The sun generates about 400 billion billion
megawatts of power and it has done so for five
billion years. Nuclear fusion – combining lighter
atoms to make heavier ones – is what makes it
possible.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
A presentation on the first cosmic explosions and how the Universe started to make heavy elements, by Monash University's Professor Alexander Heger from the Faculty of Science, School of Mathematical Science.
Slide presentation for MS chemistry unit describing formation of the elements. Presentation uses photos from Hubble Space Telescope. Ends with open writing exercise.
A presentation on the first cosmic explosions and how the Universe started to make heavy elements, by Monash University's Professor Alexander Heger from the Faculty of Science, School of Mathematical Science.
Slide presentation for MS chemistry unit describing formation of the elements. Presentation uses photos from Hubble Space Telescope. Ends with open writing exercise.
'A star is a luminous sphere of plasma held together by its own gravity. The nearest star to Earth is the Sun. Many other stars are visible to the naked eye from Earth during the night, appearing as a multitude of fixed luminous points in the sky due to their immense distance from Earth. Historically, the most prominent stars were grouped into constellations and asterisms, the brightest of which gained proper names. Astronomers have assembled star catalogues that identify the known stars and provide standardised stellar designations. However, most of the stars in the Universe, including all stars outside our galaxy, the Milky Way, are invisible to the naked eye from Earth. Indeed, most are invisible from Earth even through the most powerful telescopes.'
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.
“To what extent has the Modern Revolution been a positive or a negative force?” is the driving question for Unit 9. The purpose of this activity is to apply Unit 9’s driving question
to a modern-day infrastructure development: the Interoceanic Highway (La Carretera). Construction on La Carretera, which connects the east and west coasts of South America, began in the early twenty-first century. By studying the scenes depicted in a photojournalist’s photographic essay, students will come to their own conclusions about the extent to which this road has been a positive or negative force as related to certain trends and topics (economic development and natural environment, for example). This activity will also help prepare students for Investigation 9, in which they’re asked to identify good and bad outcomes of trends referenced in the Investigation texts.
This activity will give students a chance to review some of what they learned in this lesson, and use it to think more deeply about what and how they would communicate with an alien species.
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Circling one star among hundreds of billions, in one galaxy among a hundred billion more, in a Universe that is vast and expanding ever faster – perhaps toward infinity. It’s easy to forget that we live in a place of astonishing grandeur and mystery.
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Unit 9: Comparing the Costs of Renewable and Conventional Energy SourcesBig History Project
You can’t get too far in a discussion about the nation’s electric power sector without running into the question of costs.
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This quick activity will get students brainstorming about life on Mars and what they would need to survive there.
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Use www.gapminder.org/data to fill out the data in each of the tables below. To find the data you need, make sure that you have the name of the category. On the gapminder.org/data page, you’ll see a table called “List of indicators in “Gapminder World.” Beneath that title, on the right side of the table, find the
Search box. Type the name of the category into that search area. Once you find the category, click on the magnifying glass on the right. That link will have the data you need to fill out each of the tables below.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Spanning three centuries of history, from the dawn of the industrial age to modern times, three diverse
thinkers developed their own landmark theories on commerce, labor, and the global economy.
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In the final essay of a four-part series, David Christian explains
how advances in communication and transportation accelerated
collective learning.
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Lesson 9.2 Activity: The Impact of Population Growth EssayBig History Project
For this closing activity, students will construct an essay in which they discuss what they think are the three biggest impacts of human population growth in the modern era. By looking more closely at population growth, they will deepen their understanding of the impact of acceleration and will think about themselves in relation to population growth and the effect it might have on their own futures.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Guns, Germs, and Steel: The Fates of Human SocietiesBig History Project
Jared Mason Diamond (1937 — ) is an American scientist and author whose work draws from a variety of fields. He is currently a professor of geography and of physiology at UCLA. His 1997 book, Guns, Germs, and Steel: The Fates of Human
Societies, from which the following passages are excerpted, won the 1998 Pulitzer Prize for general nonfiction and the Aventis Prize for Best Science Book. The basic premise of the book is to explain why Eurasian civilizations have survived
and conquered others, while refuting the idea that Eurasian hegemony is due to intellectual, moral, or genetic superiority.
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Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what
has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed.
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Lesson 8.3 Activity: Revising Investigation Writing - Sentence Starters Part 2Big History Project
Students have examined and revised an Investigation writing sample based on Criteria A, B, and C of the rubric. Now, they’ll undergo the same process with a peer essay. In addition, they’ll do this alone instead of in groups. So, although the process is the same as in the last Investigation writing activity, this one might be more difficult since students will move away from group work and will complete this worksheet on their own. However, it’s important for students to be able to accomplish this exercise on their own since in the next lesson, they’ll apply this same process to their own writing. Again, while the categories in the rubric are a useful tool for initially understanding the different elements of writing, they need to be looked at as a whole since the areas of focus are interrelated.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: When Humans Became Inhumane: The Atlantic Slave TradeBig History Project
Once Europeans had figured out how to be effective middlemen — buying and selling silver, tea, and fur, they turned to figuring out how to also become producers of the commodities they were trading.
