Author: testpassport

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 1. A company has deployed a NetApp dual controller FAS3100 series with iSCSI. Currently, there are five
Windows servers and three Novell NetWare servers connected to the IP SAN. The customer wants to
connect an HP-UX server to the IP SAN.
Which cfmode allows all operating systems to co-exist in the IP SAN?
A.single_image
B.standby
C.cfmode not applicable
D.dual_fabric
Answer:C
2. Click the Exhibit button.
A Solaris 10 host with VERITAS Storage Foundation 4.1 is FCP attached to a FAS3140 high availability
storage system running single image cfmode.
Using the diagram shown, which ports will be considered active by VERITAS DMP using the NetApp ASL
to a LUN on controller 1 mapped to host 1?
A.Port 0b on controller 1 only
B.Port 0d on controller 1 only
C.Port 0b and 0d on controller 1 only
D.Ports 0b and 0d on both controller 1 and controller 2
Answer:C

3. For which four operations would you use igroup throttles on a NetApp storage solution? (Choose four.)
A.to assign a specific percentage of the queue resources on each physical port to the igroup
B.to manage pathing to the LUNs
C.to reserve a minimum percentage of queue resources for a specific igroup
D.to limit the number of concurrent I/O requests an initiator can send to the storage system
E.to restrict an igroup to a maximum percentage of use
F.to manage space reclamation
Answer:ACDE

Article Source: http://www.articlesbase.com/tutoring-articles/testpassport-offer-the-latest-ns0501-exam-dumps-1642375.html

About the Author:

testpassport offer the latest and real Q&As;for NS0-501 exam,100% ensure passing NS0-501 exam !

Author: Tutoring Services

The internet and has opened up the teaching profession, with new opportunities for both teachers and learners. Online teaching jobs are now widely available, with qualified teachers and online tutors able to help learners in a variety of ways. Online teaching jobs can be found to suit the service provider’s abilities and preferences, offering a new set of career paths in the field of education.

If seeking online teaching jobs is a new avenue for you, the first question you will ask will probably be ‘Do I have the qualifications?’, or ‘What qualifications do I need to have to be an online tutor? That will depend partly on what and whom you plan to teach.

Do I need formal qualifications?

For some online teaching jobs, some agencies and learners will require degree-level qualifications in a subject area, and some will also require a teaching diploma or similar certification. If you want to become an online tutor for undergraduate students, a Masters degree in your subject is likely to be a minimum requirement. Membership of a professional body may also be helpful in establishing your competence.

Formal qualifications will be a great help to anyone seeking online teaching jobs but there are openings for people who want to become online tutors. As well as teaching subject content, there are openings for online tutors to help school-age learners with homework or with a revision or test prep routine. Though that will typically require some subject competence, the online tutor’s role will be partly supervisory, helping the learner to keep to a schedule and assisting them with independent working (not doing the work for them!). Student teachers may find openings of this kind for online tutors, even though they have not yet completed their studies.

Alternative or equivalent qualifications

In some cases, demonstrable experience can be as good as formal qualifications in a subject or in teaching itself. For example, people who have successfully home-schooled their own children may be well qualified to become online tutors for other people’s children.

Proven expertise in a subject can also be a substitute for a degree or diploma. Online teaching jobs assisting adult learners are plentiful. Many of these learners are not seeking to acquire qualifications, but take courses or seek online tutoring as a matter of self-development. Someone wanting online tutoring in water color painting or photography may get what they need from an established artist or hobbyist, regardless of whether they have the paper certification.

When qualifications are vital

Learners seek online tutoring for a variety of reasons. In some cases, they will be looking for very specific qualifications. One scenario in which parents seek to hire online tutors is when children are struggling in school. Online tutoring of children with learning difficulties will typically require the online tutor to have specialist training, documented experience and perhaps testimonials as well.

Signing up for online teaching and online tutoring jobs

Some agencies advertising online teaching jobs have particular specifications with regards to qualifications, the hours an online tutor will be expected to put in per week, and so on. Others are more flexible, providing a service that helps learners to find an online tutor to suit them, with details of hours, payment negotiable between the parties.

