The document describes the process of using seismic data from three stations to locate the epicenter of an earthquake. The steps include:
1) Recording the arrival times of P and S waves at each station.
2) Calculating the difference between P and S wave arrival times (P-S interval).
3) Using the P-S interval and reference tables to determine the distance from each station to the epicenter.
4) Using the P wave arrival time and travel time to calculate the origin time of the earthquake.
The document describes the process of using seismic data from three stations to locate the epicenter of an earthquake. The steps include:
1) Recording the arrival times of P and S waves at each station.
2) Calculating the difference between P and S wave arrival times (P-S interval).
3) Using the P-S interval and a reference table to determine the distance from each station to the epicenter.
4) Using the P wave arrival time and travel time to calculate the origin time of the earthquake.
The document describes how to locate an earthquake's epicenter using data from three seismograph stations. For each station, the difference in arrival times between the P and S waves is calculated and plotted on a travel-time graph to determine the distance to the epicenter. Triangulation is then used to pinpoint the exact epicenter location where the distance circles from each station intersect.
The document describes how to locate the epicenter of an earthquake using data from three seismic stations. Key steps include:
1. Recording the arrival times of P and S waves from each station's seismograph tracing.
2. Calculating the time difference between P and S wave arrivals.
3. Using a travel time graph to determine the distance from each station to the epicenter based on the time difference.
4. Drawing circles around each station with radii equal to the distance to the epicenter. The intersection of all three circles locates the epicenter.
Learning to Ride the Waves is a pre-test for a periodic functions class. The test contains 4 multiple choice questions and 1 free response question about periodic functions, including determining the period and amplitude of sinusoidal functions, using sinusoidal functions to model real world data like tides and sunrise times, and finding the regression equation for sinusoidal pattern data. The last question asks students to sketch and use a sinusoidal function to predict the earliest sunrise time in Saskatoon.
Cosmic adventure 5.4 Moving Objects in VisonicsStephen Kwong
The visonic version of objects in motion. The approach is different from relativity and the results are also different. But they are all realistic and classical.
The pearled solar eclipse of 1912.04.17 occurred 60 hours after the TITANIC disaster had cast its shadow upon this exciting event. The data collected during this most elusive eclipse are compared to those generated by Xavier JUBIER's 5MCSE, the most up-to date ergonomical solar eclipse simulation freeware, which allows the choice of the DeltaT parameter, as well as the exact GPS Coordinates of the observation site such as the balloon Globule at 900 meter over Rethondes.
To locate an earthquake epicenter using triangulation, seismologists determine the S-P interval from seismograms of at least three seismic stations. This interval is converted to epicentral distance and circles are drawn on a map with radii equal to these distances. The intersection of these circles identifies the epicenter. Triangulation is suitable for local quakes, while distance-time graphs are used for more distant quakes. Locating epicenters helps identify active fault lines and areas at risk for future major quakes due to long periods of inactivity on certain faults.
The document discusses different coordinate systems used to locate celestial objects, including:
1. The equatorial coordinate system uses right ascension and declination, analogous to longitude and latitude, with right ascension measured eastward from the vernal equinox and declination measured from the celestial equator.
2. The horizon coordinate system uses altitude and azimuth but coordinates change for the same object in different locations or times.
3. Other systems discussed include the ecliptic, galactic, and local coordinate systems based on an observer's meridian and hour angles.
The document describes the process of using seismic data from three stations to locate the epicenter of an earthquake. The steps include:
1) Recording the arrival times of P and S waves at each station.
2) Calculating the difference between P and S wave arrival times (P-S interval).
3) Using the P-S interval and a reference table to determine the distance from each station to the epicenter.
4) Using the P wave arrival time and travel time to calculate the origin time of the earthquake.
The document describes how to locate an earthquake's epicenter using data from three seismograph stations. For each station, the difference in arrival times between the P and S waves is calculated and plotted on a travel-time graph to determine the distance to the epicenter. Triangulation is then used to pinpoint the exact epicenter location where the distance circles from each station intersect.
The document describes how to locate the epicenter of an earthquake using data from three seismic stations. Key steps include:
1. Recording the arrival times of P and S waves from each station's seismograph tracing.
2. Calculating the time difference between P and S wave arrivals.
3. Using a travel time graph to determine the distance from each station to the epicenter based on the time difference.
4. Drawing circles around each station with radii equal to the distance to the epicenter. The intersection of all three circles locates the epicenter.
Learning to Ride the Waves is a pre-test for a periodic functions class. The test contains 4 multiple choice questions and 1 free response question about periodic functions, including determining the period and amplitude of sinusoidal functions, using sinusoidal functions to model real world data like tides and sunrise times, and finding the regression equation for sinusoidal pattern data. The last question asks students to sketch and use a sinusoidal function to predict the earliest sunrise time in Saskatoon.
Cosmic adventure 5.4 Moving Objects in VisonicsStephen Kwong
The visonic version of objects in motion. The approach is different from relativity and the results are also different. But they are all realistic and classical.
The pearled solar eclipse of 1912.04.17 occurred 60 hours after the TITANIC disaster had cast its shadow upon this exciting event. The data collected during this most elusive eclipse are compared to those generated by Xavier JUBIER's 5MCSE, the most up-to date ergonomical solar eclipse simulation freeware, which allows the choice of the DeltaT parameter, as well as the exact GPS Coordinates of the observation site such as the balloon Globule at 900 meter over Rethondes.
