Future Directions A. Methods: List ways that society can promote methods of conservation or preservation pertaining to the ecosystem(s) and resources associated with your topic. B. Education: How can education improve awareness and attention to your topic and associated ecosystem(s) and resources? Why is it important to educate the public regarding conservation and preservation? C. Solutions: Identify potential solutions for your topic. In other words, how can your topic be remediated or mitigated? What principles of conservation and preservation can be applied to your topic? D.Ethical Perspectives: Based on your research and the connections you made between your topic and biological concepts and processes, provide an overview of the current ethical perspectives, viewpoints, and legislative actions related to your topic. For example, are there methods in place for regulating or testing your topic? How does the general population or the media view this topic? Are there multiple sides of a debate that have formed around this topic?E. Positive-Negative Balance: Based on your research and the connections you made between your topic and biological concepts and processes, are the negative aspects of your topic balanced by positive outcomes? Why or why not? Support your response with real-world examples.F. Personal Impact: Based on your research and the connections you made between your topic and biological concepts and processes, how can individuals make changes in their own lives to lessen the negative impacts or promote the application of the positive outcomes of this topic? Support your response with real-world examples.

Part 1: Areas on the H-R diagramFor the following, locate the area on the H-R diagram (either top, bottom, left, right, or center) where you would find each type of star. You will be recording your answers on this quiz. If more than one word describes the area, for example the top right corner, select both areas.Bright starsHot starsHot, Bright starsCool, Dim starsSun-like (type G main sequence stars)Part 2: Plotting StarsMark/label each of the following on the H-R diagram and label it as indicated.Please note: You will need colored pencils (blue, red, yellow) in order to receive full credit.You will upload your finished image to this quiz. Please make sue you add steps 9 & 10 (to be completed in Part 3).A line showing the approximate location of the main sequence (no label).A blue main sequence star labeled BA red dwarf main sequence star labeled DA sun-like star labeled SA red giant the same color as D and the same brightness as B labeled GA white dwarf the same color as B and the same brightness as D labeled wdA large circle indicating the area where you find the biggest diameter stars, labeled supergiantsA large circle indicating where you would find white dwarfs, labeled white dwarfsPart 3: Getting Information from the H-R DiagramYou will be recording your answers to these questions on this quiz.Stars B and G have the same brightness. Does this mean they are the same temperature? Yes or NoStars D and G have the same color. Does this mean they are the same temperature? Yes or NoWhat is different about star G that allows it to be the same color as D but as bright as B? Explain.How can wd be as hot as B, but so dim? Explain.What will happen to wd as it continues to cool off? Why?Now, please add the following to your diagram from Part 2: 9. Draw an arrow on the H-R diagram to show this change (of wd as it continues to cool).10. Place four dashed lines (- - - - - - - -) on the chart to show lines of equal radius. Explain how you decided what orientation the lines should go.

RequiredIntroduction to the Solar System in Earth science. Open Educational Resource.Inner Planets in Earth science. Open Educational Resource.Outer Planets in Earth science. Open Educational Resource.Other Objects in the Solar System in Earth science. Open Educational Resource.Stars in Earth science. Open Educational Resource.Stellar Life Cycle in Earth science. Open Educational Resource.Electromagnetic Spectrum in Earth science. Open Educational Resource.RecommendedBatygin, K., & Brown, M. E. (2016). Evidence for a distant giant planet in the solar system. The Astronomical Journal, 151(2), 22. Retrieved from https://iopscience.iop.org/article/10.3847/0004-6256/151/2/22BBC. (2013). Spectroscope [Video file]. BBC. (2016). The weirdest weather in the universe [Video file]. Black, B. A., Perron, J. T., Hemingway, D., Bailey, E., Nimmo, F., & Zebker, H. (2017). Global drainage patterns and the origins of topographic relief on Earth, Mars, and Titan. Science, 356(6339), 727-731. Retrieved from https://science.sciencemag.org/node/694350.fullCambridge Educational. (2006). The planets [Video file]. ReferencesLutgens, F. K., Tarbuck, E. J., & Tasa, D. (2017). Foundations of earth science (8th ed.) Prentice Hall, Boston. ISBN 978-0-13-418481-4 NASA Exoplanet Science Institute. (n.d.). NASA exoplanet archive. Retrieved from https://exoplanetarchive.ipac.caltech.edu/docs/cou... Newman, P. (n.d.). Albert Einstein. Retrieved from https://starchild.gsfc.nasa.gov/docs/StarChild/who... Water on Mars & Light from the StarsIntroductionWelcome to the final lab activity of GEO 101C! In the first part of this week's lab, we will leave Earth behind and venture to our neighboring planet of Mars. Using Google Mars, we will explore the terrain of the Red Planet, looking at evidence of past water flow across its surface. In the second part of the lab, you will build a spectrometer, a device for observing the spectra of different light sources. Spectrometers enable astronomers to determine the composition of distant stars, as well as how far away they are from us. Before beginning this lab, take a few minutes to review the list of materials required to complete Part 2, on page 6. Your final product for this lab will be a lab report. It is not necessary to submit this worksheet. Your report should cover all of the questions you have answered here (in paragraph essay form, not question and answer format). It should discuss how these two tools – Google Mars and spectrometers – can be used to study distant places (planets and stars). Part 1: Water on MarsBegin by clicking here (Links to an external site.) to open the website