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Remote Pilot – Small Unmanned Aircraft Systems Study Guide
F FAA-G-8082-22 U.S. Department of Transportation Federal Aviation Administration Remote Pilot – Small Unmanned Aircraft Systems Study Guide August 2016 Flight Standards Service Washington, DC 20591 This page intentionally left blank. Preface The Federal Aviation Administration (FAA) has published the Remote Pilot – Small Unmanned Aircraft Systems (sUAS) Study Guide to communicate the knowledge areas you need to study to prepare to take the Remote Pilot Certificate with an sUAS rating airman knowledge test. This Remote Pilot – Small Unmanned Aircraft Systems Study Guide is available for download from faa.gov. Please send comments regarding this document to [email protected]. Remote Pilot – Small Unmanned Aircraft Systems Study Guide i This page intentionally left blank. Remote Pilot – Small Unmanned Aircraft Systems Study Guide ii Table of Contents Introduction ........................................................................................................................... 1 Obtaining Assistance from the Federal Aviation Administration (FAA) .............................................. 1 FAA Reference Material ...................................................................................................................... 1 Chapter 1: Applicable Regulations .......................................................................................... 3 Chapter 2: Airspace Classification, Operating Requirements, and Flight Restrictions .............. 5 Introduction ........................................................................................................................................ -
The Longitude of the Mediterranean Throughout History: Facts, Myths and Surprises Luis Robles Macías
The longitude of the Mediterranean throughout history: facts, myths and surprises Luis Robles Macías To cite this version: Luis Robles Macías. The longitude of the Mediterranean throughout history: facts, myths and sur- prises. E-Perimetron, National Centre for Maps and Cartographic Heritage, 2014, 9 (1), pp.1-29. hal-01528114 HAL Id: hal-01528114 https://hal.archives-ouvertes.fr/hal-01528114 Submitted on 27 May 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. e-Perimetron, Vol. 9, No. 1, 2014 [1-29] www.e-perimetron.org | ISSN 1790-3769 Luis A. Robles Macías* The longitude of the Mediterranean throughout history: facts, myths and surprises Keywords: History of longitude; cartographic errors; comparative studies of maps; tables of geographical coordinates; old maps of the Mediterranean Summary: Our survey of pre-1750 cartographic works reveals a rich and complex evolution of the longitude of the Mediterranean (LongMed). While confirming several previously docu- mented trends − e.g. the adoption of erroneous Ptolemaic longitudes by 15th and 16th-century European cartographers, or the striking accuracy of Arabic-language tables of coordinates−, we have observed accurate LongMed values largely unnoticed by historians in 16th-century maps and noted that widely diverging LongMed values coexisted up to 1750, sometimes even within the works of one same author. -
Ohio's Model Curriculum for Social Studies (Adopted June 2019)
Ohio’s Model Curriculum Social Studies ADOPTED JUNE 2019 OHIO’S MODEL CURRICULUM | SOCIAL STUDIES | ADOPTED JUNE 2019 2 Table of Contents Grade 6 ................................................................................................... 62 Table of Contents ..................................................................................... 2 Strand: History ....................................................................................... 62 Strand: Geography ................................................................................. 63 Introduction to Ohio’s Model Curriculum ................................................... 3 Strand: Government ............................................................................... 67 Strand: Economics ................................................................................. 69 Social Studies Model Curriculum, K-8 ........................................................ 4 Grade 7 ................................................................................................... 73 Kindergarten ............................................................................................. 4 Strand: History ....................................................................................... 73 Strand: History ......................................................................................... 4 Strand: Geography ................................................................................. 79 Strand: Geography .................................................................................. -
Latitude & Longitude Review