To locate an earthquake epicenter using triangulation, seismologists determine the S-P interval from seismograms of at least three seismic stations. This interval is converted to epicentral distance and circles are drawn on a map with radii equal to these distances. The intersection of these circles identifies the epicenter. Triangulation is suitable for local quakes, while distance-time graphs are used for more distant quakes. Locating epicenters helps identify active fault lines and areas at risk for future major quakes due to long periods of inactivity on certain faults.
The document discusses different coordinate systems used to locate celestial objects, including:
1. The equatorial coordinate system uses right ascension and declination, analogous to longitude and latitude, with right ascension measured eastward from the vernal equinox and declination measured from the celestial equator.
2. The horizon coordinate system uses altitude and azimuth but coordinates change for the same object in different locations or times.
3. Other systems discussed include the ecliptic, galactic, and local coordinate systems based on an observer's meridian and hour angles.
Cosmic Adventure 5.10 Length Contraction on the Move in VisonicsStephen Kwong
1. The document describes an experiment measuring the length of a moving object using two synchronized clocks, one stationary and one moving with the object.
2. As the moving clock moves away from the stationary clock at a constant velocity, it emits an image of itself at the starting time to the observer.
3. By the time the image reaches the observer, both clocks have ticked forward in time, but the image remains fixed at the starting time.
4. Comparing the times on the clocks and the distances traveled allows calculating the observed length as contracted from the true rest length by a factor related to the object's velocity.
This document summarizes work exploring the Klein-Gordon field near the event horizon of a Schwarzschild black hole. Near the horizon, the radial equation of motion for the scalar field is approximated and shown to have oscillatory solutions. Using Eddington-Finkelstein coordinates, the solutions are recast into outgoing and ingoing waves with different properties on each side of the event horizon. Future work is outlined to examine the parametrized wave solutions, Fourier components, and derive Hawking radiation and temperature from the black body spectrum at infinity.
The document discusses velocity-time graphs and their use in analyzing motion. It explains that the shape and slope of velocity-time graphs reveal if an object is at rest, moving at a constant speed, accelerating, or decelerating. The slopes of velocity-time graphs directly represent acceleration. The area under a velocity-time graph equals an object's displacement. Instantaneous velocity can be determined from the slope of a tangent line to a velocity-time curve at a point. Examples are provided to demonstrate these concepts.
Seismic reflection processing involves multiple steps to transform raw seismic data into a meaningful image of subsurface geology. These steps include migration, which is intended to move seismic reflections back to their point of origin and deal with dipping or curved interfaces as well as diffractions. Another key step is velocity analysis, which relates time-based seismic data to true depth by analyzing vertical and lateral velocity variations that can distort the image. The final processed section allows geologists to interpret features such as faults, folds, hydrocarbon reservoirs, and aquifers.
CA 5.11 Velocity Transform in Relativity & VisonicsStephen Kwong
The kinematic entity of velocity is transformed in the Theory of Relativity by the Lorentz transformation of frames; in visionics, by delayed images. Simpler results in visonics.
This document discusses the use of satellite soil moisture data for hydrological applications. It summarizes research validating satellite soil moisture products against in situ observations across different scales. It also describes a method called SM2RAIN that estimates rainfall from satellite soil moisture observations by inverting the soil water balance equation. Initial tests of SM2RAIN show good agreement between estimated and observed rainfall.
The document summarizes research to create a new catalog of intermediate velocity clouds using the Leiden/Argentina/Bonn Galactic HI survey. Researchers are fitting Gaussian curves to spectra from the survey to identify clouds based on their velocity. Each fit is reviewed manually given limitations of automated fitting. Preliminary results examining 45,000 spectra show evidence of compact intermediate clouds and correlations between velocity and density in large cloud complexes. Future work will compare the full sky catalog to previous work and models of gas flows in the Milky Way.
Gaussian Orbital Determination of 1943 AnterosMatthew Li
Paper detailing the theory, methods, calculations, and results regarding the investigation of the orbit of asteroid 1943 Anteros through approximately six weeks of celestial observation and data collection.
This document proposes a mission to study unexplained anomalies observed during spacecraft hyperbolic flybys of Earth. The mission would have two phases: Phase A would place cubesats into highly elliptical orbits to observe anomalies during perigee passes and hyperbolic flybys. Phase B would launch a "mothership" satellite carrying additional cubesats into a Venus flyby trajectory to observe anomalies during the Earth hyperbolic flyby. Precise position, velocity and acceleration data would be collected from the cubesats during flybys to better understand if the anomalies represent real phenomena. The goal is to obtain tracking data from at least 12 flyby events within 5 years to evaluate theories regarding the flyby anomalies.
This document analyzes seismic data recorded by four seismographs deployed on an Antarctic iceberg (C16) over a period of 60 days. Cross-correlating the ambient seismic noise between station pairs reveals information about the sources and propagation of signals associated with icebergs. Three main phases of noise propagation are identified: (1) flexural-gravity waves dominate at frequencies below 10 seconds, (2) hydroacoustic waves in the water column dominate above 10 Hz, and (3) faster seismic propagation is seen between 2-6 Hz. Changes in the noise correlations over time provide insights into iceberg-generated ocean noise and properties of the iceberg environment.
The document provides an introduction to seismic hazard analysis which includes four main steps:
1) Characterization of seismic sources and estimation of seismicity parameters for each source.
2) Selection of ground motion attenuation models.
3) Quantification of seismic hazard by calculating probabilities of exceeding certain ground motion levels.
4) Mapping of seismic hazard across a region.
