quiz typhoon.docx
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The document appears to be a quiz about tropical cyclones and typhoons. It contains multiple choice and true/false questions about agencies that monitor typhoons, conditions needed for typhoon formation, typhoon structure and effects, and Philippine Atmospheric, Geophysical, and Astronomical Services Administration (PAGASA). Questions address topics such as typhoon monitoring, formation requirements, eyewall winds, typhoon categories, and damage causes.
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c. In the southeast because of warm moist air
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b. False
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1. In the USA thunderstorms occur most frequently
a. In the northwest because of the mountains
b. In the north because of Canada
c. In the southeast because of warm moist air
d. In the south because of sunshine and plants
2. Thunderstorms occur in all of the 48 contiguous states of the USA except
a. California
b. Massachusetts
c. North Dakota
d. None of the above
3. Thunderstorms and severe thunderstorms both occur most frequently in the same parts of
the USA
a. True
b. False
4. Which of the following is not a factor that defines a ‘severe’ thunderstorm?
a. Wind speed
b. Precipitation rate
c. Size of hail
5. Warm air is more buoyant than cold air (aka it rises)
a. True
b. False
6. Atmospheric moisture helps thunderstorms grow because
a. When it condenses it releases heat
b. It makes clouds that block the sun
c. It forms hail
d. All of the above
7. Air is buoyant if
a. It floats on water
b. It tends to form clouds as it heats up
c. It is blown over mountains
d. It tends to rise through the atmosphere
8. Wind shear is
a. A difference in wind speed and/or direction over short distances
b. The reason that supercells start rotating
c. What causes large thunderstorm cells to tilt
d. All of the above
9. Wind shear helps thunderstorms grow by
a. Adding energy from strong winds
b. Slowing the rate of precipitation
c. Tilting the storm so that updrafts and downdrafts are separated
d. None of the above
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a. Their size
b. Their shape
c. Air circulation within them
d. All of the above
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b. Across the boundary between the troposphere, the part of the atmosphere where
most weather occurs, into the stratosphere
c. Beyond the boundaries of Earth’s gravitational pull, escaping to deep space
d. None of the above
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b. False
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b. Wind speed measurements
c. Satellite measurements
d. Storm damage
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This presentation discussed how the typhoons or hurricances are formed and what is the difference between typhoon and hurricane.
Describe the formation of typhoon and how it is affected by landmasses and bodies of water.
Categorize tropical cyclone based on the given wind speed; and
Explain how typhoon affects people’s lives
Why is the Philippines prone to typhoons?
What conditions favor the formation of typhoons?
What are the safety measures to be done before, during, and after the a typhoon.
2 Introduction To Tropical Cyclones
Tropical Low Pressure Systems are intense low pressure systems with closed circulation also known as hurricanes, typhoons or cyclones. They form over warm ocean waters and have diameters between 200-650km. They contain an eye that is calm at the center surrounded by an eyewall with the strongest winds and thunderstorms. For a disturbance to develop into a full storm, it needs warm ocean waters, atmospheric disturbances, and conditions that allow the transfer of heat away from the storm.
2 introduction-to-hurricanes-1227475599659639-9
Tropical Low Pressure Systems are intense low pressure systems with closed circulation also known as hurricanes, typhoons or cyclones. They form over warm ocean waters and have diameters between 200-650km. They contain an eye that is calm at the center surrounded by an eyewall with the strongest winds and thunderstorms. For a disturbance to develop into a full storm, it needs warm ocean waters, atmospheric disturbances, and conditions that allow the transfer of heat away from the storm.
Q2 Week 6 Typhoon Formation.pptx
Tropical cyclones form over warm ocean waters with surface temperatures above 26°C. As warm air rises from the ocean surface, it creates a low pressure area at the center. Surrounding winds begin to rotate inward due to the Coriolis effect from the Earth's rotation. Thunderstorms form in a spiral pattern around the low pressure center, and if conditions continue to allow for further development, a tropical cyclone will form. Once over land, tropical cyclones weaken due to a lack of warm ocean waters providing energy and moisture.
sci. 8 summative.docx
This document contains a 20-question summative exam in science for 8th grade students in Capiz, Philippines. The exam covers topics in earth science including different types of faults that can cause earthquakes, characteristics of tropical cyclones like typhoons, and agencies responsible for monitoring weather systems. Students are asked to identify terms, concepts, and choose the correct answer to multiple choice questions related to earthquakes, faults, typhoons and tropical cyclones.