Latitude & Longitude Introduction Latitude Lines of Latitude are also called parallels because they are parallel to each other. They NEVER touch. The 0° Latitude line is called the Equator. They measure distance north and south of the Equator How to remember? Longitude Lines of Longitude are also called meridians. The 0° Longitude line is called the Prime Meridian. It runs through Greenwich England They measure distance east and west of the Prime Meridian until it gets to 180° How to remember? Hemispheres The Prime Meridian divides the earth in half into the Eastern and Western Hemispheres. Hemispheres The Equator divides the earth in half into the Northern and Southern Hemispheres. .When giving the absolute location of a place you first say the Latitude followed by the Longitude. .Boise is located at 44 N., 116W .Both Latitude and Longitude are measured in degrees. .Always make sure you are in the correct hemisphere: North or South – East or West. Latitude and Longitude Part 2 66 ½° N Arctic Circle 23 ½° N Tropic of Cancer Equator 23 ½° S Tropic of Capricorn 66 ½° S Antarctic Circle Prime Meridian Things To Remember • You always read or say the Latitude 1st then the Longitude (makes sense – it is alphabetical. ) – (30°N, 108°W) • Use your pointer finger on both hands to follow each line. • Don’t get hung up on 1 or 2 degrees. • Latitude and Longitude lines are the GRID on the map – smaller area maps may use a different grid. 1. Find 20°N & 100°W – Put a Dot & label 1 2. Find 20°S & 140°E – Put a Dot & label 2 3. -
District of Columbia Social Studies Pre-K Through Grade 12 Standards
SOCIAL STUDIES District of Columbia Social Studies Pre-K through Grade 12 Standards SOCIAL STUDIES Contents Introduction . 2 Grade 4 — U.S. History and Geography: Making a New Nation . 18 Prekindergarten — People and How They Live . 6 The Land and People before European Exploration . 18 Age of Exploration (15th–16th Centuries). 18 People and How They Live . 6 Settling the Colonies to the 1700s . 19 Economics . 6 The War for Independence (1760–1789) . 20 Time, Continuity, and Change . 7 Geography . 7 Grade 5 — U.S. History and Geography: Westward Expansion Civic Values and Historical Thinking. 7 to the Present . 22 Kindergarten — Living, Learning, and Working Together. 8 The New Nation’s Westward Expansion (1790–1860) . 22 The Growth of the Republic (1800–1860) . 22 Geography . 8 The Civil War and Reconstruction (1860–1877). 23 Historical Thinking . 8 Industrial America (1870–1940) . 24 Civic Values . 8 World War II (1939–1945) . 25 Personal and Family Economics . 9 Economic Growth and Reform in Contempory America Grade 1 — True Stories and Folktales from America (1945–Present) . 26 and around the World . 10 Grades 3–5 — Historical and Social Sciences Analysis Skills . 28 Geography . 10 Chronology and Cause and Effect . 28 Civic Values . 10 Geographic Skills . 28 Earliest People and Civilizations of the Americas . 11 Historical Research, Evidence, and Point of View . 29 Grade 2 — Living, Learning, and Working Now and Long Ago . 12 Grade 6 — World Geography and Cultures . 30 Geography . 12 The World in Spatial Terms . 30 Civic Values . 12 Places and Regions . 30 Kindergarten–Grade 2 — Historical and Social Sciences Human Systems . -
The Longitude of the Mediterranean Throughout History: Facts, Myths and Surprises
e-Perimetron, Vol. 9, No. 1, 2014 [1-29] www.e-perimetron.org | ISSN 1790-3769 Luis A. Robles Macías* The longitude of the Mediterranean throughout history: facts, myths and surprises Keywords: History of longitude; cartographic errors; comparative studies of maps; tables of geographical coordinates; old maps of the Mediterranean Summary: Our survey of pre-1750 cartographic works reveals a rich and complex evolution of the longitude of the Mediterranean (LongMed). While confirming several previously docu- mented trends − e.g. the adoption of erroneous Ptolemaic longitudes by 15th and 16th-century European cartographers, or the striking accuracy of Arabic-language tables of coordinates−, we have observed accurate LongMed values largely unnoticed by historians in 16th-century maps and noted that widely diverging LongMed values coexisted up to 1750, sometimes even within the works of one same author. Our findings also dispute the important role traditionally attributed to astronomers in improving the accuracy of Mediterranean longitudes. Objective and scope The objective of this study is to reconstruct the chronological evolution of the accuracy and precision of one cartographic feature: the difference of longitude between the two extremities of the Mediterra- nean Sea (abbreviated LongMed henceforth). For that, the coordinates of Western and Eastern locali- ties of the Mediterranean Sea have been measured on a large sample of cartographic works made or published before the mid 18th century. A voluntary effort has been made to include works of diverse types, i.e. not only maps but also globes, tables of coordinates and geography texts; and from as di- verse geographic and cultural origins as possible. -
