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Part 1: Areas on the H-R diagram For the following, locate the area on the H-R diagram (either top, bottom, left, right, or center) where you would find each type of star. You will be recording your answers on this quiz. If more than one word describes the area, for example the top right corner, select both areas. Bright stars Hot stars Hot, Bright stars Cool, Dim stars Sun-like (type G main sequence stars) Part 2: Plotting Stars Mark/label each of the following on the H-R diagram and label it as indicated. Please note: You will need colored pencils (blue, red, yellow) in order to receive full credit. You will upload your finished image to this quiz. Please make sue you add steps 9 & 10 (to be completed in Part 3). A line showing the approximate location of the main sequence (no label). A blue main sequence star labeled B A red dwarf main sequence star labeled D A sun-like star labeled S A red giant the same color as D and the same brightness as B labeled G A white dwarf the same color as B and the same brightness as D labeled wd A large circle indicating the area where you find the biggest diameter stars, labeled supergiants A large circle indicating where you would find white dwarfs, labeled white dwarfs Part 3: Getting Information from the H-R Diagram You will be recording your answers to these questions on this quiz. Stars B and G have the same brightness. Does this mean they are the same temperature? Yes or No Stars D and G have the same color. Does this mean they are the same temperature? Yes or No What is different about star G that allows it to be the same color as D but as bright as B? Explain. How can wd be as hot as B, but so dim? Explain. What will happen to wd as it continues to cool off? Why? Now, please add the following to your diagram from Part 2: 9. Draw an arrow on the H-R diagram to show this change (of wd as it continues to cool). 10. Place four dashed lines (- - - - - - - -) on the chart to show lines of equal radius. Explain how you decided what orientation the lines should go.

The candidate’s philosophy of teaching places the student development and learning at the center of the philosophy of teaching. The writing portrays a cohesive and comprehensive understanding of the purpose of education and the role of theory in influencing the teacher’s work. Multiple classroom-specific examples are provided. The work demonstrates a thorough understanding of learning theories, including theories which the candidate has researched independently. The work cites three or more high-quality outside sources. The work contains no spelling or grammatical errors. The work is written at a graduate level or post-graduate level. The writing is well-organized and clear.

Instructions Prepare a paper explaining how building materials are ignited through heat transfer. You will provide within the paper a detailed description of the ignition process. You will also describe the differences in heat transfer as related to building construction. The paper will focus on the concepts of ignition, ignition of fuels, heat, and the methods of heat transfer. The paper will answer each of the variables listed below and summarize how the variables will impact building construction under fire conditions. Explain the types of ignition: piloted ignition and autoignition. Describe the concept of ignition based on the type of ignition. Analyze the concept of heat in relation to building materials. Describe the concept of ignition temperature for solids. Describe the manner by which convection and radiation affect the spread of a freely burning fire. Explain conduction, convection, and radiation heat transfer. Describe the concept of heat flux and its significance to the hazards of heat transfer from a fire. Describe different types of explosions. Each paper will find the convection heat flux. You are required to choose one of the four questions below and show all of your calculations. Describe the concept of heat flux and its significance to the hazards of heat transfer from a fire as it is related to building construction: What is the convection heat flux from a turbulent flame to a cold wall at 68o Fahrenheit? The estimated h value is 10W/m2 • K or 10W/m2 • oC, with the maximum timed-averaged flame of 1832oF. or What is the convection heat flux from a turbulent flame to a cold wall at 72o Fahrenheit? The estimated h value is 20W/m2 • K or 20W/m2 • oC, with the maximum timed-averaged flame of 2732oF. or What is the convection heat flux from a turbulent flame to a cold wall at 86o Fahrenheit? The estimated h value is 5W/m2 • K or 5W/m2 • oC, with the maximum timed-averaged flame of 1652oF. or What is the convection heat flux from a turbulent flame to a cold wall at 60o Fahrenheit? The estimated h value is 10W/m2 • K or 10W/m2 • oC, with the maximum timed-averaged flame of 2500oF. Your response must be at least two pages and no longer than four pages in length. Include at least three references with one being your textbook. The paper will be written in APA style. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations. The title and reference pages are not included in the page-count requirement.