Of course, those seeking online teaching jobs will find more opportunities if they have formal qualifications as well as a track record of experience in their subject or educational field. However, online tutoring is not only for graduates with diplomas in education and would-be online tutors with appropriate skills are likely to find a niche for them.

Article Source: http://www.articlesbase.com/tutoring-articles/online-teaching-jobs-what-qualifications-do-i-need-1727003.html

About the Author:

Tutoring Services LLC. Helps to find a tutor, online tutors, online learning benefits to students of schools, colleges & universities. Offers opportunity of online tutoring jobs for tutors to find resources online & offline.

Author: killtestym

Killtest IBM 000-029 study guide covers all the exam objectives to pass 000-029 exam. It includes practice test, braindumps, free 000-029 demo, you can free download killtest Fundamentals of Applying Tivoli Service Delivery and Process Automation Solutions 2009  000-029 demo now.

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 Golden Bank is a global banking business with offices in every major international city. Golden Bank’s
main US headquarters are located in Atlanta, and it has data centers in New York, Chicago, and Los
Angeles.
Having grown over the years through mergers and acquisitions, and the addition of new service offerings,
Golden Bank has accumulated a great number of diversified IT hardware and software assets. In such a
complex environment, it can be difficult to obtain accurate asset data for analysis and reporting purposes.
Additionally, Golden Bank must integrate multiple service support and service delivery organizations that
have resulted from acquisitions. Each service support organization acts independently, performing
separate problem resolution processes. There is no consolidated configuration or change control between
or among the organizational “silos”. Previous attempts to consolidate have failed because of a lack of
skills and experience to do so.
During interviews Golden Bank executives have expressed the following statements:
Golden Bank will be recognized as the best international consumer bank.
Golden Bank wants to be the “complete solution” for the consumer.
Golden Bank has total commitment to providing their customers increasingly better service.
Golden Bank wants to reduce the cost of doing business.
Golden Bank has to increase its profitability for shareholders.
Golden Bank will convert its service management processes to an ITIL framework.
Golden Bank has asked that you provide them with a recommended solution that addresses the following:
Automate information feeds from and to legacy systems with minimum customization.
Create a comprehensive repository of data about Golden Bank’s IT assets, including inventory items.

Article Source: http://www.articlesbase.com/tutoring-articles/killtest-ibm-latest-000029-free-download-1729816.html

About the Author:

Author: Frank Ho

Why everyone can learn math but not everyone can get A

 

Frank Ho, Amanda Ho

 

Ho Math and Chess Learning Centre

 

Canada, BC certified math teacher

 

Vancouver, BC, Canada

 

www.mathandchess.com

 

If a student studies hard on math, then naturally this student would get an A in math, right? The answer seems to be logic but we know in reality this is not what is happening. If a student works on lots of repetitive problems then naturally this student would get an A in math, right? The answer again seems to be logic but we know it is not true. So why a hard working student sometimes just can not get A in math consistently? Obviously, there are factors more than just working hard for a student to get A? What are some of these factors? I have observed some of my students who could not consistently get A, despite their efforts and my encouragement to them to try harder, why?

Hope this article will help some students to find some underlined reasons and then rectify these problems and improve their math skills and ability.

 

Some reasons on why some students cannot get A are as follows:

 

1. Unable to apply learned knowledge on new problems or even new symbols.

 

 For example, write the following as one exponential number.

2 x 2 x 2 x2 x 2 x 2=?

The student can do it but if the problem is slightly changed to 2 x 2 x 2 x 2 x 2 x 4 x 2 then this student could not do it. This student works reasonably hard and pays attention while In my class, but just could not see 4 is just 2 x 2, she gets confused when the 4 appearing in the question.

 

Students can do (a/b)/(c/d) when it is written in left to right format but the same problem is written in vertical format, many students start to get confused, this is really shall be blamed on many textbooks authors since elementary students are always shown the left to right fraction formats but in reality, the trigonometry identities are more often in vertical format such as cotx/sinx when they go to high schools. This is a problem that some elementary math textbook authors do not know to simply just change some of the fractions formats to vertical formats for elementary students to prepare for their high school math.

