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The document defines the Earth system as being composed of four interdependent spheres - the hydrosphere, atmosphere, lithosphere, and biosphere. These spheres interact within the defined boundary of Earth. The document also states that destructive forces like natural disasters and constructive forces like earthquakes and volcanoes can change the Earth by creating new land or destroying areas. However, it argues that life on the planet may not be fully linked since not all human activities positively impact the environment.
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Intro to Earth System Science
The document introduces Earth system science, which views Earth as an interconnected system rather than separate parts. It describes Earth's four spheres - the atmosphere, geosphere, hydrosphere, and biosphere - and how they interact. It also outlines the scientific method and key terms used in Earth system science.
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The document discusses the history and development of astronomy. It describes early models of the universe including the geocentric and heliocentric models proposed by ancient Greeks like Ptolemy. Copernicus later concluded that the sun was at the center of the solar system. Kepler discovered the elliptical orbits of planets and Galileo made important astronomical observations with his telescope. Newton then formulated the law of universal gravitation. The document also discusses the motions of Earth and the moon and features of the lunar surface like craters and maria.
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Introduction to Earth Science
1) Earth science studies Earth and its place in the universe, including geology, oceanography, meteorology, and astronomy. It views Earth as an interconnected system.
2) The formation of Earth is explained by the nebular hypothesis where the solar system condensed from a giant cloud of gas and dust. As Earth formed, radioactive decay caused heating and differentiation into layers.
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Planet Earth and its properties necessary to support life
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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Earth science 23.1
The solar system contains two types of planets: terrestrial planets like Earth that are rocky and have higher densities, and Jovian planets like Jupiter that are low-density gas giants. According to the nebular theory of solar system formation, the sun and planets formed from a rotating disk of dust and gases called a nebula that over time collided to form planetesimals and eventually the planets as we observe them today.
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The document discusses the definition of planets and planetary systems. It provides details about the eight planets in our solar system (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) including their physical characteristics and when they were discovered. It also discusses the International Astronomical Union which defines and categorizes astronomical bodies.
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This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
Introduction to Earth Science
1) Earth science studies Earth and its place in the universe, including geology, oceanography, meteorology, and astronomy. It views Earth as an interconnected system.
2) The formation of Earth is explained by the nebular hypothesis where the solar system condensed from a giant cloud of gas and dust. As Earth formed, radioactive decay caused heating and differentiation into layers.
3) Science uses observation, experimentation and hypotheses to build theories that describe patterns in nature. Theories must withstand examination and modification.
Planet Earth and its properties necessary to support life
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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Youtube:
http://tiny.cc/SimpleABbieC
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Slideshare:
https://www.slideshare.net/AbbieMahinay
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https://simpleabbiec.blogspot.com/?m=1
Earth science 23.1
The solar system contains two types of planets: terrestrial planets like Earth that are rocky and have higher densities, and Jovian planets like Jupiter that are low-density gas giants. According to the nebular theory of solar system formation, the sun and planets formed from a rotating disk of dust and gases called a nebula that over time collided to form planetesimals and eventually the planets as we observe them today.
Earth science 23.1
The document summarizes the differences between terrestrial and Jovian planets in our solar system. Terrestrial planets like Earth are smaller and denser, while Jovian planets such as Jupiter are huge gas giants. According to the nebular theory of solar system formation, the sun and planets originated from a rotating disk of dust and gases called a nebula that eventually condensed to form planetesimals and planets through collisions.
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The document discusses the definition of planets and planetary systems. It provides details about the eight planets in our solar system (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) including their physical characteristics and when they were discovered. It also discusses the International Astronomical Union which defines and categorizes astronomical bodies.
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The document summarizes the formation and components of the universe and solar system. It describes how the Big Bang formed the universe 13.7 billion years ago and led to the formation of stars, galaxies, and interstellar matter. It then details the components of the solar system, including the eight planets and satellites such as the Moon and Titan, as well as asteroids and comets. Finally, it discusses the formation of Earth 4.6 billion years ago and the beginning of life on Earth around 2 billion years ago due to moderate temperatures, an atmosphere, liquid water, and Earth's imperfect spherical shape.
