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41. A
42. D
43. B
44. D
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GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another ...
GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another, diverging along mid-ocean ridges, converging along subduction zones, and sliding past one another on transform faults. Relative movement of the plates causes most earthquakes and volcanic eruptions and explains the present distribution of continents. A key aspect of plate tectonics involves seafloor spreading, where two plates move apart relative to one another, generating new oceanic crust in the process.Figure 1 shows the age of seafloor as determined by the measuring of the magnetism and assigning ages by comparing the magnetic patterns to the geomagnetic timescale. Agesare also determined by collecting and dating samples of rocks and sediment from the seafloor. The youngest seafloor is colored orange, intermediate ages are yellow and green, and the oldest is blue and purple. No seafloor is older than 200 m.y. old because older seafloor has been subducted into the mantle at some point in the past.Mid-ocean ridges are represented by the dark lines within the most recently formed seafloor (shown in orange). Note how the color patterns representing the age of seafloor are symmetrical with respect to most mid-ocean ridges, such as those in the Atlantic Ocean. The age patterns are locally truncated in the Pacific Ocean where subduction has consumed the eastern part of so e plates. Examine the patterns in each ocean. Analysis and communication 1. Can you tell which ridge segments are spreading more rapidly than others? (Write a complete answer by using subjects, verbs and appropriate explanation)We can determine the rate of seafloor spreading if we know the width of oceanic crust that has been generated in a specific length of time. Width divided by time is the rate of spreading:Spreading Rate = Width of Oceanic Crust / Time During Which That Crust FormedFor example, if a width of a belt of oceanic crust is 80 km, and it took 10 m.y. to form that crust, the equation is:Spreading Rate = 80km wide/10m.y. duration = 80 km/m.y.For seafloor spreading, we generally refer to rates in centimeters per year, so we need to convert our units from kilometers (km) to centimeters (cm) and from million years (m.y) to years (y). To convert km to cm:1 km = 1km · 1,000 m/1km · 100cm/m = 100,000cmso we multiply km by 100,000 (1 x 105) to get centimeters. To convert millions of years into years, we multiply our value for m.y. by a million (1,000,000 or 1 x 106). The spreading rate equation becomes: Spreading Rate (cm/yr) = [width (km) · 100,000 cm/km]/[Duration (m.y.) · 1,000,000 (yr/m.y.)]When you cancel out the zeros (100,000 over 1,000,000) there is one zero left over in the denominator, so to get from km/m.y. to cm/yr, we simply have to divide by 10. Thus, the total process is:1 - measure the width in kilometers;2 - note how long it took that oceanic crust to be formed (the duration);3 - divide the width by the duration;4 - divide by 10 to get cm/yr.For our example the result is 8 cm/yr, a typical rate.Spreading Rate = 80km wide/10m.y. duration = (80 km/m.y.)/10 = 8.0 cm/yrRepresentation and manipulationOn the map in Figure 1 there are thick lines across mid-ocean ridges in the Atlantic Ocean (A-D) and Pacific Ocean (E and F).Table 1 lists widths represented by each line and the duration over which the oceanic crust within that width was formed. Calculate the spreading rate in cm/yr for each line, show your calculations and write your answers in the table.Table 1. Spreading rates of the oceanic floorLine Width(km) Duration(m.y) Spreading Rate (cm/yr)A 1050 55 B 5850 180 C 4530 120 D 6130 135 E 3350 20 F 5420 100 2. My calculations:Analysis, assumptions and communication3. Which part of the Atlantic Ocean opened first and is that segment’s spreading rate faster slower or the same as those for the other three lines across the Atlantic? When writing your answer use appropriate grammar and use the data in the table to support your statements. 4. How do the two spreading rates for lines C and D compare? Can you explain the difference in rates and why the age widths (and ocean) widen to the south? When writing your answer use appropriate grammar and use the data in the table to support your statements. 5. How do the spreading rates in the Atlantic Ocean compare with those in the Pacific Ocean? When writing your answer use appropriate grammar and use the data in the table to support your statements. 6. The correctness of this exercise relies on a series of assumptions. Order them by the most (1) to the least (5) important:[_] The endpoint of every line in Figure 1 at some time in the past were in the same location[_] The spreading rate that we compute is an average between burst of higher activity and dormant phases[_] The same geologic processes as today occurred millions of years ago[_] Dating method of the ocean seafloor are reliable [_] The location of plate boundaries is accurate Interpretation, analysis and communication - Look carefully at the location and distribution of colors along the line F- Look carefully at the location and distribution of colors along the line COne line is in the northern part of the Pacific Ocean and the other line is in the Atlantic.7. Use two concept sketches to show the geometry of plate boundaries along line F and line C. Can you identify the spreading centers, the location of a subduction zone and passive margins? Remember to include labels and short sentences explaining the key geologic processes.[Take pictures of your sketches and insert them on this document. Add pages as needed, make sure all the labels and sentences are clearly readable. If you prefer you can draw on a printed version of this file.]Concept sketch 1 – Plate boundaries along line F Concept sketch 2 – Plate boundaries along line C
7 pages
Assignment 2 Immune System
The immune system of a human being has only one function: to maintain the well-being of the body; it achieves the feat by ...
