labs

Revised – 5/13/2020 1.1

LABORATORY 1

THE CELESTIAL SPHERE

Equipment

Star chart, skyviewcafe.com

Purpose

The purpose of the lab is to understand the motion and position of the stars, Sun, and
planets using the celestial globe.

Introduction

From the earliest times, we have studied the stars. In our minds we have created
models of how the universe worked. We created patterns out the motion and locations of the
stars, Sun, and planets. The apparent patterns we have created in location of the stars are
called constellations. Throughout time, we have mapped the constellations in star charts.
From these star charts, we can plot the motion of the stars, Sun, and planets. The stars have
three motions; diurnal (daily) motion, annual motion, and precession. The daily motion is
due the Earth rotating on its axis. The annual motion is due to the Earth orbiting the Sun.
And precession is caused by the Earth wobbling on its axis. As the Earth is tilted on its axis,
the Sun’s motion in the sky is more complex than stellar motion as it rises and sets in different
positions in the sky each day. The most complex motions are the planetary motions as they
co-revolve around the Sun along with the Earth.

We can use a celestial globe to explore the sky. The globe is a smaller translucent
globe with stars printed on the sky along with the lines of right ascension and parallels of
declination; the coordinates of longitude and latitude in the celestial sphere, respectively. We
can move the sphere to simulate the motion of the stars in the sky throughout the night and
the year to explore diurnal and annual motion. Also, we can adjust the tilt of the globe to visit
different locations on the Earth as to observe how the sky appears at these locations.
In this lab, we will use the aforementioned two special tools in astronomy. We will
visit the planetarium and confirm the results with the celestial sphere in the laboratory. We
will observe the motion of the different motions of the stars, planets, and the Sun in the
planetarium. Following up in the laboratory, then we will recreate the motions on the celestial
globe.

Revised – 5/13/2020 1.2

Procedure 1: Locating Objects on the Globe

1. Open skyview.com on your browser. Figure 1 shows the entry page. Note how to

change the date/times and locations on the earth. Note 12 noon is local noon and the
Sun rises on eastern horizon and sets on western horizon.

Figure 1 Skyview Cafe Webpage. You can click on any star to see the
altitude/azimuth and right ascension/declination.

2. Now find the objects or coordinates indicated in Table 1 and list their right
ascension/declination or their names in Table 1 using your star chart or the website.

3. Now note the presences of a wave-like line surrounding the equator; this is the ecliptic,
the Sun’s path around the sky during the year. Now click Celestial and Ecliptic Grid to
guide you which constellation the Sun is located on the dates listed in Table 1. Record
these constellations in Table 1.

Procedure 2: The Sun’s Motion and the Visibility of Stars

1. Now we are going to set the globe for our location on the Earth. We need to set the
correct inclination for our sky view. We do this by determining the co-latitude. We do
this set the correct altitude of the North Star. Please find our location by setting either
26◦ North or finding Davie in the location box. And set the dates for 2020 in the
dates/time box as indicated in Figure 1.

2. Using the date/time box, set the sun to June 21. Now click on the hour in the date/time

box and then use the up and down arrows move the Sun from sunrise to sunset; count
the number of hours from sunrise to sunset and record in Table 2. Also record the

Revised – 5/13/2020 1.3

azimuth at sunrise and sunset for each date by clicking on the Sun. Repeat for the
December 21.

3. Now set the Sun for Noon by setting the time for 12:00 noon. Please find the altitude
for the noon sun for June 21. Set the website for 50 degrees using the co-latitude and
find the altitude for the noon sun. Do this for 90 degrees. Repeat these for December
21. Record these altitudes for the latitudes in Table 2. Set the Sun for Midnight
(00:00) on these dates and record which stars that are listed in Table 1 in Table 2.

Revised – 5/13/2020 1.4

Table 1 Procedure 1: Locating Objects on the Globe

1) Please find these four stars in these constellations and list their right ascension and
declination:

Constellation Star Right Ascension Declination
Bootes Arcturus
Gemini Castor
Ursa Minor Polaris
Scorpio Antares

2) Please list and find the different stars/constellation and for these right ascensions

and declinations:

Right Ascension Declination Star Constellation
6 Hr 45 Min -19◦
18 Hr 40 Min +39◦
5 Hr 15 Min +46◦

3) What constellations in the Sun located for each date?