Prueba science importante
The document defines the Earth system as being composed of four interdependent spheres - the hydrosphere, atmosphere, lithosphere, and biosphere. These spheres interact within the defined boundary of Earth. The document also states that destructive forces like natural disasters and constructive forces such as earthquakes and volcanoes can change the Earth by creating new land or destroying areas. However, it argues that life on the planet may not be fully linked since not all human activities positively impact the environment.
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Alfred Wegener first proposed the theory of continental drift in 1912. He suggested that the continents were once joined together in a supercontinent called Pangaea, which later broke apart and drifted to their current positions. Wegener's theory was initially rejected by many scientists. However, the theory of plate tectonics later provided a mechanism - seafloor spreading - that explained how the continents could move over time. Today, the movement of continents via plate tectonics is well established in the scientific community.
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Earth began forming over 4.6 billion years ago from a cloud of gas and dust that also formed the Sun and other planets. As the solar system developed, small objects called planetesimals collided and stuck together, eventually forming Earth. When Earth first formed, it was a hot molten planet bombarded by asteroids and comets. As it cooled over millions of years, the first life forms of bacteria emerged and the oceans and atmosphere developed. Today, Earth is a complex system made up of interacting spheres including the atmosphere, biosphere, geosphere, hydrosphere, and cryosphere that sustain life.
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The key factors that determine whether a planet can support life include being located within the circumstellar habitable zone (Goldilocks zone) around its star where liquid water can exist on the surface, having a planetary size that allows for an atmosphere to develop and be retained, and orbiting a stable star that provides a constant radiation level like our middle-aged G-type Sun. Other considerations include the planet having a chemistry that supports liquid water through a greenhouse gas atmosphere, and being located within the optimal area of its galaxy to avoid threats from supernovae while still forming necessary heavier elements.
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The document summarizes key concepts about stars and the universe from an Earth science textbook chapter. It discusses the properties of stars like color, temperature, binary systems, parallax and measuring distances. It explains stellar evolution through different stages like the main sequence and red giant phases. It also describes galaxies like spiral, elliptical and irregular types as well as the structure and types of the Milky Way galaxy. Hubble's law connecting galaxy redshifts and expansion of the universe is explained in the context of the Big Bang theory.
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The document discusses the different types of celestial bodies found in the solar system, including planets, stars, satellites, comets, asteroids, and meteors. It provides brief definitions and key facts about each type, such as the eight planets in the solar system, that the sun is the only star in the solar system, that most planets have natural satellites like the earth's moon, that comets are made of ice and sometimes have tails, that asteroids are large rocks located mainly between Mars and Jupiter, and that meteors are smaller rocks than asteroids.
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The document provides an overview of Earth science topics including the origin of the universe, solar system, and Earth. It discusses theories of how the universe and solar system formed, including the nebular hypothesis which proposes that the solar system condensed from a giant cloud of gas and dust. Key events included gravitational collapse of the solar nebula forming the Sun and planets condensing from the disk as it rotated and cooled.
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The document discusses theories that Earth originally had two moons - a smaller moon about 1/4 the size of the current moon that orbited closer to Earth, and the present larger moon. The smaller moon orbited every 20 days while the larger moon took 28 days. When the two moons passed each other every few weeks, it caused strong tides, storms, and high winds on Earth. It is theorized that an asteroid struck the smaller moon, breaking off a large piece that hit Earth and caused the extinction of the dinosaurs. This impacted the larger moon as well, destroying settlements and life upon it. The remains of the smaller moon were ejected from orbit into the sun.
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1) The ancient Greek philosopher Ptolemy devised the geocentric model which placed Earth at the center of the solar system. This view was supported by the Catholic Church.
2) The document outlines four arguments used to support the geocentric model and explains why each is flawed. It also discusses Ptolemy's model remaining unchallenged for 14 centuries.
3) Nicolaus Copernicus later proposed the heliocentric model which correctly placed the Sun at the center. This was initially opposed by the Catholic Church but gained support through evidence from seasons, Galileo's telescope observations, Kepler's laws of planetary motion, and Newton's theory of gravity.
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1. Over 4.5 billion years ago, a large cloud of gas and dust collapsed under gravity to form the solar nebula from which the Sun and planets eventually formed.