It then discusses source characterization in more detail, including defining fault rupture zones, magnitude-area relations, earthquake catalogs, and magnitude frequency distributions models like characteristic and Gutenberg-Richter.
The document discusses seismic hazard analysis for Saudi Arabia. It provides information on earthquake catalogs and homework instructions to analyze the number of earthquakes in Saudi Arabia above certain magnitudes since 1973. It also discusses using moment tensors to infer the main tectonic process and introduces seismic zoning and magnitude-frequency modeling for the region.
The document discusses seismic data acquisition and processing for the Shaybah Field. Over 120 million seismic traces were recorded over an area of 1,100 square kilometers using over 100,000 shot points. Processing of the data lasted about 18 months and was carried out in-house by Saudi Aramco. The document also discusses various seismic data processing techniques including normal moveout correction, velocity analysis, muting, and static corrections.
Cinemática de partículas en coordenadas normal y tangencial JavierCasa6
This document presents a student project to build a model that simulates curvilinear motion in normal and tangential coordinates. The objectives are to analyze experimental measurements over time, relate calculation errors to experimental data, and estimate the validity of the model. The theoretical framework discusses kinematic elements like particles, reference systems, and uniform circular motion. The procedures and materials used to build the model are presented, along with calculation tables analyzing variables like time, velocity, and length. Calculated errors were below 0.4062%, validating the model. Recommendations include ensuring materials are in good condition and taking precise data measurements with an assistant.
The document discusses earthquake occurrence and catalogs. It introduces the Gutenberg-Richter law which states that the number of earthquakes decreases exponentially with magnitude. Complete earthquake catalogs are desirable as they are homogeneous, complete, cover a long duration, and source material is available online. Stable continental regions have low seismicity that follows the Gutenberg-Richter relationship, with an earthquake of magnitude 6.5 expected once a decade for a particular region. Students are assigned homework to analyze earthquake data from Saudi Arabia and establish the Gutenberg-Richter relationship for the region.
Science 10 First Quarter Module 1 Activity no 1. Find the CenterVicky Oliveros
This document provides instructions for using the triangulation method to locate the epicenter of an earthquake using data from three seismic recording stations in the Philippines. Students are given hypothetical data on the arrival times of P and S waves and asked to compute distances, plot circles on a map, and determine where the circles intersect, which would indicate the epicenter. Questions assess the student's understanding of locating the epicenter and importance of determining earthquake epicenters.
Cosmic Adventure 5.6 Time Dilation in RelativityStephen Kwong
1) Time dilation describes the phenomenon where time passes at different rates for observers in different reference frames that are in motion relative to each other.
2) The proper time between two events is the time interval measured by an observer in the rest frame of the events. For observers in different frames, the time interval is dilated compared to the proper time.
3) Experiments have verified time dilation, such as atomic clocks on airplanes or the lifetime of muons. The twin paradox describes how a twin that travels in a rocket will age less than their identical twin who remains on Earth, even though each twin was stationary in their own reference frame.
GPS relies on principles of special and general relativity to account for relativistic effects that would otherwise cause errors. The Sagnac effect, which results from light traveling in opposite directions around a rotating object, must be considered and can cause time differences of hundreds of nanoseconds depending on satellite and receiver positions. An experiment in 1984 precisely measured the Sagnac effect using GPS satellites and atomic clocks at three locations, finding results that matched relativity predictions to within 5 nanoseconds.
Alaska contains over 130 volcanoes that have been active in the last two million years. The Alaska Volcano Observatory monitors volcanoes for signs of unrest using remote sensing, ground vibrations, cameras, and GPS to detect ground deformation. GPS works by precisely calculating the distance between antennas on the ground and satellites overhead using signal travel times. Even small movements of just a few millimeters can be detected. By monitoring GPS networks over time, scientists can determine if volcanoes are swelling or sinking, which provides insights into underground processes like magma movement. The GPS network on Unimak Island, Alaska detected movements consistent with magma intrusion at Westdahl Volcano, suggesting increased eruption risk worth continued close monitoring.
This document analyzes the relationship between the mass and latitude of landing of meteorites found on Earth using NASA data. The analysis finds no correlation between the two variables. A scatter plot shows banding in the latitude data but no relationship to mass. Tables of correlation, regression, and normality tests all show no significant relationship between meteorite mass and latitude.
To find the epicenter of an earthquake, seismologists use data from three recording stations to triangulate the location. The time difference between when the P and S waves arrived is used to calculate the distance from the epicenter. Circles are drawn around each station at the calculated distances, and where the circles intersect is the epicenter. Practice using recording station data, a map, compass, and calculations to locate an earthquake's epicenter.
This document describes the design of a mission to send an orbiter to Neptune called the Neptune Atmospheric and Interior Science Orbiter (NAISO). It provides background information on the mission, constants and known values about the sun, Earth and Neptune. It also lists design variables that will be used in calculating the orbital trajectory and transfer between Earth and Neptune, such as the semi-major axis of the transfer orbit, velocities at departure and arrival, required delta-V, transfer time and orbital parameters. The document was prepared by Luke Guirguis, Jose Sepulveda and Sean Godinez for an astronautics design project.
Cosmic Adventure 5.10 Length Contraction on the Move in VisonicsStephen Kwong
1. The document describes an experiment measuring the length of a moving object using two synchronized clocks, one stationary and one moving with the object.
2. As the moving clock moves away from the stationary clock at a constant velocity, it emits an image of itself at the starting time to the observer.
3. By the time the image reaches the observer, both clocks have ticked forward in time, but the image remains fixed at the starting time.