Date Constellation Horoscope Constellation
March 21 Ares
June 21 Cancer
September 21 Virgo
December 4 Sagittarius
December 21 Sagittarius

Revised – 5/13/2020 1.5

Table 2 Procedure 2: The Sun’s Motion and the Visibility of Stars

1) What are number of hours in the day for June 21? December 21? And the
azimuths of sunrise and sunset? The altitude of the noon Sun? The stars are visible
at midnight?
Date For 26 degrees For 50 degrees For 90 degrees
June 21 Hours _____

Sunrise _____
Sunset ______
Altitude _____
Stars Visible:

Hours _____
Sunrise _____
Sunset ______
Altitude ______
Stars Visible:

Hours _____
Sunrise _____
Sunset ______
Altitude _____
Stars Visible:

December 21 Hours _____
Sunrise _____
Sunset ______
Altitude _____
Stars Visible:

Hours _____
Sunrise _____
Sunset ______
Altitude ______
Stars Visible:

Hours _____
Sunrise _____
Sunset ______
Altitude _____
Stars Visible:

Revised – 5/13/2020 1.6

Questions:

1) Explain and analyze the possible shift of the Sun with respect to the stars.

2) Analyze the motion and position of the Sun at the different latitudes and times of
the year.

3) Looking the visibility of the stars, evaluate which location would be good for an
observatory.

4) Comment on which device, star chart or celestial globe, would be better to use
for observing with a telescope.

LABORATORY 1

Revised – 6/8/2020 The Lens Equation – 1

Laboratory 2

THE LENS EQUATION

Purpose

To study the central idea of the science of optics, the lens equation.

Introduction

In astronomy, we observe objects with light since the distances are so large. With the light we must combine
the other senses of taste, touch, smell, hearing, and seeing. In order to do this, we must manipulate the
light. We do this by allowing the light to enter a denser (i.e. a liquid or solid) object or being bounced off
the same object. The two processes are called refraction and reflection, respectively. We use lenses made
of glass to refract light and mirrors to reflect light. They both focus light onto one point and obey a single
equation called the lens equation. In this lab, we will focus on the convex lens, the optical system that most
telescopes use this type of lens or its complimentary system the concave mirror system. The convex lens
works like this:

where the object is focus into an image on the other side of the lens. The formula to determine the focal
length of the lens is:

DistanceImage
1

DistanceObject
1

LengthFocal
1

+= Equation 1

For optical systems we also want to know about the magnification of the images. We want to see how we
can manipulate the different images. We can determine this from the ratio of the object size to the image
the lens creates. Or we can determine this from the ratio of the object distance to the image distance at the
position of the lens creating that image size. The geometry is as follows:

Distance Object
Distance Image

Ratio DistanceionMagnificat
Size Object
Size Image

=== Equation 2

Object Size

Image Size

Revised – 6/8/2020 The Lens Equation – 2

Procedure

1. Open https://ophysics.com/l12.html. This is the opening screen:

2. Move the focus point show that it shows f = 2 by clicking that focal point. Now make sure
the object is size 2 and it is three squares away from the focal point. Record the object
distance, image distance, and absolute value of image height in Table 1. Do this for four
other object positions.

3. Move the focal point to f =4 and repeat the procedure from step 2.

4. Now complete Table 3 based on the data from Tables 1 and 2.

https://ophysics.com/l12.html

Revised – 6/8/2020 The Lens Equation – 3

Data Sheet Laboratory 2

Table 1 f = 2, ho = 2

Object
Distance

Image
Distance

Image
Size

1/Object
Distance

1/Image
Distance

1/
Focal
Length

Table 2 f = 4, ho = 2

Object
Distance
Image
Distance

Image
Size

1/Object
Distance
1/Image
Distance
1/
Focal
Length

Table 3 Magnifications and Distance Ratio

f= 2:
For the Smallest Image Size: Magnification = Image Size/Object Size = ____/____ =
Distance Ratio = I/O = ____/______=
For the Largest Image Size: Magnification = Image Size/Object Size = ____/____ =
Distance Ratio = I/O = ____/______=
f = 4:
For the Smallest Image Size: Magnification = Image Size/Object Size = ____/____ =
Distance Ratio = I/O = ____/______=
For the Largest Image Size: Magnification = Image Size/Object Size = ____/____ =
Distance Ratio = I/O = ____/______=

