1.7 craters
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This document discusses theories for how craters are formed on Earth and provides guidance for an experiment to investigate the relationship between impact speed and crater size. Students can drop balls from different heights onto a surface to model asteroid impacts and measure the resulting crater depths and radii. The higher the speed of impact, the larger the expected crater size. Equations are provided relating impact energy and velocity to help more advanced students analyze the results.
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1.7 craters
This document discusses theories for crater formation on Earth and provides guidance for an experiment to investigate the relationship between impact speed and crater size. It notes that craters could be formed either by volcanic explosions or asteroids hitting the Earth. The experiment aims to study how crater depth or radius changes with the height, and therefore speed, of an impact. It provides equations relating impact energy and velocity to help analyze the results and advises plotting data to investigate relationships between energy or velocity and crater size.
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1.7 craters
This document discusses theories for crater formation on Earth and provides guidance for an experiment to investigate the relationship between impact speed and crater size. It notes that craters could be formed either by volcanic explosions or asteroids hitting the Earth. The experiment aims to study how crater depth or radius changes with the height, and therefore speed, of an impact. It provides equations relating impact energy and velocity to help analyze the results and advises plotting data to investigate relationships between energy or velocity and crater size.
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This study assessed the accuracy of slope and aspect measurements from NASA's SRTM and ASTER satellite instruments compared to field data in Santa Fe, Panama. The researchers found that SRTM more accurately measured slope overall at a 30 meter resolution, though it struggled with dense vegetation. ASTER may be better suited for coarser 90 meter resolution modeling. The findings help improve landslide susceptibility modeling by identifying discrepancies between satellite and field data.
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This document discusses theories for how craters are formed on Earth and provides guidance for an experiment to investigate the relationship between impact speed and crater size. It notes that craters could be formed either by volcanic explosions or asteroids hitting the Earth. The experiment aims to study how crater depth or radius changes with the height, and therefore speed, at which an "asteroid" is dropped. It provides equations relating impact energy and velocity to help analyze the results and advises plotting data to investigate relationships between these factors and crater size.
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https://www.usgs.gov/news/updat
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https://www.usgs.gov/news/update-magnitude-71-earthquake-southern-california
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SOLAR SYSTEM DATA TABLE
NAME
MASS
(MEarth)
MASS
(MJupiter)
PERIOD
(Earth-Years)
[Earth-Days]
SEMI-MAJOR AXIS DISTANCE (AU)
Object Name
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0.0002
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0.39
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Earth
1.00
0.003
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Mars
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0.0003
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1.52
Jupiter
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Neptune
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165 [60,266]
30.1
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0.002
0.00001
249 [90,947]
39.5
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Discover how to get ready for an exploratory essay on earthquake prediction with the full guide from CustomWritings.com
Huterer_UM_colloq
This document discusses three key questions in cosmology: dark matter, inflation, and dark energy. It provides evidence for dark matter from early observations of galaxy rotation curves and clusters. It also summarizes modern evidence from Planck for the matter content of the universe. Regarding inflation, it discusses the generic predictions and open questions about the inflaton field. For dark energy, it reviews evidence from supernovae and Planck and discusses theoretical challenges like the fine-tuning and coincidence problems. It also outlines proposed and ongoing experiments to better understand dark matter, inflation, and dark energy.
Physics in-everyday-life-motion
This document provides an overview of physics concepts related to motion. It discusses key topics including:
- The definition of physics as the study of objects and their interactions through observation, prediction, and experimentation.
- Isaac Newton's three laws of motion and law of universal gravitation, which describe how forces cause motion or changes in motion.
- Other motion concepts like position, velocity, acceleration, mass, and examples of how these principles apply to everyday situations like driving a car.
- How forces balance in static situations according to Newton's third law, and examples of centripetal force allowing circular motion.
Lab 05 – Gravitation and Keplers Laws Name __________________.docx
This document is a lab assignment on gravitation and Kepler's laws. It includes an introduction to universal gravitation and Newton's law of gravitation. The document contains a procedure where students are asked to use an online simulation to observe gravitational force between two objects at different distances and masses. They then calculate the gravitational constant, G, and compare it to published values. Several conclusion questions follow about gravitational forces and Kepler's laws of planetary motion.
Big bang
1) Newton originally proposed a static, infinite universe that had always existed. However, this did not explain why the night sky is dark.