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Unit 8: Investigating the Consequences of the Columbian ExchangeBig History Project
A new era in human history began in 1492 as the four world zones became connected. For the first time, humans created truly global networks.
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The account of the travels of the Muslim legal scholar Ibn Battuta in the first half of the fourteenth century reveals the wide scope of the Muslim world at that time.
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This collection of biographies provides students with detailed information about the voyages of these explorers including information about their motivation and how they inspired future generations of explorers. These men opened the door to a more interconnected world as the contacts they made helped to create connections between distant peoples and stimulate the growth of exchange networks and long-distance trade.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.2 Activity: Essay - Were They Pushed or Did They Jump?Big History Project
You’re going to pick a civilization you’ve already researched, and then use the information from your Early Civilizations Museum Project, your Comparing More Civilizations Worksheet, and your Rise, Fall, and Collapse of Civilizations Worksheet to write a five-paragraph essay about whether that civilization was pushed (external forces were the main cause of its downfall) or it jumped (something internal was responsible—they were their own worst enemy). A “pushed” example: Two empires went to war. You might say the winning empire “pushed” the losing empire into collapse. An example of a civilization having “jumped” can be found in the Easter Island Activity earlier in the course: One of the theories for the collapse of Easter Island is that the inhabitants depleted the natural resources they needed to survive. The people were, in a sense, the cause of their own destruction—they “jumped.”
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Lesson 7.2 Activity: Social Status, Power, and Human BurialsBig History Project
This activity provides students with an opportunity to start thinking about the impact that farming can have on the way humans live and relate to each other. It will also allow them to think about the kinds of questions archaeologists and historians might ask when they must rely upon artifacts rather than written evidence to learn about the past.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 7: Greco-Roman: Early Experiments in Participatory GovernmentBig History Project
Instead of rule by a single person, Athens and Rome developed governments with widespread participation by male elites, which lasted about 170 years in Athens and 480 years in Rome.
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During the same narrow sliver of cosmic time, cities, states, and civilizations emerged independentlyin several places around the world.
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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?
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.
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.
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.
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.
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.
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!
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.
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.
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
1. BY CHRISTOPHER CROCKETT
The sun generates about 400 billion billion
megawatts of power and it has done so for five
billion years. Nuclear fusion – combining lighter
atoms to make heavier ones – is what makes it
possible.
3
WHY DOES THE
SUN SHINE?
2. The steps in one of the paths that four hydrogen
nuclei take to fuse one helium nuclei. At each step,
energy is emitted as gamma rays.
BIG HISTORY PROJECT WHY DOES THE SUN SHINE? 2
What energy source is capable of this sort of power? Remarkably, the engine of the
mightiest stars is not something immense, but rather something very small: tiny
building blocks of atoms smashing together at high speeds. With every collision, a
spark of energy is released. Nuclear fusion, the blending of atomic nuclei to form
new elements, is what drives entire galaxies of stars.
The nuclei of atoms are conceptually simple. They consist of only two types of par-
ticles: protons and neutrons. The number of protons determines the type of atom; it’s
what distinguishes helium, carbon, and sulfur. The neutrons hold the positively
charged protons together. Without the neutrons, the like charges would send the pro-
tons flying apart.
Heavier atoms, like neon, can be assembled by fusing together lighter atoms, like he-
lium. When that happens, energy is released. How much energy? If you were to fuse
all the hydrogen in a gallon of water
into helium, you’d have enough en-
ergy to power New York City for
three days.
Now imagine if you had an entire
star’s worth of hydrogen!
The trick to getting atoms to fuse is
having extremely high temperature
and density. Under the pressure of a
few octillion tons of gas, the sun’s
center is heated to about 10 million
degrees Celsius. At that temperature,
the bare protons of a hydrogen nu-
cleus are moving fast enough to
overcome their mutual repulsion.
Through a series of collisions, the
intense pressure at the sun’s core
continually fuses four protons to-
gether to form helium. With every
fusion, energy is released into the
stellar interior. Millions of these
events occurring each second pro-
duces enough energy to push back
against the force of gravity and keep the star in balance for billions of years. The re-
leased gamma rays follow a tortuous path higher and higher through the star until
eventually emerging from the surface, millions of years later, in the form of visible
light.
But this can’t continue forever. Eventually the hydrogen is depleted as an inert core of
helium builds up. For the smallest stars, this is the end of the line. The engine turns
off and the star quietly fades into the darkness.
A more massive star, like our sun, has other options. As the hydrogen fuel runs out,
the core contracts. The contracting core heats up and releases energy. The star bal-
loons into a “red giant”. If the core can reach a high enough temperature—approxi-
mately 100 million degrees Celsius—the helium nuclei can begin fusing. The star en-
ters a new phase of life has helium is transformed into carbon, oxygen, and neon.