 

2. No long-term memory

 

I have taught this student questions like (xy) to the power of 2 times xy type of questions in the summer but she could not do ((2 to the power of 2) x 2 x 2 x 2)/( (3 to the power of 2 x 3 x 3 x 3 x 3) , theoretically, if she could do the variable-based exponentials, then she should have known how to do a bit more complicated number-based exponentials, yet she could not do it. She did not even remember she already did it in the summer – 5 months ago. She does not seem to be able to accumulate previous learned knowledge and use it to solve future problems.

 

3. No multi-task ability when doing math

 

Many students can listen music, play their cell phones, watch TV, talk to friends on the phone, and send text messages while study. The can perform multi-tasking in real life yet when doing math, they can only do it in a sequential way and very mechanical. For example, to solve 3x +2 = 3 + 4x, they can not see that they can actually do it by moving 3x to the right and at the same time, move 3 to the left so the answer is –1 = x but we write it as x = -1. They insist that it shall be done by 3x- 4x + 2 = 3 + 4x – 4x, so they will get –x on the left side to begin with. Why these students are so lack of multi-tasking abilities and insist that each step has to be done in sequential way and one step at a time when doing math?

 

If the student is a hard working person with good learning attitude and has done fair amount of practice problems, then to help this kind of students to perform well in their tests by asking them to do even more practice is not really the solution. I feel the real solution is to get them really understand how to solve and especially how to tackle problems. At the same time, this kind of students shall also work on some word problems, which train them how to think, how to retain previous learned information and use them how to organize their thoughts so they can analyze problems and find some ways to solve problems. The emphasis to them is not to try hard to find a correct answer, but how to find a logic way of trying to solve the problem. We need to train them to be able to “see” how a problem can be solved, not how a problem can be “computed” to get an answer.

Article Source: http://www.articlesbase.com/tutoring-articles/why-everyone-can-learn-math-but-not-everyone-can-get-a-1740908.html

About the Author:

Frank Ho, a Canadian certified math teacher, coined the learning centre term Math and Chess and he also founded the world’s first math and chess learning centre by creating the world’s first math and chess integrated workbooks for elementary students in Vancouver, Canada. He invented Frankho Symbolic Chess Language, intriguing Frankho Chess Maze, and also an unique new chess teaching set. He published math and chess teaching theoretic basis in a Canadian math journal. The USA Illinois research data has shown statistically significant that Ho Math and Chess teaching method increases children’s math marks and also improves children’s critical thinking skills. The Ho Math and Chess Teaching Set can improve children’s memory by playing half-blind chess. More details, please visit www.mathandchess.com.

Author: Josh Pull

Private tuition has entered the national conversation. For long a rather mysterious operation, the media has woken up to its rapid growth – especially after the Sutton Trust showed that 43% of children nationally had received private tuition. This openness in the media is both symptom and cause of a similar openness amongst parents. No longer a whispered secret, recommendations and warnings about certain tutors and agencies are now regularly swapped outside the school gates.

Regrettably, this openness has led to very little debate on the merits and demerits of tuition – or much analysis as to why parents are seeking it in such droves. Some commentators have seen in tuition a desire to recapture the cosy world of governesses and nurseries. Others have reached, inevitably, for the recession as a possible explanation – either that a place in a good school is even more essential in the long march to the furiously-competitive job market, or that tuition is parents’ compensation for choosing state education. Where are the considerations of its impact on learning, or the larger questions posed by its rise?

So: do children (or some children) learn better as a result of a one-on-one tutoring? What sort of learning goes on one-on-one? The answer is that you can regulate the learning in a very specific way: whether you’re looking for focused troubleshooting (fractions, decimals) – or a deeper exploration (“why do we have cases in Latin?”), the form is flexible to the content. The former is the most popular, and areas of misunderstanding (sometimes layered up over years of confusion) can be quickly unblocked with a good tutor. For some subjects and topics in particular, such as Maths and Languages, this creates something of a delicious learning environment. There’s no hiding in tuition, no slouching at the back of the class hoping that you wont be asked a question. Many parents talk about the benefits tuition delivers for self-esteem. It is not difficult to see why, when students are given the opportunity to learn in an environment where questions can be unlimited – and where it is okay to be wrong.