Mathematical Geodesy Maa-6.3230
Mathematical Geodesy Maa-6.3230 Martin Vermeer 16th February 2015 Figure: Cluster of galaxies Abell 2218, distance 2 billion light years, acts as a gravi- tational lense, The geometry of space-time within the cluster is non-Euclidean. Image credit: NASA/ESA Course Description Workload 7 cr Teaching Period III Learning Outcomes After completing the course, the student ◦ Is able to do simple computations on the sphere and understands the geometry of the reference ellipsoid ◦ Is able to solve, using tools like MatlabTM, the geodetic forward and inverse problems etc. on the reference ellipsoid ◦ Masters the basics of global and local reference systems and is able to execute trans- formations ◦ Masters the basics of Gaussian and Riemannian surface theories and can derive the metric tensor, Christoffel symbols and curvature tensor for simple surfaces ◦ Masters the basic math of map projections, esp. conformal ones, and the behaviour of map scale, and is able to compute the isometric latitude. Content Spherical trigonometry, geodetic co-ordinate computations in ellipsoidal and rectangu- lar spatial co-ordinate systems, astronomical co-ordinates, co-ordinate system transforma- tions, satellite orbits and computations, Gaussian and Riemannian surface theories, map projection computations. Foreknowledge Equivalences Replaces course Maa-6.230. Target Group Completion Completion in full consists of the exam, the exercise works and the calculation exercises. Workload by Component ◦ Lectures 16 × 2 h = 32 h ◦ Independent study 55 h ◦ Exercise works 2 × 12 h = 24 h (independent work) ◦ Calculation exercises at home 16, of which must be done 12 ×6 h = 72 h (independent work) ◦ Exam 3 h ◦ Total 186 h Grading The grade of the exam becomes the grade of the course, 1-5 Study Materials Lecture notes. -
Coordinate Systems in Vision Neurophysiology
Coordinate Systems in Vision Neurophysiology Marcelo Gattass1 and Ricardo Gattass2 1Tecgraf Institute, Department of Informatic, Pontificial Catolic University of Rio de Janeiro, PUC-Rio, Rio de Janeiro, RJ, 21941-902, Brazil 2Program of Neurobiology, Biophysics Institute Carlos Chagas Filho, Federal University of Rio de Janeiro, Rio de Janeiro, RJ, 21941-902, Brazil 1 Abstract Abstract: Algorithms have been developed to: 1. Compare visual field coor- dinate data, presented in different representation systems; 2. Determine the distance in degrees between any two points in the visual field; 3. Predict new coordinates of a given point in the visual field after the rotation of the head, around axes that pass through the nodal point of the eye. Formulas are proposed for the transformation of Polar coordinates into Zenithal Equatorial coordinates and vice versa; of Polar coordinates into Gnomic Equatorial of double merid- ians and vice versa; and projections of double meridians system into Zenithal Equatorial and vice versa. Using the transformation of polar coordinates into Cartesian coordinates, we can also propose algorithms for rotating the head or the visual field representation system around the dorsoventral, latero-lateral and anteroposterior axes, in the mediolateral, dorsoventral and clockwise directions, respectively. In addition, using the concept of the scalar product in linear alge- bra, we propose new algorithms for calculating the distance between two points and to determine the area of receptive fields in the visual field. 2 INTRODUCTION Coordinates of the visual field are challenged by the same problems that car- tographers have faced to represent points and areas on the earth's surface. -
Mercator's Projection
Mercator's Projection: A Comparative Analysis of Rhumb Lines and Great Circles Karen Vezie Whitman College May 13, 2016 1 Abstract This paper provides an overview of the Mercator map projection. We examine how to map spherical and ellipsoidal Earth onto 2-dimensional space, and compare two paths one can take between two points on the earth: the great circle path and the rhumb line path. In looking at these two paths, we will investigate how latitude and longitude play an important role in the proportional difference between the two paths. Acknowledgements Thank you to Professor Albert Schueller for all his help and support in this process, Nina Henelsmith for her thoughtful revisions and notes, and Professor Barry Balof for his men- torship and instruction on mathematical writing. This paper could not have been written without their knowledge, expertise and encouragement. 2 Contents 1 Introduction 4 1.1 History . .4 1.2 Eccentricity and Latitude . .7 2 Mercator's Map 10 2.1 Rhumb Lines . 10 2.2 The Mercator Map . 12 2.3 Constructing the Map . 13 2.4 Stretching Factor . 15 2.5 Mapping Ellipsoidal Earth . 18 3 Distances Between Points On Earth 22 3.1 Rhumb Line distance . 22 3.2 Great Circle Arcs . 23 3.3 Calculating Great Circle Distance . 25 3.4 Comparing Rhumb Line and Great Circle . 26 3.5 On The Equator . 26 3.6 Increasing Latitude Pairs, Constant Longitude . 26 3.7 Increasing Latitude, Constant Longitude, Single Point . 29 3.8 Increasing Longitude, Constant Latitude . 32 3.9 Same Longitude . 33 4 Conclusion 34 Alphabetical Index 36 3 1 Introduction The figure of the earth has been an interesting topic in applied geometry for many years. -