Assignment 2 Immune System
The immune system of a human being has only one function: to maintain the well-being of the body; it achieves the feat by building a capacity to ward ...
Population Ecology Activity
In this unit, you learned that the characteristics of a population at a given time can be represented graphically using bi ...
Population Ecology Activity
In this unit, you learned that the characteristics of a population at a given time can be represented graphically using birth and death rate data, among many other parameters. In Part I of this activity, you will work with a simple data set to create a human survivorship curve and answer questions about the results and the data itself. In Part II, you will work with interactive age structure diagrams in an online simulator to analyze population growth trends for both China and the United States. For an example of an age structure diagram, see the presentations for the Unit II Lesson. This assignment consists of both a Word document and Excel file. Both files must be uploaded to Blackboard for full credit. Click here to access the assignment worksheet. Complete the worksheet, and submit it in Blackboard. Click here to access the assignment Excel template. Complete the table, and submit it in Blackboard.
Food Safety Questions/ Science
There are a total of 20 multiple choice questions and 2 short answer questions (250 words). Please use the powerpoints att ...
Food Safety Questions/ Science
There are a total of 20 multiple choice questions and 2 short answer questions (250 words). Please use the powerpoints attached below to answer the following questions. Questions focus on food safety/organisms.
Excelsior College Parents of Winston and Minerva Thrush Project
In this final activity, you will use everything you have learned in this course to develop a testing plan for a fictional ...
Excelsior College Parents of Winston and Minerva Thrush Project
In this final activity, you will use everything you have learned in this course to develop a testing plan for a fictional client. Identifying the parents of an ancestor is one of the most common tasks completed by a genealogist, whether it is for his or her own family or for a client. Many different tools and record types can assist the genealogist with this search, including DNA test results.Background - Finding the Parents of Winston and Minerva ThrushTara has been researching her family tree for several decades, long before the advent of DNA as a record type. One of her families is the Thrush family of Washington County, New York. Tara is descended from Winston Thrush, born in Whitehall, Washington County in 1848. Winston had a sibling Minerva, born in Whitehall in 1850. Unfortunately, by the 1850 census, the very young Winston and Minerva had been taken in by the White family. According to family legend passed down from Winston, the parents both died from a sickness in the winter, and the children were split into two groups, one of which was Winston and Minerva.A search of census and other records fails to identify any Thrush children in New York or anywhere else living with a family other than a Thrush family, or a Thrush couple that died approximately 1850. In 1860, however, a Daniel and Susan Thrush are living in the neighboring village of Fair Haven, Washington County, with children Benjamin (b. 1846), Ephraim (b. 1852), and Amelia (b. 1854). Tara has hypothesized that Daniel and Susan were the parents of Winston and Minerva, but something happened that caused them to give the two siblings to the White family.Using the available information, Tara has recreated one family tree containing descendants of Minerva Thrush and her brother Winston Thrush [FIG. 1], and a second family tree containing the descendants of Benjamin Thrush and Amelia Thrush [FIG. 2]. To date, Tara has not found Ephraim Thrush as an adult in any record.[FIG. 1]
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GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another ...
GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another, diverging along mid-ocean ridges, converging along subduction zones, and sliding past one another on transform faults. Relative movement of the plates causes most earthquakes and volcanic eruptions and explains the present distribution of continents. A key aspect of plate tectonics involves seafloor spreading, where two plates move apart relative to one another, generating new oceanic crust in the process.Figure 1 shows the age of seafloor as determined by the measuring of the magnetism and assigning ages by comparing the magnetic patterns to the geomagnetic timescale. Agesare also determined by collecting and dating samples of rocks and sediment from the seafloor. The youngest seafloor is colored orange, intermediate ages are yellow and green, and the oldest is blue and purple. No seafloor is older than 200 m.y. old because older seafloor has been subducted into the mantle at some point in the past.Mid-ocean ridges are represented by the dark lines within the most recently formed seafloor (shown in orange). Note how the color patterns representing the age of seafloor are symmetrical with respect to most mid-ocean ridges, such as those in the Atlantic Ocean. The age patterns are locally truncated in the Pacific Ocean where subduction has consumed the eastern part of so e plates. Examine the patterns in each ocean. Analysis and communication 1. Can you tell which ridge segments are spreading more rapidly than others? (Write a complete answer by using subjects, verbs and appropriate explanation)We can determine the rate of seafloor spreading if we know the width of oceanic crust that has been generated in a specific length of time. Width divided by time is the rate of spreading:Spreading Rate = Width of Oceanic Crust / Time During Which That Crust FormedFor example, if a width of a belt of oceanic crust is 80 km, and it took 10 m.y. to form that crust, the equation is:Spreading Rate = 80km wide/10m.y. duration = 80 km/m.y.For seafloor spreading, we generally refer to rates in centimeters per year, so we need to convert our units from kilometers (km) to centimeters (cm) and from million years (m.y) to years (y). To convert km to cm:1 km = 1km · 1,000 m/1km · 100cm/m = 100,000cmso we multiply km by 100,000 (1 x 105) to get centimeters. To convert millions of years into years, we multiply our value for m.y. by a million (1,000,000 or 1 x 106). The spreading rate equation becomes: Spreading Rate (cm/yr) = [width (km) · 100,000 cm/km]/[Duration (m.y.) · 1,000,000 (yr/m.y.)]When you cancel out the zeros (100,000 over 1,000,000) there is one zero left over in the denominator, so to get from km/m.y. to cm/yr, we simply have to divide by 10. Thus, the total process is:1 - measure the width in kilometers;2 - note how long it took that oceanic crust to be formed (the duration);3 - divide the width by the duration;4 - divide by 10 to get cm/yr.For our example the result is 8 cm/yr, a typical rate.Spreading Rate = 80km wide/10m.y. duration = (80 km/m.y.)/10 = 8.0 cm/yrRepresentation and manipulationOn the map in Figure 1 there are thick lines across mid-ocean ridges in the Atlantic Ocean (A-D) and Pacific Ocean (E and F).Table 1 lists widths represented by each line and the duration over which the oceanic crust within that width was formed. Calculate the spreading rate in cm/yr for each line, show your calculations and write your answers in the table.Table 1. Spreading rates of the oceanic floorLine Width(km) Duration(m.y) Spreading Rate (cm/yr)A 1050 55 B 5850 180 C 4530 120 D 6130 135 E 3350 20 F 5420 100 2. My calculations:Analysis, assumptions and communication3. Which part of the Atlantic Ocean opened first and is that segment’s spreading rate faster slower or the same as those for the other three lines across the Atlantic? When writing your answer use appropriate grammar and use the data in the table to support your statements. 4. How do the two spreading rates for lines C and D compare? Can you explain the difference in rates and why the age widths (and ocean) widen to the south? When writing your answer use appropriate grammar and use the data in the table to support your statements. 5. How do the spreading rates in the Atlantic Ocean compare with those in the Pacific Ocean? When writing your answer use appropriate grammar and use the data in the table to support your statements. 6. The correctness of this exercise relies on a series of assumptions. Order them by the most (1) to the least (5) important:[_] The endpoint of every line in Figure 1 at some time in the past were in the same location[_] The spreading rate that we compute is an average between burst of higher activity and dormant phases[_] The same geologic processes as today occurred millions of years ago[_] Dating method of the ocean seafloor are reliable [_] The location of plate boundaries is accurate Interpretation, analysis and communication - Look carefully at the location and distribution of colors along the line F- Look carefully at the location and distribution of colors along the line COne line is in the northern part of the Pacific Ocean and the other line is in the Atlantic.7. Use two concept sketches to show the geometry of plate boundaries along line F and line C. Can you identify the spreading centers, the location of a subduction zone and passive margins? Remember to include labels and short sentences explaining the key geologic processes.[Take pictures of your sketches and insert them on this document. Add pages as needed, make sure all the labels and sentences are clearly readable. If you prefer you can draw on a printed version of this file.]Concept sketch 1 – Plate boundaries along line F Concept sketch 2 – Plate boundaries along line C
7 pages
Assignment 2 Immune System
The immune system of a human being has only one function: to maintain the well-being of the body; it achieves the feat by ...