2) The Big Bang theory postulates that the universe began in a hot, dense state roughly 13.7 billion years ago and has been expanding ever since. Evidence for this includes the discovery of the cosmic microwave background radiation and redshift of galaxies.
3) Inflation theory proposes that the early universe expanded exponentially for a brief period, solving issues with the horizon and flatness problems and accounting for the seeds of structure in the universe.
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7La/1
The document summarizes key facts about the Earth:
1) The planet we live on is called Earth. It gets its heat and light from the Sun. The Moon is Earth's natural satellite and orbits Earth once every 28 days.
2) A diagram labels that one side of Earth experiences nighttime while the other experiences daytime due to its rotation on its axis.
3) Additional facts provided are that Earth's year has 365 days, a leap year occurs every 4 years, Earth orbits the Sun in 365.25 days, and Earth completes one spin every 24 hours.
7 l1 the earth in space
A day is the time it takes for the Earth to spin on its axis. A month is the time it takes for the Moon to orbit the Earth. A year is the time it takes for the Earth to orbit once around the Sun. The document contains information about the definitions of a day, month, and year according to the movement and positions of the Earth, Moon, and Sun in space. It also lists learning objectives about describing and explaining the motions that cause days, months, years, and seasons.
7 l target sheet
This document outlines learning objectives related to understanding the motion of objects in space, including: how the Earth revolves around the sun and rotates on its axis, causing day/night and seasons; how the tilt of the Earth's axis causes seasons; why we see phases of the Moon and solar/lunar eclipses occur; how to distinguish between stars and planets based on their motion; and how our understanding of the universe has developed over time through scientific observation.
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Sounds are produced by vibrations that travel through a medium such as air. The document discusses how to construct and test a loudspeaker. It instructs the reader to plug in the speaker, turn on the voltage, switch it on at the mains, and listen as they move their ear closer to identify how the sound changes and what causes this. The learning objectives are to describe how sounds are produced, construct a loudspeaker, and explain how a loudspeaker works.
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Pupils conducted a sound experiment in a playground to investigate how walls cast sound shadows. They took sound level measurements at various points around the playground using a sound meter after making a standard sound. The measurements showed lower sound levels in positions located behind walls and structures relative to the sound source, demonstrating the shadowing effect of walls on sound propagation.
May the forces be with you
This document discusses forces, mass, and acceleration. It provides examples of calculating acceleration using the equation F=ma. It includes sample problems such as determining the force needed to accelerate a space shuttle or the acceleration of a cyclist pedaling with a given force. Practice problems are provided for students to calculate acceleration, force, or mass given two of the three variables.
Forces making a force meter
A force meter measures force in Newtons. It works by using a rubber band of known length that stretches when a force is applied. The amount the rubber band stretches corresponds to the amount of force applied, allowing the force to be measured in Newtons on a scale.
6.3 food glorious food
Food contains chemical energy that originally comes from the Sun. The amount of energy a person needs each day can vary depending on factors like their body size, age, gender, activity levels, and environmental conditions like temperature. While two people may consume the same amount of energy, one may still gain weight due to differences in their metabolism or physical activity levels.
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This document contains instructions and questions for Assignment 6.1. Students are instructed to show all working and include relevant units. The questions involve calculating quantities using given values and units, including multiplying and dividing measurements in m, m3, ml, and kg/m3. Conversions between standard and scientific notation are also required.
Assignment 6.2
This document contains a possible table of results that shows temperature readings in degrees Celsius taken at 11:00, 12:00, 13:00 and 14:00 hours each day from Monday to Friday. The temperatures generally increase throughout the day, with the highest readings occurring between 13:00 and 14:00 hours each afternoon.
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The document discusses the refraction of light and how it causes optical illusions. It explains that when light travels from one material to another of different density, it changes direction. Specifically, light bends toward the normal when moving to a denser material, and away from the normal when moving to a less dense material. The document provides instructions for an experiment to observe and measure the refraction of light through a glass block at different angles of incidence.
6.4 bending light
Light changes direction when moving between different materials due to refraction. An experiment is described where a glass block is used to refract light rays entering at various angles, and the angles are measured and graphed. The graph shows the relationship between the incident and refracted angles, with the refracted angle increasing as the incident angle increases. This property of refraction is important for applications like lenses and understanding optical illusions.