The star now enters a cycle where the nuclear fuel is depleted, the core contracts,
and the star balloons. Each time, the core heating kicks off a new round of fusion.
The inside of a red giant star in the moments before exploding as a supernova.
3. BIG HISTORY PROJECT WHY DOES THE SUN SHINE? 3
How many times the star loops through these steps depends entirely on the mass of
the star. More mass can produce more pressure and drive ever higher temperatures at
the core. Most stars, like our sun, cease after producing carbon, oxygen, and neon.
The core becomes a white dwarf and the outer layers of the star are driven off into
space.
But stars that are a couple of times more massive than the sun can keep going. After
the helium is used up, the core contraction produces temperatures approaching one
billion degrees. Now, the carbon and oxygen can start fusing to form even heavier ele-
ments: sodium, magnesium, silicon, phosphorous, and sulfur. Beyond this, the most
massive stars can heat their cores to several billion degrees. Here, a bewildering array
of options are available as silicon fuses through a complex reaction chain to form met-
als like nickel and iron. Only a few stars get this far. It takes a star with the mass of
more than eight suns to form iron.
Once a star produces a core of iron or nickel, however, there aren’t any options left. At
every stage along this journey, fusion has released energy into the stellar interior. To
fuse with iron, on the other hand, robs energy from the star. At this point, the star has
consumed all usable fuel. Without a nuclear energy source, the star collapses. All the
layers of gas come crashing down to the center which stiffens in response. An exotic
neutron star is born in the core and the onrushing mass, with no where else to go,
rebounds off the incompressible surface. Wildly out of balance, the star blows apart in
a supernova—one of the most cataclysmic singular events in the universe. In the cha-
os of the explosion, atomic nuclei begin capturing single protons and neutrons. Here,
in the fires of a supernova, the rest of the elements in the universe are created. All the
gold in all the wedding bands in the world can only have come from one place: a near-
by supernova that ended one star’s life and most likely triggered the formation of our
solar system five billion years ago.
It is a remarkable fact that the largest of stars are fueled by the smallest of things. All
the light and energy in our universe is the result of atoms being built in the cores of
stars. The energy released every time two particles fuse together, combined with tril-
lions of other ongoing reactions, is enough to power a single star for billions of years.
And every time a star dies, those new atoms are released into interstellar space and
carried along galactic streams, seeding the next generation of stars. Everything that
we are is the result of thermonuclear fusion in the heart of a star. As Carl Sagan once
famously quipped, we truly are star stuff.
The Crab Nebula is the remnant of a supernova seen from Earth one thousand years ago.
4. BIG HISTORY PROJECT WHY DOES THE SUN SHINE? 4
About the Author
Christopher Crockett of the EarthSky
blog AstroWoW is an astronomer at the
U.S. Naval Observatory in Flagstaff,
Arizona. He wants to know if there’s life
out there besides us and where those
creatures might be, so he’s decided to
help out in the search for planets
around other stars.
Source
EarthSky, Updates on Your Cosmos and
World http://earthsky.org/space/why-
does-the-sun-shine
Cover image: Visible in the lower left
corner, the sun emitted an M6 solar
flare on Nov. 12, 2012, which peaked at
9:04 p.m. EST. This image is a blend of
two images captured by NASA’s Solar
Dynamics Observatory (SDO), one
showing the sun in the 304 Angstrom
wavelength and one in the 193 Ang-
strom wavelength. Credit: NASA/SDO.
Public domain. https://www.nasa.gov/
mission_pages/sunearth/news/
News111312-m6flare.html#.Vw-VqG-
MyJT4
Image of fusion diagram. The proton-
proton chain dominates in stars the size
of the Sun or smaller. Credit: Borb, CC
BY-SA 3.0. https://commons.wikimedia.
org/w/index.php?curid=680469
Image of nucleosynthesis in a red su-
pergiant. The inside of a red giant star
in the moments before exploding as a
supernova. The products of the various
nuclear fusion reactions are stacked
like the layers of an onion. The lightest
elements (hydrogen) remain near the
star’s surface while the heaviest (iron
and nickel) form the stellar core. Credit:
NASA. Public domain. https://commons.
wikimedia.org/wiki/
File:Nucleosynthesis_in_a_star.gif
Image of the Crab Nebula, the result of
a supernova noted by Earth-bound
chroniclers in 1054 A.D., is filled with
mysterious filaments that are are not
only tremendously complex, but appear
to have less mass than expelled in the
original supernova and a higher speed
than expected from a free explosion.
The Crab Nebula spans about 10 light-
years. In the nebula’s very center lies a
pulsar: a neutron star as massive as the
Sun but with only the size of a small
town. The Crab Pulsar rotates about 30
times each second. Credit: NASA, ESA,
J. Hester, A. Loll (ASU). Public Domain.
https://www.nasa.gov/multimedia/im-
agegallery/image_feature_1604.html