Detecting and Mitigating Ocean Tidal Loading Displacements in the Bay of Fundy Using GPS Research Article
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
3 Rectangular Coordinate System and Graphs
06022_CH03_123-154.QXP 10/29/10 10:56 AM Page 123 3 Rectangular Coordinate System and Graphs In This Chapter A Bit of History Every student of mathematics pays the French mathematician René Descartes (1596–1650) hom- 3.1 The Rectangular Coordinate System age whenever he or she sketches a graph. Descartes is consid- ered the inventor of analytic geometry, which is the melding 3.2 Circles and Graphs of algebra and geometry—at the time thought to be completely 3.3 Equations of Lines unrelated fields of mathematics. In analytic geometry an equa- 3.4 Variation tion involving two variables could be interpreted as a graph in Chapter 3 Review Exercises a two-dimensional coordinate system embedded in a plane. The rectangular or Cartesian coordinate system is named in his honor. The basic tenets of analytic geometry were set forth in La Géométrie, published in 1637. The invention of the Cartesian plane and rectangular coordinates contributed significantly to the subsequent development of calculus by its co-inventors Isaac Newton (1643–1727) and Gottfried Wilhelm Leibniz (1646–1716). René Descartes was also a scientist and wrote on optics, astronomy, and meteorology. But beyond his contributions to mathematics and science, Descartes is also remembered for his impact on philosophy. Indeed, he is often called the father of modern philosophy and his book Meditations on First Philosophy continues to be required reading to this day at some universities. His famous phrase cogito ergo sum (I think, there- fore I am) appears in his Discourse on the Method and Principles of Philosophy. Although he claimed to be a fervent In Section 3.3 we will see that parallel lines Catholic, the Church was suspicious of Descartes’philosophy have the same slope. -
Analysis of Graviresponse and Biological Effects of Vertical and Horizontal Clinorotation in Arabidopsis Thaliana Root Tip
plants Article Analysis of Graviresponse and Biological Effects of Vertical and Horizontal Clinorotation in Arabidopsis thaliana Root Tip Alicia Villacampa 1 , Ludovico Sora 1,2 , Raúl Herranz 1 , Francisco-Javier Medina 1 and Malgorzata Ciska 1,* 1 Centro de Investigaciones Biológicas Margarita Salas-CSIC, Ramiro de Maeztu 9, 28040 Madrid, Spain; [email protected] (A.V.); [email protected] (L.S.); [email protected] (R.H.); [email protected] (F.-J.M.) 2 Department of Aerospace Science and Technology, Politecnico di Milano, Via La Masa 34, 20156 Milano, Italy * Correspondence: [email protected]; Tel.: +34-91-837-3112 (ext. 4260); Fax: +34-91-536-0432 Abstract: Clinorotation was the first method designed to simulate microgravity on ground and it remains the most common and accessible simulation procedure. However, different experimental set- tings, namely angular velocity, sample orientation, and distance to the rotation center produce different responses in seedlings. Here, we compare A. thaliana root responses to the two most commonly used velocities, as examples of slow and fast clinorotation, and to vertical and horizontal clinorotation. We investigate their impact on the three stages of gravitropism: statolith sedimentation, asymmetrical auxin distribution, and differential elongation. We also investigate the statocyte ultrastructure by electron microscopy. Horizontal slow clinorotation induces changes in the statocyte ultrastructure related to a stress response and internalization of the PIN-FORMED 2 (PIN2) auxin transporter in the lower endodermis, probably due to enhanced mechano-stimulation. Additionally, fast clinorotation, Citation: Villacampa, A.; Sora, L.; as predicted, is only suitable within a very limited radius from the clinorotation center and triggers Herranz, R.; Medina, F.-J.; Ciska, M. -
Vertical and Horizontal Transcendence Ursula Goodenough Washington University in St Louis, [email protected]
Washington University in St. Louis Washington University Open Scholarship Biology Faculty Publications & Presentations Biology 3-2001 Vertical and Horizontal Transcendence Ursula Goodenough Washington University in St Louis, [email protected] Follow this and additional works at: https://openscholarship.wustl.edu/bio_facpubs Part of the Biology Commons, and the Religion Commons Recommended Citation Goodenough, Ursula, "Vertical and Horizontal Transcendence" (2001). Biology Faculty Publications & Presentations. 93. https://openscholarship.wustl.edu/bio_facpubs/93 This Article is brought to you for free and open access by the Biology at Washington University Open Scholarship. It has been accepted for inclusion in Biology Faculty Publications & Presentations by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. VERTICAL AND HORIZONTAL TRANSCENDENCE Ursula Goodenough Draft of article published in Zygon 36: 21-31 (2001) ABSTRACT Transcendence is explored from two perspectives: the traditional concept wherein the origination of the sacred is “out there,” and the alternate concept wherein the sacred originates “here.” Each is evaluated from the perspectives of aesthetics and hierarchy. Both forms of transcendence are viewed as essential to the full religious life. KEY WORDS: transcendence, green spirituality, sacredness, aesthetics, hierarchy VERTICAL TRANSCENDENCE One of the core themes of the monotheistic traditions, and many Asian traditions as well, is the concept of transcendence. A description of this orientation from comparative religionist Michael Kalton (2000) can serve to anchor our discussion. "Transcendence" both describes a metaphysical structure grounding the contingent in the Absolute, and a practical spiritual quest of rising above changing worldly affairs to ultimate union with the Eternal. -
