🌎✨ "Unveiling Our Planet: What is Earth? - A Kid's Expedition!" ✨🌎

Join us on an incredible journey through our home planet in 'Unveiling Our Planet: What is Earth?'. Specially designed for Grades K-5, this video takes curious minds deep into the layers of our world, revealing its majestic structure and life-sustaining qualities. 🌿🌊

Experience the wonder as we:
Navigate from the rocky crust to the fiery core of Earth.
Uncover the secrets of tectonic plates and the forces shaping our continents and oceans.
Marvel at the intricate balance that allows life to flourish in diverse ecosystems. 🏞️🐠

📝 Ready for more discovery?
Our accompanying activity sheets bring the knowledge to life, engaging young learners in their exploration of Earth's mysteries and wonders. Get them here: https://www.harmonysquarelearn....ing.com/science/plan

Engage in thoughtful exploration with these questions:
What makes Earth uniquely equipped to support life?
How do the layers of Earth contribute to the conditions on the surface?
What are some ways we can protect our precious planet and its ecosystems?

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The density of a substance is its mass per unit volume. Mathematically, density is defined as mass divided by volume.

In some cases, density is defined as its weight per unit volume, although this is scientifically inaccurate – this quantity is more specifically called specific weight.

For a pure substance the density has the same numerical value as its mass concentration. Different materials usually have different densities, and density may be relevant to buoyancy, purity and packaging. Osmium and iridium are the densest known elements at standard conditions for temperature and pressure but certain chemical compounds may be denser.

To simplify comparisons of density across different systems of units, it is sometimes replaced by the dimensionless quantity "relative density" or "specific gravity", i.e. the ratio of the density of the material to that of a standard material, usually water. Thus a relative density less than one means that the substance floats in water.

The density of a material varies with temperature and pressure. This variation is typically small for solids and liquids but much greater for gases. Increasing the pressure on an object decreases the volume of the object and thus increases its density. Increasing the temperature of a substance (with a few exceptions) decreases its density by increasing its volume. In most materials, heating the bottom of a fluid results in convection of the heat from the bottom to the top, due to the decrease in the density of the heated fluid. This causes it to rise relative to more dense unheated material.

The reciprocal of the density of a substance is occasionally called its specific volume, a term sometimes used in thermodynamics. Density is an intensive property in that increasing the amount of a substance does not increase its density; rather it increases its mass.

A number of techniques as well as standards exist for the measurement of density of materials. Such techniques include the use of a hydrometer (a buoyancy method for liquids), Hydrostatic balance (a buoyancy method for liquids and solids), immersed body method (a buoyancy method for liquids), pycnometer (liquids and solids), air comparison pycnometer (solids), oscillating densitometer (liquids), as well as pour and tap (solids). However, each individual method or technique measures different types of density, and therefore it is necessary to have an understanding of the type of density being measured as well as the type of material in question.

The density at all points of a homogeneous object equals its total mass divided by its total volume. The mass is normally measured with a scale or balance; the volume may be measured directly (from the geometry of the object) or by the displacement of a fluid. To determine the density of a liquid or a gas, a hydrometer, a dasymeter or a Coriolis flow meter may be used, respectively. Similarly, hydrostatic weighing uses the displacement of water due to a submerged object to determine the density of the object.

In general, density can be changed by changing either the pressure or the temperature. Increasing the pressure always increases the density of a material. Increasing the temperature generally decreases the density, but there are notable exceptions to this generalization. For example, the density of water increases between its melting point at 0 °C and 4 °C; similar behavior is observed in silicon at low temperatures.

Biomass is plant or animal material used for energy production (electricity or heat), or in various industrial processes as raw material for a range of products. It can be purposely grown energy crops, wood or forest residues, waste from food crops (wheat straw, bagasse), horticulture (yard waste), food processing (corn cobs), animal farming (manure, rich in nitrogen and phosphorus), or human waste from sewage plants.

Burning plant-derived biomass releases CO2, but it has still been classified as a renewable energy source in the EU and UN legal frameworks because photosynthesis cycles the CO2 back into new crops. In some cases, this recycling of CO2 from plants to atmosphere and back into plants can even be CO2 negative, as a relatively large portion of the CO2 is moved to the soil during each cycle.

Cofiring with biomass has increased in coal power plants, because it makes it possible to release less CO2 without the cost associated with building new infrastructure. Co-firing is not without issues however, often an upgrade of the biomass is beneficiary. Upgrading to higher grade fuels can be achieved by different methods, broadly classified as thermal, chemical, or biochemical.

Thermal conversion processes use heat as the dominant mechanism to upgrade biomass into a better and more practical fuel. The basic alternatives are torrefaction, pyrolysis, and gasification, these are separated principally by the extent to which the chemical reactions involved are allowed to proceed (mainly controlled by the availability of oxygen and conversion temperature).

There are other less common, more experimental or proprietary thermal processes that may offer benefits, such as hydrothermal upgrading. Some have been developed for use on high moisture content biomass, including aqueous slurries, and allow them to be converted into more convenient forms.

