Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Origin of the Universe and the Solar SystemNikoPatawaran
The most widely accepted theory of planetary formation, known as the nebular hypothesis, maintains that 4.6 billion years ago, the Solar System formed from the gravitational collapse of a giant molecular cloud which was light years across.
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 theories that explains the Earth and its Subsystems (The Four Spheres).
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Origin of the Universe and the Solar SystemNikoPatawaran
The most widely accepted theory of planetary formation, known as the nebular hypothesis, maintains that 4.6 billion years ago, the Solar System formed from the gravitational collapse of a giant molecular cloud which was light years across.
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 theories that explains the Earth and its Subsystems (The Four Spheres).
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
This ppt contains:
Formation of the Universe
Formation of the Solar System
Earth and its subsystems
The flow of matter and energy across each subsystem
The rock cycle and major classification of rocks
Minerals and their properties
Exogenic Processes
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
grade 11 Chapter 1 Origin of the Universe knip xin
Grade 11 Earth and Life Sciences for Senior High School (grade 11) first semester
Chapter 1 Origin of the Universe
Please don't forget to like share your comments here :)
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Introduction to Life Science and The Theories on the Origin of LifeSimple ABbieC
I. Introduction to Life Science
II. The Concept of Life
III. Characteristics of Life
IV. Theories on the Origin of Life
V. Unifying Themes in the Study of Life
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
This ppt contains:
Formation of the Universe
Formation of the Solar System
Earth and its subsystems
The flow of matter and energy across each subsystem
The rock cycle and major classification of rocks
Minerals and their properties
Exogenic Processes
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
grade 11 Chapter 1 Origin of the Universe knip xin
Grade 11 Earth and Life Sciences for Senior High School (grade 11) first semester
Chapter 1 Origin of the Universe
Please don't forget to like share your comments here :)
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Introduction to Life Science and The Theories on the Origin of LifeSimple ABbieC
I. Introduction to Life Science
II. The Concept of Life
III. Characteristics of Life
IV. Theories on the Origin of Life
V. Unifying Themes in the Study of Life
Describes the historic ideas about the orbit of the planets, provides detailed information on the known planets, looks at seasons, days, eclipses and the tides.
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
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.
Introduction to Philosophy of the Human Person
Human Person
Human Living
Human Freedom
Intersubjectivity of the Human Person
Human Person in his/her environment
Human Person in the Society
Human Person as Oriented towards their Impending death
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!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Learning Competencies:
*State the different theories explaining the
origin of the universe.
*Describe the different theories explaining
the origin of the solar system.
3. *Think about it..
*Suppose you meet an alien and asks you to
describe Earth, your home. How will you
describe Earth?
*Suppose the alien further asks the origin and
history of your home and where it came
from, can you confidently answer the
question?
9. *FACT
*EARTH IS THE ONLY PLANET IN
THE SOLAR SYSTEM WITH
PROPERTIES NECESSARY TO
SUPPORT LIFE.
10. ORIGIN OF THE UNIVERSE
*What is your idea about the
beginning of the universe?
11. of
Explained by Explained by
Origin
Steady StateBig Bang
theoriesassumptions
Universe13.7 bya
characteristics
properties
theories
4.6 bya
Solar system
Inflation Theory Nebular
hypothesis
Planetesimal
Hypothesis
Creation Myth
has has
Tidal
Theory
12. Cosmology - is the study of
the universe, including its
properties, structure and
evolution.
13. Universe
* derived from the Old French word univers,
which in turn derives from the Latin
word universum
* is all of space and time (spacetime) and its
contents, which
includes planets, moons, minor
planets, stars, galaxies, the contents
of intergalactic space and all matter
and energy.
* sometime called cosmos
14. *
*Evolutionary or evolving universe theory
*All matter and energy of space are compressed in a
primordial core. Billion years ago, this primordial core
exploded.
*Immediately, after the explosion, the early universe is
composed of intense radiation and particles.
*The intense radiation, together with some matter,
formed a rapidly expanding region called the primordial
fireball.