1. The original Big Bang model had three major problems. The 'fix' that solved them is known as _________. 2. When light from a hot solid, liquid, or dense gas passes through a cooler gas, it will produce a/an _________ spectrum. 3. One name that has been given the mysterious force apparently responsible for driving the acceleration of the universe’s expansion is _________. 4. The area on the H-R diagram where “normal” stars can be found is known as the _________. 5. Although Copernicus' model of the solar system correctly placed the sun at the center, it still provided inaccurate predictions because it maintained that the planets' orbits were _________. 6. A spiral galaxy like the Milky Way has three major components: the disk, the bulge, and the _________. HTML Editor 7. The more massive a white dwarf is, the (larger/smaller) _________ its diameter will be. 8. The strength of an object’s gravitational pull on another is determined by its _________ and the distance between them. 9. Comparing a yellow star, a blue star, and a red star, we could determine just from color that the hottest star was the ________ one. 10. Rotation curves of spiral galaxies show that stars’ orbital speeds don’t drop off with distance from the galactic center as expected, and thus imply the existence of __________. 11. The main sequence includes the following kinds of stars: A) Hot, blue, small, massive ones and cool, red, large, low-mass ones B) Hot, blue, large, massive ones and cool, red, small, low-mass ones C) Hot, red, small, massive ones and cool, blue, large, low-mass ones D) Hot, red, large, massive ones and cool, blue, small, low-mass ones 12. Which of the following was not an era in the history of the universe? A) Planck B) Nucleosynthesis C) Gravitation D) Galaxies 13. The phases of the moon are caused by A) The change of the moon’s distance to Earth during its orbit. B) The different face the moon turns toward Earth during its orbit. C) The alignment of the Earth/moon/sun system casting shadows on the moon’s surface. D) The alignment of the Earth/moon/sun system making a different portion of the moon’s daylight side visible to Earth. 14. Spectra help us determine the composition of astronomical objects because A) Each element, compound, or ion has a different set of spectral lines. B) Each element, compound, or ion has a different peak wavelength. C) Each element, compound, or ion has a different redshift. D) Each element, compound, or ion has a different brightness. 15. Dark energy is the most important factor in the _________ universe scenario for the fate of the universe. A) Accelerating B) Coasting C) Critical D) Recollapsing 16. The outer planets are more massive than the inner planets because A) There were ices as well as rock and metal from which they could form. B) They gained mass fast enough to capture gas from the solar nebula. C) Both of the above D) Neither of the above 17. The three basic types of galaxies are A) Spiral, elliptical, and dwarf. B) Spiral, elliptical, and irregular. C) Spiral, giant, and irregular. D) Spiral, giant, and dwarf. 18. A planet orbiting a star feels a force due to the star’s gravity that A) Increases with the square of the star’s mass and decreases with the distance. B) Decreases with the square of the star’s mass and increases with the distance. C) Increases with the star’s mass and decreases with the square of the distance. D) Decreases with the star’s mass and increases with the square of the distance. 19. Massive main sequence stars A) Have hot cores, use their hydrogen rapidly, and go supernova after a short life. B) Have hot cores, use their hydrogen slowly, and go supernova after a long life. C) Have cooler cores, use their hydrogen rapidly, and eject their outer layers as planetary nebulae after a short life. D) Have cooler cores, use their hydrogen slowly, and eject their outer layers as planetary nebulae after a long life. 20. Hubble’s law gives us an indirect way to measure a galaxy’s A) Luminosity. B) Temperature. C) Mass. D) Distance. 21. We can determine an object’s temperature from its thermal (or “blackbody”) spectrum by finding the wavelength at which it emits the most electromagnetic radiation. A) True B) False 22. A solar eclipse occurs during full moon. A) True B) False 23. We can still see radiation left over from the Big Bang today as the cosmic microwave background. A) True B) False 24. After its core hydrogen is depleted, a red main sequence star will go supernova after its red giant phase. A) True B) False 25. The oldest stars in the Milky Way are found in the disk. A) True B) False 26. Astronomers believe there is enough dark matter in the universe to slow its expansion gradually toward a stop. A) True B) False 27. Galileo’s findings from his telescopic observations were revolutionary because he showed that the heavens were not perfect. A) True B) False 28. If the sun had begun fusion later, so it did not clear the solar nebula of its remaining gas so soon, Uranus and Neptune might have become as large as Jupiter and Saturn are now. A) True B) False 29. If the sun somehow instantaneously became a 1 solar mass black hole, the Earth would soon spiral into it as part of an accretion disk. A) True B) False 30. According to Hubble’s law, the redshift of a distant galaxy is directly related to its temperature. A) True B) False

This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.