A range of chemical processes may be used to convert biomass into other forms, such as to produce a fuel that is more practical to store, transport and use, or to exploit some property of the process itself. Many of these processes are based in large part on similar coal-based processes, such as the Fischer-Tropsch synthesis. Biomass can be converted into multiple commodity chemicals.

As biomass is a natural material, many highly efficient biochemical processes have developed in nature to break down the molecules of which biomass is composed, and many of these biochemical conversion processes can be harnessed. In most cases, microorganisms are used to perform the conversion process: anaerobic digestion, fermentation, and composting.

Biomass can be directly converted to electrical energy via electrochemical (electrocatalytic) oxidation of the material. This can be performed directly in a direct carbon fuel cell, direct liquid fuel cells such as direct ethanol fuel cell, a direct methanol fuel cell, a direct formic acid fuel cell, a L-ascorbic Acid Fuel Cell (vitamin C fuel cell), and a microbial fuel cell. The fuel can also be consumed indirectly via a fuel cell system containing a reformer which converts the biomass into a mixture of CO and H2 before it is consumed in the fuel cell.

Bully Education on the Learning Videos Channel

Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a subcategory of aggressive behavior characterized by the following three minimum criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying ranges from one-on-one, individual bullying through to group bullying, called mobbing, in which the bully may have one or more "lieutenants" who may be willing to assist the primary bully in their bullying activities. Bullying in school and the workplace is also referred to as "peer abuse". Robert W. Fuller has analyzed bullying in the context of rankism. The Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons", and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways". Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.

A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace, the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites. In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior."

Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying, while some states in the United States have laws against it. Bullying is divided into four basic types of abuse – psychological (sometimes called emotional or relational), verbal, physical, and cyber.

Bully Education on the Learning Videos Channel

Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a subcategory of aggressive behavior characterized by the following three minimum criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying ranges from one-on-one, individual bullying through to group bullying, called mobbing, in which the bully may have one or more "lieutenants" who may be willing to assist the primary bully in their bullying activities. Bullying in school and the workplace is also referred to as "peer abuse". Robert W. Fuller has analyzed bullying in the context of rankism. The Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons", and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways". Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.

A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace, the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites. In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior."

Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying, while some states in the United States have laws against it. Bullying is divided into four basic types of abuse – psychological (sometimes called emotional or relational), verbal, physical, and cyber.

Type 2 diabetes is reaching near-epidemic levels. It is a serious health condition affecting millions of people and increasing their risk for additional health issues.

More young people have been diagnosed with diabetes than ever before. This live-action video program is designed to increase a student’s awareness of the disease by presenting information that will help them better understand diabetes and more importantly know the risk factors to prevent getting the disease.

Colorful animation and vivid graphics help demonstrate how energy gets to your body’s cells, and the roles of the pancreas, glucose, blood and insulin. Student’s will understand step by step how the process should work, and then, how it works for a person with diabetes.

The program explores the warning signs of diabetes and how new technologies can help treat the disease. In addition, children will learn how they can help lowering their risk of getting type 2 disease with healthy lifestyle choices such as eating healthy foods and exercising.

Learning Objectives:

After viewing this program, student’s will:

• understand the difference between type 1 diabetes and type 2 diabetes
• recognize that diabetes is a disease that affects how the body uses glucose
• realize there are genetic and lifestyle factors related to getting diabetes
• learn the warning signs of diabetes
• understand different treatment options for people with diabetes
• Learn to make health lifestyle choices

Diabetes is a group of metabolic disorders characterized by a high blood sugar level over a prolonged period. Symptoms of high blood sugar include frequent urination, increased thirst, and increased hunger. If left untreated, diabetes can cause many complications. Acute complications can include diabetic ketoacidosis, hyperosmolar hyperglycemic state, or death. Serious long-term complications include cardiovascular disease, stroke, chronic kidney disease, foot ulcers, and damage to the eyes.

Diabetes is due to either the pancreas not producing enough insulin, or the cells of the body not responding properly to the insulin produced. There are three main types of diabetes mellitus:

Type 1 diabetes results from the pancreas's failure to produce enough insulin due to loss of beta cells. This form was previously referred to as "insulin-dependent diabetes mellitus" (IDDM) or "juvenile diabetes". The loss of beta cells is caused by an autoimmune response. The cause of this autoimmune response is unknown.

Type 2 diabetes begins with insulin resistance, a condition in which cells fail to respond to insulin properly. As the disease progresses, a lack of insulin may also develop. This form was previously referred to as "non insulin-dependent diabetes mellitus" (NIDDM) or "adult-onset diabetes". The most common cause is a combination of excessive body weight and insufficient exercise.
Gestational diabetes is the third main form, and occurs when pregnant women without a previous history of diabetes develop high blood sugar levels.

Prevention and treatment involve maintaining a healthy diet, regular physical exercise, a normal body weight, and avoiding use of tobacco. Control of blood pressure, maintaining proper foot care, and eye care are important for people with the disease.Type 1 diabetes must be managed with insulin injections. Type 2 diabetes may be treated with medications with or without insulin. Insulin and some oral medications can cause low blood sugar. Weight loss surgery in those with obesity is sometimes an effective measure in those with type 2 diabetes. Gestational diabetes usually resolves after the birth of the baby.