4. Comparing the times on the clocks and the distances traveled allows calculating the observed length as contracted from the true rest length by a factor related to the object's velocity.
This document summarizes work exploring the Klein-Gordon field near the event horizon of a Schwarzschild black hole. Near the horizon, the radial equation of motion for the scalar field is approximated and shown to have oscillatory solutions. Using Eddington-Finkelstein coordinates, the solutions are recast into outgoing and ingoing waves with different properties on each side of the event horizon. Future work is outlined to examine the parametrized wave solutions, Fourier components, and derive Hawking radiation and temperature from the black body spectrum at infinity.
The document discusses velocity-time graphs and their use in analyzing motion. It explains that the shape and slope of velocity-time graphs reveal if an object is at rest, moving at a constant speed, accelerating, or decelerating. The slopes of velocity-time graphs directly represent acceleration. The area under a velocity-time graph equals an object's displacement. Instantaneous velocity can be determined from the slope of a tangent line to a velocity-time curve at a point. Examples are provided to demonstrate these concepts.
Seismic reflection processing involves multiple steps to transform raw seismic data into a meaningful image of subsurface geology. These steps include migration, which is intended to move seismic reflections back to their point of origin and deal with dipping or curved interfaces as well as diffractions. Another key step is velocity analysis, which relates time-based seismic data to true depth by analyzing vertical and lateral velocity variations that can distort the image. The final processed section allows geologists to interpret features such as faults, folds, hydrocarbon reservoirs, and aquifers.
CA 5.11 Velocity Transform in Relativity & VisonicsStephen Kwong
The kinematic entity of velocity is transformed in the Theory of Relativity by the Lorentz transformation of frames; in visionics, by delayed images. Simpler results in visonics.
This document discusses the use of satellite soil moisture data for hydrological applications. It summarizes research validating satellite soil moisture products against in situ observations across different scales. It also describes a method called SM2RAIN that estimates rainfall from satellite soil moisture observations by inverting the soil water balance equation. Initial tests of SM2RAIN show good agreement between estimated and observed rainfall.
The document summarizes research to create a new catalog of intermediate velocity clouds using the Leiden/Argentina/Bonn Galactic HI survey. Researchers are fitting Gaussian curves to spectra from the survey to identify clouds based on their velocity. Each fit is reviewed manually given limitations of automated fitting. Preliminary results examining 45,000 spectra show evidence of compact intermediate clouds and correlations between velocity and density in large cloud complexes. Future work will compare the full sky catalog to previous work and models of gas flows in the Milky Way.
Gaussian Orbital Determination of 1943 AnterosMatthew Li
Paper detailing the theory, methods, calculations, and results regarding the investigation of the orbit of asteroid 1943 Anteros through approximately six weeks of celestial observation and data collection.
This document proposes a mission to study unexplained anomalies observed during spacecraft hyperbolic flybys of Earth. The mission would have two phases: Phase A would place cubesats into highly elliptical orbits to observe anomalies during perigee passes and hyperbolic flybys. Phase B would launch a "mothership" satellite carrying additional cubesats into a Venus flyby trajectory to observe anomalies during the Earth hyperbolic flyby. Precise position, velocity and acceleration data would be collected from the cubesats during flybys to better understand if the anomalies represent real phenomena. The goal is to obtain tracking data from at least 12 flyby events within 5 years to evaluate theories regarding the flyby anomalies.
This document analyzes seismic data recorded by four seismographs deployed on an Antarctic iceberg (C16) over a period of 60 days. Cross-correlating the ambient seismic noise between station pairs reveals information about the sources and propagation of signals associated with icebergs. Three main phases of noise propagation are identified: (1) flexural-gravity waves dominate at frequencies below 10 seconds, (2) hydroacoustic waves in the water column dominate above 10 Hz, and (3) faster seismic propagation is seen between 2-6 Hz. Changes in the noise correlations over time provide insights into iceberg-generated ocean noise and properties of the iceberg environment.
The document provides an introduction to seismic hazard analysis which includes four main steps:
1) Characterization of seismic sources and estimation of seismicity parameters for each source.
2) Selection of ground motion attenuation models.
3) Quantification of seismic hazard by calculating probabilities of exceeding certain ground motion levels.
4) Mapping of seismic hazard across a region.
It then discusses source characterization in more detail, including defining fault rupture zones, magnitude-area relations, earthquake catalogs, and magnitude frequency distributions models like characteristic and Gutenberg-Richter.
The document discusses seismic hazard analysis for Saudi Arabia. It provides information on earthquake catalogs and homework instructions to analyze the number of earthquakes in Saudi Arabia above certain magnitudes since 1973. It also discusses using moment tensors to infer the main tectonic process and introduces seismic zoning and magnitude-frequency modeling for the region.
The document discusses seismic data acquisition and processing for the Shaybah Field. Over 120 million seismic traces were recorded over an area of 1,100 square kilometers using over 100,000 shot points. Processing of the data lasted about 18 months and was carried out in-house by Saudi Aramco. The document also discusses various seismic data processing techniques including normal moveout correction, velocity analysis, muting, and static corrections.
Cinemática de partículas en coordenadas normal y tangencial JavierCasa6
This document presents a student project to build a model that simulates curvilinear motion in normal and tangential coordinates. The objectives are to analyze experimental measurements over time, relate calculation errors to experimental data, and estimate the validity of the model. The theoretical framework discusses kinematic elements like particles, reference systems, and uniform circular motion. The procedures and materials used to build the model are presented, along with calculation tables analyzing variables like time, velocity, and length. Calculated errors were below 0.4062%, validating the model. Recommendations include ensuring materials are in good condition and taking precise data measurements with an assistant.
