2.4 The atmosphere and polar ice David A. Rothery Teach Yourself Planets, Chapter 6, pp. 66–75, Hodder Education, 2000, 2003. Copyright © David Rothery The Moon's atmosphere is almost as insubstantial as Mercury's, and probably has much the same origin. The Clementine mission returned our first clear views of the lunar poles, showing sites in particular near the south pole that are permanently in shadow, and which could therefore be places where ice might accumulate (Figure 1). Clementine'
2.3 Missions to the Moon David A. Rothery Teach Yourself Planets, Chapter 6, pp. 66–75, Hodder Education, 2000, 2003. Copyright © David Rothery The Moon was the first extraterrestrial target for space missions. Probes have been directed towards it since almost the very dawn of the space age (see below), and it was the main focus of the 1960s–1970s ‘space race’ between the USA and the then Soviet Union. In the end, only NASA attempted to put people on the Moon, and the six suc
2.1 The Moon David A. Rothery Teach Yourself Planets, Chapter 6, pp. 66–75, Hodder Education, 2000, 2003. Copyright © David Rothery
In this chapter you will learn:
about the nearest planetary body to the Earth about the long record of impact cratering on its surface, and about the ancient eruptions that flooded many low-lying areas. 1 Observing the Moon Try to make out features on the surface of the Moon, even if you have no optical aid available. If you have the use of a pair of binoculars you will probably Learning outcomes After studying this unit you will be able to: retrieve, evaluate and interpret data and information about the Moon, so that (for example) using a close-up picture of the Moon's surface you could identify the types of feature visible and recognise the processes responsible for creating them; interpret simple tables; express, manipulate and compare very small numbers. Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: 9 Unit summary You have learned about the following concepts in this unit: Each type of atom contains a characteristic number of protons in a central nucleus and an equal number of electrons in layers surrounding the nucleus. Elements are substances that consist of only one type of atom. Compounds contain two or more elements combined together. There are two kinds of bond between atoms: covalent and ionic. Molecules are the smallest 7 Ions and ionic bonding This section returns to bonding – the way in which atoms are joined to each other. You have already met one type of bonding involving covalent bonds, which is found in molecules. However, this is not the only bonding found in compounds. In this section you will look at ionic bonding and the ionic compounds that contain such bonding. What is the main difference between the covalent compounds you met in Author(s): 6.3 Chemical formulas By using symbols, elements can be represented much more conveniently and much more briefly. This method of using symbols can be extended to compounds. You will now look further into this idea using a very familiar compound: water. Recall which atoms there are in a water molecule. 2.6.1 (a) Using Lego as a model In this kind of building set, there are a limited number of types of block and each block has a particular shape. Just as importantly, each one has a particular way in which it can link to other blocks because of the way the studs are arranged. The blocks can help you see how the atoms link in a molecule of water. Look at Figure 7 where the red brick represents an oxygen atom and the white bricks represent hydrogen atoms. There are only two locations where the hydrogen atoms can join th 5 Questions and answers Define each of the following: grammar, phonology, syntax, semantics, noun, verb, subject, object. Grammar: The set of unconscious rules or pr Learning outcomes By the end of this unit you should be able to: recognise definitions and applications of each of the terms printed in bold in the text; understand and apply basic grammatical terminology; describe briefly the different types of sounds used in speech in both acoustic and articulatory terms; outline the key features of human language as compared to the vocalisations of other species; describe the complex psychologi Introduction This unit is an adapted extract from the course Biological psychology: exploring the brain (SD226) This unit looks at how language is understood, which includes hearing and how sounds and words are interpreted by the brain. It takes an interdisciplinary approach and should be of wide general interest. 9 Sedimentation at the end of the Caledonian Orgeny; Section 10 Legacy The document attached below includes the ninth and tenth sections of Mountain building in Scotland, as well as the index. In these sections, you will find the following subsections: 9.1 Introduction 9.2 The Old Red Sandstone and the Devonian Period 9.3 Distribution and stratigraphy of the Late Silurian to Devonian Basins 9.4 Sedimentation and tectonics in the Midland Valley 8 Multiple plate collisions and the end of the Iapetus Ocean The document attached below includes the eighth section of Mountain building in Scotland. In this section, you will find the following subsections: 8.1 Introduction 8.2 Palaeocontinental reconstructions 8.2.1 The global view 8.2.2 A model for the closure of the Iapetus Ocean 8.2.3 Summary of Section 8.2 8.3 Tectonics of the Northe Learning outcomes When you have studied this unit you should be able to: describe the geological history of the Scottish Highlands; give examples of igneous, metamorphic and structurally complex rocks. Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: 12.7 Summary of Section 12 For precise localisation of a sound source, binaural cues are required. Two types of binaural cue are used to localise non-continuous sounds in the horizontal plane: interaural time differences, which are most efficient for low-frequency sounds (20–1500 Hz) and interaural intensity cues, which are important for high-frequency sounds (1500–20 000 Hz). The frequency responses in the superior olive reflect these differences. The medial superior olive includes neurons that are responsiv 12.6 Distance cues There are two main cues available that allow us to judge the distance to a sound source. The first of these is the sound pressure level. Sound pressure level drops by 6 dB each time the distance that a sound travels doubles. In other words, if the sound pressure level of a sound is 60 dB SPL when its source is 1 m from you, then it will be 54 dB SPL if you move back another metre so that you are now 2 m away from its source. Therefore lower sound pressure levels indicate a greater distance. A 12.4 Interaural intensity differences The brain has another process for localizing high-frequency sounds (above 1500 Hz): interaural intensity differences. Where does processing of interaural intensity differences take place?
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