Chapter 17 – meteorology
Meteorologists use various data sources to predict the weather, but it is difficult to always be correct due to rapidly changing atmospheric conditions. Data comes from surface weather stations, weather balloons, satellites, radars, and computer models. Air masses and fronts influence weather by interacting and creating storms. Hurricanes form over warm ocean waters and require specific atmospheric ingredients. While high and low pressure systems impact weather, small changes in data can lead to different model predictions, making weather forecasting challenging.
Chapter 17 – meteorology
Meteorologists use various data sources to predict the weather, but it is difficult to always be correct due to rapidly changing atmospheric conditions. Data comes from surface weather stations, weather balloons, satellites, radars, and computer models. Air masses and fronts influence weather, and storms form when different air masses meet. Hurricanes require specific conditions like warm ocean water. While meteorology studies the atmosphere, tiny differences in data can lead to different model results, so multiple models are used to predict daily weather.
HYDROMETEOROLOGICAL HAZARDs and other related topics.pptx
Hydrometeorological hazards are natural events or phenomena that arise from the interaction of the Earth's atmosphere and water cycle, resulting in potentially destructive or harmful impacts on human societies and the environment. These hazards encompass a wide range of phenomena, from relatively localized events such as floods and landslides to large-scale events like hurricanes and droughts. Here's a detailed description of some common hydrometeorological hazards:
1. **Floods**: Floods occur when there is an overflow of water onto land that is normally dry. This can happen due to heavy rainfall, rapid snowmelt, storm surges, or the breaching of dams or levees. Floods can cause extensive damage to infrastructure, agriculture, and homes, as well as loss of life.
2. **Hurricanes and Typhoons**: These are powerful tropical cyclones characterized by strong winds, heavy rainfall, and storm surges. Hurricanes form over the Atlantic Ocean and eastern Pacific Ocean, while typhoons occur over the western Pacific Ocean. These storms can cause widespread destruction, including damage from high winds, flooding, and coastal erosion.
3. **Droughts**: Droughts are prolonged periods of abnormally low precipitation, leading to water shortages and environmental stress. Droughts can have significant impacts on agriculture, water supplies, and ecosystems, affecting both rural and urban communities.
4. **Tornadoes**: Tornadoes are violently rotating columns of air that extend from thunderstorms to the ground. They are often associated with severe thunderstorms and can cause extensive damage to buildings, infrastructure, and vegetation in their path.
5. **Landslides**: Landslides occur when slopes of hills or mountains become unstable and collapse, often triggered by heavy rainfall or earthquakes. Landslides can block roads, destroy buildings, and pose serious risks to human life in affected areas.
6. **Blizzards**: Blizzards are severe winter storms characterized by heavy snowfall, strong winds, and low visibility. They can cause transportation disruptions, power outages, and hypothermia, particularly in regions unaccustomed to such extreme weather conditions.
7. **Heatwaves**: Heatwaves are prolonged periods of excessively hot weather, often accompanied by high humidity. Heatwaves can lead to heat-related illnesses and deaths, particularly among vulnerable populations such as the elderly, infants, and those with pre-existing health conditions.
These hydrometeorological hazards pose significant challenges for disaster preparedness, response, and recovery efforts. Effective mitigation measures, including early warning systems, land-use planning, and infrastructure development, are crucial for reducing the impacts of these hazards on communities and promoting resilience in the face of natural disasters.
1. How many time zones are there across the world2. Which map wou.docx
1. How many time zones are there across the world?
2. Which map would have the largest scale? a) city b) continent c) state d) world
3. Which method of data acquisition is not considered to be in the class of remote sensing? a) aerial photography b) weather satellite data c) landsat satellite data d) rain gauge data
4. Lines of latitude run (N/S or E/W) around the globe and are measured (N/S or E/W) of the Equator. Lines of longitude run (N/S or E/W) around the globe and are measured (N/S or E/W) of the Prime Meridian.
5. The world soil map has strong resemblance to the world climate map. Discuss the reasons for the similarities and differences between the two.
6. What is the external fuel that drives the atmosphere?
7. At the Tropic of Cancer the Sun is directly overhead at noon on the a) vernal equinox b) summer solstice c) autumnal equinox d) winter solstice
8. Which area receives the most seasonal variation in incoming radiation? a) equator b) high latitudes c) low latitudes d) tropics
9. What is word that means "the maximum amount of water vapor the air can hold"?
10. What is an urban heat island?
11. Precipitation occurs because air is warmed adiabatically as it rises. (True or False)
12. Periods of increasing glacier mass would likely be accompanied by decreasing ocean levels. (True or False)
13. Describe the greenhouse effect in terms of radiant energy exchanges.
14. What is "an extremely long ocean wave created by an underwater earthquake"?
15. Earthquakes are most likely to occur: a) in the center of tectonic plates b) at the equator c) where two tectonic plates meet d) none of the above
16. The place where the Earth's crust actually moves is the ____________ of an earthquake.
17. Most rivers have relatively gentle gradients in the headwaters and steep gradients in their downstream portions. (True or False)
18. Would one expect to find more soluble materials in the soil of an arid region or the soil of a humid region? Why?
19. What is the difference between mass movement and erosion?
20. What type of vegetation is dominant in savannas? (Be specific.)
.
