Earth as a system is composed of numerous interacting parts or subsystem. Earth system science attempts to integrate the knowledge from traditional sciences, geology, atmospheric science, chemistry, biology and so on. Earth is just a small part of larger system known as the solar system.
Earth system has nearly endless array of subsystems in which matter is recycled over and over again.
Earth as a system is composed of numerous interacting parts or subsystem. Earth system science attempts to integrate the knowledge from traditional sciences, geology, atmospheric science, chemistry, biology and so on. Earth is just a small part of larger system known as the solar system.
Earth system has nearly endless array of subsystems in which matter is recycled over and over again.
The reason for the occurrence of such a huge mass of water on the globe, is still a myth and reality. The reason goes back to the Origin of Earth itself. The exact mode of origin is not precisely known. Scientists assume, both Primary and secondary sources would have given rise to all both air and water on the earth. Two possible sources as internal source (or) external source have been proposed so far. Some of them are attributed towards the theories of origin of the earth.
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
This is a powerpoint presentation that discusses about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the definition of universe, and some of the theories of the origin of the Universe.
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
The reason for the occurrence of such a huge mass of water on the globe, is still a myth and reality. The reason goes back to the Origin of Earth itself. The exact mode of origin is not precisely known. Scientists assume, both Primary and secondary sources would have given rise to all both air and water on the earth. Two possible sources as internal source (or) external source have been proposed so far. Some of them are attributed towards the theories of origin of the earth.
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
This is a powerpoint presentation that discusses about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the definition of universe, and some of the theories of the origin of the Universe.
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Micro, Small and Medium-sized Enterprises and Consumer Behavior.pptxBobbyPabores1
Governor Felicisimo T. San Luis National Agro-Industrial Integrated High School / Applied Economics / Micro, Small and Medium-sized Enterprises and Consumer Behavior
Impact of Business on the Community: Efficiency in Perfectly Competitive MarketsBobbyPabores1
Governor Felicisimo T. San Luis National Agro-Industrial HS Empowerment Technology Impact of Business on the Community:
Efficiency in Perfectly Competitive Markets
and Impact of Business on the Community:
Market Failure
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Scientists increasingly
view Earth as a dynamic
system – a combination of
interrelated, interdependent
or interacting parts forming a
collective whole or entity.
5. The hydrosphere is com-
posed of all of the water on or
near the planet's surface. This
includes oceans, rivers, and
lakes, as well as underground
aquifers and the moisture in
the atmosphere.
6. The ocean has 5 different
and distinct layers that each
have their own unique
characteristics.
7. •Zone 1 – Epipelagic
•Distance: Up to 200 meters
from the surface
•Pressure: 1 – 20 atm
Temperature: 36 °C to -2 °C
(depending on the sun)
•How to get there?: diving
8.
9. The epipelagic or euphoric
area is known as the area of
sunlight as it is the layer with
more visible light. Here is
where most of the marine life
occurs.
10. Life can be microscopic, such
as plankton using the
abundant sunlight for photo-
synthesis, to the great blue
whale using baleen instead
of teeth to feed on plankton.
11.
12. •Zone 2 – Mesopelagic
•Distance: Up to 200 meters
to 1000 meters from the
surface
•Pressure: 20 – 100
atmospheres
13. •Temperature: 14 ° C to 8 ° C
•How to get there?: Only
experienced divers with the
proper equipment
14.
15. The mesopelagic layer is
also known as the penumbra
or the nebulous world
because at these depths it is
difficult to see the sun clearly.
16. Due to the lack of light, it is in
this area where we begin to
see the bioluminescent
creatures. This area is
characteristic is commonly
navigated by submarines.
17.
18.
19. •Zone 3 – Bathypelagic
•Distance: Up to 1000
meters to 4000 meters
from the surface
•Pressure: 100-400
atmospheres
20. •Temperature: 4 ° C (usually
constant)
•How to get there?: With an
underwater vehicle. In 1930
explorers made their way
through the Bathysphere
21.
22.
23. The bathypelagic zone is
sometimes referred to as the
midnight zone due to the
constant darkness. It has
great depth so the light does
not reach that far.
24. Some animals, like sperm
whales, can live in the
epipelagic, dive through
mesopelagic, and find food in
the bathypelagic area.
