This document summarizes the internal structure of Earth based on seismic wave studies. It describes the crust, mantle, outer core, and inner core. The crust is thinner under oceans than continents and consists of less dense granite and more dense basalt. There is a sharp boundary between the crust and mantle. The mantle is divided into upper and lower sections. The outer core is liquid while the inner core is solid. Plate tectonics involves rigid lithospheric plates floating on the mantle that move and interact at boundaries.
Download the lesson exemplar so you can follow this ppt. I have uploaded the lesson plan on this presentation too. Please search continental drift theory LP
if videos do not play, here are the links
https://www.youtube.com/watch?v=WaUk94AdXPA
https://www.youtube.com/watch?v=UwWWuttntio
Describe how layers of rocks (stratified rocks) are formed,
Describe the different methods (relative and absolute dating) to determine the age of stratified rocks, and
Explain how relative and absolute dating were used to determine the subdivisions of geologic time.
The relative age of a rock is its age when compared with the ages of other rocksThe absolute age of a rock is a calculation of the number of years that have passed since the rock formed.
Download the lesson exemplar so you can follow this ppt. I have uploaded the lesson plan on this presentation too. Please search continental drift theory LP
if videos do not play, here are the links
https://www.youtube.com/watch?v=WaUk94AdXPA
https://www.youtube.com/watch?v=UwWWuttntio
Describe how layers of rocks (stratified rocks) are formed,
Describe the different methods (relative and absolute dating) to determine the age of stratified rocks, and
Explain how relative and absolute dating were used to determine the subdivisions of geologic time.
The relative age of a rock is its age when compared with the ages of other rocksThe absolute age of a rock is a calculation of the number of years that have passed since the rock formed.
Internal Structure of The Earth
Physical Layering
Determining the Earth's Internal Structure
C. The Earth's Internal Layered Structure and Composition
D. VELOCITY AND DENSITY VARIATION WITHIN THE EARTH
The immense amount of heat energy released from gravitational energy and from the decay of radioactive elements melted the entire planet, and it is still cooling off today. Denser materials like iron (Fe) sank into the core of the Earth, while lighter silicates (Si), other oxygen (O) compounds, and water rose near the surface.
The earth is divided into four main layers: the inner core, outer core, mantle, and crust. The core is composed mostly of iron (Fe) and is so hot that the outer core is molten, with about 10% sulphur (S). The inner core is under such extreme pressure that it remains solid. Most of the Earth's mass is in the mantle, which is composed of iron (Fe), magnesium (Mg), aluminum (Al), silicon (Si), and oxygen (O) silicate compounds. At over 1000 degrees C, the mantle is solid but can deform slowly in a plastic manner. The crust is much thinner than any of the other layers, and is composed of the least dense potassium (K), calcium (Ca) and sodium (Na) aluminum-silicate minerals. Being relatively cold, the crust is rocky and brittle, so it can fracture in earthquakes.
Plate Tectonic is a theory explaining the structure of the earth's crust and many associated phenomena as resulting from the interaction of rigid lithospheric plates which move slowly over the underlying mantle.
In detail and In very simple method That can any one understand.
If you read this all you doubts about function will be clear.
because i have used very simple example and simple English words that you can pick quickly concept about functions.
#inshallah.
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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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.
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!
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2. • This drilling ship samples sediment and rock from the deep
ocean floor. It can only sample materials well within the
upper crust of the earth, however, barely scratching the
surface of the earth's interior
3. Seismic Waves Are The Key
Most of our understanding of
the Earth’s interior comes from
the detailed study of the
behavior of seismic waves
within the Earth’s interior.
Seismic waves “bounce” off
the different layers of the Earth
to send a “picture” of the
Earth’s interior.
4. The Crust
– The crust is the thin layer of solid, brittle material that covers
the Earth.
– There are some differences in the crust depending on where on
the surface you are.
• The crust under the oceans is known as Oceanic Crust and
the crust below the continents is known as Continental
Crust.
• The crust under the ocean is much thinner than the crust
under the continents.
• Seismic waves move faster through the oceanic crust than
through the continental crust.
– The material that makes up the continental crust is called sial
• This is due to the fact that it is mostly made up of rocks
containing silicon and aluminum.
• The oceanic crust is called sima as it is made up mostly of
rocks containing silicon and magnesium.
5. There is a sharp boundary between the crust and the mantle that is
called the Mohorovicic discontinuity or Moho for short.
• This is an area of increased velocity of seismic waves as the
material is denser in the mantle (due to higher proportion of
ferromagnesium materials and the crust is higher in silicates).
There are differences in the material that makes up the continental
crust and the oceanic crust.
• Continental crust is made mostly of less dense (2.7 g/cm3) granite
type rock, while the oceanic crust is made of more dense
(3.0g/cm3) basaltic rock.