Purpose of Assignment This assignment will help to identify the normal growth and development by topic for each age group. In the final column of the assignment, you need to observe a child and apply the information you gathered and document your findings in comparison by the particular age of that child. Competency Compare principles of growth and development when caring for pediatric clients. Instructions Using the template linked below: Worksheet Explain the topics in the worksheet by age. Identify one milestone and one expected norm for each category by age group. After you fill out the milestones and expected norms for each category by age group, observe a child of any age for 30 minutes to an hour, and apply the knowledge that you learned to the child you are observing and record this information in the purple Observation Data column.

Task 7 The questions in this task cover topics discussed in Lecture 6. You have 25 minutes all 10 questions. DO NOT begin this task until you have completed Lecture 6. LIPIDS, FATTY ACIDS, TRIGLYCERIDES, AND PHOSPHOLIPIDS Course Name: SCI260 Introduction to BiochemistrySchool website: https://online.stratford.edu

Title: Neurologic Assignment Documentation of problem-based assessment of the neurological system. Purpose of Assignment: Learning the required components of documenting a problem based subjective and objective assessment of neurological system. Identify abnormal findings. Course Competency: Apply assessment techniques for the neurological and respiratory systems. Instructions: Content: Use of three sections: Subjective, Objective, and Abnormal Findings Short descriptive paragraph of findings for each section Format: Standard American English (correct grammar, punctuation, etc.) Resources: Chapter 5: SOAP Notes: The subjective and objective portion only Sullivan, D. D. (2012). Guide to clinical documentation. [E-Book]. Retrieved from http://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=495456&site=eds-live&ebv=EB&ppid=pp_91 Smith, L. S. (2001, September). Documentation do’s and don’ts. Nursing, 31(9), 30. Retrieved from http://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107055742&site=eds-live Documentation Grading Rubric- 10 possible points Levels of Achievement Criteria Emerging Competence Proficiency Mastery Subjective (4 Pts) Missing components such as biographic data, medications, or allergies. Symptoms analysis is incomplete. May contain objective data. Basic biographic data provided. Medications and allergies included. Symptoms analysis incomplete. Lacking detail. No objective data. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Lacking detail. No objective data. Information is solely what “client” provided. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Detailed. No objective data. Information is solely what “client” provided. Points: 0.5 Points:1 Points: 2 Points:4 Objective (4 Pts) Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”, “okay”, and “good”. Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”.Contains all objective information. May have signs of bias or explanation of findings. Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”.No bias or explanation for findings evident Contains all objective information Includes all components of assessment for particular system. Detailed information provided.Avoided use of words such as “normal”, “appropriate”, or “good”.No bias or explanation for findings evident. All objective information Points: 1 Points: 2 Points: 3 Points: 4 Strength and Weakness (2 Pts) Lists one strength and one weakness with no description or reason for selection of them. Failure to provide both one strength and weakness will result in zero points for this criteria. Provides brief description of one strength and one weakness with no reason for identification of the strength and weakness. Provides description of one strength and one weakness noted on assessment. Gives reason for identification of the strength and weakness. Detailed description of one strength and one weakness noted during assessment. Detailed reason provided for identifying the strength and weakness. Points: 0.5 Points: 1 Points: 1.5 Points: 2

I am limited on the attachments i can drop. I will drop the first 5, but they're more attachments needed to complete the lab exercise and a summary. The Lab Summary is just 3 short paragraphs and 3 questions. I will send the rest of the attachments when connected with someone.

Instructions: Science and Technology play a central role in assuring our survival and enormous success as a species. However, your readings for this week point out that this progress is the product of contentious debates, competing world views, and revolutionary paradigm shifts. Over time, certain views do eventually prevail. Genetically evolved technology is based, in part, on finding solutions to key problems through the process of biological evolution (see the Tedtalk video for this week). With Kuhn, your readings and video clips for this week in mind, please answer the following questions: Will believers in Intelligent Design be able to embrace the incredibly promising and innovative solutions outlined in Luke Bawazer’s Tedtalk while rejecting Darwin’s theory? Explain why or why not. How does the science discussed by Bawazer relate to Bronowski’s belief about science as imaginative and creative? Does Bawazer’s discussion of the dawning of a new scientific paradigm mean the same thing Kuhn means by paradigm shift? Your response must include references to the essays by Bronowski, Kuhn, and Wilson. Feel free to include your own research (academic sources). Your response, in either essay form or question and answer format, should be a minimum of 750 words. Use proper citation and list your references. Save your paper as a word doc. and upload it by clicking the "WEEK 3 ASSIGNMENT - EVOLVING SCIENCE" link above.