What is lost here? For one, certain subjects are assuredly enriched by class learning. Let us not be dewy-eyed: friends of mine who have taught for 40 years or more have described how rare it is to witness impassioned class debate and the clashing of young minds, even amongst the brightest. What classroom teaching does offer, though, especially in subjects like English, History and R.S are classes that arrive at richer or more correct answers together – building on each other’s mistakes. That’s lost in tuition. The classroom experience also develops other important skills: the ability to concentrate, for instance, WITHOUT someone constantly watching over you, the ability to wait one’s turn.

There are other dangers too. If they’re not careful, tutors can become crutches for their charges/tutees so that students never learn the crucial experience of being baffled, and of working things out on their own. Of greater concern, a tutor who is not in touch with the class teachers can tie confused students up in knots with different methodologies or conflicting comments about the school. It is no wonder that there used to be something of an impasse between schools and tutors, when children would return to school with accusatory comments: “my tutor tells me that you shouldn’t mark work like this!”

The debate about schooling itself would be so enriched by some more examination of these issues. If there is a consensus, say, that basic numeracy is far better taught 1-on-1, let’s be bold and say so. Then the debate can continue: we (as parents, schools, LEAs, governments) can’t afford 1-on-1, it might be argued, in which case school learning should be understood as an economic compromise. Or it might be said that, regardless of the efficacy of 1-on-1, sheer learning is not as much of a priority as concentration, waiting one’s turn, getting on with others – in which case, could we be more creative with school timetables, staffing, bringing in help from outside the school? One last one: what does it say about schooling that some tutors can repeat word-for-word the advice of teachers/parents but that something about the delivery, tone and atmosphere of a tutorial makes it sink in?

Given the Conservatives have put at the centre of their education policy a return to “chalk-and-talk” traditional classroom teaching, these issues make fertile discussion indeed. Tutoring rarely provides all the answers, but the questions it poses feel particularly relevant, if not urgent, at the moment.

Article Source: http://www.articlesbase.com/tutoring-articles/tutoring-a-fresh-debate-1749198.html

About the Author:

Will Orr-Ewing is the founder of Keystone Tutors (Keystone Tutors London Tuition) a London-based tuition agency. He also co-founded dysTalk (dysTalk: dyslexia, dyspraxia and dyscalculia) a website that provides information to parents on learning difficulties and special edcuational needs. You can view his blog here: http://willorrewing.blogspot.com/

Author: Jonathan Ginsburg

Many people don’t consider a research paper assignment tons of fun, but they might be missing the boat! Whether or not most people will actively admit it, learning new things is an enjoyable experience, even if those pieces of knowledge are not contained within our usual areas of interest. This article will explore why, especially today, conducting research can be really fun.

The fun is contained in one word: Internet. The Internet has turned researching anything whatsoever from a dreary card-catalog-oriented venture into an exciting treasure hunt. The Internet has tons of information and fun websites that may contain information you didn’t even know you needed for your research paper.

For example, if I want to write a research paper about Detroit’s community gardens, I need only go to Google and type in that string of keywords. The results are amazing! More than a million websites are available and rich with information related to my topic and fun facts I could never have imagined. Who knows, once I get deeper and deeper into my exploration, I might find that my life will take a different turn. I might find that there are related subjects that draw my curiosity and desire to learn. This could definitely occur and has for many people when they begin a research project.

The Internet is wonderful not only for the ease with which students can research topics, but also because of the sheer volume of resources it contains. And lest anyone feel that the Internet mostly contains junk websites written by people who are more interested in voicing their opinions than conveying factual information, I want to stress that almost every single scholarly article and text that is being written today (and many that have been written in the past) are routinely posted online. Scholarly research may require a subscription service, but the best research paper information available today is found on the Internet.