containing the location files you will use this week. Under "Other Materials", click on "Placemarks – Mars Fluvial Features" to download the file to your computer. Once it is downloaded, open it, and it should open automatically in Google Earth Pro. Once Mars appears, you'll have a different set of layers from Google Earth to explore. The Global Maps layer can be used to change the surface layer (you may have to expand this folder to see these options): use the radio button to choose the layer and click the blue layer name to bring up a brief description of that dataset. The "Visible Imagery" contains the highest quality images, but the Viking Color Imagery layer is more uniform and may be easier to use in some places. The Daytime Infrared, Nighttime Infrared, and Colorized Terrain are interesting to explore but will not be used here.Locate the volcano Apollinaris Mons (also called Apollinaris Patera). The placemark is located on one side of the caldera: zoom out so you can see the flanks of the volcano as well. Describe the linear features that surround Apollinaris: if these were stream channels, what type of drainage would this be? To answer that question, click here (Links to an external site.) to view a number of different drainage patterns; which one fits the features around Apollinaris the best? Include a simple sketch of the drainage below; take a digital photograph of your sketch to include in your lab report. Consider the material that makes up Apollinaris: what does the presence of these linear channels suggest about the strength (ability to resist erosion) of the underlying material? Suggest an appropriate composition for this material as part of your answer (note the brief description given of Apollinaris in the instructions above.) Locate the feature Warrego Valles. This question is best answered using a "eye alt" of about 200 km/120 miles - set your zoom level so the eye alt value in the lower right corner of the window is about 200 km or 120 miles.In the space below, sketch the general shape of Warrego Valles. Take a digital photograph of your sketch to include in your lab report. What type of drainage does this appear to be - and what implications does this have for how Warrego Valles might have formed? Again, use this resource (Links to an external site.) to help identify the type of drainage pattern present.Locate the crater Orson Welles and examine the valley that starts at the crater's NE rim (Shalbatana Valles). Briefly describe the valley below. Include a simple sketch of the valley; take a digital photograph of your sketch to include in your lab report. Identify any evidence of erosion/deposition in the valley floor and suggest a process by which this valley may have formed.Locate Noctis Labyrinthus (this feature is on the western edge of Vallis Marineris, the "Grand Canyon of Mars"). Assume that water has flowed through this area: what type of drainage pattern is present here? Include a simple sketch of the drainage; take a digital photograph of your sketch to include in your lab report. Again, use this resource (Links to an external site.) to help identify the type of drainage pattern present.What does this type of drainage pattern suggest about the underlying bedrock? Locate the "Feature in Eberswalde", and zoom to an "eye alt" of 11 miles / 18 km with the placemark in the center of the window.Sketch the feature below and suggest how it may have formed (this is very much a mystery, with no right answer). Take a digital photograph of your sketch to include in your lab report. Part 2: Light from the Stars (Building a Spectrometer)The instructions below describe how to build a spectrometer. Here is a link if you wish to view the site where the instructions are from: Lab, Camera, Action: Make your own CD spectrometer (Links to an external site.).Materials needed:A CD or DVD that can be sacrificed to this project. Old software CDROMs work great.A cereal box. Any size that can hold a CD or DVD disk will do.A sharp knife or razor blade to cut into the cereal box.Our spectroscope has three main parts. There is a slit made from a razor blade to make a path for the light, a diffraction grating made from a CD disk, and a viewing port.To construct your spectroscope, you need to put a slice in one side of the box at roughly a 30-degree angle. This will hold the CD. Place the CD in the slot to determine where to place the other two cuts. On the top of the box, cut a hole about half an inch to an inch square above the CD. On the side opposite the CD, make a very narrow slit opposite the CD. Alternatively, you can cut a larger slit, and cover it with 2 pieces of foil to control the size of the slit. Spectroscope complete!Photograph your finished spectrometer and include the photo in your lab report.Once you have assembled your spectroscope with the instructions in the lecture and above, use it to examine the spectra of three different light sources. Make sure that at least one of them is the sun or moon, but the others can be incandescent lights, compact fluorescent bulbs, LED lights, halogen or xenon bulbs, televisions, computer screens, candles, fireplaces, etc. Aim the slit towards the light source you are investigating, then look through the viewing hole to see the spectrum on the disk.Answer the following questions: Identify each light source you viewed and describe the spectra you observed from that source. For each description, include colors, if the colors are blended together or separated, and if the colors are fuzzy or distinct. What feature of the light source do the spectra represent? In other words, what is it that you are actually analyzing?Why do you think spectrometers are so valuable for studying celestial objects?Part 3: The ReportWrite up your lab in a well-crafted report. The report should cover all the questions from Part 1 and Part 2, along with photos of all of your sketches from Part 1 and of your completed spectrometer in Part 2. Also include a discussion of how these two tools for studying distant worlds, Google Mars and a spectrometer, enable us to make new discoveries. Please adhere to APA formatting guidelines according to the CSU-Global Guide to Writing and APA Requirements (Links to an external site.) for all three parts of this lab.