*In time, the matter broke apart into huge clumps.
*The clumps became the galaxies.
*Smaller clumps within the galaxies formed stars.
15.
16. *
*Proposed by Alan Guth, Andrei Linde, Paul
Stein Hart, and Andy Albrecht
*Basically, cosmic inflation is the
hypothesis that, immediately after the big
bang, the universe expanded very, very,
very rapidly - much faster than the speed
of light. A fraction of a second later, this
rapid expansion slowed, and the universe
continued to expand, but at a much
slower rate.
17.
18. *
*The universe is expanding and has an infinite age.
*Infinite Universe Theory or Continuous Creation
*Proposed by Hermann Bondi, Thomas Gold, And Sir Fred
Hoyle
*The universe has no beginning or end.
*The universe is in the process of constant creation and the
matter is being continually replenished in one place and
being destroyed elsewhere.
*Believes that as galaxies move apart, new matter appears
between them and forms new galaxies.
*As new galaxies form, old ones die, with the universe
always having the same density.
19.
20. *
*According to the
Genesis of the
Bible’s Old
testament, the
creation of the
entire cosmos
(universe) took
place in six days.
The biblical
creation story tells
that God created
the universe.
21. *7 DAYS OF CREATION
*Day 1 - God created light and separated the
light from the darkness, calling light "day"
and darkness "night."
*Day 2 - God created an expanse to separate
the waters and called it "sky."
*Day 3 - God created the dry ground and
gathered the waters, calling the dry ground
"land," and the gathered waters "seas." On
day three, God also created vegetation
(plants and trees).
22. *Day 4 - God created the sun, moon,
and the stars to give light to the earth
and to govern and separate the day and
the night. These would also serve as
signs to mark seasons, days, and years.
*Day 5 - God created every living
creature of the seas and every winged
bird, blessing them to multiply and fill
the waters and the sky with life.
23. *Day 6 - God created the animals to fill the
earth. On day six, God also created man
and woman (Adam and Eve) in his own
image to commune with him. He blessed
them and gave them every creature and the
whole earth to rule over, care for, and
cultivate.
*Day 7 - God had finished his work of
creation and so he rested on the seventh
24.
25.
26. *How did the solar system
and its life forms originate
from something that is
very hot and very small?
ORIGIN OF THE SOLAR SYSTEM
27. *
*Proposed by Immanuel Kant and Pierre-Simon
Laplace
*Kant-Laplace Nebular Hypothesis
*A great cloud of gas and dust, called nebula, begins
to collapse because of gravitational pull.
*As the cloud contracted it spuns more rapidly.
*Spinning cloud flattens into a pancake-shaped object
with a bulge at the center.
*As nebula collapses further, local regions contract on
their own due to gravity.
*These local regions become the sun and the planets.
28.
29. *
*Proposed by Thomas Chowder Chamberlin and
Forest Ray Moulton
*The collission of a star created huge tides on the
surface of our sun that resulted to erupted matter.
*The cross-pull from the star was thrust into
elliptical orbits around the sun.
*The smaller masses quickly cooled to become solid
bodies called planetesimals.
*As their orbits crossed, the larger bodies grew by
absorbing the planetesimals, thus becoming
planets.
30.
31. *
*Proposed by Sir James Hopwood Jeans’ and
Harold Jeffreys
*Planets were formed from the substance that
was torn out of the sun.
*As a speeding massive star passed near the
Sun, it pulled off material due to gravitational
attraction.
*The pulled off material subsequently
condensed to form the planets.
38. *
1. The study of the entire universe,
2. The widely accepted theory about the origin of
the universe.
3. This theory states that the universe has always
been the same and will continue to be the same
forever.
4. This theory suggests that the universe
expanded from a small ball and it is still
expanding.
5. The other term for universe.
KNIP
39. *
*1. Do you think there are other life
forms exploring the universe aside
from humans? Why or why not?
*2. If the universe is expanding, does
that mean earth is also increasing its
distance from the sun? Will this
possibility affect the sustainability of
life on earth?