Making connection points between three different article and lesson material Assignment | Essay Help Services

You will be presented with 3 (three) different media science news articles to read, each with a 500-800 word count (approximately), from www.ScienceDaily.com, published after June 15, 2020. • For each article, you will then complete a typed response (in a Word file on your computer) containing: o At least 2 (two) connection points between the article and our lesson materials (lesson notes/slides and/or readings, over single or multiple different lessons covered this term). Each connection point should: ▪ demonstrate meaningful insight into the scientific material presented in the article and taught in the lessons ▪ be between 50-150 words long ▪ include a specific reference to the lesson material being connected with ▪ NOT be (solely) a paraphrased summary of the article itself, but also include clear connections to our lessons. o At least 2 (two) connection points between the article and our online assignments in Cengage, with each selected question representing one connection to the lesson materials above. Each connection point should: ▪ Identify the specific Assignment and Question number, along with copying-and-pasting the question itself in your Word file, to serve as a good ‘representative’ of the article-lesson connection you’ve described above ▪ Explain (in 100 words or less) why the question you chose makes a good representative of your connection point(s).NATS 1870: UNDERSTANDING COLOUR (SU 2020)
MIDTERM EXAM: FORMAT AND EXPECTATIONS
When and Where: • Sunday, June 28th, 3-6pm (3 hours) • In Moodle, go to the new MIDTERM EXAM section at the top of the course home page. At the start of the exam, you will see two items:
o ‘Midterm Exam – Articles and Instructions’ file, revealing the 3 articles to be used for this exam.
o ‘Midterm Exam – Submission of Answers’ link, opening a TurnItIn assignment submission link for you to submit your typed responses into, within the exam time window above.
• Make sure you have the necessary technology (computer with stable internet connection) available exactly when you need it for this test.
Exam Format and Settings:
• You will be presented with 3 (three) different media science news articles to read, each with a 500-800 word count (approximately), from www.ScienceDaily.com, published after June 15, 2020.
• For each article, you will then complete a typed response (in a Word file on your own computer) containing:
o At least 2 (two) connection points between the article and our lesson materials (lesson notes/slides and/or readings, over single or multiple different lessons covered this term). Each connection point should:
▪ demonstrate meaningful insight into the scientific material presented in the article and taught in the lessons
▪ be between 50-150 words long
▪ include a specific reference to the lesson material being connected with
▪ NOT be (solely) a paraphrased summary of the article itself, but also include clear connections to our lessons.
o At least 2 (two) connection points between the article and our online assignments in Cengage, with each selected question representing one connection to the lesson materials above. Each connection point should:
▪ Identify the specific Assignment and Question number, along with copying-and-pasting the question itself in your Word file, to serve as a good ‘representative’ of the article-lesson connection you’ve described above
▪ Explain (in 100 words or less) why the question you chose makes a good representative of your connection point(s).
• Once you have completed all your responses, with 6 connection points to lesson materials and 6 connection points to assignments created in total, you will then submit the Word file to the TurnItIn submission link.
• All students will be expected to maintain academic integrity in the exam by composing their own original responses, which will in turn be reviewed for any possible plagiarism by the TurnItIn software (for example). Although all students will be reading and responding to the same articles, their responses to them should still nonetheless be individual and unique, just as they would be at an invigilated, paper-based exam on campus. Any instances of plagiarism may be subject to further investigation and possible consequences under the Senate Policy on Academic Honesty.
NATS 1870: UNDERSTANDING COLOUR (SU 2020)
EXAMPLE CASE:
Article: First optical measurements of Milky Way’s Fermi Bubbles probe their origin
URL: https://www.sciencedaily.com/releases/2020/06/200603120542.htm
Connection Point #1: Absorption and Emission Processes in Atoms, Lesson 8, Chapter 5 Summary Slides (#13-17)
The second paragraph of the article discusses the role of observing emission and absorption spectral features in different wavelengths of light in order to confirm the position of the Fermi Bubbles of gas in our galaxy. Absorption of ultraviolet light was previously recorded by the Hubble Space Telescope (showing boosting of electrons to higher energy orbitals in the gas atoms), and now emission of visible light (from hydrogen and nitrogen) atoms was recorded by the new Wisconsin H-alpha Mapper Telescope (WHAM) (showing the dropping of energy levels by electrons).
Connection Point #2: Studying natural phenomena in multiple sections of the EM Spectrum, Lesson 10, Assigned Textbook Reading: 4.5 Airborne and Space Observatories, (page 87 in print version), including Fig. 4.17)
The last paragraph of the article explains the advantage of being able to observe the same phenomenon (Fermi Bubbles in this case) in different wavelengths of the EM Spectrum. Specifically, some parts of our galaxy have a lot of gas (and dust), which means they could (previously) be observed only in infrared and radio wavelengths. The new WHAM telescope is now capable of observing those same regions in visible light. Being able to observe the same objects in multiple wavelengths and with different telescopes (as discussed on page 87) helps astronomers make a more detailed ‘picture’ of these objects, as shown in the example of Fig. 4.17, and in turn will lead to further insights about the physical nature of these Fermi Bubbles themselves.
Connection Point #3: Assignment 8, Question #32:
In this diagram, which of the transitions would absorb a photon with the least energy (longest wavelength)?
a. Transition 1
b. Transition 2
c. Transition 3
d. Transition 4
This question can be a representative of the atomic absorption process concept in general, as well as demonstrating that the difference between the orbital ‘jump sizes/distances’ corresponds to differences in energy amounts required for electron to absorb, in order to make those specific ‘jumps’.
Connection Point #4: Assignment 10, Question #21:
Radio telescopes are affected by interference from human-made radio devices. What is the equivalent problem for optical telescopes?
a. light pollution
b. atmospheric turbulence
c. seeing
d. clouds and water vapour
This question can be a representative of the topic of observing in multiple wavelengths of the EM spectrum, and understanding how different physical elements affect the telescopes’ abilities to observe in those different wavelengths.