As of 2017, an estimated 425 million people had diabetes worldwide, with type 2 diabetes making up about 90% of the cases. This represents 8.8% of the adult population, with equal rates in both women and men. Trend suggests that rates will continue to rise. Diabetes at least doubles a person's risk of early death. In 2017, diabetes resulted in approximately 3.2 to 5.0 million deaths. The global economic cost of diabetes related health expenditure in 2017 was estimated at US$727 billion. In the United States, diabetes cost nearly US$245 billion in 2012. Average medical expenditures among people with diabetes are about 2.3 times higher.

The natural environment encompasses all living and non-living things occurring naturally, meaning in this case not artificial. The term is most often applied to the Earth or some parts of Earth. This environment encompasses the interaction of all living species, climate, weather and natural resources that affect human survival and economic activity. The concept of the natural environment can be distinguished as components:

Complete ecological units that function as natural systems without massive civilized human intervention, including all vegetation, microorganisms, soil, rocks, atmosphere, and natural phenomena that occur within their boundaries and their nature.
Universal natural resources and physical phenomena that lack clear-cut boundaries, such as air, water, and climate, as well as energy, radiation, electric charge, and magnetism, not originating from civilized human actions.
In contrast to the natural environment is the built environment. In such areas where man has fundamentally transformed landscapes such as urban settings and agricultural land conversion, the natural environment is greatly modified into a simplified human environment. Even acts which seem less extreme, such as building a mud hut or a photovoltaic system in the desert, the modified environment becomes an artificial one. Though many animals build things to provide a better environment for themselves, they are not human, hence beaver dams, and the works of mound-building termites, are thought of as natural.

People seldom find absolutely natural environments on Earth, and naturalness usually varies in a continuum, from 100% natural in one extreme to 0% natural in the other. More precisely, we can consider the different aspects or components of an environment, and see that their degree of naturalness is not uniform. If, for instance, in an agricultural field, the mineralogic composition and the structure of its soil are similar to those of an undisturbed forest soil, but the structure is quite different.

Natural environment is often used as a synonym for habitat, for instance, when we say that the natural environment of giraffes is the savanna.

In ecology, a habitat is the type of natural environment in which a particular species of organism lives. It is characterized by both physical and biological features. A species' habitat is those places where it can find food, shelter, protection and mates for reproduction.

The physical factors are for example soil, moisture, range of temperature, and light intensity as well as biotic factors such as the availability of food and the presence or absence of predators. Every organism has certain habitat needs for the conditions in which it will thrive, but some are tolerant of wide variations while others are very specific in their requirements. A habitat is not necessarily a geographical area, it can be the interior of a stem, a rotten log, a rock or a clump of moss, and for a parasitic organism it is the body of its host, part of the host's body such as the digestive tract, or a single cell within the host's body.

Habitat types include polar, temperate, subtropical and tropical. The terrestrial vegetation type may be forest, steppe, grassland, semi-arid or desert. Fresh water habitats include marshes, streams, rivers, lakes, and ponds, and marine habitats include salt marshes, the coast, the intertidal zone, estuaries, reefs, bays, the open sea, the sea bed, deep water and submarine vents.

According to a recent report from the National Center for Educational Statistics violence, including student violence against teachers, is on the rise in America's schools. Statistics show that early 7% of high schoolers stayed home because they felt unsafe at or on their way to school. The increase of violent school threats is breeding fear, anxiety and frustration for educators, children and parents.

The good news in all of this is that in many cases the school community can in fact do something to help prevent school violence. That’s what this program is all about—ways we can prevent school violence and help to keep our schools safe.

Violence is anything that hurts a person physically or emotionally. School violence refers to any act of violence that occurs within a school community. Both “threats of violence” and physical “acts of violence” create an unsettling and unsafe environment for everyone in a school community. Why does it happen? How can school violence be prevented? This program explores answers to those questions and seeks to help students understand the important role they play in preventing school violence.

Through live-action, true-to-life scenarios viewers will learn to identify potential problem behaviors and warning signs that can typically lead to violence. Viewers will recognize that an important way they can prevent school violence has to do with simply being aware of the people around you and being able to spot something that isn’t quite right before it escalates.

Students will come to understand the difference between a direct and indirect threat and how context of the threat determines how threats should be handled.

In addition, students will learn to identify behaviors that may be warning signs to potential violent actions and that whenever they feel threatened or unsafe that they have an obligation to report the incident to trusted adult within the school community.

Preventing school violence isn’t something that should be left to just the police and the government when there is so much that a school community can do together. Students will realize there is a link between violence and a person’s need to feel connected to someone in the school community. Learn what you can do as an educator and teach your students what they can do and start making your school safer today.


Learning Objectives:

• Students play an important role in helping to prevent school violence
• Violence is any behavior that hurts a person physically or emotionally
• Awareness of both “threats” of violence and “acts” of violence
• Identify behaviors that may be warning signs to potential violence
• Understand the difference between direct and indirect threats
• Realize the importance of feeling “connected” to someone in the school community
• Report behaviors or incidents that make you feel threatening or unsafe

School violence encompasses physical violence, including student-on-student fighting and corporal punishment; psychological violence, including verbal abuse; sexual violence, including rape and sexual harassment; many forms of bullying, including cyberbullying; and carrying weapons in school. It is widely held to have become a serious problem in recent decades in many countries, especially where weapons such as guns or knives are involved. It includes violence between school students as well as physical attacks by students on school staff.