Mantle Hydration and Cl-Rich Fluids in the Subduction Forearc Bruno Reynard1,2
Reynard Progress in Earth and Planetary Science (2016) 3:9 Progress in Earth and DOI 10.1186/s40645-016-0090-9 Planetary Science REVIEW Open Access Mantle hydration and Cl-rich fluids in the subduction forearc Bruno Reynard1,2 Abstract In the forearc region, aqueous fluids are released from the subducting slab at a rate depending on its thermal state. Escaping fluids tend to rise vertically unless they meet permeability barriers such as the deformed plate interface or the Moho of the overriding plate. Channeling of fluids along the plate interface and Moho may result in fluid overpressure in the oceanic crust, precipitation of quartz from fluids, and low Poisson ratio areas associated with tremors. Above the subducting plate, the forearc mantle wedge is the place of intense reactions between dehydration fluids from the subducting slab and ultramafic rocks leading to extensive serpentinization. The plate interface is mechanically decoupled, most likely in relation to serpentinization, thereby isolating the forearc mantle wedge from convection as a cold, potentially serpentinized and buoyant, body. Geophysical studies are unique probes to the interactions between fluids and rocks in the forearc mantle, and experimental constrains on rock properties allow inferring fluid migration and fluid-rock reactions from geophysical data. Seismic velocities reveal a high degree of serpentinization of the forearc mantle in hot subduction zones, and little serpentinization in the coldest subduction zones because the warmer the subduction zone, the higher the amount of water released by dehydration of hydrothermally altered oceanic lithosphere. Interpretation of seismic data from petrophysical constrain is limited by complex effects due to anisotropy that needs to be assessed both in the analysis and interpretation of seismic data. -
Electronics-Technici
WORLD'S LARGEST ELECTRONIC TRADE CIRCULATION Tips on Color Servicir Color TV Horizontal Problems How to Choose and Use Controls Troubleshooting Transistor Circuits MAY 1965 ENirr The quality goes in before the name goes on FOR THE FINEST COLOR AND UHF RECEPTION INSTALL ZENITH QUALITY ANTENNAS ... to assure finer performance in difficult reception areas! More color TV sets and new UHF stations mean new antenna installation jobs for you. Proper installation with antennas of Zenith quality is most important because of the sensi tivity of color and JHF signals. ZENITH ALL -CHANNEL VHF/UHF/FM AND FM -STEREO LOG -PERIODIC ANTENNAS The unusually broad bandwidth of the new Zenith VHF/UHF/FM and FM -Stereo log -periodic resonant V -dipole arrays pulls in all frequencies from 50 to 900 mc-television channels 2 to 83 /\' plus FM radio. The multi -mode operation pro- vides nigh gain and good rejection of ghosts. These frequency independent antennas, devel- , oped // by the research laboratories at the University of Illinois, are designed according to a geometrically derived logarithmic -periodic formula used in satellite telemetry. ZENITH QUALITY HEAVY-DUTY ZENITH QUALITY ANTENNA ROTORS WIRE AND CABLE Zenith quality antenna rotors are Zenith features a full line of quality heavy-duty throughout-with rugged packaged wire and cable. Also espe- motor and die-cast aluminum hous- cially designed UHF transmission ing. Turns a 150-Ib. antenna 360 de- wires, sold only by Zenith. Zenith grees in 45 seconds. The weather- wire and cable is engineered for proof bell casting protects the unit greater reception and longer life, from the elements. -
Physiography of the Seafloor Hypsometric Curve for Earth’S Solid Surface
OCN 201 Physiography of the Seafloor Hypsometric Curve for Earth’s solid surface Note histogram Hypsometric curve of Earth shows two modes. Hypsometric curve of Venus shows only one! Why? Ocean Depth vs. Height of the Land Why do we have dry land? • Solid surface of Earth is Hypsometric curve dominated by two levels: – Land with a mean elevation of +840 m = 0.5 mi. (29% of Earth surface area). – Ocean floor with mean depth of -3800 m = 2.4 mi. (71% of Earth surface area). If Earth were smooth, depth of oceans would be 2450 m = 1.5 mi. over the entire globe! Origin of Continents and Oceans • Crust is formed by differentiation from mantle. • A small fraction of mantle melts. • Melt has a different composition from mantle. • Melt rises to form crust, of two types: 1) Oceanic 2) Continental Two Types of Crust on Earth • Oceanic Crust – About 6 km thick – Density is 2.9 g/cm3 – Bulk composition: basalt (Hawaiian islands are made of basalt.) • Continental Crust – About 35 km thick – Density is 2.7 g/cm3 – Bulk composition: andesite Concept of Isostasy: I If I drop a several blocks of wood into a bucket of water, which block will float higher? A. A thick block made of dense wood (koa or oak) B. A thin block made of light wood (balsa or pine) C. A thick block made of light wood (balsa or pine) D. A thin block made of dense wood (koa or oak) Concept of Isostasy: II • Derived from Greek: – Iso equal – Stasia standing • Density and thickness of a body determine how high it will float (and how deep it will sink). -