Revised – 6/8/2020 The Lens Equation – 4

Questions

1. Mirrors tend to be lighter than the equivalent lenses. If you were developing a telescope that
would need to collect light from a dim source, would you use a lens, multiple lenses, a mirror, or
multiple mirrors to build the telescope? Defend your answer using your data and telescope
simulators from the internet.

2. Can we use the distance ratios to find the magnifications? Analyze our understanding of lens
characterization.

3. Analyze the shape of the lens with respect to focal length.

Laboratory 2
Data Sheet Laboratory 2

Spectra- 1

SPECTRA LAB

Purpose: To study spectra and see how they relate stars and planets.

Introduction:
Spectrums are created by the emission and absorption of a photon of light by electrons surrounding
the nucleus of the atom.

When the photon is emitted we see separate spectra lines. When the photon is
absorbed we see the continuum spectra blotted out by the black spectra lines. Each element has its own
spectrum, a type of fingerprint, due to the fact each element has a differing number of electrons that can
absorb or emit photons. Figure 1 shows each process.

Figure 1 A model of the Bohr atom.
http://v.d.singleton.home.att.net/genchem/spectra.gif

Figure 2 Absorption and Emission Spectra of Hydrogen
http://www.astronomynotes.com/light/s5.htm

In astronomy we only observe objects from a distance. But in order to experience these objects we
need to detect the items with our five senses; sight, smell, hear, touch, and taste. We design robotic probes
and telescopes to do this, but they must be able to combine all those senses into one, sight. We do this
through the science and art of spectroscopy. From one spectrum we can see, smell, touch, hear, and taste
a planet or star.
We start with sight. By combining the colors of a spectrum, we can see the color of the planet or
star that we are observing. It is like when we combined the colors of paint when we were in art class.
Second each spectrum is a fingerprint of an element and by detecting the different elements that make up

http://v.d.singleton.home.att.net/genchem/spectra.gif

http://www.astronomynotes.com/light/s5.htm

Spectra – 2

a planet we can smell the planet. Just like we associate greens and browns with earthy smells while we feel
blues are fresh and clean like the fallen snow. We can touch the planet from the intensity of the spectral
lines. If they are bright or big they indicate a hot source while a smaller or dim line indicates a cooler object.
The color of the source is a collaborating observation. If there are more red lines, we observe that the source
is cooler. If the source is bluer, the source is hotter. Finally, if the lines waver from image to image, we see
that the planet or star is undergoing change like a planet or star quake. We can tell all this from a spectrum.
Below you see the electromagnetic spectrum, we see that light is much broader from what we see
through our eyes. It includes the radio to the gamma-ray regions with the optical being a small part of the
whole spectrum.

Figure 3 the Electromagnetic Spectrum
http://www.lbl.gov/MicroWorlds/ALSTool/EMSpec

Now we compare the visible to the solar spectrum. We notice it seems that the spectrum has lines

taken out of the continuum. That is because of amount of gas and dusts that surround the hot core of the
sun absorbs the light coming from the core. Also one notices that certain wavelengths are brighter. Wien’s
Law explains that the bluer the star, the hotter the star. Notice in the Sun, we see it is a middle of a road
star with the brightest color being yellow. We use the spectra to determine color, temperature, and
composition.

http://www.lbl.gov/MicroWorlds/ALSTool/EMSpec

Spectra – 3

Figure 4 the Solar Spectrum
http://www.pbs.org/wgbh/nova/teachers/activities/pdf/3113_origins_01

Back in 1900’s, an astronomer called Annie Jump Cannon looked at the different spectra of stars.
She categorized them by the presence of lines with in each star’s spectra. She categorized them by less
lines going to more lines. The stellar types were called by O, B, A, F, G, K, M. They are shown in the Figure
6 below.