2. According to the nebular hypothesis, the solar nebula flattened into a disk with the young Sun at the center, and the planets coalesced from clumps of dust and gas within this disk.
3. Earth formed from metallic and rocky fragments approximately 4.5 billion years ago and has since developed distinct geosphere, atmosphere, hydrosphere, and biosphere systems that interact with one another.
THE MOON
The Moon is Earth's natural satellite and orbits our planet in synchronous rotation. It formed over 4 billion years ago when a Mars-sized object collided with Earth, ejecting debris that coalesced into the Moon. The leading theory is the giant impact hypothesis. The Moon has no atmosphere and its landscape and composition differ from Earth's due to the lack of weathering and tectonic activity. Its gravitational pull causes Earth's ocean tides to rise and fall in regular cycles.
Introduction to the moon
The moon orbits the Earth every 27 days on average at a distance of 384,400km. It was likely formed from debris ejected from Earth after a collision with a Mars-sized object. The different phases of the moon are caused by the illumination of its surface from the Sun as it orbits Earth. The moon's gravitational pull causes ocean tides on Earth and influences their size.
The solar system
This document provides an overview of a lesson plan about the solar system for 1st year high school students (1o ESO) in Spain. It includes sections on classifying celestial bodies, the differences between revolution and rotation, Earth's characteristics, related vocabulary, language structures to use, a video and song about the solar system, comprehension activities and a final research task about the planets. It concludes with a debate about what makes Earth special and how to protect it.
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Scientists have been searching for exoplanets, or planets outside our solar system, since the 19th century. The goal is to find a planet that could support life, with factors like liquid water, a suitable atmosphere, and distance from its star to allow temperatures that could support ecosystems. Over 3000 exoplanets have been detected so far using transit and radial velocity methods. As Earth's population and resources are strained, the long term goal is to find another planet that could potentially support human habitation if Earth becomes uninhabitable due to environmental damage or other disasters.
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The document summarizes the formation and components of the universe and solar system. It describes how the Big Bang formed the universe 13.7 billion years ago and led to the formation of stars, galaxies, and interstellar matter. It then details the components of the solar system, including the eight planets and satellites such as the Moon and Titan, as well as asteroids and comets. Finally, it discusses the formation of Earth 4.6 billion years ago and the beginning of life on Earth around 2 billion years ago due to moderate temperatures, an atmosphere, liquid water, and Earth's imperfect spherical shape.
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Lesson 1 the origin of the universe and solar system
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Prueba science importante
The document defines the Earth system as being composed of four interdependent spheres - the hydrosphere, atmosphere, lithosphere, and biosphere. These spheres interact within the defined boundary of Earth. The document also states that destructive forces like natural disasters and constructive forces such as earthquakes and volcanoes can change the Earth by creating new land or destroying areas. However, it argues that life on the planet may not be fully linked since not all human activities positively impact the environment.
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1. Cellular respiration is the process by which cells obtain energy from glucose to sustain life.
2. Nearly all energy for life on Earth comes from sunlight, which is captured through photosynthesis. Cells must break the carbon bonds in glucose to release energy stored in these bonds.
3. Cellular respiration requires oxygen, glucose as a starting material, and involves a series of redox reactions where the oxidation of carbon in glucose is tied to the reduction of other molecules like NAD+.
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Alfred Wegener first proposed the theory of continental drift in 1912. He suggested that the continents were once joined together in a supercontinent called Pangaea, which later broke apart and drifted to their current positions. Wegener's theory was initially rejected by many scientists. However, the theory of plate tectonics later provided a mechanism - seafloor spreading - that explained how the continents could move over time. Today, the movement of continents via plate tectonics is well established in the scientific community.
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The electron transport chain is located in the inner mitochondrial membrane and is responsible for generating ATP through oxidative phosphorylation. It works by transporting electrons from NADH and FADH2 through a series of protein complexes and carriers, establishing a proton gradient across the membrane. As protons flow back through ATP synthase, ATP is generated from ADP and phosphate. Overall, the electron transport chain uses oxygen as the final electron acceptor to oxidize nutrients, produces water, and harnesses the energy to generate three ATP per NADH or FADH2 molecule used.