6. • Continental crust is less dense, granite-type rock, while the
oceanic crust is more dense, basaltic rock. Both types of
crust behave as if they were floating on the mantle, which is
more dense than either type of crust.
7. • The Mantle
– The mantle is the middle part of the Earth’s interior.
– 2,900 km thick between the crust and the core.
– At about 400 and 700 km the pressure and temperature of
the mantle increase and change the structure of the
olivine minerals found.
8. • Seismic wave velocities increase at depths of about 400 km
and 700 km (about 250 mi and 430 mi). This finding agrees
closely with laboratory studies of changes in the character
of mantle materials that would occur at these depths from
increases in temperature and pressure.
9. – 700 km is the boundary between the upper mantle and
the lower mantle.
• No earthquakes occur in the lower mantle.
10. The Lithospheric Plates
The crust and the upper most mantle of the Earth is broken into
many pieces called plates. The plates "float" on the soft, semi-
rigid part of the mantle known as asthenosphere.
11. The Lithosphere
The crust and the upper layer of the mantle together make
up a zone of rigid, brittle rock called the Lithosphere.
15. The Outer Core
The core of the Earth
is like a ball of very
hot metals.
The outer core is
so hot that the metals
in it are all in the
liquid state.
The outer core is
composed of the
melted metals of
nickel and iron.
16. The Inner Core
The inner core of
the Earth has
temperatures and
pressures so great that
the metals are
squeezed together and
are not able to move
about like a liquid, but
are forced to vibrate in
place like a solid.
17. • Earth’s Core
– An earthquake will send out P-waves over the entire
globe, except for an area between 103O and 142O of arc
from the earthquake.
– This is called the P-wave shadow zone, as no P-waves
are received here.
– P-waves appear to be refracted by the core, which leaves
a shadow.
18. • The P-wave shadow zone, caused by refraction of P-
waves within the earth's core.
19. – There is also an S-wave shadow zone that is larger than
the P-wave shadow zone.
– S-waves are not recorded in the entire region more than
103O away from the epicenter.
– There appear to be 2 parts to the core.
• The inner core with a radius of about 1,200 km
(750 mi)
• The inner core appears to be solid
• The outer core has a radius of about 3,470 km
(2,160 mi)
• The core begins at a depth of about 2,900 km
(1,800 mi)
20. • The S-wave shadow zone. Since S-waves cannot pass
through a liquid, at least part of the core is either a liquid or
has some of the same physical properties as a liquid.
22. • Isostasy is an equilibrium between adjacent blocks
of the crust as they float on the upper mantle.
– There is an upward buoyant force that is exerted on the
crust by the upper mantle.
– This is because there is greater pressure upward from the
upper mantle than there is downward from the crust.
23. • Isostatic adjustment.
– The crustal plates sink to a depth where the pressure is
greater than the downward pressure and they are buoyed
up by this increased pressure.
– The crust can be viewed as a tall block with a deep root
that extends into the mantle.
24. • (A)Isostasy is an equilibrium between the upward buoyant
force and the downward force, or weight, of an object in a
fluid. (B) The earth's continental crust can be looked upon
as blocks of granitelike materials floating on a more dense,
liquidlike mantle. The thicker the continental crust, the
deeper it extends into the mantle.
26. • The Earth’s magnetic field is produced by the
slowly moving liquid part of the iron core.
• The Earth’s magnetic field circulates around the
geographic poles.
– It also undergoes occasional flips of polarity, called
Magnetic reversal.
– The magnetic orientation that we are currently
experiencing has persisted for about 700,000 years and is
currently about to undergo another reversal.
– Since the magnetic field also deflects cosmic rays, solar
wind, and charged particles, this reversal could represent
a major environmental hazard for all life on the Earth.
27. • Formation of magnetic strips
on the seafloor. As each new
section of seafloor forms at
the ridge, iron minerals
become magnetized in a
direction that depends on the
orientation of the earth's field
at that time. This makes a
permanent record of reversals
of the earth's magnetic field.
28. • There are several lines of evidence for this reversal
of field.
– Iron particles found in Roman artifacts show that the
Earth;s magnetic field was 40% stronger then than it is
now.
• At this rate the field strength would be zero in 2,000 years.
– Iron minerals that are crystallized on igneous rock, point
toward the magnetic poles like compasses.
• These give us evidence of the strength and the direction of the
magnetic field in the past.
29. • The earth's magnetic field. Note that the magnetic north
pole and the geographic North Pole are not in the same
place. Note also that the magnetic north pole acts as if the
south pole of a huge bar magnet were inside the earth. You
know that it must be a magnetic south pole, since the north
end of a magnetic compass is attracted to it, and opposite
poles attract.
30. • Magnetite mineral
grains align with
the earth's
magnetic field and
are frozen into
position as the
magma solidifies.