Figure 5 the Stellar Spectral types
http://blueox.uoregon.edu/~courses/BrauImages/Chap17/FG17_010

Finally, in the 1930’s two astronomers called Hertzsprung and Russel independently studied the
temperature of stars versus the brightness of each of the stars. They came to same American Astronomical
Society meeting and presented the same graph. This graph shows the life stages of the star going from
proto-star, main-sequence, and red giant phase, to death as you can see in Figure 7 below.

http://www.pbs.org/wgbh/nova/teachers/activities/pdf/3113_origins_01

http://blueox.uoregon.edu/%7Ecourses/BrauImages/Chap17/FG17_010

Spectra – 4

Figure 6 the H-R Diagram
http://www.aw-bc.com/info/bennett/images/hrdiagram

http://www.aw-bc.com/info/bennett/images/hrdiagram

Spectra – 5

Part I: Elemental Spectra

1) After obtaining a diffraction grating from your instructor, construct the shoebox spectrometer
according to the image below:

Figure 7 Shoebox Spectrometer
https://www.uq.edu.au/_School_Science_Lessons/36.101.GIF

2) Open up https://www.ifa.hawaii.edu/~barnes/ASTR110L_F05/spectralab.html. Look at the spectra
about mid page and enter the name, atomic number (see
https://en.wikipedia.org/wiki/Periodic_table), and check mark the color of the lines present in Table
1.

3) Please take an image of one of the spectra through your box using your camera on your cellphone

of one light source around where you live (DO NOT LOOK AT THE SUN!).

Part II: Stellar Spectra

1) Open http://skyserver.sdss.org/dr16/en/proj/advanced/spectraltypes/lines.aspx. Read the page on

how we look at the stellar spectra and try to type the example stellar spectra for the correct type.
Click “Next” at the bottom of the page.

2) On the next page is a list of stars with unknown spectral types. Click on the second column for each
star and you will receive the following screen:

https://www.uq.edu.au/_School_Science_Lessons/36.101.GIF

https://www.ifa.hawaii.edu/%7Ebarnes/ASTR110L_F05/spectralab.html

https://en.wikipedia.org/wiki/Periodic_table

http://skyserver.sdss.org/dr16/en/proj/advanced/spectraltypes/lines.aspx

Spectra – 6

3) Please enter the name on Table 2, note the color of the star in the image, and click on the spectra
to zoom in on the spectra. Using the information from the website and Figure 6 determine the
spectral type and enter this into Table 2. The dark lines in Figure 6 represent absorption lines like
the one indicated above.

Part III: Hertzsprung and Russel Diagram

1) Graph the absolute magnitude (y-axis) versus the temperature (x-axis) using the data from Table 3
using Excel or similar program. Enter temperature under column A and absolute magnitude under
column B. Select both and under Insert >> Chart like this:

Spectra – 7

2) Once you insert the chart, right click on both the x-axis and y-axis and select “Format Axis” and click

on “Maximum Axis Value” and “Values in Reverse Order” like this:

3) Include this worksheet in your laboratory report.

Spectra – 8

Data Sheet Laboratory 3

Table 1 The Spectral Colors of Particular Element

Element
Name

Atomic
Number

Red Orange Yellow Green Blue Violet

Table 2 Stellar Spectral Types

Object Name Color Spectral Type

Table 3 Stellar

Temperature

s for brightest stars visible from the Northern Hemisphere

Common Name Temperature

Absolute Magnitude

Sun 5800 4.8
Sirius 9600 1.4
Canopus 7600 -2.5
Rigil Kentaurus 5800 4.4
Arcturus 4700 0.2
Vega 9900 0.6
Capella 5700 0.4
Rigel 11,000 -8.1
Procyon 6600 2.6
Achernar 22,000 -1.3
Betelgeuse 3300 -7.2
Hadar 25,000 -4.4
Acrux 26,000 -4.6
Altair 8100 2.3
Aldebaran 4100 -0.3
Antares 3300 -5.2
Spica 2600 -3.2
Pollux 4900 0.7

http://www.astro.indiana.edu/catyp/activities/near_bright

http://www.astro.indiana.edu/catyp/activities/near_bright

Spectra – 9

Questions

1) Note the relationship between the number of spectral lines and atomic number. In the stellar spectra,
note the number of spectral lines and temperature and the color of the star.