So, open up a fresh Google page and learn something new!

Article Source: http://www.articlesbase.com/tutoring-articles/why-research-is-a-really-fun-thing-to-do-the-internet-1752091.html

About the Author:

Jon Ginsburg is a partner with PowerPapers.com, an innovative academic writing company that specializes in providing custom-written, original model papers on all topics and in all formats. PowerPapers firmly believes that a quality model paper can be a key learning tool for almost any student. Check them out at http://www.powerpapers.com.

Author: Frank Ho

Why Chess helps Math

 

Frank Ho, Amanda Ho

 

Founder of Ho Math and Chess and Canada certified math teacher

 

Vancouver, BC, Canada

 

www.mathandchess.com

 

 

Many parents, from time to time, come to us asking to give their children more exercises to do in order to help them do better in math. Most of the time, we obliged since this is what parents wanted. They seem to believe the only way to make progress in math is just to do more practices, perhaps loads of them.

 

More practice increases the computation fluency so perhaps it makes senses, but we also see there are situations that the end result is some children absolutely hate repetitions of practice and some of them simply have lost the ability of thinking on their own.

 

If we were asked to use one word to describe math then the word we would use is THINK. Math = THINK. Chess is a “thinking” game, so will playing chess help math in this case? If it does then is there any math example we could give to show why chess helps math?

 

The following example will give a glimpse view on what would happen if a student doing math with a tunnel vision and one focal point of mind, these are odds against playing a good chess game.

 

For example, to solve x of the equation 2/3 – 2[(x-1)/2] = ¼ – (1-x)/2

 

You cannot solve the above problem without looking at the entire expression and then analyze it a bit. This is very similar to playing chess; a good chess player never just looks one side of board and then starts to play. One must look at the entire board and analyze the position and then come up with a strategy.

 

So what do students “see” when the above equation is given?

They see fractions with different denominators, then what strategy to use?

Both sides must multiply by the LCD 12 to get rid of the denominators.

 

By multiplying 12 on both sides, what step does a student use? Many teachers teach children as if they were robots without allowing them to use them brain to do a bit of abstract or mental calculation. This is a mistake of not allow them to train more in using their brain.

 

12 x (2/3) can be maneuvered by using a triangular calculation that is 12/3 is 4 and then 4 times 2 gives 8 so the answer is immediately 8. This calculation does not require any writing at all, yet many teachers “encourage” student to calculate in pencil and paper to come with answers or even calculator instead of promoting mental calculation.

You can not play chess by physically move each chess piece to do the thinking, every move must be thought in abstract way without actually moving any chess pieces, this kind of training can be used in training children’s mental computation ability that is without actually using pencil and paper.

 

Many students will make a mistake on 12 times 2[(x-1)/2] because they always forget there is a cause and consequence effect, 12 must be negative and not positive. The ability without seeing through is a clear sign that students are not able to do multi-tasking and can only do math with a one focal point of view. One cannot play chess like this, one move has a ripple effect and a good player must be able to see what consequences are by making one move. This math example clearly demonstrates what multi-effect will happen by a simple multiplication of 12.

 

Students will continue to make mistakes and lose points when taking math exams if these students do not develop the ability of global view when analyzing a problem. They must also have the ability to scan the entire equation to come up with a strategy just like playing chess to scan the entire chessboard. They must have the ability of being able to “look ahead” that is by using one operator then what will happen to other terms in the equation? This is very similar to the ability of playing chess that is to be able to “look ahead”.

 

So by playing chess, will it help math? We think it will, but this is a conditional statement. If the student does not “think” when playing chess then the benefit of playing chess will not transfer to do math. It is very important how chess is trained to a child so that they are learning the abilities of being able to “look ahead”, “scan” the problem, “analyzing” problem with a “global view”, in addition to “local” view.