Assignment 2 Immune System
The immune system of a human being has only one function: to maintain the well-being of the body; it achieves the feat by building a capacity to ward ...
Population Ecology Activity
In this unit, you learned that the characteristics of a population at a given time can be represented graphically using bi ...
Population Ecology Activity
In this unit, you learned that the characteristics of a population at a given time can be represented graphically using birth and death rate data, among many other parameters. In Part I of this activity, you will work with a simple data set to create a human survivorship curve and answer questions about the results and the data itself. In Part II, you will work with interactive age structure diagrams in an online simulator to analyze population growth trends for both China and the United States. For an example of an age structure diagram, see the presentations for the Unit II Lesson. This assignment consists of both a Word document and Excel file. Both files must be uploaded to Blackboard for full credit. Click here to access the assignment worksheet. Complete the worksheet, and submit it in Blackboard. Click here to access the assignment Excel template. Complete the table, and submit it in Blackboard.
Food Safety Questions/ Science
There are a total of 20 multiple choice questions and 2 short answer questions (250 words). Please use the powerpoints att ...
Food Safety Questions/ Science
There are a total of 20 multiple choice questions and 2 short answer questions (250 words). Please use the powerpoints attached below to answer the following questions. Questions focus on food safety/organisms.
Excelsior College Parents of Winston and Minerva Thrush Project
In this final activity, you will use everything you have learned in this course to develop a testing plan for a fictional ...
Excelsior College Parents of Winston and Minerva Thrush Project
In this final activity, you will use everything you have learned in this course to develop a testing plan for a fictional client. Identifying the parents of an ancestor is one of the most common tasks completed by a genealogist, whether it is for his or her own family or for a client. Many different tools and record types can assist the genealogist with this search, including DNA test results.Background - Finding the Parents of Winston and Minerva ThrushTara has been researching her family tree for several decades, long before the advent of DNA as a record type. One of her families is the Thrush family of Washington County, New York. Tara is descended from Winston Thrush, born in Whitehall, Washington County in 1848. Winston had a sibling Minerva, born in Whitehall in 1850. Unfortunately, by the 1850 census, the very young Winston and Minerva had been taken in by the White family. According to family legend passed down from Winston, the parents both died from a sickness in the winter, and the children were split into two groups, one of which was Winston and Minerva.A search of census and other records fails to identify any Thrush children in New York or anywhere else living with a family other than a Thrush family, or a Thrush couple that died approximately 1850. In 1860, however, a Daniel and Susan Thrush are living in the neighboring village of Fair Haven, Washington County, with children Benjamin (b. 1846), Ephraim (b. 1852), and Amelia (b. 1854). Tara has hypothesized that Daniel and Susan were the parents of Winston and Minerva, but something happened that caused them to give the two siblings to the White family.Using the available information, Tara has recreated one family tree containing descendants of Minerva Thrush and her brother Winston Thrush [FIG. 1], and a second family tree containing the descendants of Benjamin Thrush and Amelia Thrush [FIG. 2]. To date, Tara has not found Ephraim Thrush as an adult in any record.[FIG. 1]
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