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The document defines a system as a collection of interdependent parts within a boundary. It describes the four main spheres - or parts - that make up the Earth's system: the hydrosphere, atmosphere, lithosphere, and biosphere. It also explains how destructive forces like natural disasters and constructive forces such as earthquakes and volcanoes can change the Earth by creating new land or destroying areas, and takes the position that life on the planet is not entirely linked because not all people contribute positively to caring for the environment.
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3. Threats to Earth's fragile environment from human activity like pollution and overuse of resources
Earth and Life Science - Earth Subsystems Grade 11
The document outlines a lesson plan on Earth's four major subsystems - the geosphere, hydrosphere, atmosphere, and biosphere. The lesson includes activities for students to learn about the different components that make up each subsystem and how they interact with each other as a complex, interconnected system. The goal is for students to understand the importance of each subsystem and how human activities can negatively impact the stability of life on Earth.
Lesson 15-1 of the biology book
In this lesson, you will learn about the factors of the biosphere. This is a very interesting lesson. You will learn about the major and non-major interconnecting system of the earth. This will let you know how the earth is made. By the way, in most of my presentations, there are videos that you cannot play it on this website.
English 4
The document provides information about climate change and actions needed to address it. It begins with a review of verb tenses and irregular verbs. It then discusses the formation of the Earth, conditions necessary to support life, and some of the Earth's key attributes. It introduces concepts like global warming, greenhouse effect, and sustainable development. It asks the reader to consider what is known about the Earth and if these concepts are familiar. It provides a simple explanation of the greenhouse effect and discusses climate change. It poses two tasks for the reader to make lists about actions that are harming the environment and actions needed to improve the situation. It closes by asking if enough is being done to save the planet.
English 4
The document provides information about climate change and actions needed to address it. It begins with a review of verb tenses and irregular verbs. It then discusses the formation of the Earth, conditions necessary to support life, and some of the Earth's key attributes. It introduces concepts like global warming, greenhouse effect, and sustainable development. It asks the reader to consider what is known about the Earth and if these concepts are familiar. It provides a simple explanation of the greenhouse effect and discusses climate change. It poses two tasks for the reader to make lists about actions that are harming the environment and actions needed to improve the situation. It closes by asking if enough is being done to save the planet.
The Earth System ch1
In this lecture you will be introduced to Earth system science a new holisitic approach to studying the Earth as a whole system of many interacting parts.
Pstti -Introducing nature to a pre schooler
This document discusses introducing nature concepts to preschoolers. It defines nature as the physical world including plants, animals, land, air, water and stars. Nature comprises living things like plants and animals, and non-living things like land, air, water and seasons. The goals of nature education are to support child development, improve well-being, enhance learning, and provide low-cost teaching opportunities. Teachers can take children on nature walks, have them collect nature items, make exploration tables, classify living and non-living things, and use worksheets and rhymes about nature. Introducing nature has advantages like motivating learning, promoting social skills, improving behavior, and supporting special needs students.
Earth Subsystems.pptx
This document discusses characteristics of Earth that support life. It includes four subsystems that make up Earth: geosphere, hydrosphere, atmosphere, and biosphere. The document outlines five key biological factors necessary for life on Earth: temperature, water, atmosphere, energy, and nutrients. Learners are asked questions about which factors are most important and how the factors relate to supporting life. The final activity asks learners to illustrate or write about two biological factors of Earth.
The animal and the environment
It is a perceiver of the environment and a behaver in the environment. But this is not to say that it perceives the world of physics and behaves in the space and time of physics,
study_soil.pptx
This document discusses the complexity of soil and the abundant life within it. It makes three main points:
1) Soil is a 3D habitat that varies in properties over space and time and supports a diverse ecosystem. It contains more organisms per gram than anywhere else, mostly microbes.
2) Abundant and diverse microbes and other organisms inhabit soil, including bacteria, fungi, protists, and more. A single hectare of topsoil contains biomass equivalent to 3 African elephants.
3) Soil organisms perform essential functions like decomposition, nutrient cycling, carbon storage, and soil structure, which all contribute to ecosystem health and support life above ground. Activities are suggested to explore soil biology.