A distinction is made between internalizing and externalizing behavior. Internalizing behaviors reflect withdrawal, inhibition, anxiety, and/or depression. Internalizing behavior has been found in some cases of youth violence although in some youth, depression is associated with substance abuse. Because they rarely act out, students with internalizing problems are often overlooked by school personnel. Externalizing behaviors refer to delinquent activities, aggression, and hyperactivity. Unlike internalizing behaviors, externalizing behaviors include, or are directly linked to, violent episodes. Violent behaviors such as punching and kicking are often learned from observing others. Just as externalizing behaviors are observed outside of school, such behaviors also observed in schools.

Soil is a mixture of organic matter, minerals, gases, liquids, and organisms that together support life. Earth's body of soil, called the pedosphere, has four important functions:

as a medium for plant growth
as a means of water storage, supply and purification
as a modifier of Earth's atmosphere
as a habitat for organisms
All of these functions, in their turn, modify the soil.

The pedosphere interfaces with the lithosphere, the hydrosphere, the atmosphere, and the biosphere. The term pedolith, used commonly to refer to the soil, translates to ground stone in the sense "fundamental stone". Soil consists of a solid phase of minerals and organic matter (the soil matrix), as well as a porous phase that holds gases (the soil atmosphere) and water (the soil solution). Accordingly, soil scientists can envisage soils as a three-state system of solids, liquids, and gases.

Soil is a product of several factors: the influence of climate, relief (elevation, orientation, and slope of terrain), organisms, and the soil's parent materials (original minerals) interacting over time. It continually undergoes development by way of numerous physical, chemical and biological processes, which include weathering with associated erosion. Given its complexity and strong internal connectedness, soil ecologists regard soil as an ecosystem.

Most soils have a dry bulk density (density of soil taking into account voids when dry) between 1.1 and 1.6 g/cm3, while the soil particle density is much higher, in the range of 2.6 to 2.7 g/cm3. Little of the soil of planet Earth is older than the Pleistocene and none is older than the Cenozoic,[ although fossilized soils are preserved from as far back as the Archean.

Soil science has two basic branches of study: edaphology and pedology. Edaphology studies the influence of soils on living things. Pedology focuses on the formation, description (morphology), and classification of soils in their natural environment. In engineering terms, soil is included in the broader concept of regolith, which also includes other loose material that lies above the bedrock, as can be found on the Moon and on other celestial objects as well. Soil is also commonly referred to as earth or dirt; some scientific definitions distinguish dirt from soil by restricting the former term specifically to displaced soil.

This live-action video program is about the word Soil. The program is designed to reinforce and support a student's comprehension and retention of the word Soil through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear Soil used in a variety of contexts providing students with a model for how to appropriately use the word. Related words are also used and reinforced with visuals and text.

"What is Push?" is an elementary science video tailored to seamlessly integrate with the elementary science curriculum and meet NGSS standards, providing young students with a solid foundation in physics.

Learning Objectives:

1. Define Push: Uncover the mystery of "push" as we break down its fundamental meaning and significance.
2. Explore Real-world Examples: Dive into a plethora of real-life scenarios to grasp the practical applications of push in our daily lives.
3. Understand Physics Concepts: Gain insights into the principles and physics concepts associated with push, unraveling the forces that shape our world.

Resources for further learning: Subscribe to our YouTube channel [@HarmonySquare] for more enriching science videos for kids!

Enhance the learning experience by downloading lesson plans, worksheets, and activities at [www.harmonysquarelearning.com].

#sciencevideosforkids #kidslearnscience #educationalvideo #elementaryscience #secondgradescience #thirdgradescience #fourthgradescience #pushphysics #ngssaligned #harmonysquarelearning

This live-action video program is about the word push. The program is designed to reinforce and support a student's comprehension and retention of the word push through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear the word force used in a variety of contexts providing students with a model for how to appropriately use the word. Related words are also used and reinforced with visuals and text.

In physics, a force is any interaction that, when unopposed, will change the motion of an object. A force can cause an object with mass to change its velocity (which includes to begin moving from a state of rest), i.e., to accelerate. Force can also be described intuitively as a push or a pull. A force has both magnitude and direction, making it a vector quantity. It is measured in the SI unit of newtons and represented by the symbol F.

The normal force is due to repulsive forces of interaction between atoms at close contact. When their electron clouds overlap, Pauli repulsion (due to fermionic nature of electrons) follows resulting in the force that acts in a direction normal to the surface interface between two objects. The normal force, for example, is responsible for the structural integrity of tables and floors as well as being the force that responds whenever an external force pushes on a solid object. An example of the normal force in action is the impact force on an object crashing into an immobile surface.

An elastic force acts to return a spring to its natural length. An ideal spring is taken to be massless, frictionless, unbreakable, and infinitely stretchable. Such springs exert forces that push when contracted, or pull when extended, in proportion to the displacement of the spring from its equilibrium position.