2) Note any patterns in the Absolute Magnitude versus Temperature plot. Compare to the Hertzsprung-
Russel diagram (Figure 7 in the Introduction) from above and classify these outlier stars.

Absolute Magnitude
Temperature

Team

#: Group 1

Student Name: Tiffanny Ramirez

Student Name: Branden Vasquez

Student Name: Julie Imana

Student Name: Carlos Bran #5

Student Name: Miguel Alfonzo

SPC1608 Dr. Gunderson

Date: January 27, 2021

Title of Presentation

General Purpose: To persuade

Specific Purpose: To gain support for legislation to ensure stricter gun laws.

Thesis: The Gun Violence Prevention and Community Safety Act needs to be passed because it will strengthen firearms laws and will save many lives.

INTRO: Speaker #1 Tiffanny A. Ramirez

I. The Attention Step:

Attention Getter: What do Norway, Canada, New Zealand, Germany, Ireland, and Australia all have in common? They all require license registration, reason for purchase, safety training and safe storage to own a gun. While the USA only requires the second amendment and few states have stricter laws only requiring permits.

Significance: Gun violence has become a harsh reality of life in the United States. If there were to be more gun control laws then it would reduce gun deaths. Stricter measures are needed to reduce crime and prevent tragedies.

Relevance: In between 1999 and 2016, there were 572,527 total gun deaths in the United States.

Credibility: According to Aaron Karp, the United States has the world’s highest rate of gun ownership by civilians. A September 2019 ABC News/Washington Post poll found that 6 in 10 Americans fear that a mass shooting will occur in their community.

Thesis: The Gun Violence Prevention and Community Safety Act needs to be passed because it will strengthen firearms laws and will save many lives.

Preview: Introduces the panelist Speakers 2,3,4,5

Speaker #2 (Julie Imana)

II. The Need Step:

A. (First Main Point) – In the United States, the amount of people dying at the hands of a gun is exceedingly high.

1. (sub-point)- Compared to other countries, the United States gun laws are extremely lenient, and based on the numbers, those countries are seeing fewer deaths as a result of their restrictions.

a. (Sub-subpoint) – According to the Council on Foreign Relations (CFR), as of 2016, the number of gun homicides per 100,000 people in the United States 4. 4 lives! Compared to democracies like Canada, Norway, Australia, and the UK which is less than one for each of them. (CFR, 2019)

b. (Sub-subpoint)-

Americans are losing their lives, and guns are posing a huge threat to our country. The problem of gun control needs to be solved before more people lose their lives.

2. (Subpoint)Guns are getting into the wrong hands, and we can see that by the school shootings that they are even getting in the hands of teenagers.

a. (Sub-subpoint)- According to Education Week(Edw) journalists, there were about 49 such incidents involving guns on school premises in 2018 and 2019. (EdW,2021)

b. (Sub-subpoint)- According to EdW, in Bellaire High School, Texas, a 16-year-old allegedly shot his 19-year-old friend mistakenly and killed him. That teen was found guilty of manslaughter and sentenced to 12 years in prison. So many situations like this are all caused because people are getting easy access to firearms.

3. (subpoint)- according to Congressman Mark Desaulnier, “Since the Columbine shooting in 1999, more than 150,000 students attending 170 schools have experienced campus shootings”. Kids shouldn’t have to experience violence to that extent, it’s terrifying.

a. In my school, drills are conducted regularly to avoid situations like that, and its terrifying.

B. (Second Main Point)- Another big problem with guns in the United States is the rate of people utilizing guns for suicide because they have access to it.