Assignment 6.1 answers
This document contains 6 math questions requiring calculations with units. Question 1 involves multiplying two lengths. Question 2 gives a length. Question 3 involves (a) multiplying three lengths and (b) multiplying the results of part a. Question 4 involves (a) converting ml to m3 and (b) writing the answer in scientific notation. Question 5 involves (a) calculating length and volume and (b) calculating density. Question 6 involves calculating volume and density. Full working and units are required for all answers.
6.4 bending light
1. Light changes direction when moving between different materials due to refraction. Scientists studying refracting telescopes need accurate information on how light refracts when moving between air and glass.
2. An experiment is described where light passes through a semicircular glass block and the angle of refraction is measured for different angles of incidence.
3. The results are plotted on a graph showing the relationship between incident and refracted angles, helping to understand how optics can correct vision problems.
5.8 current and pd in a circuit
The document discusses a circuit with two components in series, a resistor and a buzzer, that have different resistances. It asks what the potential difference (p.d.) is across each component and what this reveals about their relative resistances. It then provides learning objectives and example calculations for current, potential difference, and resistance in series circuits.
Speed and velocity
The document discusses key concepts related to speed, velocity, distance, and time. It provides definitions of speed, distance, displacement, velocity, and average and instantaneous speed. Examples are given to illustrate the difference between distance and displacement. Graphs showing variations in distance and velocity over time are presented, and the relationships between distance, time, speed, velocity, and their equations are summarized in a table.
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The document describes an experiment to determine the laws of reflection. [1] Students are instructed to use a mirror, light source, and protractor to measure the angle of incidence and reflection of light rays. [2] They will shine light at a mirror from various angles and measure the corresponding reflected angles to see if the angle of reflection equals the angle of incidence. [3] By plotting their results on a graph, students can evaluate whether the evidence supports the statement that the angle of reflection equals the angle of incidence.
6.2 energy everywhere
This document discusses different types of energy, including potential energy which is stored or hidden energy that has the ability to do work, and kinetic energy which is energy of motion. It lists learning objectives about forms of energy and energy transfers. The rest of the document appears to contain questions at different levels about energy, asking about heat energy, potential vs kinetic energy, energy transfers, examples of potential energy storage, and drawing energy transfer diagrams.
Mark scheme
This document is a coursework assessment form for a GCE Advanced Subsidiary physics course. It provides criteria for evaluating student coursework in 5 areas: [1] the quality and independence of the student's research briefing, [2] the use and understanding of physics demonstrated, and [3] the selection, summarizing, explanation, and [4] understanding/critical thinking shown in the student's work. Scores from 1-5 are given for each criterion, with 5 being the highest score. The form also includes the student's name and ID number for record keeping purposes.
Booklet
1. The document provides guidance for students on completing a research briefing on a topic of their choosing in physics.
2. Students are instructed to independently research their topic from a variety of sources, consider the social or historical context of the physics, and communicate their findings in a 2000 word written report.
3. The document offers advice on choosing a suitable narrow but exploratory topic, conducting independent research, citing sources, and knowing when to stop research and begin writing their report.
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1.7 craters
- 1. 1.7 Craters: what makes them? January 24, 2015 There were two theories for this crater formation: either a volcano exploded OR an asteroid smashed into Earth. What evidence would you look for to prove or disprove either theory?
- 4. Aims • Revise KS3 ideas about the solar system • Review data and explanations for craters
- 5. Investigating crater impacts • You are going to investigate the effect on crater size with the height (and therefore the speed) of impact • INDEPENDENT VARIABLE (x): • DEPENDENT VARIABLE (y): Height / m Crater depth / m Crater radius / m
- 10. For people who want an A* • Height is really not the interesting factor but it’s the speed at which hits. • You may have come across the following equations: • You could then plot energy against crater size or even you are super smart the velocity against height. • You decide! velocityv heighth strengthfieldnalgravitatiog massm : 2 1 2 = = = = = = where mghE mvE p k
- 11. To do: • Decide what factor you will investigate (radius or depth) • Write a statement of your hypothesis (If I increase the height I drop the ball from, then…) • Decide what heights you will drop the asteroid from. • Drop the ball and record your data in a table • Draw a graph of the data • Write a statement of your conclusion (I found out that the higher the ball…) • Evaluate your experiement (To improve my results I would…)