DRRR Hydrometeorological Hazards Part 1
This document discusses disaster readiness and risk reduction related to hydrometeorological hazards such as tropical cyclones and storm surges. It provides information on tropical cyclone structure and formation, classifications of tropical cyclones, effects of tropical cyclones including strong winds, storm surge, and heavy rain. It also discusses mitigation strategies for reducing the destructive effects of tropical cyclones such as determining prone areas, land use planning, effective warning systems, and forecasting. Additionally, it covers storm surge risks in the Philippines and mitigation through prediction, mapping, and barriers. The document is an educational presentation on hydrometeorological hazards for a science course.
SCIENCE 8
This lesson plan covers the formation and development of typhoons. It includes objectives, content understanding, learning resources, activities to engage students, and an assessment. Students will learn that typhoons form from warm, moist air rising over the ocean and condensing into clouds and rainfall. As more warm air rises to replace the air that formed the clouds, winds begin to circulate, potentially strengthening into a typhoon. The lesson uses videos, diagrams, and questions to help students understand the factors and step-by-step process of how typhoons form and develop.
Tropical Storms 2
The document discusses tropical storms and hurricanes, including:
1. The Saffir-Simpson scale which categorizes hurricanes based on wind speed intensity from 1 to 5.
2. The primary impacts of hurricanes include high winds, intense rainfall causing flooding, and storm surge which can result in 90% of hurricane deaths.
3. Prediction of hurricanes is limited but seasonal forecasts can provide estimates of overall storm activity for a given season, while short term forecasts track individual storms. Landfall location is difficult to predict due to variable storm tracks.
Climate
The document discusses climate and weather elements. It defines climate as the long-term pattern of weather in an area, averaged over many years, while weather is the short-term conditions. The key climatic elements are described as temperature, humidity, precipitation, air pressure, and wind. Typhoons are explained as intense low pressure weather systems with sustained winds over 56 knots that form over warm ocean waters. The document also discusses how climate can affect economic development through impacts on health, agriculture, and food production.
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UNDERSTANDING THE FORMATION OF TYPHOONS OR HURRICANE.pptx
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HYDROMETEOROLOGICAL HAZARDs and other related topics.pptx
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1. How many time zones are there across the world2. Which map wou.docx
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quiz about biodiversity science 8 quarter 4uiz.docx
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Deped Order no 36 ,s2016.pptx
This document outlines DepEd Order No. 36 policy guidelines for awards and recognition in the K to 12 Basic Education Program. It describes classroom awards given by teachers each quarter or semester for performance, conduct, academic excellence, and perfect attendance. Grade level awards given at the end of the year include academic excellence, leadership, and outstanding performance in specific disciplines. Special recognition is given to students who represent the school in competitions. An awards committee determines awardees based on set criteria to recognize student achievements in a fair manner.
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This document appears to be a form for collecting a student's name and section number. It contains blank fields for the student to provide their name and the section number of their class. The purpose is to gather basic identifying information from the student in a short format.
pre test science 8.docx
This document appears to be a quiz on science concepts related to physics, chemistry, earth science, biology and other topics. It contains 45 multiple choice questions testing knowledge of concepts like forces and motion, light, states of matter, earthquakes, the digestive system, cell division, genetics and biodiversity. The questions cover definitions, processes, examples and applications of various science ideas.
pre test.docx
This document appears to be part of a test or quiz given to students containing questions about various subjects. It includes spaces for the student's name and section to be filled in. The student is directed to choose the letter of the correct answer for each question on the test.
week 2day 2.docx
This document outlines a science lesson plan about Newton's three laws of motion for an 8th grade class. The lesson plan covers key concepts like balanced forces and identifying examples of balanced forces in everyday objects. Students will work in groups to analyze examples, discuss forces acting on objects, and identify balanced forces around their school campus. Formative assessments include having students draw and label examples of balanced forces, and present examples they identified during a campus tour. The goal is for students to understand that an object at rest experiences balanced forces and to be able to describe the properties of forces.
week 2day 1.docx
This document outlines a science lesson plan for a Grade 8 class taught by Teacher Evangeline Garcia. The lesson focuses on Newton's three laws of motion by investigating balanced forces. Students will be grouped to analyze examples of balanced forces acting on objects at rest, such as a hanging pen, book on a table, and a person standing still. They will draw and label the forces. The lesson emphasizes that balanced forces occur when forces acting on an object are equal in magnitude but opposite in direction, keeping the object from moving. Formative assessments include group discussions, drawing examples of balanced forces, and an activity identifying real-world examples around the school campus. The lesson aims to help students understand the key properties of forces and recognize balanced forces
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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
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Complex titration with EDTA.