Article Source: http://www.articlesbase.com/tutoring-articles/why-chess-helps-math-1762176.html

About the Author:

Frank Ho, a Canadian certified math teacher, coined the learning centre term Math and Chess and he also founded the world’s first math and chess learning centre by creating the world’s first math and chess integrated workbooks for elementary students in Vancouver, Canada. He invented Frankho Symbolic Chess Language, intriguing Frankho Chess Maze, and also an unique new chess teaching set. He published math and chess teaching theoretic basis in a Canadian math journal. The USA Illinois research data has shown statistically significant that Ho Math and Chess teaching method increases children’s math marks and also improves children’s critical thinking skills. The Ho Math and Chess Teaching Set can improve children’s memory by playing half-blind chess. More details, please visit www.mathandchess.com.

Author: Editor123

WHMIS or Workplace Hazardous Material Information System label is a requirement under the Canadian law. In Canada WHMIS label is basically one of the ways health hazard information is made available to anyone using the material. These labels tell also what precautions should be taken when the product is used. Suppliers of a WHMIS-controlled product are responsible to have a WHMIS label authored or have a regulatory company do it for them. However, there are two different types that are used most often: the supplier label and the workplace label.

The content of the suppler and the workplace labels is slightly different depending on who is required to put the label on the product. If a supplier label is not attached to a controlled product the employee is not to use the material until the supplier delivers an MSDS and a supplier label, which means under the Canadian law the WHMIS label is to appear on all controlled products received at workplaces. The supplier WHMIS label must have following information and format:

1.product identifier (name of product)

2.supplier identifier (name of company that sold it)

3.a statement that an MSDS is available

4.hazard symbols [the pictures of the classification(s)]

5.risk phrases (words that describe the main hazards of the product)

6.precautionary measures (how to work with the product safely), and

7.first aid measures (what to do in an emergency)

8.have all text in English and French

9.have the WHMIS hatched border.

Supplier labels for materials from a laboratory supply house that are intended for use in a laboratory in amount less than 10 kg and any controlled product sold in a container with less than 100 ml may contain less information than listed above. In that case, if the product is always used in the container with the supplier label, no other label is required. However, sometimes the lab tech would want to put some of the material into another container for use in the workplace. This new container does require a workplace WHMIS label, which must appear on all controlled products produced in a workplace or transferred to other containers by the employer. In this case the  WHMIS label may appear in placard form on controlled products received in bulk from a supplier which must have the following information:

product identifier (product name)

1.information for the safe handling of the product

2.statement that the MSDS is available

3.may contain the WHMIS hazard symbols or other pictograms

Although, these are the minimum requirements for workplace labels the employer may wish to put more information on the labels which again are not required under the Canadian law.

Article Source: http://www.articlesbase.com/science-articles/what-are-the-whmis-label-requirements-1726202.html

About the Author:

For further information on WHMIS and WHMIS label please visit http://www.nexreg.com/

Author: Sanoj Jose

A solar eclipse occurs when the moon passes between the Sun and the Earth so that the Sun is fully or partially covered. This can only happen during a new moon, when the Sun and Moon are in conjunction as seen from the Earth. At least two and up to five solar eclipses can occur each year on Earth, with between zero and two of them being total eclipses.Total solar eclipses are nevertheless rare at any location because during each eclipse totality exists only along a narrow corridor in the relatively tiny area of the Moon’s umbra.

A total solar eclipse is a spectacular natural phenomenon and many people travel to remote locations to observe one. The solar eclipse of August 11, 1999 in Europe helped to increase public awareness of the phenomenon, as illustrated by the number of journeys made specifically to witness the total solar eclipse of October 3, 2005 and the total solar eclipse of March 29, 2006. The recent solar eclipse of January 26, 2009, was an annular eclipse (see below), while the solar eclipse of July 22, 2009 was a total solar eclipse.

The latest annular event is the Solar eclipse of January 15, 2010 and the next total event is the solar eclipse of July 11, 2010.

In ancient times, and in some cultures today, solar eclipses have been attributed to supernatural causes. Total solar eclipses can be frightening for people who are unaware of their astronomical explanation, as the Sun seems to disappear in the middle of the day and the sky darkens in a matter of minutes.