The document discusses earthquake occurrence and catalogs. It introduces the Gutenberg-Richter law which states that the number of earthquakes decreases exponentially with magnitude. Complete earthquake catalogs are desirable as they are homogeneous, complete, cover a long duration, and source material is available online. Stable continental regions have low seismicity that follows the Gutenberg-Richter relationship, with an earthquake of magnitude 6.5 expected once a decade for a particular region. Students are assigned homework to analyze earthquake data from Saudi Arabia and establish the Gutenberg-Richter relationship for the region.
Science 10 First Quarter Module 1 Activity no 1. Find the CenterVicky Oliveros
This document provides instructions for using the triangulation method to locate the epicenter of an earthquake using data from three seismic recording stations in the Philippines. Students are given hypothetical data on the arrival times of P and S waves and asked to compute distances, plot circles on a map, and determine where the circles intersect, which would indicate the epicenter. Questions assess the student's understanding of locating the epicenter and importance of determining earthquake epicenters.
Cosmic Adventure 5.6 Time Dilation in RelativityStephen Kwong
1) Time dilation describes the phenomenon where time passes at different rates for observers in different reference frames that are in motion relative to each other.
2) The proper time between two events is the time interval measured by an observer in the rest frame of the events. For observers in different frames, the time interval is dilated compared to the proper time.
3) Experiments have verified time dilation, such as atomic clocks on airplanes or the lifetime of muons. The twin paradox describes how a twin that travels in a rocket will age less than their identical twin who remains on Earth, even though each twin was stationary in their own reference frame.
GPS relies on principles of special and general relativity to account for relativistic effects that would otherwise cause errors. The Sagnac effect, which results from light traveling in opposite directions around a rotating object, must be considered and can cause time differences of hundreds of nanoseconds depending on satellite and receiver positions. An experiment in 1984 precisely measured the Sagnac effect using GPS satellites and atomic clocks at three locations, finding results that matched relativity predictions to within 5 nanoseconds.
Alaska contains over 130 volcanoes that have been active in the last two million years. The Alaska Volcano Observatory monitors volcanoes for signs of unrest using remote sensing, ground vibrations, cameras, and GPS to detect ground deformation. GPS works by precisely calculating the distance between antennas on the ground and satellites overhead using signal travel times. Even small movements of just a few millimeters can be detected. By monitoring GPS networks over time, scientists can determine if volcanoes are swelling or sinking, which provides insights into underground processes like magma movement. The GPS network on Unimak Island, Alaska detected movements consistent with magma intrusion at Westdahl Volcano, suggesting increased eruption risk worth continued close monitoring.
This document analyzes the relationship between the mass and latitude of landing of meteorites found on Earth using NASA data. The analysis finds no correlation between the two variables. A scatter plot shows banding in the latitude data but no relationship to mass. Tables of correlation, regression, and normality tests all show no significant relationship between meteorite mass and latitude.
To find the epicenter of an earthquake, seismologists use data from three recording stations to triangulate the location. The time difference between when the P and S waves arrived is used to calculate the distance from the epicenter. Circles are drawn around each station at the calculated distances, and where the circles intersect is the epicenter. Practice using recording station data, a map, compass, and calculations to locate an earthquake's epicenter.
This document describes the design of a mission to send an orbiter to Neptune called the Neptune Atmospheric and Interior Science Orbiter (NAISO). It provides background information on the mission, constants and known values about the sun, Earth and Neptune. It also lists design variables that will be used in calculating the orbital trajectory and transfer between Earth and Neptune, such as the semi-major axis of the transfer orbit, velocities at departure and arrival, required delta-V, transfer time and orbital parameters. The document was prepared by Luke Guirguis, Jose Sepulveda and Sean Godinez for an astronautics design project.
This document provides instructions for solving various problems related to seismic wave travel times and distances. It describes how to use seismic wave travel curves to determine:
1) The travel time of P and S waves given an epicenter distance.
2) The epicenter distance given a travel time.
3) The arrival time at a station given origin time, distance and wave type.
4) The origin time given arrival time, distance and wave type.
5) The difference in arrival times between P and S waves at a given distance.
6) The arrival time of the S wave given the P wave arrival time and distance.
7) The arrival time of the P wave given
This document provides information about the Transit of Venus project, which aims to observe and live stream the transit of Venus across the sun on June 5th 2012. It discusses the historical context and importance of observing Venus transits to measure the astronomical unit and scale of the solar system. It outlines the project details, including distribution of solar scopes, resources available on the project website, and a schools competition to predict the timing of the transit.
Earthquake Problem Solving Tutorial.pptxMaamKatrynTan
The document provides examples and step-by-step instructions for solving various problems related to seismic wave travel times and epicenter distances. It explains how to determine travel times and arrival times of P and S waves given distance or time variables, and how to calculate distances given differences in arrival times. The examples cover topics such as calculating travel distances and times, determining origin times, and finding epicenter distances using P and S wave arrival time differences.
This lab activity document provides instructions for students to locate the epicenters of three earthquakes using seismic data from three stations for each earthquake. Students will analyze seismograms to determine the arrival times of P-waves and S-waves and then use the difference in arrival times to calculate the distance from each station to the epicenter. Students will then draw circles with radii equal to these distances on maps to locate where the circles intersect, identifying the epicenter's location. Tables are included for recording data, and maps show the station locations to draw epicenter circles. Discussion questions at the end address earthquake prediction, minimum stations needed, and properties of P and S waves.