This magnetic
record shows the
earth's magnetic
field has reversed
itself in the past.
32. • Introduction
– When one looks at a globe, it is easy to visualize how the
continents at one time in the Earth’s history could have
been bound together.
– North and South America seem to fit into Europe and
Africa in a slight s-shaped curve.
– Alfred Wegener proposed that the continents were at one
time part of a super continent, called Pangaea
– Wegener further hypothesized that the continents had
moved apart during the history of the Earth by what is
called continental drift.
33. • (A)Normal position of the
continents on a world map.
(B) A sketch of South
America and Africa,
suggesting that they once
might have been joined
together and subsequently
separated by a continental
drift.
34. – Recall that the crust floats on the more liquid mantle and
is buoyed up by its density.
– Recall also that the mantle is molten, which gives it great
pressure and temperature.
– Given these lines of thought, it is not hard to see how the
continents, already floating on the magma which is at
great pressures, could be forced apart at certain areas
where perhaps the crust was weaker or could be forced to
break (fault).
35. • Evidence from the Ocean
– The ocean contains chains of mountains called oceanic
ridges.
– The ocean also contains long, narrow trenches that
always run parallel to the continents, called oceanic
trenches.
36. – Three kinds of observations started scientists to wonder
in the direction that allowed an explanation for
Wegener’s continental drift.
• All submarine earthquakes that were found and
measured were found to occur in a narrow band under
the crest of the Mid-Atlantic Ridge
• There is a long valley that runs along the crest of the
Mid-Atlantic Ridge, called a rift.
• There was a large amount of heat escaping from this
rift.
37. • The Mid-
Atlantic
Ridge divides
the Atlantic
Ocean into
two nearly
equal parts.
Where the
ridge reaches
above sea
level, it makes
oceanic
islands, such
as Iceland.
38. – It was thought that the rift might be a crack in the Earth’s
crust.
– This lead to the formation of the Seafloor Spreading
hypothesis
• Hot, molten rock moved from the interior of the Earth
to emerge alone the rift, flowing out in both directions
to create new rocks along the rift.
39. • The pattern of
seafloor ages on both
sides of the Mid-
Atlantic Ridge
reflects seafloor
spreading activity.
Younger rocks are
found closer to the
ridge.
40. • Lithosphere Plates and Boundaries
– Plate tectonics states that the lithosphere is broken into
fairly rigid plates that move on the asthenosphere.
– Some plates contain part of a continent and part of an
ocean basin, while others contain only ocean basins.
– Earthquakes, volcanoes, and the most rapid changes in
the Earth’s crust occur at these plate boundaries.
41. • The major plates of the lithosphere that move on the
asthenosphere. Source: After W. Hamilton, U.S.
Geological Survey.
42. – Three kinds of plate boundaries that describe how one
plate moves relative to another.
• Divergent boundaries.
–Occur where two plates are moving away from
each other.
–This forms a new crust zone, where the magma
flows as the plates separate releasing the pressure
on the.
»This forms new crust material
43. • A divergent boundary is a new crust zone where molten
magma from the asthenosphere rises, cools, and adds new
crust to the edges of the separating plates. Magma that cools
at deeper depths forms a coarse-grained basalt, while
surface lava cools to a fine-grained basalt. Note that
deposited sediment is deeper farther from the spreading rift.
44. • Convergent boundaries.
–Occurs where two plates are moving toward each
other.
–Old crust is returned to the asthenosphere where
the plates collide forming a subduction zone.
–The lithosphere of one plate is subducted under the
other plate.
45. • Ocean-continent plate convergence. This type of plate
boundary accounts for shallow and deep-seated earthquakes,
an oceanic trench, volcanic activity, and mountains along
the coast.
46. • Ocean-ocean plate convergence. This type of plate
convergence accounts for shallow and deep-focused
earthquakes, an oceanic trench, and a volcanic arc above the
subducted plate.
47. • Continent-continent plate convergence. Rocks are
deformed, and some lithosphere thickening occurs,
but neither plate is subducted to any great extent.
48. • Transform boundaries.
–Occur where two plates are sliding past each other.
–This produces the vibrations that are commonly felt
as earthquakes, such as those felt in California.
49. • Present-day Understandings
– Currently the most commonly accepted theory of plate
movement is that slowly turning convective cells in the
plastic asthenosphere drive the plates.
– Hot materials rise at the diverging plate boundaries.
– Some of this material escapes and forms new crust, but
some spreads out under the lithosphere.
– As it moves it drags the overlying plate with it.
– Eventually it cools and sinks back inward to the
subduction zone.
50. • Not to scale. One idea about convection in the mantle has a
convection cell circulating from the core to the lithosphere,
dragging the overlying lithosphere laterally away from the
oceanic ridge.