Tekst z przedmiotów ścisłych dla nauczycieli

Dzień dobry, jestem tłumaczem po ukończeniu lingwistyki stosowanej angielski z francuskim na specjalizacji tłumaczeniowej, zapraszam do kontaktu: [e-mail ukryty]

Termin: do ustalenia
Oferta cenowa: widoczna dla zleceniodawcy

Is an object moving away? Time: 2 x 45 min. The aim of the lesson is to determine the speed of the galaxies as they move away and, indirectly, the age of the universe, using the CLEA Hubble Redshift Distance Relation program that makes it possible to carry out simulated observations using a large optical telescope equipped with a spectrometer. Lesson plan: 1. The lesson starts with a reminder (or conceptual introduction) of the doppler effect. You can use the graphics in the presentation or any material available on the internet. When going through this, it’s better to use the concept of wavelength rather than frequency (because the lines in the emission spectra are most often characterized by giving their wavelength). 2. Move on to the question of whether we can hear movement in space and if we can hear an object moving away. You come to the conclusion that sound does not travel in space (note that if Star Wars hadn’t bent this rule, it it would be quite a boring movie;)). 3. Ask, ‘so can we or can we not find out if an object in space is moving away from us or approaching?’ and show the slide from the presentation with a drawing of a shirt: ‘if this shirt looks blue, you're going too fast’. The discussion ends with the statement that we can also observe the doppler effect for electromagnetic waves, including visible light. 4. Recall the concept of emission and absorption spectra and the fact that for every element it looks different—like a ‘fingerprint’—and we can use spectra to identify elements in the stars (you can mention the story of the discovery of helium). 5. Show the ‘Stars and the laboratory’ slide. Aim to bring the discussion round to the point when the students notice that, depending on the distance of the object from the Earth, we have the same spectral lines, but shifted towards the red. At this stage you can introduce the concept of ‘red shift’. 6. Hand out the work sheets, instructing the students that their task is to become an astronomer for some time and take measurements of the spectra of selected galaxies, and then determine the speed at which they are moving away. 7. Students’ work time. 8. Joint discussion of the results obtained, comparison between groups, joint formulation of Hubble's law and determination of the age of the universe.

Termin: 7 dni
Oferta cenowa: widoczna dla zleceniodawcy

The course of the lesson: 1. You begin from reminding of (or introducing on conceptual level) Doppler effect. You may use the graphics which the presentation includes and recordings from the net. It is worth to use the idea of the longevity of the wave instead frequency (because lines in emissive spectra are usually characterized by the longevity of the wave). 2. Go on to the issue if it is possible to hear sound in universe, if it is possible to hear that an object moves, moves away. You reach the fact that sound does not travel in space (you may make a remark that without such a distortion Star Wars would be rather a boring film ;)). 3. Put a question: „Can’t you find out if the space object moves away or gets closer?” using a slide showing a T-shirt with "if this shirt looks blue, you're going too fast" written on it. End the discussion with the statement that it is possible to observe Doppler effect for electromagnetic waves, including visible spectrum/light. 4. Recall the conception of emissive spectrum and absorption spectroscopy and the fact that it is different for each element – its ‘fingerprint’, and thanks to spectra and spectroscopy it is possible to identify elements in stars (you may remind the story of discovering helium). 5. Show the slide ‘Stars and laboratory’. Try to reach the discussion to the point at which the students realize that depending on the distance of the object from the Earth there are the same spectrum lines but moved towards red/redness. You may introduce the idea ‘red shift’. 6. Deal work cards out/hand work cards around their task is to become an astronomer for some time and to measure the spectra of chosen galactics, and to defining of their velocity of removing. 7. Time for class work. 8. The class discussion of the results – comparing the groups’ results, couching of Hubble's law in common, and determination of the age of the universe.

Termin: 1 dni
Oferta cenowa: widoczna dla zleceniodawcy

Witam serdecznie, Nazywam się Daniel Olszewski, o moim doświadczeniu można dowiedzieć się więcej na moim profilu. Poniżej załączam próbne tłumaczenie: http://wklej.org/hash/1e065b9ae26/ - używam strony, dlatego, że tłumaczenie jest zbyt długie. Podana cena - 360zł jest kwotą netto, do negocjacji. Z uwagi na rozmiar zlecenia i na poczet przyszłej, udanej :) współpracy, obniżam moją standardową cenę (28zł/strona) do 24zł/strona. Cena podlega negocjacji. Proszę o informację zwrotną, czy moja oferta jest dla Państwa satysfakcjonująca. Pozdrawiam, Daniel Olszewski

Termin: 7 dni
Oferta cenowa: widoczna dla zleceniodawcy

Cena za 1800 zss. Studiowałam biologię eksperymentalną (nie ukończyłam tego kierunku ale mam doświadczenie w tłumaczeniu tekstów naukowych i ścisłych). Jeśli to nie problem to proszę o adres e-mail, na który mogę przesłać przetłumaczony tekst próbny. [e-mail ukryty]

Termin: do ustalenia
Oferta cenowa: widoczna dla zleceniodawcy

Duration: 2 x 45 minutes The purpose of the lesson is appointing speed of receding of galaxies and indirectly measuring the age of the universe, with using the software CLEA Hubble Redshift Distance Relation, which enables to conduct simulated observation with applying the large optical telescope, equipped with the spectrometer. The process of lesson development: 1. We begin the lesson with reminding (or introduction on the conceptual level) of doppler effect. It is possible to use graphics available in the presentation or other recordings available in the Internet . It is worth using the notion of wavelengths instead of the frequency (because lines in emission spectrums are most often characterized by quoting just wavelengths). 2. We proceed to the issue, whether we can hear the movement in the outer space, whether we can hear some object is receding. We conclude that sound doesn't go around in the outer space (pay attention that without this distortion Star Wars would be a quite boring film :)) 3. We put the question "therefore, can we see if a space object is receding from us or is getting closer?" along with the picture of the T-shirt on the slide of the presentation "if this shirt looks blue, you're going to fast". Discussion is finished with the conclusion that we can also observe the doppler effect for electromagnetic waves, including for the visible light. 4. We summon up the notion of the emission and absorption spectra and fact, that it looks differently for every element – it is its ''fingerprint'', based on spectres we can identify elements in stars (it is possible to remind the history of the discovery of helium). 5. We demonstrate the slide "Stars vs. a laboratory". We try to lead the discussion to the moment when students will notice that depending on the distance of the object from the Earth, we have the same spectral lines, however they are closer to red. 6. Distributing worksheets to students, briefing them that their goal is to become an astronomer for several dozen minutes and measuring the spectres of chosen galaxies and then determining their speed of receding. 7. Time for classwork. 8. Joint treatment of achieved results, the comparison between groups, joint formulating the Hubble's law and determining the age of the universe

Termin: 7 dni
Oferta cenowa: widoczna dla zleceniodawcy