Regents exam on this topic is deeply flawed and needs to be corrected. The correct term is "Richter Local Magnitude", there is no such thing as "Richter Scale". To calculate it, data from Wood-Anderson torsion seismometers (placed at a specific distance, 100 km, from the fault associated with the event) is required. In the absence of a science based method of measurement, the Richter Local Magnitude was proposed and experienced quick adoption by the seismology field globally. The Wood-Anderson instrument was state of the art for the era (early beginnings of vacuum tube electronics) but it was spectrally "deft" to an important range of damaging ground motion frequencies and significantly limited in the dynamic range of ground motion intensities it could report. The later transition from purely mechanical instruments to electronic based instruments greatly expanded the frequency and dynamic range that seismometers could report. The new technology drove a rapid series of instrumentation advances. With significant advances in the fidelity for event data the field of seismology quickly encouraged the development of a new method of reporting the energy of the event. In response the Moment Magnitude methodology was proposed by Hanks and Kanamori and has been adopted to be the most globally measurement used by national seismology agencies of the reported energy released by an earthquake. A more appropriate topic for teaching would be to explain Moment Magnitude scale and how it was carefully developed by the seismology community to preserve the logarithmic scale that Charles Richter adopted at the recommendation of Beno Gutenberg. An enhanced version would be to create a teaching narrative that highlights the genius of Beno Gutenberg to apply a logarithmic scale to compress an incompressible range of numeric values to describe the range of measurement from very small events of insignificance to those of catastrophic impacts. STEM is missing an important lesson of how advancements in theory and applied science each contribute to discoveries and how constructive collaboration improves progress. Evolving in the recent 20th century the story of Richters impact covers many teachable moments across a wide spectrum of scientific fields.
Good job🎉
Where did you get the value of the s-wave height?
Was the s-wave height given or constant?
it was given
This was posted one day before my now ex-girlfriend packed her shit and left me all in a single afternoon.
you could say you were shocked by this event, similarly to an earthquake 🤣🤣
@alexavram886 Bro got me 😭😭😭😭💀💀💀💀💀💀💀
Regents exam on this topic is deeply flawed and needs to be corrected.
The correct term is "Richter Local Magnitude", there is no such thing as "Richter Scale". To calculate it, data from Wood-Anderson torsion seismometers (placed at a specific distance, 100 km, from the fault associated with the event) is required.
In the absence of a science based method of measurement, the Richter Local Magnitude was proposed and experienced quick adoption by the seismology field globally. The Wood-Anderson instrument was state of the art for the era (early beginnings of vacuum tube electronics) but it was spectrally "deft" to an important range of damaging ground motion frequencies and significantly limited in the dynamic range of ground motion intensities it could report.
The later transition from purely mechanical instruments to electronic based instruments greatly expanded the frequency and dynamic range that seismometers could report. The new technology drove a rapid series of instrumentation advances. With significant advances in the fidelity for event data the field of seismology quickly encouraged the development of a new method of reporting the energy of the event. In response the Moment Magnitude methodology was proposed by Hanks and Kanamori and has been adopted to be the most globally measurement used by national seismology agencies of the reported energy released by an earthquake.
A more appropriate topic for teaching would be to explain Moment Magnitude scale and how it was carefully developed by the seismology community to preserve the logarithmic scale that Charles Richter adopted at the recommendation of Beno Gutenberg. An enhanced version would be to create a teaching narrative that highlights the genius of Beno Gutenberg to apply a logarithmic scale to compress an incompressible range of numeric values to describe the range of measurement from very small events of insignificance to those of catastrophic impacts.
STEM is missing an important lesson of how advancements in theory and applied science each contribute to discoveries and how constructive collaboration improves progress. Evolving in the recent 20th century the story of Richters impact covers many teachable moments across a wide spectrum of scientific fields.