Since forces are perceived as pushes or pulls, this can provide an intuitive understanding for describing forces. As with other physical concepts (e.g. temperature), the intuitive understanding of forces is quantified using precise operational definitions that are consistent with direct observations and compared to a standard measurement scale. Through experimentation, it is determined that laboratory measurements of forces are fully consistent with the conceptual definition of force offered by Newtonian mechanics.

Forces act in a particular direction and have sizes dependent upon how strong the push or pull is. Because of these characteristics, forces are classified as "vector quantities". This means that forces follow a different set of mathematical rules than physical quantities that do not have direction (denoted scalar quantities). For example, when determining what happens when two forces act on the same object, it is necessary to know both the magnitude and the direction of both forces to calculate the result. If both of these pieces of information are not known for each force, the situation is ambiguous. For example, if you know that two people are pulling on the same rope with known magnitudes of force but you do not know which direction either person is pulling, it is impossible to determine what the acceleration of the rope will be. The two people could be pulling against each other as in tug of war or the two people could be pulling in the same direction. In this simple one-dimensional example, without knowing the direction of the forces it is impossible to decide whether the net force is the result of adding the two force magnitudes or subtracting one from the other. Associating forces with vectors avoids such problems.

Pushing against an object that rests on a frictional surface can result in a situation where the object does not move because the applied force is opposed by static friction, generated between the object and the table surface. For a situation with no movement, the static friction force exactly balances the applied force resulting in no acceleration. The static friction increases or decreases in response to the applied force up to an upper limit determined by the characteristics of the contact between the surface and the object.

This live-action video program is about the term solar system. The program is designed to reinforce and support a student's comprehension and retention of the term solar system through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear solar system used in a variety of contexts providing students with a model for how to appropriately use the word. Related words are also used and reinforced with visuals and text.

The Solar System is the gravitationally bound system of the Sun and the objects that orbit it, either directly or indirectly. Of the objects that orbit the Sun directly, the largest are the eight planets, with the remainder being smaller objects, the dwarf planets and small Solar System bodies. Of the objects that orbit the Sun indirectly—the moons—two are larger than the smallest planet, Mercury.

The Solar System formed 4.6 billion years ago from the gravitational collapse of a giant interstellar molecular cloud. The vast majority of the system's mass is in the Sun, with the majority of the remaining mass contained in Jupiter. The four smaller inner planets, Mercury, Venus, Earth and Mars, are terrestrial planets, being primarily composed of rock and metal. The four outer planets are giant planets, being substantially more massive than the terrestrials. The two largest, Jupiter and Saturn, are gas giants, being composed mainly of hydrogen and helium; the two outermost planets, Uranus and Neptune, are ice giants, being composed mostly of substances with relatively high melting points compared with hydrogen and helium, called volatiles, such as water, ammonia and methane. All eight planets have almost circular orbits that lie within a nearly flat disc called the ecliptic.

The Solar System also contains smaller objects. The asteroid belt, which lies between the orbits of Mars and Jupiter, mostly contains objects composed, like the terrestrial planets, of rock and metal. Beyond Neptune's orbit lie the Kuiper belt and scattered disc, which are populations of trans-Neptunian objects composed mostly of ices, and beyond them a newly discovered population of sednoids. Within these populations, some objects large enough to have rounded under their own gravity, though there is considerable debate as to how many they will prove to be. Such objects are categorized as dwarf planets. Identified or accepted dwarf planets include the asteroid Ceres and the trans-Neptunian objects Pluto and Eris. In addition to these two regions, various other small-body populations, including comets, centaurs and interplanetary dust clouds, freely travel between regions. Six of the planets, the six largest possible dwarf planets, and many of the smaller bodies are orbited by natural satellites, usually termed "moons" after the Moon. Each of the outer planets is encircled by planetary rings of dust and other small objects.

The solar wind, a stream of charged particles flowing outwards from the Sun, creates a bubble-like region in the interstellar medium known as the heliosphere. The heliopause is the point at which pressure from the solar wind is equal to the opposing pressure of the interstellar medium; it extends out to the edge of the scattered disc. The Oort cloud, which is thought to be the source for long-period comets, may also exist at a distance roughly a thousand times further than the heliosphere. The Solar System is located in the Orion Arm, 26,000 light-years from the center of the Milky Way galaxy.

MM3998

A rotation is a circular movement of an object around a center (or point) of rotation. A three-dimensional object can always be rotated around an infinite number of imaginary lines called rotation axes. If the axis passes through the body's center of mass, the body is said to rotate upon itself, or spin. A rotation about an external point, e.g. the Earth about the Sun, is called a revolution or orbital revolution, typically when it is produced by gravity. The axis is called a pole.

This live-action video program is about the word rotation. The program is designed to reinforce and support a student's comprehension and retention of the word rotation through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear rotation used in a variety of contexts providing students with a model for how to appropriately use the word. Related words are also used and reinforced with visuals and text.

In astronomy, rotation is a commonly observed phenomenon. Stars, planets and similar bodies all spin around on their axes. The rotation rate of planets in the solar system was first measured by tracking visual features. Stellar rotation is measured through Doppler shift or by tracking active surface features.

