times closer than the next
nearest star.
o The Sun's age is estimated to
be around 4.5 billion years.
8. STRUCTURE OF THE
SUN
1. CORE
2. RADIATIVE ZONE
3. CONVECTIVE ZONE
4. PHOTOSPHERE
5. CHROMOSPHERE
6. CORONA
9.
10. MODERN ASTRONOMERS, PHYSICIST,
AND ENGINEERS DO THEIR BEST TO
STUDYTHE SUN, BECAUSE:
1. It is the most inexhaustible
source of present, potential
energy; it is free and non-
polluting.
2. It is the only star near enough
to observe in detail, it can be
determine what other stars are
like.
3. Changes in the sun’s energy
output affect the earth’s
climate, weather, atmosphere,
and power transmission and
communication system.
11. THE THREE PHENOMENA
THAT INDICATE VIOLENT
ACTIVITY OF THE SUN
1. SUNSPOT
2. SOLAR FLARES
3. CORONAL MASS
EJECTION or CME
12. SUNSPOT
o Are temporary, dark, relatively
cool blotches on the Sun’s bright
photosphere.
o The largest sunspots are visible at
sunrise or sunset or through a
haze.
o A typical sunspot is roughly twice
as big as Earth. The largest
sunspots maybe bigger than the
ten Earths.
o The Umbra or Core is about 4200
K of temperature while the
Penumbra, the outer gray part of
a large spot, is a few hundred
degrees cooler than photosphere.
13. SOLAR FLARES
o Sudden, tremendous, explosive
outburst of light, invisible
radiation, and material from
the sun
o One great solar flare may
release as much energy as the
whole world uses in 100, 000
years.
o Flares are short-lived, typically
lasting a few minutes and the
largest last few hours.
o Flares seem to be energized by
strong local magnetic fields.
14.
15. CORONALMASS
EJECTION
o Blast plasma out from
the corona.
o It include prominences,
fiery arches of ionized
gases on the sun’s limb
that rise tens of
thousands of kilometers
up.
16. TWOEFFECTS OF SOLAR
ERUPTION TO MODERN
TECHNOLOGY ON EARTH
1. Disruption in power
transmission
2. Disruption in radio
communication