Similar to Earthquake Epicenter-Follow the Rainbow (6)
This document provides guidance on writing a scientific paper. It explains that a scientific paper has a standardized format (Introduction, Methods, Results, Discussion) to communicate research findings logically and unambiguously. The introduction defines the research problem and objectives. The methods section describes the materials and procedures used so others can replicate the study. The results section presents the experimental observations and data without interpreting them.
This document provides a rubric for evaluating student research papers. It evaluates papers across several dimensions, including research title, introduction (background, literature review, significance), research framework, research problem, definition of terms, methods (research design, data gathering, analysis), results and discussion, conclusion and recommendations, citations and references, and grammar/composition. Each dimension contains 3-6 criteria for excellent performance and provides a rating scale from excellent to needs improvement. The rubric aims to make evaluations objective and provide useful feedback to students.
This document describes 11 statistical tests, including their use/function, level of measurement, type of data, and sample problems. The tests covered are: Pearson R, Spearman Rank Order, One Population Z-Test, Z-Test of Independent Proportions, Z-test of Dependent Proportions, T-Test of Independent Means, T-Test of Dependent Means, Chi-Square Test of Goodness of Fit, Chi-Square Test of Independent Proportions, One-Way Analysis of Variance (ANOVA I), and Two-Way Analysis of Variance (ANOVA II). Each test is used to analyze different types of data and answer different statistical questions.
This document provides information about measures of variation, including range, median, quartiles, and interquartile range. It defines these terms and shows examples of calculating them for various data sets. The examples include finding the measures of variation for data on water consumption, speeds, golf courses, internet users, exercise times, moons of planets, and more. Students are provided practice problems to calculate these measures of variation for additional data sets.
The document discusses various measures of central tendency, dispersion, and shape used to describe data numerically. It defines terms like mean, median, mode, variance, standard deviation, coefficient of variation, range, interquartile range, skewness, and quartiles. It provides formulas and examples of how to calculate these measures from data sets. The document also discusses concepts like normal distribution, empirical rule, and how measures of central tendency and dispersion do not provide information about the shape or symmetry of a distribution.
This document provides guidance on writing the materials and methods section of a research study. It discusses including a list of all materials used, such as live organisms, reagents, chemicals, and experimental units. The materials and methods section should specify these materials in sufficient detail and describe the procedures to allow others to evaluate and replicate the study. It is important to control for experimental error by using proper research design, replication, and statistical analysis to reduce or eliminate errors from instruments, limited samples or trials, and lack of controls. The materials and methods section should be written in an expository style using future tense for proposed studies and past tense for technical reports, without personal pronouns, spelling out numbers if they start sentences, and including diagrams to
Statistical tests can be used to analyze data in two main ways: descriptive statistics provide an overview of data attributes, while inferential statistics assess how well data support hypotheses and generalizability. There are parametric tests that assume normal distributions and continuous scales, and non-parametric tests for other distributions or scales. Key questions are whether tests examine relatedness between variables or differences between samples/populations. Tests for differences include comparing means (t-tests for two samples, ANOVA for more), distributions (chi-square tests), or variances (F-tests) between parametric or non-parametric data.
This document discusses descriptive and inferential statistics. Descriptive statistics summarize and organize data through frequency distributions, graphs, and summary statistics like the mean, median, mode, variance, and standard deviation. Inferential statistics allow generalization from samples to populations through hypothesis testing, where the null hypothesis is tested against the alternative hypothesis. Type I and type II errors are possible, and significance tests control the probability of type I errors through the alpha level while power analysis aims to reduce type II errors. Common inferential tests mentioned include t-tests, ANOVA, and meta-analysis.
This document discusses the difference between descriptive and inferential statistics. Descriptive statistics describe the characteristics of a whole population, using data from every member. Inferential statistics draw conclusions about a population based on a sample of data, allowing generalization to populations that are too large to measure entirely. Word problems involving descriptive statistics will refer to all or the entire group as the population, while inferential problems refer to samples that allow inferences about a broader population.
There are three common measures of central tendency: mean, median, and mode. The mean is the average value found by dividing the sum of all values by the total number of values. The median is the middle value when values are arranged from lowest to highest. The mode is the value that occurs most frequently. Each measure provides a single number to represent the central or typical value in a data set.
This document discusses measures of central tendency, which convey the most information about distributions. The three main measures are the mode, median, and mean. The mode is the most frequently occurring value. The median is the midpoint value when data are ordered from smallest to largest. The mean is the average value. Which measure is most appropriate depends on the level of measurement and intent of the communication. The mode is suitable for any level, while the median and mean are best for interval/ratio data. These measures may differ depending on the shape of the distribution.
This document discusses different types of graphs and charts, their uses, and provides examples. It summarizes 6 common types: line graphs show trends over time; bar charts compare categorical data with bars; pie charts illustrate proportional data with slices; histograms show distributions of continuous data with columns; scatter plots show relationships between two variables with x-y axes; and Venn charts visualize logical relationships between groups with overlapping circles. The document provides examples and descriptions of when each type would be useful.
This document discusses the four levels of measurement for data: nominal, ordinal, interval, and ratio. Nominal data involves qualitative categories without order. Ordinal data involves ordered categories but without measurable differences. Interval data involves ordered categories with measurable differences but no defined zero point. Ratio data involves ordered categories with measurable differences and a defined zero point, allowing calculations of ratios. Examples are provided for each level of measurement.