1. (Subpoint)- the problem with using guns for suicide is very prominent in teenagers, but the problem is still present in the remainder of the American population.

a. (Sub-subpoint) According to the Center For Disease Control and Prevention(CDC), the number of young adults taking their lives rose 47% in the past two decades.A tragic example as stated by Joel Gunter of BBC News would be the case of Brayden Schaeffer. Brayden was seen as a happy teenage boy with a smile always on his face who played sports and spent a lot of time with his best friend. One day Brayden texted his best friend, “I don’t feel like continuing”, and he took his life, and guess how he did it? With a gun. This is how a lot of young adults have access to guns and use them to take their own lives and . (Gunter, 2020) (CDC)

b. (Sub-subpoint)ACcording to Joel Gunter of BBC News, “Suicide is a silent epidemic of America’s problem with firearms”. Suicide accounts for about 60% of gun deaths, and in 2018 about an average of 67 people died by firearm suicide every single day.

2. (Subpoint) – Amid the Coronavirus Pandemic, people are struggling financially, emotionally, and physically, and getting access to guns can lead to catastrophic results.

a. (Sub-subpoint) According to Sarah Burd-Sharps, director of research at the Everytown Support Fund, the combination of these struggles and guns is a toxic combination. Because of all that is going on people have started to buy guns to possible harm themselves. (Villareal, 2020)

b. (Sub-subpoint)- During the pandemic, there has been a surge of gun sales for civilians. According to Everytown for Gun Safety, between march and August of last year-which can be seen as the peek of the Pandemic- it was estimated that about 11.8 million guns were sold, and that’s double the number from last year. And in 2020 there was about a 20-30% increase in firearm suicides, and about additional 20 gun suicides per day. Those estimates were taken by suggestions concerning data from the Great Depression and Great Recession, which is similar to this time.

3. (Subpoint)- In a lot of cases, suicide is very impulsive, and having a gun gives little time for a change of heart.

a. (Sub-subpoint)- According to BBC News, a 2009 study reported that 48% of people who attempted suicide started thinking about it less than 10 minutes beforehand. (Gunter, 2020)

b. (Sub-subpoint)- Also according to BBC News, methods of suicide are also very hard because your body and your mind reject it, and it takes a while, whereas with guns it takes only a minute, and that’s how long Brayden-who I mentioned before- needed. (Gunter, 2020)

C. (Third Main Point)- According to Congressman Mark Desaulnier, Americans make up about 4.4% of the world’s population and possess almost half of civilian owned guns in the world.

1. (Subpoint) – People justify those numbers because some say that keeping a gun in their home is for their own protection.

a. (Sub-subpoint)- But, A gun in the home is 22 times more likely to be used to kill or injure in a domestic homicide, suicide, or unintentional shooting than to be used in self-defense. Keeping guns is doing more harm than good.

2. (Subpoint)- with all the firearms Americans have, there is no limitation on what kinds they can get their hands on, making it even more dangerous.

a. (Sub-subpoint) Assault Rifles or military style weapons should not be in the hands of civilians, it is the opinion of president Joe Biden that those weapons owned by civilians are a threat to our national security. (Elving, 2020)

3. (Subpoint)- Overall, guns are a problem in the United States, and they are putting each and every one of us in danger every single day, and something needs to be done.

[Speaking of what needs to be done, the next speaker Brandon Vasquez is going to talk to us about how to solve this problem]

Speaker #3 (Name of Student)

III. The Satisfaction Step:

A. (First Main Point –main points are full sentences ________________________________________________

1. (Subpoint) _______________________________

a. (Sub-subpoint) ______________________

b. (Sub-subpoint) ______________________

2. (Subpoint) _______________________________

a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________

3. (Subpoint) _______________________________

a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________

B. (Second Main Point –main points are full sentences ________________________________________________

1. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________
2. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________
3. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________

C. (Third Main Point –main points are full sentences ________________________________________________

1. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________
2. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________
3. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________

[Transition and introduce the next speaker]

Speaker #4 ( )

IV. The Visualization Step:

A. (First Main Point) – As Tiffanny mentioned before, there were a total of 572,527 deaths from 1999- 2016. Imagine an America where guns didn’t get into the wrong hands. A country that did not just let anyone own a gun.