This rotation induces a centrifugal acceleration in the reference frame of the Earth which slightly counteracts the effect of gravity the closer one is to the equator. One effect is that an object weighs slightly less at the equator. Another is that the Earth is slightly deformed into an oblate spheroid.

Another consequence of the rotation of a planet is the phenomenon of precession.

While revolution is often used as a synonym for rotation, in many fields, particularly astronomy and related fields, revolution, often referred to as orbital revolution for clarity, is used when one body moves around another while rotation is used to mean the movement around an axis. Moons revolve around their planet, planets revolve about their star (such as the Earth around the Sun); and stars slowly revolve about their galaxial center. The motion of the components of galaxies is complex, but it usually includes a rotation component.

The speed of rotation is given by the angular frequency (rad/s) or frequency (turns per time), or period (seconds, days, etc.). The time-rate of change of angular frequency is angular acceleration (rad/s²), caused by torque. The ratio of the two (how heavy is it to start, stop, or otherwise change rotation) is given by the moment of inertia.

The angular velocity vector (an axial vector) also describes the direction of the axis of rotation. Similarly the torque is an axial vector.

The physics of the rotation around a fixed axis is mathematically described with the axis–angle representation of rotations. According to the right-hand rule, the direction away from the observer is associated with clockwise rotation and the direction towards the observer with counterclockwise rotation, like a screw.

The laws of physics are currently believed to be invariant under any fixed rotation. (Although they do appear to change when viewed from a rotating viewpoint: see rotating frame of reference.)

In modern physical cosmology, the cosmological principle is the notion that the distribution of matter in the universe is homogeneous and isotropic when viewed on a large enough scale, since the forces are expected to act uniformly throughout the universe and have no preferred direction, and should, therefore, produce no observable irregularities in the large scale structuring over the course of evolution of the matter field that was initially laid down by the Big Bang.

In particular, for a system which behaves the same regardless of how it is oriented in space, its Lagrangian is rotationally invariant. According to Noether's theorem, if the action (the integral over time of its Lagrangian) of a physical system is invariant under rotation, then angular momentum is conserved.

A planet is an astronomical body orbiting a star or stellar remnant that is massive enough to be rounded by its own gravity, is not massive enough to cause thermonuclear fusion, and has cleared its neighbouring region of planetesimals.

The term planet is ancient, with ties to history, astrology, science, mythology, and religion. Five planets in the Solar System are visible to the naked eye. These were regarded by many early cultures as divine, or as emissaries of deities. As scientific knowledge advanced, human perception of the planets changed, incorporating a number of disparate objects. In 2006, the International Astronomical Union (IAU) officially adopted a resolution defining planets within the Solar System. This definition is controversial because it excludes many objects of planetary mass based on where or what they orbit. Although eight of the planetary bodies discovered before 1950 remain "planets" under the current definition, some celestial bodies, such as Ceres, Pallas, Juno and Vesta (each an object in the solar asteroid belt), and Pluto (the first trans-Neptunian object discovered), that were once considered planets by the scientific community, are no longer viewed as planets under the current definition of planet.

Planets in astrology have a different definition.

The planets were thought by Ptolemy to orbit Earth in deferent and epicycle motions. Although the idea that the planets orbited the Sun had been suggested many times, it was not until the 17th century that this view was supported by evidence from the first telescopic astronomical observations, performed by Galileo Galilei. About the same time, by careful analysis of pre-telescopic observational data collected by Tycho Brahe, Johannes Kepler found the planets' orbits were elliptical rather than circular. As observational tools improved, astronomers saw that, like Earth, each of the planets rotated around an axis tilted with respect to its orbital pole, and some shared such features as ice caps and seasons. Since the dawn of the Space Age, close observation by space probes has found that Earth and the other planets share characteristics such as volcanism, hurricanes, tectonics, and even hydrology.

Planets are generally divided into two main types: large low-density giant planets, and smaller rocky terrestrials. There are eight planets in the Solar System. In order of increasing distance from the Sun, they are the four terrestrials, Mercury, Venus, Earth, and Mars, then the four giant planets, Jupiter, Saturn, Uranus, and Neptune. Six of the planets are orbited by one or more natural satellites.

Several thousands of planets around other stars ("extrasolar planets" or "exoplanets") have been discovered in the Milky Way. As of 1 November 2019, 4,126 known extrasolar planets in 3,067 planetary systems (including 671 multiple planetary systems), ranging in size from just above the size of the Moon to gas giants about twice as large as Jupiter have been discovered, out of which more than 100 planets are the same size as Earth, nine of which are at the same relative distance from their star as Earth from the Sun, i.e. in the circumstellar habitable zone. On December 20, 2011, the Kepler Space Telescope team reported the discovery of the first Earth-sized extrasolar planets, Kepler-20e[5] and Kepler-20f,[6] orbiting a Sun-like star, Kepler-20. A 2012 study, analyzing gravitational microlensing data, estimates an average of at least 1.6 bound planets for every star in the Milky Way. Around one in five Sun-like stars is thought to have an Earth-sized planet in its habitable zone.