This document provides instructions for using a Gantt chart spreadsheet template for project management. The template allows users to input task details like name, start date, duration and progress. It then generates a 12-month Gantt chart to track the project schedule automatically. The template can be customized by defining weekends and holidays, and extended to support more tasks or a longer schedule period beyond 12 months.
The document discusses the Gantt chart, a project management tool used to illustrate the relationship between project activities and time. It provides examples of how to create a basic Gantt chart, including determining project start/end dates, listing activities with durations and dependencies, and populating the chart using forward or backward scheduling. The Gantt chart is useful for planning but has limitations like being difficult to update and not considering costs/resources. Alternatives like PERT and GERT are also discussed.
A Gantt chart is a horizontal bar chart developed in 1917 by Henry Gantt to help plan, coordinate, and track tasks in a project. It uses a horizontal axis for the timeline and a vertical axis for tasks. Bars of varying lengths represent the timing and duration of each task. Gantt charts provide a graphical illustration of a project schedule but do not show task dependencies. More complex automated versions created in software can store additional task details and notes to offer more flexibility in tracking project status over time.
This document reports on three experiments: 1) The effect of different percentages of fish meal as supplemental feed on mudcrab yield, with 10% fish meal yielding the highest results. 2) The growth rate of cultivating eucheuma using broadcasting and lantay methods, with lantay yielding higher results. 3) The effects of traditional vs modern teaching methods on pre-test and post-test scores, with the modern method yielding higher post-test scores.
The document discusses different types of research designs including historical, descriptive, experimental, and case study designs. It provides definitions and explanations of each design. Historical design focuses on examining past events. Descriptive design describes present conditions, situations, or phenomena. Experimental design tests the effects of manipulating variables through controlled experiments. Case study design involves an in-depth analysis of an individual, group, or situation over time. The document also discusses key aspects of each design such as methods, procedures, advantages, limitations, and examples.
This document discusses variables and identifying them. It begins by eliciting what is common in pictures and exploring variables in a given topic. Students are then split into groups to research 5 different studies and identify the variables within for 15 minutes. After presenting their findings, the document elaborates on variables and extends the discussion to variables in real life.
This document outlines different ways to classify research according to various features. It discusses 8 classifications: by purpose, goal, level of investigation, type of analysis, scope, choice of answers to problems, statistical content, and time element. Within each classification there are typically 2-3 types or approaches of research described through brief definitions and examples. The overall purpose is to provide an overview of how research can be categorized based on distinctive aspects.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
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With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
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Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. To Find The
Epicenter of an Earthquake
Using the Difference in Time
Between the P and the S Wave
Follow the Rainbow!
NSF Funded CUNY GK-12 Science NOW Project Copyright David Stolarz, January 22, 2010
2. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
The Completed Process
3. Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A
B
C
Fill out the chart below using the three seismograms and the chart on Page 11 of the Earth Science Reference Tables.
Start Simple – Draw a Line Down From the P-Wave to the Time Scale
4. Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A
B
C
Fill out the chart below using the three seismograms and the chart on Page 11 of the Earth Science Reference Tables.
Judge what time the P-wave starts
5. Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A
B
C
Fill out the chart below using the three seismograms and the chart on Page 11 of the Earth Science Reference Tables.
08:16 17 18 19
A Quarter after 8 O’Clock! And No Seconds!
A zoom-in shows P-wave starting at approximately 08:16:00
6. Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00
B
C
Fill out the chart below using the three seismograms and the chart on Page 11 of the Earth Science Reference Tables.
Put that value in the appropriate box
7. Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00
B
C
Fill out the chart below using the three seismograms and the chart on Page 11 of the Earth Science Reference Tables.
Repeat the same process for the S-wave.
8. Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00
B
C
Fill out the chart below using the three seismograms and the chart on Page 11 of the Earth Science Reference Tables.
08:21:00 (S-Wave Time)
-08:16:00 (P-Wave Time)
Calculate the interval between the two wave arrivals at the seisomgraph
9. Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00
B
C
Fill out the chart below using the three seismograms and the chart on Page 11 of the Earth Science Reference Tables.
08:21:00 (S-Wave Time)
-08:16:00 (P-Wave Time)
00:05:00 (Time Difference)
( 0 Hours, 5 Minutes, 0 Seconds )
Enter that time in the appropriate box
10. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00
B
C
Go to page 11 of your Earth Science Reference Tables for the chart shown above
11. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00
B
C
Use the P-S Wave time interval to figure out the distance to the epicenter
12. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00
B
C
Scrap Paper
Place Marks at
P-S Wave Interval
Time and at 0.
Create a reference measurement using scrap paper and the P-S Wave value
13. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00
B
C
Scrap Paper
Scrap Paper
Slide paper up
and over until the
reference marks
Line up with the
P and S Lines.
Find the proper place where the reference marks match the P and S Lines.
14. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00
B
C
Scrap Paper
Lightly, make a
reference mark in pencil
on the reference table
at this place on the P line.
For convenience, make a light pencil mark on the P line for use in the next step
15. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00
B
C
Look straight down from the P line pencil mark and judge the epicenter distance.
.2 .4 .6 .8
16. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km
B
C
Lightly, make
reference marks in pencil
On the reference table
at these two places .
Enter that value for the epicenter distance with proper units.
17. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km
B
C
Look across at the y-axis to Judge the time value
00:06:40
00:06:20
TravelTime(minutes)
18. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20
B
C
Enter that value for the epicenter distance with proper units.
19. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20
B
C
ERASE YOUR MARK!