Identifying Physics Misconceptions at the Circus: the Case of Circular Motion
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH 16, 010134 (2020) Identifying physics misconceptions at the circus: The case of circular motion Alexander Volfson,1 Haim Eshach,1 and Yuval Ben-Abu2,3,* 1Department of Science Education & Technology, Ben-Gurion University of the Negev, Israel 2Department of Physics and Project Unit, Sapir Academic College, Sderot, Hof Ashkelon 79165, Israel 3Clarendon laboratory, Department of Physics, University of Oxford, United Kingdom (Received 17 November 2019; accepted 31 March 2020; published 2 June 2020) Circular motion is embedded in many circus tricks, and is also one of the most challenging topics for both students and teachers. Previous studies have identified several misconceptions about circular motion, and especially about the forces that act upon a rotating object. A commonly used demonstration of circular motion laws by physics teachers is spinning a bucket full of water in the vertical plane further explaining why the water did not spill out when the bucket was upside down. One of the central misconceptions regarding circular motion is the existence of so-called centrifugal force: Students mistakenly believe that when an object spins in a circular path, there is real force acting on the object in the radial direction pulling it out of the path. Thus, one of the most frequently observed naïve explanations is that the gravity force mg is compensated by the centrifugal force on the top of the circular trajectory and thus, water does not spill down. In the present study we decided to change the context of the problem from a usual physics class demonstration to a relatively unusual informal environment of a circus show and investigate the spectators’ ideas regarding circular motion in this context. -
The Nature of the Mohorovicic Discontinuity, a Compromise 1
JOURNAL OF GEOPHYSICAL RESEARCH VOL. 68, No. 15 AUGUST 1, 1963 The Nature of the Mohorovicic Discontinuity, A Compromise 1 PETER J. WYLLIE Department of Geochemistry and Minemlogy Pennsylvania State Universit.y, University Park Abstract available . The experimental data and steady-state calculations make it difficult M to explain the discontinuity beneath both oceans and continents on the basis of the same change. The phase oceanic M discontinuity may be a chemical discontinuity between basalt and peridotite , and a similar chemical discontinuity ma,y thus be expected b�neath the conti nents. Since ayailable experimental data place the basalt-eclogite phase change at about thE' same depth as the continental M discontinuity, intersections may exist between a zone of chemical discontinuity and a phase transition zone, the transition being either basalt-ecloO"ite or feldspathic peridotite-garnet peridotite. Detection of the latter transition by seismic t�'h niques ma,y be difficult. The M discontinuity could therefore represent the basalt-eclogite phase change in some localities (e.g. mountain belts) and the chemical discontinuity in others (e.g. oceans and continental shields). Variations in the depth to the chemical discontinuity and in the positions of geoisotherms produce great flexibility in oro genetic models. Interse; tions between the two zones at depth could be reflected at the surface by major fault zones separating large structural blocks of different elevations. Chemical discontinuity. The conyentional termediate between dunite and basalt is view that the Moho discontinuity at the base of qualitatively reasonable for the mantle. the crust is caused by a chemical change from Ringwood [1962a, c] adopted a specific model basaltic rock to peridotite has been expounded compounded from the concepts advanced and recently by Hess [1955], Wager [1958], and developed by many petrologists and geochem Harris and Rowell [1960]. -
Density of Oceanic Crust
Density of Oceanic Crust Introduction Procedures Certain properties of a substance are both distinctive and Part 1 relatively easy to determine. Density, the ratio between 1. Complete Report Sheet 1 by calculating the missing a sample’s mass and volume at a specific temperature densities. How will you deal with the differences in and pressure (like standard ambient temperature and significant digits? Make sure to include units in your pressure), is one such property. Regardless of the size of a answers. sample, the density of a substance will always remain the 2. Using the depths and densities from your chart, plot same. The density of a rock sample can, therefore, be used a graph on your own paper (or use an electronic in the identification process. graphing tool) and title it Depth vs. Density. Hint: Think about independent and dependent variables. Using a While density may vary only slightly from rock to rock, blue colored pencil, draw a line of best fit from the XY- detailed sampling and correlation with other factors like intercept through the plotted points. depth may reveal important information about the history of a core, or may help to improve the use of seismic Part 2 profiles. The average density of oceanic crust is 3.0 g/cm3, 1. Find the mass and volume for each of the four continental while continental crust has an average of 2.7 g/cm3. samples as instructed by your teacher. How will you deal with error in the laboratory? How about significant Objectives digits? Record your answers in the space provided. -