Harmful Effects of Solar Eclipse:

•It can make you blind because It is generally said that pregnant women should relax in Read more on this article at  http://sanojjose79.blogspot.com/2010/01/complete-solar-eclipse.html

Article Source: http://www.articlesbase.com/science-articles/complete-solar-eclipse-1727111.html

About the Author:

Author: Simon Harding

Passive and active plate margins

Plate margins can be classified as either passive or active. Active plate margins can be further divided into constructive or destructive. Let us focus on the passive plate margins first. Perhaps a better term for this is conservative plate margins where the plates simply slide alongside each other.  There is no destruction of the ocean floor involved here.

The San Andreas Fault provides us with a good example of this kind of margin. The term “passive” may be a slight misnomer in that there is earthquake activity and the formation of transform faults and fracture zones. However, as stated there is no destruction or formation of ocean floor involved here. The active plate margins can be divided into a) constructive plate margins and b) destructive plate margins. a) This is where there is a separation of the plates. Magma rises and can create features such as the Mid Atlantic Ridge. b) Destructive plate margins are areas where subduction is occurring. The heavier oceanic plate slides under the lighter continental plates and the ocean floor is being consumed essentially in the Earth’s mantle.  For example the Pacific Ocean is surrounded by the “Ring of Fire” subduction zone.

Ocean lithosphere, its formation and eventual destruction.

The Ocean lithosphere is approximately 100km thick (  therefore significantly thinner than the continental lithosphere) and this refers to the crust and the upper part of the mantle. The lithosphere is composed mainly of peridotite. The upper part of the lithosphere is the crust which is made up mainly of lighter granitic rock. The oceanic crust is thinner and denser than the continental crust and made up mainly of basaltic rock. The entire lithosphere (oceanic and continental) sits on top of the viscous lower layer called the asthenosphere which forms part of the upper mantle. The lithosphere is composed of 7 major plates and 6 minor ones. New oceanic lithosphere , or at least the oceanic crust,  is formed at constructive plate boundaries. At sea floor spreading ridges the asthenosphere wells up and cools and forms the oceanic floor on either side of the boundary.

The Mid Atlantic Ridge is a classical example of this. Destruction of the oceanic lithosphere occurs in the subduction zones. The subducted plate descends into the hot mantle and is destroyed as it melts. The coast of Japan offers an example of this.

Why is there no ocean floor older than 160Ma. How is it possible to date ocean crust?

There is no ocean floor older than 160Ma for several main reasons: a) The process of subduction destroys the ocean floor. This has already been discussed. As new ocean floor is formed it pushes the floor on either side away and this may eventually enter a subduction zone and be destroyed. b) A related process is the fact that all oceans seem to go through a life cycle of approximately 200 million years . The life cycle starts with embryonic ocean formation such as we see in Africa’s Rift Valley, advances through young, mature and declining phases ( the Pacific destructive plate margins illustrate this phase for example) and finally enters the terminal phase, such as we see in the Mediterranean Sea.

A relict scar could also be considered part of this life story of ocean birth and death. Since the whole process takes approximately 200 million years it may explain why there is no ocean floor older than 160Ma as in the embryonic phase and relict phase we are not really dealing with oceans in fact. It is possible to date the ocean crust as the plates move apart and spread over the abyssal plain as  they take on the polarity of the Earth’s magnetic field. This work was described by Matthews and Vine. Also generally speaking the older the ocean crust the further away from the spreading ridges it will be. The denser material also sinks further away from the surface of the sea . Given the age/depth relation the age of the ocean crust can also be estimated.

The main features of an ocean basin

The main features of ocean basins are: 1)  A Mid Ocean Ridge 2) The abyssal plain on either side of this ridge 3) Constructive plate margins 4) Destructive plate margins with a deep ocean trench, 5) Pelagic sediments 6) Sea Mounts and submarine volcanoes. 7) Oceanic Islands e.g. Mona Loa Guyots Not all of the above necessarily occur in one ocean basin.

Dr Simon Harding

www.chronosconsulting.com

www.biblon.com

Article Source: http://www.articlesbase.com/science-articles/ocean-formation-an-introduction-1727346.html

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