Erase your pencil mark on the P-wave to keep your reference table clean
20. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20
B
C
08:16:00 (P Arrival Time)
00:06:20 (P Travel Time)
Calculate what time the earthquake happened using the Arrival and travel times
21. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20
B
C
08:16:00 (P Arrival Time)
- 00:06:20 (P Travel Time)MINUS!
Obviously, the earthquake happened earlier than when its was felt miles away
22. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20
B
C
08:15:60 (1 min. is 60 sec)
08:16:00 (P Arrival Time)
- 00:06:20 (P Travel Time)
Convert hours to minutes or minutes to seconds when necessary
23. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B
C
08:15:60 (1 min. is 60 sec)
08:16:00 (P Arrival Time)
- 00:06:20 (P Travel Time)
08:09:40 (Time at Origin)
Put the calculated time of earthquake in the proper box
24. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Anything complex is easier when broken into smaller steps
25. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00
C
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Judge what time the P-wave starts and enter it in the box
26. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00
C
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Repeat the same process for the S-wave.
27. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00
C
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Use the P-S Wave time interval to set reference marks for the sliding step
28. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00
C
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Create a reference measurement using scrap paper and the P-S Wave value
29. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00
C
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Find the proper place where the reference marks match the P and S Lines.
30. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km
C
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Look straight down from the P line pencil mark and judge the epicenter distance.
31. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20
C
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Look across at the y-axis to Judge the time value
32. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Put the calculated time of earthquake in the proper box
33. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Anything complex is easier when broken into smaller steps
34. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Follow the same overall process for Station C
35. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Judge what time the P-wave starts and enter it in the box
36. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Repeat the same process for the S-wave.
37. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Use the P-S Wave time interval and the y axis of the reference table
38. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Create a reference measurement using scrap paper and the P-S Wave time value
39. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Find the proper place where the reference marks match the P and S Lines.
40. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Enter that value for the epicenter distance with proper units.
41. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Calculate what time the earthquake happened using the Arrival and travel times
42. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
UsingScrapPaper
Finding the Epicenter of an
Earthquake Using the Difference in
Time Between the P and the S Wave
Calculate and place the time of earthquake in the proper box
43. $Z
$Z
$Z
A
C
B
0 5000 km
NSF Funded CUNY GK-12 Science NOW Project
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
3600 km
All three arcs must pass through
the earthquake epicenter, in
this case, the San Andreas fault
in California, USA.
Using scrap paper.
Use the Station info to locate the epicenter of the earthquake on a map
44. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
$Z
$Z
$Z
A
C
B
0 5000 km
On the Station Map, Find Station A
45. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
$Z
$Z
$Z
A
C
B
0 5000 km
Find Station B
46. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
$Z
$Z
$Z
A
C
B
0 5000 km
Find Station C
47. $Z
$Z
$Z
A
C
B
0 5000 km
NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
Distance to the
Epicenter
3.6 x103
km
5.0 x103
km
7.6 x103
km
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
Station
A
B
C
Use the Distance to Epicenter for each station
48. NSF Funded CUNY GK-12 Science NOW Project
Station
Arrival Time of
P-Wave
Arrival Time of
the S-Wave
P-S Wave
Interval
Distance to the
Epicenter
P-Wave Travel
Time
Origin Time of
Earthquake
A 08:16:00 08:21:00 00:05:00 3.6 x103
km 00:06:20 08:09:40
B 08:19:00 08:26:00 00:07:00 5.0 x103
km 00:08:20 08:10:40
C 08:21:00 08:30:00 00:09:00 7.6 x103
km 00:10:20 08:11:40
Distance to the
Epicenter
3.6 x103
km
5.0 x103
km
7.6 x103
km
Distance to the
Epicenter
3,600 km
5,000 km
7,600 km
or
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
Station
A
B
C
$Z
$Z
$Z
A
C
B
0 5000 km
Convert scientific notation for the distance to the epicenter for each station
49. NSF Funded CUNY GK-12 Science NOW Project
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
$Z
$Z
$Z
A
C
B
0 5000 km
Using the scale bar below as the
reference, scribe a circle around
the three points using a
compass, string, or scrap paper.
3600 km
Distance to the
Epicenter
3,600 km
5,000 km
7,600 km
Station
A
B
C
Scribe the arc for Station A using the map scale distance
50. $Z
$Z
$Z
A
C
B
0 5000 km
NSF Funded CUNY GK-12 Science NOW Project
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
The two circles cross at two
points. A third circle is needed
to confirm the earthquake
epicenter.
5000 km
Distance to the
Epicenter
3,600 km
5,000 km
7,600 km
Station
A
B
C
Scribe the arc for Station B using the map scale distance
51. $Z
$Z
$Z
A
C
B
0 5000 km
NSF Funded CUNY GK-12 Science NOW Project
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
3600 km
All three arcs must pass through
the earthquake epicenter, in
this case, the San Andreas fault
in California, USA.
Using scrap paper.
Distance to the
Epicenter
3,600 km
5,000 km
7,600 km
Station
A
B
C
If the distance is longer than the scale, use scrap paper to extend the scale.
52. $Z
$Z
$Z
A
C
B
0 5000 km
NSF Funded CUNY GK-12 Science NOW Project
Finding the Epicenter of an Earthquake
Using the Difference in Time Between the P and the S Wave
3600 km
All three arcs must pass through
the earthquake epicenter, in
this case, the San Andreas fault
in California, USA.
Using scrap paper.
Where the three arcs cross is the epicenter – Circle it!