U3L1 - Earth's Spheres
The document describes Earth's spheres which include:
- The geosphere (solid rocky part including crust and mantle)
- Hydrosphere (liquid water parts like oceans and rivers)
- Cryosphere (frozen water parts like ice and glaciers)
- Atmosphere (mixture of gases surrounding Earth)
- Biosphere (area where living things exist)
It explains that matter and energy constantly cycle between these spheres, and their interactions are essential for life on Earth. The spheres work together as a complex, interconnected system.
Five themes of geography powerpoint
The document discusses the five themes of geography used by scientists to study the Earth's features: location, place, human-environment interaction, movement, and region. It defines each theme and provides examples to illustrate key concepts for each one. The five themes framework helps geographers understand how people and the environment interact in different parts of the world.
UNIT THREE- ACTS OF EARTH.pptx
This document provides an overview of 5 lessons on Earth science:
1. It introduces natural resources and how humans use Earth's resources. It notes that humans currently use 1.6 Earths worth of resources each year.
2. The second lesson discusses weathering and erosion as part of Earth's systems and how these processes shape the land.
3. The third lesson covers Earth's formation and place in the universe as forming 4.6 billion years ago from a giant rotating cloud.
4. The fourth lesson introduces the plate tectonic theory to explain crustal structure and phenomena. It notes patterns in mountain ranges and seismic activity along plate boundaries.
5. The fifth and final lesson defines natural hazards and how
Four Spheres of the Earth Presentation.ppt
The document discusses Earth as a system consisting of interconnected spheres including the atmosphere, hydrosphere, lithosphere, biosphere, and cryosphere. It defines Earth system science as the study of interactions between and among events within Earth's spheres. Changes in one sphere can trigger chain reactions and changes in other spheres, making the spheres closely connected.
Chapter 4
The document discusses an ecology lesson that includes activities on biomes and ocean currents, with students setting bait cards and sticky traps to sample different habitats, as well as assignments on the Pacific garbage patch and a group project on biomes due next week, with a test on chapters 4 and 5 on climate, atmosphere, and biomes.
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Earth and Life Science - Earth Subsystems Grade 11
Earth and Life Science - Earth Subsystems Grade 11
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Discovery of An Apparent Red, High-Velocity Type Ia Supernova at 𝐳 = 2.9 wi...
We present the JWST discovery of SN 2023adsy, a transient object located in a host galaxy JADES-GS
+
53.13485
−
27.82088
with a host spectroscopic redshift of
2.903
±
0.007
. The transient was identified in deep James Webb Space Telescope (JWST)/NIRCam imaging from the JWST Advanced Deep Extragalactic Survey (JADES) program. Photometric and spectroscopic followup with NIRCam and NIRSpec, respectively, confirm the redshift and yield UV-NIR light-curve, NIR color, and spectroscopic information all consistent with a Type Ia classification. Despite its classification as a likely SN Ia, SN 2023adsy is both fairly red (
�
(
�
−
�
)
∼
0.9
) despite a host galaxy with low-extinction and has a high Ca II velocity (
19
,
000
±
2
,
000
km/s) compared to the general population of SNe Ia. While these characteristics are consistent with some Ca-rich SNe Ia, particularly SN 2016hnk, SN 2023adsy is intrinsically brighter than the low-
�
Ca-rich population. Although such an object is too red for any low-
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cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
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) with
Λ
CDM. Therefore unlike low-
�
Ca-rich SNe Ia, SN 2023adsy is standardizable and gives no indication that SN Ia standardized luminosities change significantly with redshift. A larger sample of distant SNe Ia is required to determine if SN Ia population characteristics at high-
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truly diverge from their low-
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counterparts, and to confirm that standardized luminosities nevertheless remain constant with redshift.
Compexometric titration/Chelatorphy titration/chelating titration
Classification
Metal ion ion indicators
Masking and demasking reagents
Estimation of Magnisium sulphate
Calcium gluconate
Complexometric Titration/ chelatometry titration/chelating titration, introduction, Types-
1.Direct Titration
2.Back Titration
3.Replacement Titration
4.Indirect Titration
Masking agent, Demasking agents
formation of complex
comparition between masking and demasking agents,
Indicators/Metal ion indicators/ Metallochromic indicators/pM indicators,
Visual Technique,PM indicators (metallochromic), Indicators of pH, Redox Indicators
Instrumental Techniques-Photometry
Potentiometry
Miscellaneous methods.