Geometric Reference Systems in Geodesy
Geometric Reference Systems in Geodesy by Christopher Jekeli Division of Geodetic Science School of Earth Sciences Ohio State University August 2016 Copyright © 2016 Christopher Jekeli Foreword These notes are the result of combining two graduate courses, Geometric Geodesy and Geodetic Astronomy , taught for many years at Ohio State University to students pursuing the Master of Science degree in Geodesy. Since the early 1990s, parts of these two courses have become irrelevant, anachronistic, and in need of revision. The resulting course, now called Geometric Reference Systems , combines the geometrical aspects of terrestrial and celestial reference systems with an emphasis on modern realizations of these geodetic coordinate systems. The adjective, geometric , implies that no attempt is made to introduce the Earth’s gravity field, which historically formed an integral part of geodetic control. Of course, the gravity field still holds a prominent place in geodesy and it is covered in other courses. But with the advent of the Global Positioning System (GPS), it arguably has a more specialized role to play in establishing and realizing our reference systems, restricted essentially to traditional vertical control. For this reason, the vertical datum is covered only briefly, since a thorough understanding (especially with respect to transformations between vertical datums) can only be achieved with a solid background in geopotential modeling. These notes are fashioned after corresponding texts of the previous courses, notably R.H. Rapp’s lecture notes, P.K. Seidelmann’s supplement to the Astronomical Almanac, and the International Earth Rotation and Reference Systems Service (IERS) Technical Notes on reference system conventions. The present exposition is largely self-contained, however, and the reader need only refer to these and other texts in a few instances to obtain an extended discussion. -
K-12 Standards for Social Studies
Attachment B R I G O R • R E L E V A NCE •RELATI ONSHIP S • R I G O R • R E L E V A N CE •RELATI ONSHIP S •RI GOR • R E L E V A NCE • R E L A T I O N S H I P S • R I G O R • R E L E V A N CE • R E L A T I ONSH I P S • R IGO R • R E L R ELATI ONSH I P S • R I G O R • R E L E V A N C E R E L A T I O N S H I P S • R I G O R • R E L E V A N CE • •R I G O R • R E L E V A NCE • R E L A T I O N S H I P S • R I G O R • R E L E V A NCE • R E L A T I O N S H I P S • R I G R E L E V A N C E • R E L A T I O N S H I P S • R I G O R • R E L E V A NCE •R E L A T I ONS H I P S • R I G O R • R E L E Michigan K-12 Standards Social Studies 2 CONTENTS The Goals of Social Studies ............................................ 3 Michigan’s Grade Level Content Expectations for Social Studies . -
Legislative Specifications for Coordinating with Universal Time*
AAS 11-662 LEGISLATIVE SPECIFICATIONS FOR COORDINATING WITH UNIVERSAL TIME* † ‡ § John H. Seago, P. Kenneth Seidelmann and Steve Allen The abolition of intercalary (leap) seconds within Coordinated Universal Time (UTC) would create a new civil timekeeping standard fundamentally different from solar timekeeping or Earth rotation. Such a standard has no known civil precedent and would present national governments with certain legal, technical and philosophical questions brought by the abandonment of the long-standing mean-solar-time standard. This paper elevates awareness of some of these questions; specifically, the laws of some nations and international unions re- quire time based on the mean solar time at the meridian of Greenwich, or, if one prefers, Universal Time (UT). Since statutory specifications have not de- manded ultra-precise uniformity of rate for civil timekeeping based on mean solar time, the continued synchronization of atomic UTC with Universal Time has allowed UTC to proliferate as a legally acceptable world standard. It is presumable that some nations promoted the legal status of “UTC” in the belief that a time scale named “Coordinated Universal Time” might remain coordi- nated with Universal Time in perpetuity. For this reason, a civil broadcast stan- dard no longer coordinated with UT might not be easily reconciled with exist- ing national statutes, thus requiring changes to statues or exceptional broadcast realizations. Civil broadcast standards failing to approximate Universal Time would best avoid the label “Coordinated Universal Time” and its acronym “UTC”, since these descriptions have always implied a realization of Universal Time, in title and purpose, both inside and outside statutory and regulatory pre- scriptions.