There is no official definition of extrasolar planets. In 2003, the International Astronomical Union (IAU) Working Group on Extrasolar Planets issued a position statement, but this position statement was never proposed as an official IAU resolution and was never voted on by IAU members. The positions statement incorporates the following guidelines, mostly focused upon the boundary between planets and brown dwarfs:

Objects with true masses below the limiting mass for thermonuclear fusion of deuterium (currently calculated to be 13 times the mass of Jupiter for objects with the same isotopic abundance as the Sun) that orbit stars or stellar remnants are "planets" (no matter how they formed). The minimum mass and size required for an extrasolar object to be considered a planet should be the same as that used in the Solar System.

Substellar objects with true masses above the limiting mass for thermonuclear fusion of deuterium are "brown dwarfs", no matter how they formed or where they are located.

Free-floating objects in young star clusters with masses below the limiting mass for thermonuclear fusion of deuterium are not "planets", but are "sub-brown dwarfs" (or whatever name is most appropriate).

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Potential energy is the energy held by an object because of its position relative to other objects, stresses within itself, its electric charge, or other factors.

Common types of potential energy include the gravitational potential energy of an object that depends on its mass and its distance from the center of mass of another object, the elastic potential energy of an extended spring, and the electric potential energy of an electric charge in an electric field. The unit for energy in the International System of Units (SI) is the joule, which has the symbol J.

The term potential energy was introduced by the 19th-century Scottish engineer and physicist William Rankine, although it has links to Greek philosopher Aristotle's concept of potentiality. Potential energy is associated with forces that act on a body in a way that the total work done by these forces on the body depends only on the initial and final positions of the body in space. These forces, that are called conservative forces, can be represented at every point in space by vectors expressed as gradients of a certain scalar function called potential.

Since the work of potential forces acting on a body that moves from a start to an end position is determined only by these two positions, and does not depend on the trajectory of the body, there is a function known as potential that can be evaluated at the two positions to determine this work.

There are various types of potential energy, each associated with a particular type of force. For example, the work of an elastic force is called elastic potential energy; work of the gravitational force is called gravitational potential energy; work of the Coulomb force is called electric potential energy; work of the strong nuclear force or weak nuclear force acting on the baryon charge is called nuclear potential energy; work of intermolecular forces is called intermolecular potential energy. Chemical potential energy, such as the energy stored in fossil fuels, is the work of the Coulomb force during rearrangement of mutual positions of electrons and nuclei in atoms and molecules. Thermal energy usually has two components: the kinetic energy of random motions of particles and the potential energy of their mutual positions.

Potential energy is closely linked with forces. If the work done by a force on a body that moves from A to B does not depend on the path between these points (if the work is done by a conservative force), then the work of this force measured from A assigns a scalar value to every other point in space and defines a scalar potential field. In this case, the force can be defined as the negative of the vector gradient of the potential field.

Gravitational energy is the potential energy associated with gravitational force, as work is required to elevate objects against Earth's gravity. The potential energy due to elevated positions is called gravitational potential energy, and is evidenced by water in an elevated reservoir or kept behind a dam. If an object falls from one point to another point inside a gravitational field, the force of gravity will do positive work on the object, and the gravitational potential energy will decrease by the same amount.

Consider a book placed on top of a table. As the book is raised from the floor to the table, some external force works against the gravitational force. If the book falls back to the floor, the "falling" energy the book receives is provided by the gravitational force. Thus, if the book falls off the table, this potential energy goes to accelerate the mass of the book and is converted into kinetic energy. When the book hits the floor this kinetic energy is converted into heat, deformation, and sound by the impact.

The factors that affect an object's gravitational potential energy are its height relative to some reference point, its mass, and the strength of the gravitational field it is in. Thus, a book lying on a table has less gravitational potential energy than the same book on top of a taller cupboard and less gravitational potential energy than a heavier book lying on the same table. An object at a certain height above the Moon's surface has less gravitational potential energy than at the same height above the Earth's surface because the Moon's gravity is weaker. "Height" in the common sense of the term cannot be used for gravitational potential energy calculations when gravity is not assumed to be a constant. The following sections provide more detail.

The lunar phase or phase of the Moon is the shape of the directly sunlit portion of the Moon as viewed from Earth. The lunar phases gradually and cyclically change over the period of a synodic month (about 29.53 days), as the orbital positions of the Moon around Earth and of Earth around the Sun shift.

The Moon's rotation is tidally locked by Earth's gravity; therefore, most of the same lunar side always faces Earth. This near side is variously sunlit, depending on the position of the Moon in its orbit. Thus, the sunlit portion of this face can vary from 0% (at new moon) to 100% (at full moon). The lunar terminator is the boundary between the illuminated and darkened hemispheres.

Each of the four "intermediate" lunar phases (see below) is around 7.4 days, but this varies slightly due to the elliptical shape of the Moon's orbit.