Complex titration with EDTA.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Anti-Universe And Emergent Gravity and the Dark Universe
Recent theoretical progress indicates that spacetime and gravity emerge together from the entanglement structure of an underlying microscopic theory. These ideas are best understood in Anti-de Sitter space, where they rely on the area law for entanglement entropy. The extension to de Sitter space requires taking into account the entropy and temperature associated with the cosmological horizon. Using insights from string theory, black hole physics and quantum information theory we argue that the positive dark energy leads to a thermal volume law contribution to the entropy that overtakes the area law precisely at the cosmological horizon. Due to the competition between area and volume law entanglement the microscopic de Sitter states do not thermalise at sub-Hubble scales: they exhibit memory effects in the form of an entropy displacement caused by matter. The emergent laws of gravity contain an additional ‘dark’ gravitational force describing the ‘elastic’ response due to the entropy displacement. We derive an estimate of the strength of this extra force in terms of the baryonic mass, Newton’s constant and the Hubble acceleration scale a0 = cH0, and provide evidence for the fact that this additional ‘dark gravity force’ explains the observed phenomena in galaxies and clusters currently attributed to dark matter.
Evidence of Jet Activity from the Secondary Black Hole in the OJ 287 Binary S...
Wereport the study of a huge optical intraday flare on 2021 November 12 at 2 a.m. UT in the blazar OJ287. In the binary black hole model, it is associated with an impact of the secondary black hole on the accretion disk of the primary. Our multifrequency observing campaign was set up to search for such a signature of the impact based on a prediction made 8 yr earlier. The first I-band results of the flare have already been reported by Kishore et al. (2024). Here we combine these data with our monitoring in the R-band. There is a big change in the R–I spectral index by 1.0 ±0.1 between the normal background and the flare, suggesting a new component of radiation. The polarization variation during the rise of the flare suggests the same. The limits on the source size place it most reasonably in the jet of the secondary BH. We then ask why we have not seen this phenomenon before. We show that OJ287 was never before observed with sufficient sensitivity on the night when the flare should have happened according to the binary model. We also study the probability that this flare is just an oversized example of intraday variability using the Krakow data set of intense monitoring between 2015 and 2023. We find that the occurrence of a flare of this size and rapidity is unlikely. In machine-readable Tables 1 and 2, we give the full orbit-linked historical light curve of OJ287 as well as the dense monitoring sample of Krakow.
11.1 Role of physical biological in deterioration of grains.pdf
Storagedeteriorationisanyformoflossinquantityandqualityofbio-materials.
Themajorcausesofdeteriorationinstorage
•Physical
•Biological
•Mechanical
•Chemical
Storageonlypreservesquality.Itneverimprovesquality.
Itisadvisabletostartstoragewithqualityfoodproduct.Productwithinitialpoorqualityquicklydepreciates
Farming systems analysis: what have we learnt?.pptx
Presentation given at the official farewell of Prof Ken Gillet at Wageningen on 13 June 2024
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDS
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdf
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
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Prueba science importante
- 1. THE EARTH SYSTEM NAME: AGUIRRE VALENTINA DATE: Wednesday, December 3th, 2014
- 2. What is a system • A system is a collection interdependent parts enclosed within a defined bundary. • Within the boundary of the earth is a collection of 4 interdependent parts called spheres.
- 4. what are the main parts of the Earth’s System • There are 4 main parts that are: • Hydrosphere (oceans). • Atmosphere (air). • Lithosphere (land). • Biosphere (living things).
- 6. How do constructive and destructive forces change the Earth • Some examples of destructive forces are natural disasters. • And some examples of contructive forces are earthquakes and volcano’s. • They change the earth because they can do a new land and they can destruc everything.
- 8. Do you think life on the planet is linked • I think that NO, because some people throught garbage or, do something wrong, and other people do good things and help the planet, so not all the people is okay with the idea of recycling so I think that no.
- 10. THANKS