25.
26. •Zone 4 – Abyssopelagic
•Distance: Up to 4000
meters to 6000 meters
from the surface
•Pressure: 400-600
atmospheres
27. •Temperature: Near 0 C
•How to get there?: The
explorers reached
Abyssopelagic layer in 1995
with unmanned autonomous
vehicle ABE.
28.
29. The abyssopelagic zone got
its name from a Greek word
with meaning bottomless.
The water temperature is so
cold, close to zero, and
there is no light at all.
30. Very few creatures that can
be found at these depths.
Most of them are
invertebrates, animals
without backbones, such as
squids.
31.
32. •Zone 5 – Hadalpelagic
•Distance: Up to 6000
meters to 10,911 meters
•Pressure: 600 – 1091.1
atmospheres
33. •Temperature: Around 0
•How to get there?: In 1960
the vehicle Trieste and in
2009 with the autonomous
vehicle Nereus reached
these depths
34.
35.
36. The hadalpelagic zone is in
the deepest layer of the
ocean where the pits and
canyons were formed by
collisions between tectonic
plates.
37. There are creatures in this
environment, mainly
scavengers that feed on
organic material that sinks
below the previous ocean
layers.
38.
39.
40.
41. The atmosphere is the body
of gasses that surrounds our
planet, held in place by
earth's gravity. Most of our
atmosphere is located close
to the earth's surface where it
is most dense.
42. Troposphere. The layer of
the atmosphere closest to the
Earth is the troposphere. It
begins at the surface of the
Earth and extends out to
about 6 to 20 km.
43. This layer is known as the
lower atmosphere. It's
where weather happens and
contains the air humans
breathe.
45. This layer is where
the ozone layer exists and
scientists send weather
balloons. Jets fly in the lower
stratosphere to avoid turbu-
lence in the troposphere.
47. Mesosphere. From about
50-85 km above the surface
of the Earth lies the meso-
sphere, where the air is
especially thin & molecules
are great distances apart.
48. Temperatures in the meso-
sphere reach a low of 90 ºC.
This layer is difficult to study
directly; weather balloons
can't reach it, and weather
satellites orbit above it.
49. Thermosphere. The thermo-
sphere rises several hundred
miles above the Earth's
surface, from 90 km up to
500–1,000 km. Temperature
is very much affected by the
sun here; it can be 500 °C.
50. This layer is known as the
upper atmosphere, and it is
where the auroras occur
(northern and southern
lights).
51. Exosphere. Extending from
the top of the thermosphere
to 10,000 km above Earth is
the exosphere, where
weather satellites are.
52. This layer has very few
atmospheric molecules,
which can escape into
space.
53. •Pauses
•Between each layer of the
atmosphere is a boundary.
At these "pauses,"
maximum change between
the "spheres" occur.
54.
55. The lithosphere, sometimes
called the geosphere, refers
to all of the rocks of the
earth. It includes the planet's
mantle and crust, the two
outermost layers.
56. The four main layers of the
Earth are the crust, mantle,
outer core, and the inner
core. The planet Earth was
formed about 4.5 billion years
ago,
57. after the collapse of the
supermassive gaseous body.
As time moved on, the Earth
cooled down and is still
cooling, as of today.
58. As a result of the cooling
process, denser materials
like iron & sulfur sank to the
inside of the Earth; whereas,
lighter materials like silicates
and water came the surface.
59. The crust is the outermost
layer of the Earth made up of
silicate rock materials. It
makes up only about one
percent of the Earth.
60. Most earthquakes occur in
the crust. The temperature of
this layer can reach up to
871.11 °C at considerable
depths.
61.
62.
63. The mantle, the largest layer
of the Earth, is made up of
Fe, Al, Ca, Mg, Si, and O. In
fact, most of the Earth's
mass (about 80%) lies in the
mantle.
64. The temperature in this layer
is estimated to be about
871.11 - 2204.44 °C. It is in
this layer that volcano mag-
ma is present. The overall
thickness of the mantle layer
is 2900.04 km.
65. The outer core is liquid and
made up of Fe and Ni. The
recorded density is very high,
but less than pure molten
iron.
66. The outer core measures
2253.08 km in thickness and
4426.66 - 6093.33 °C in
temperature.