Peter Castro | Michael E. Huber
TEACHER’S MANUAL Marine Science Peter Castro | Michael E. Huber SECOND EDITION Waves and Tides Chapter Introduce the BIG IDEA Waves and Tides Have students watch a short video clip of ocean waves 4 breaking on the shore. Have them make observations about the movement of water as the wave breaks and then retreats back to the ocean. If any students have been to the ocean, have them share their experience of the water and the waves. Pose students these questions and let them discuss responses in small groups. 1. Why does the size of a wave change as it approaches the shore? 2. What factors affect the tides and make the tide come in and leave again? 3. What hardships do marine organisms deal with that live in the intertidal zones? Small groups can share back with the whole group on key GO ONLINE To access points their groups discussed. inquiry and investigative activities to accompany this chapter. Ocean Section Pacing Main Idea and Key Questions Literacy Labs and Activities Standards 4.1 Introduc- 1 day Waves carry energy across the sea surface but Key Questions Activity: tion to Wave do not transport water. Making Waves Energy and 1. What are the three most common generating Motion forces of waves? 2. What are the two restoring forces that cause the water surface to return to its undisturbed state? 4.2 Types of 2 days There are several types of waves, each with its 2.d, 5.j, 6.f, Laboratory Manual: Making Waves own characteristics and different ways of 7.e Waves (p. -
Global Sea Level Rise Scenarios for the United States National Climate Assessment
Global Sea Level Rise Scenarios for the United States National Climate Assessment December 6, 2012 PhotoPhPhototo prpprovidedrovovidideedd bbyy thtthehe GrGGreaterreaeateter LaLLafourcheafofoururchche PoPortrt CoComommissionmimissssioion NOAA Technical Report OAR CPO-1 GLOBAL SEA LEVEL RISE SCENARIOS FOR THE UNITED STATES NATIONAL CLIMATE ASSESSMENT Climate Program Office (CPO) Silver Spring, MD Climate Program Office Silver Spring, MD December 2012 UNITED STATES NATIONAL OCEANIC AND Office of Oceanic and DEPARTMENT OF COMMERCE ATMOSPHERIC ADMINISTRATION Atmospheric Research Dr. Rebecca Blank Dr. Jane Lubchenco Dr. Robert Dietrick Acting Secretary Undersecretary for Oceans and Assistant Administrator Atmospheres NOTICE from NOAA Mention of a commercial company or product does not constitute an endorsement by NOAA/OAR. Use of information from this publication concerning proprietary products or the tests of such products for publicity or advertising purposes is not authorized. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Oceanic and Atmospheric Administration. Report Team Authors Adam Parris, Lead, National Oceanic and Atmospheric Administration Peter Bromirski, Scripps Institution of Oceanography Virginia Burkett, United States Geological Survey Dan Cayan, Scripps Institution of Oceanography and United States Geological Survey Mary Culver, National Oceanic and Atmospheric Administration John Hall, Department of Defense -
Projectile Motion Motion in Two Dimensions
Projectile Motion Motion In Two Dimensions We restrict ourselves to objects thrown near the Earth’s surface so that gravity can be considered constant. Objectives 1. For a projectile, describe the changes in the horizontal and vertical components of its velocity, when air resistance is negligible. 2. Explain why a projectile moves equal distances horizontally in equal time intervals when air resistance is negligible. 3. Describe satellites as fast moving projectiles. Projectile motion applies to sports. Projectile motion applies to destructive projectiles. A projectile is any object that moves through the air or through space, acted on only by gravity (and air resistance). The motion of a projectile is determined only by the object’s initial velocity, launch angle and gravity. Projectile motion is a combination of horizontal motion and vertical motion. The horizontal motion of a projectile is constant because no gravitational force acts horizontally The vertical motion of a projected object is independent of its horizontal motion. Let's say a Wiley coyote runs off a cliff. As he leaves the cliff he has a horizontal velocity. As soon as the coyote leaves the cliff he will experience a vertical force due to gravity. This force will cause him to start to accelerate in the vertical direction. As he falls he will be going faster and faster in the vertical direction The horizontal and vertical components of the motion of an object going off a cliff are Y separate from each other, and can not affect each other. X In a lot of books you will see the horizontal component called x and the vertical component called y.