In western culture, the four principal phases of the Moon are new moon, first quarter, full moon, and third quarter (also known as last quarter). These are the instances when the Moon's ecliptic longitude and the Sun's ecliptic longitude differ by 0°, 90°, 180°, and 270°, respectively.[a] Each of these phases occur at slightly different times when viewed from different points on Earth. During the intervals between principal phases, the Moon's apparent shape is either crescent or gibbous. These shapes, and the periods when the Moon shows them, are called the intermediate phases and last one-quarter of a synodic month, or 7.38 days, on average. However, their durations vary slightly because the Moon's orbit is rather elliptical, so the satellite's orbital speed is not constant. The descriptor waxing is used for an intermediate phase when the Moon's apparent shape is thickening, from new to full moon, and waning when the shape is thinning.

When the Sun and Moon are aligned on the same side of the Earth, the Moon is "new", and the side of the Moon facing Earth is not illuminated by the Sun. As the Moon waxes (the amount of illuminated surface as seen from Earth is increasing), the lunar phases progress through new moon, crescent moon, first-quarter moon, gibbous moon, and full moon. The Moon is then said to wane as it passes through the gibbous moon, third-quarter moon, crescent moon, and back to new moon. The terms old moon and new moon are not interchangeable. The "old moon" is a waning sliver (which eventually becomes undetectable to the naked eye) until the moment it aligns with the Sun and begins to wax, at which point it becomes new again. Half moon is often used to mean the first- and third-quarter moons, while the term quarter refers to the extent of the Moon's cycle around the Earth, not its shape.

When an illuminated hemisphere is viewed from a certain angle, the portion of the illuminated area that is visible will have a two-dimensional shape as defined by the intersection of an ellipse and circle (in which the ellipse's major axis coincides with the circle's diameter). If the half-ellipse is convex with respect to the half-circle, then the shape will be gibbous (bulging outwards), whereas if the half-ellipse is concave with respect to the half-circle, then the shape will be a crescent. When a crescent moon occurs, the phenomenon of earthshine may be apparent, where the night side of the Moon dimly reflects indirect sunlight reflected from Earth.

In this video, we'll be exploring different forest habitats to learn about the plants and animals that live there. We'll start off in a tropical rainforest, and then move on to a coniferous forest, a deciduous forest, and finally a forest habitat made up of mixed hardwood and coniferous trees.

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Download lesson plans, worksheets and activities at www.harmonysquarelearning

🌲 Welcome to "Exploring Forest Habitats"! 🌳 In this educational journey, we delve into the heart of diverse forests, unveiling the secrets of these incredible ecosystems. 🍃 Get ready to discover the enchanting world of flora and fauna that thrives in the midst of towering trees.

🌿 Our exploration begins with an introduction to different types of forests, including rainforests, deciduous, and coniferous forests. 🌳 Learn about the unique characteristics that set each one apart and the fascinating adaptations of plants and animals to their specific habitats.

🦉 Meet the inhabitants of the forest as we delve into the captivating lives of forest mammals, birds, insects, and reptiles. 🐾 From the majestic roars of forest mammals to the melodic chirps of forest birds, witness the symphony of nature in action. 🦋 Explore the intricate world of forest insects and the often overlooked realm of forest reptiles.

📚 Throughout the video, we'll introduce you to essential vocabulary words such as "fauna," helping to build a solid foundation for understanding the complex web of life within the forest ecosystem.

🔍 Don't miss the opportunity to expand your knowledge and appreciation for the natural world. Subscribe to our YouTube Channel [@HarmonySquare] for more engaging and educational content.

📝 For educators and parents, enhance the learning experience by downloading our comprehensive lesson plans, worksheets, and activities at www.harmonysquarelearning.com. 🍎

🌐 Join us on this educational adventure, and let's explore the wonders of forest habitats together! 🌲🦉🌳

#forestexploration #ecosystemeducation #naturediscovery #educationforall #wildlifewonders #harmonysquarelearning #scienceeducation #faunafascination

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Join us on a fascinating journey through the skies with our educational video "What is Weather? Learn About the Components of Weather" 🌥️ – Perfect for curious minds in grades 3 to 8!

This engaging and informative video will take students on an exploration of the atmosphere to discover the elements that come together to create the weather patterns we experience daily.

Learning Objectives:

Understand the Fundamentals: Students will learn the basic components of weather, such as temperature, humidity, precipitation 🌧️, and wind 🌬️, and how they are measured.

Discover the Causes: The video will explain how different factors like the sun 🌞, the earth's rotation 🌍, and geographical features work together to cause various weather conditions.

Observe and Predict: Students will be encouraged to observe weather patterns and learn the basics of weather forecasting to make predictions about future weather conditions.

By the end of this video, students will have a clearer understanding of what weather is and what causes it, laying the groundwork for future scientific explorations. Enjoy the adventure into the world of weather! 🌈

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Don't forget to enhance your learning experience by subscribing to our YouTube Channel [@HarmonySquare] and downloading our comprehensive lesson plans, worksheets, and activities from www.harmonysquarelearning.com.

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Timestamps:
00:00 Introduction
01:00 Understanding the Fundamentals
03:30 Discovering the Causes
06:00 Observing and Predicting Weather Patterns
08:30 Conclusion

Hashtags: #weathereducation #scienceforkids #weatherforecasting #educationalvideo #harmonysquarescience thank you for watching, and we'll see you in the next video!

Learn with us about plants and how they grow.

Do you know how many public utilities exist? Learn with us each of them in a fun way!