67. As the Earth rotates, the
outer core (consisting of iron)
spins over the inner core and
generates the Earth's
magnetic field.
68. The inner core, as the
name suggests, is the inner-
most layer of the Earth, and
is characterized by
extremely high temperature
(4982.22 - 7204.44°C)
69. The intense heat reflected
from the inner core
mobilizes the materials of
the outer core and the
mantle.
70. The thickness of the inner
core is believed to be about
1287.48 miles.
71.
72.
73.
74. The biosphere, is the
worldwide sum of all
ecosystems. It can also be
termed the zone of life on
Earth, a closed system, and
largely self-regulating.
75. The biosphere is the global
ecological system integrating
all living beings and their
relationships, including their
interaction with the elements
of the lithosphere, hydro-
sphere, & atmosphere.
77. The anthroposphere is that
part of the environment that
is made or modified by
humans for use in human
activities and human
habitats.
78. Earth System Science (ESS)
is the study of the Earth as a
system. It considers
interactions between the
Earth’s “spheres”.
79. It is a relatively new field
whose foundations are
established long ago by
scientists in other fields.
80. ESS is an integration of
chemistry, physics, biology,
and mathematics. It seeks
to understand the past,
current, and future states of
the Earth.
81. James Hutton, the father of
modern geology, was a
Scottish farmer & naturalist.
It was in farming that he
observed how land was
shaped by destructive forces
of wind & weather systems.
82. He also introduced the
concept of uniformitarianism,
implying that the geological
forces (such as those that
trigger erosion and volcanic
activities)…
83. …in the past are the same
as those in the present,
making it possible to
determine the Earth's history
by studying rocks.
84. Alexander von Humboldt
travelled to America;
collected botanical,
zoological, and geological
specimens; recorded the
location of the specimens..
85. From his records, he recog-
nized patterns that reveal un-
derlying processes, such as
the transport of heat in ocean
currents and the influence of
temperature on plants.
86. From his records, he recog-
nized patterns that reveal un-
derlying processes, such as
the transport of heat in ocean
currents and the influence of
temperature on plants.
87. James Lovelock used the
“Daisy World Model” to
illustrate how the biosphere
is capable of regulating its
environment.
88.
89. Albedo is a measure of how
much light is reflected back
from a body. It usually refers
to planetary bodies like Earth
and the amount of sunlight
that’s reflected back into
space.
90. Albedo is a measure of how
much light is reflected back
from a body. It usually refers
to planetary bodies like Earth
and the amount of sunlight
that’s reflected back into
space.
91.
92. Earth’s average albedo is 0.3
to 0.35 , which means 30%
to 35% of sunlight is reflected
back into space.
94. Gaia hypothesis the theory,
put forward by Lovelock &,
Margulis, that living matter on
the earth collectively defines
and regulates the material
conditions necessary for the
continuance of life.
95. The planet, or rather the
biosphere, is thus likened to
a vast self-regulating
organism.
96. Today, the study of human
impact on the biosphere led
to the concept of
sustainability, which is the
capacity of the Earth to con-
tinue to support human life.
The layers range from the surface layer where most ocean activities occur, to the deep dark depths of the water that have yet to be fully explored.
A variety of strange and bizarre forms of life can be found here. Fish eyes are larger & usually directed upwards, probably to see other animals (for food) against the pale light.
The only light here is produced by the creatures themselves.
The air of our planet is 79 percent nitrogen and just under 21 percent oxygen; the small amount remaining is composed of carbon dioxide and other gases. The temperature of the troposphere decreases with height.
The stratosphere and the mesosphere are known as the middle atmospheres.
Some scientists disagree that the exosphere is a part of the atmosphere and instead classify it actually as a part of outer space. There is no clear upper boundary, as in other layers.
Some scientists disagree that the exosphere is a part of the atmosphere and instead classify it actually as a part of outer space. There is no clear upper boundary, as in other layers.
The lithosphere is divided into 15 tectonic plates that fit together around the earth like a jagged puzzle: African, Antarctic, Arabian, Australian, Caribbean, Cocos, Eurasian, Indian, Juan de Fuca, Nazca, North American, Pacific, Philippine, Scotia, and South American.