1. (Subpoint)- First, that number would probably be significantly lower

a. (Sub-subpoint)- Those lives wouldn’t have been lost, those people wouldn’t have been robbed of their chance to live.

b. (Sub-subpoint)-
2. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________
3. (Subpoint) _______________________________
a. (Sub-subpoint) ______________________
b. (Sub-subpoint) ______________________

Speaker #5 Carlos Bran

V. The Action Step:

Brief Summary:

Physical Action:

Facilitate Action:

REFERENCES (7 sources)

Johnson, H. C. (2020, March 10). Text – H.r.5717 – 116th Congress (2019-2020): Gun Violence prevention and community Safety act of 2020.

https://www.congress.gov/bill/116th-congress/house-bill/5717/text

.

Trapp, Robert (2009) Text – ‘The Debatabase Book.’

https://pdfs.semanticscholar.org/b4ac/b8f5e1c5bb5366528abb7584a88b2afc66b5 #page=127

Pro Con (2020, Aug 7). ‘Should More Gun Control Laws Be Enacted?’ ProCon.

https://gun-control.procon.org

RAND Campaign (2020, April 20). ‘U.S. Gun Policy in a Global Context.’ Gun Policy in America.

https://www.rand.org/research/gun-policy/key-findings/us-gun-policy-in-a-global-context.html

Karp, Aaron (2018) ‘Estimating Global Civilian-Held Firearms Numbers.’ Small Arms Survey.

http://www.smallarmssurvey.org/fileadmin/docs/T-Briefing-Papers/SAS-BP-Civilian-Firearms-Numbers

Desaulnier, M., Congressman. (n.d.). By the numbers: America’s gun problem. Retrieved February 06, 2021, from

https://desaulnier.house.gov/legislation/numbers-climate-change

Education Week. (2021, January 26). School shootings this YEAR: How many and where. Retrieved February 06, 2021, from

https://www.edweek.org/leadership/school-shootings-this-year-how-many-and-where/2020/01

Elving, R. (2019, August 13). The U.S. once had a ban on assault weapons – Why did it expire? Retrieved February 06, 2021, from

https://www.npr.org/2019/08/13/750656174/the-u-s-once-had-a-ban-on-assault-weapons-why-did-it-expire

Evershed, N. (2019, March 19). Strict firearm laws reduce gun deaths: Here’s the evidence. Retrieved February 06, 2021, from

https://www.theguardian.com/news/datablog/2019/mar/20/strict-firearm-laws-reduce-gun-deaths-heres-the-evidence

Everytown for Gun Safety. (2020, September 01). Everytown responds to New FBI data Suggesting Americans bought 90% more guns in August than they did last year. Retrieved February 06, 2021, from

https://everytown.org/press/everytown-responds-to-new-fbi-data-suggesting-americans-bought-90-more-guns-in-august-than-they-did-last-year/

Gunter, J. (2020, February 07). The silent epidemic of America’s problem with guns. Retrieved February 06, 2021, from

https://www.bbc.com/news/world-us-canada-50292935#:~:text=Suicide%20is%20the%20silent%20epidemic,account%20for%20less%20than%201%25.&text=Part%20of%20the%20problem%20with,far%20the%20most%20fatal%20means

Masters, J. (2019, August 6). U.S. gun POLICY: Global Comparisons. Retrieved February 06, 2021, from

https://www.cfr.org/backgrounder/us-gun-policy-global-comparisons

Oren Miron, M. (2019, June 18). Suicide rates in adolescents and young Adults, 2000 to 2017. Retrieved February 06, 2021, from

https://jamanetwork.com/journals/jama/article-abstract/2735809

Villarreal, A. (2020, October 06). Gun suicide is OVERWHELMING US rural districts in west and SOUTH, report says. Retrieved February 06, 2021, from

https://www.theguardian.com/us-news/2020/oct/06/us-gun-suicide-rural-districts-west-south-report

Powerpoint Presentation (Don’t place your outline into slides)

One group member needs to combine the individual videos into one and submit the group video. There is a section in this tutorial about combining videos as well as finalizing the submission

https://support.youseeu.com/hc/en-us/articles/115007199228-Group-Project

. If you need assistance with this, please click the HELP tab and contact the youseeu support team.