Equivariant neural networks and representation theory
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptx
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Thornton ESPP slides UK WW Network 4_6_24.pdf
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Phenomics assisted breeding in crop improvement
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
Authoring a personal GPT for your research and practice: How we created the Q...
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Cytokines and their role in immune regulation.pptx
This presentation covers the content and information on "Cytokines " and their role in immune regulation .
Deep Software Variability and Frictionless Reproducibility
Deep Software Variability and Frictionless ReproducibilityUniversity of Rennes, INSA Rennes, Inria/IRISA, CNRS
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
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Exposé invité Journées Nationales du GDR GPL 2024
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
20240520 Planning a Circuit Simulator in JavaScript.pptx
Evaporation step counter work. I have done a physical experiment.
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EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
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Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
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massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
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hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skillsRandomised Optimisation Algorithms in DAPHNE
Slides from talk:
Aleš Zamuda: Randomised Optimisation Algorithms in DAPHNE .
Austrian-Slovenian HPC Meeting 2024 – ASHPC24, Seeblickhotel Grundlsee in Austria, 10–13 June 2024
https://ashpc.eu/
在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(salfor毕业证书)索尔福德大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
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The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
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quiz typhoon.docx
- 1. NAME:________________________________________________ SECTION: _____________________ 1. What agency takes charge of giving information about the coming of typhoon? a. DOST b. PAGASA c. PHIVOLCS d. NDRRMC 2. What is necessary to form a typhoon? a. warm air b. moist air c. heated air d. cool air 3. For at least how many hours can we expect a PSWS #3 tropical cyclone before it affects the locality? a. 36 hours b. 24 hours c. 18 hours d. 12 hours 4. When a tropical cyclone passes over a certain place, it is the ______ that has greater wind speed? a. eye b. eyewall c. rainbands d. directions 5. What is the global generic term for an intense circulating weather system over tropical seas and oceans? a. Tropical depression b. Tropical cyclone c. Tropical storm d. Typhoon 6. What do we call the tropical cyclone occurs in the Northwest Pacific Ocean? a. Hurricane b. Tropical storm c. Typhoon d. None of the above 7. Which of the following will we NOT experience during a typhoon? a. Very strong winds b. Heavy rains c. Large ocean waves d. shaking of ground 8. Where do most Philippines typhoons form? a. At the equator b. Sea over the Philippine Deep c. Caroline-Marianas area of the pacific d. Habagat 9. Where do the tropical cyclones form? a. on air b. in the ocean c. on land d. on mountain 10. What sea temperature is needed for tropical cyclones to form? a. 20.5°C b. 26.5°C c. 23.5°C d. 27.5°C11. What is the most intense part of a tropical cyclone? 11. What is the largest part of a tropical cyclone? a. eye b. the tail c. eyewall d. rain bands 12. What is the correct order for development of a typhoon? a. supertyphoon, typhoon, tropical depression, tropical storm b. tropical storm, tropical depression, typhoon, supertyphoon c. tropical depression, tropical storm, typhoon, supertyphoon d. typhoon, tropical depression, tropical storm, supertyphoon 13.. What does PAGASA mean? a. Philippine Atmospheric, Geographical, and Astronomical Services Administration b. Philippine Atmosphere, Geophysical, and Astronomical Services Administration c. Philippine Atmospheric, Geophysical, and Astronomical Services Administration d. Philippine Atmospheric, Gravitational, and Astronomical Services Administration 14. What causes damage in a hurricane/typhoon? a. winds b. storm surge c. flooding d. all of the above Activity 1-B True or False. ______15. The lowest air pressure is at the eyewall of a tropical cyclone. ______16. At the eye of a tropical cyclone, wind speed is higher. ______17. When tropical cyclone reach land, they intensify because warm ocean water keeps them going. ______18. The location of the eye is the location of the tropical cyclone. ______19. Weather forecasting is a prediction on the general weather conditions of the atmosphere in the next 20 hours