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GEO 101 CSU Global Plate Tectonics Research Paper
Introduction to Plate Tectonics with Google EarthPlate tectonics is a unifying framework for understanding the dynamic geo ...
GEO 101 CSU Global Plate Tectonics Research Paper
Introduction to Plate Tectonics with Google EarthPlate tectonics is a unifying framework for understanding the dynamic geology of the Earth. The theory posits that the outermost layers of the Earth (the crust and uppermost mantle) make up the brittle lithosphere of the Earth. The lithosphere is broken up into a number of thin plates, which move on top of the asthenosphere (middle mantle). The asthenosphere is solid, but flows plastically over geologic time scales. Plate interiors are relatively stable, and most of the tectonic action (earthquakes, volcanism) takes place where plates meet – where they collide at convergent boundaries, move away from one another at divergent boundaries, or slide past one another at transform boundaries. Reconstructions of the Earth's tectonic plate locations through time are available, for example, at:http://www.scotese.com/newpage13.htm (Links to an external site.)http://www.ucmp.berkeley.edu/geology/tectonics.html (Links to an external site.)But how do we define plates and plate boundaries? On what are plate reconstructions and animations based? How do we know plates are moving, how can we track their positions in the past, and how can we predict their positions in the future? To answer these questions, this assignment guides you through an examination of patterns on Earth – the topography of the earth's surface above sea level, the bathymetry of the ocean floor below sea level, and the distribution of earthquakes and volcanic rock ages. These patterns reveal plate boundaries, just as they did for geologists first developing plate tectonic theory in the 1960s. You'll then use geologic data to determine long-term average plate motions, to predict how our dynamic planet will change in the future.To do this, you'll use the program Google Earth, and Google Earth layers compiled from various sources.A. Getting started with Google Earth On your computer, install the latest version of Google Earth Pro from https://www.google.com/earth/versions/ (Links to an external site.) Once installed, open Google Earth, under the Tools/Options/3D View/ menu on a PC, or under the Preferences/3D View menu on a Mac, choose the "Decimal Degrees" and "Meters Kilometers" options and makes sure the "Use High Quality Terrain" box is checked.Open the View menu. Go ahead and experiment with the options, but in general you should just have the Tool Bar, Side Bar and Status Bar checked. Also, on the View menu, hover over Navigation and you will see several options for the compass arrow and slide bars in the upper right corner of the Google Earth screen. "Automatically" is a good choice as it leaves a ghost of the image visible until you hover over it.Load the DynamicEarth.kmz file from into Google Earth Pro. It is located at https://serc.carleton.edu/sp/library/google_earth/examples/49004.html (Links to an external site.) and is the top file in the "Description and Teaching Materials" list. You should be able to double-click on the filename and it will open. Or, you can download the file onto your computer first, and then open it in Google Earth Pro by using File/Open and navigating to the file.Once the DynamicEarth.kmz is loaded, click and drag to move it from "Temporary Places" to "My Places." Then save "My Places" by clicking File/Save/Save My Places. DynamicEarth.kmz will now be available every time you open Google Earth Pro on your computer. When you exit, Google Earth Pro should save "My Places" for the next time. But you should manually save "My Places" whenever you make significant changes to it, as Google Earth Pro does not autosave during a session.You now have an interactive view of the Earth! Take some time to explore the Earth with Google Earth and figure out how the navigation works using the keyboard, your touch pad, your mouse. For example:Zoom in and out, move N, S, E, W, grab and spin the globe, etc. The resolution will change as you zoom. Clicking on the "N" of the navigation compass reorients the view so north is "up." At top left, "search" (and fly to) any place of interest. Zoom in and click on the "street view" icon (orange stick figure under the compass at top right) to explore an area as if you were on footZoom in to see individual buildings, roads, cars, etc. Go 3D - zoom into a significant topographic feature (e.g. Mount Everest, the Grand Canyon, Niagara Falls). Hold the Shift key down and tilt the terrain using the Up/Down arrows to tilt the terrain, and spin the terrain using the Right/Left buttons. Do the same thing for topographic features on the ocean floor. Note that under Tools/Options/3D View you can increase the vertical exaggeration by up to 3x. This is useful to emphasize subtle features, but is pretty scary when you look at the Grand Canyon that way!On the Google Earth tool bar, click the clock-with-an-arrow icon to explore historical imagery in an area of interest (views through time of your favorite city, for example)By clicking and dragging, you can move things that you have found and want to save, from the "Search" menu into "My Places." You can also re-organize "My Places" by adding and deleting items, changing the order of things, making subfolders, etc. Explore the built-in items under the Layers menu at bottom left, and Dynamic Earth layers in your Places menu.Expand and contract the folders and subfolders, turn various items on and off, etc. For example, with the Dynamic Earth/Volcanoes of the World layer displayed, right-clicking on a volcano (double-clicking with a Mac) brings up an information box about it. B. Topographic Patterns Uncheck all of the layers and focus on topographic features of the Earth.Topography of the earth ABOVE sea levelAre mountains randomly distributed on the continents, or do they tend to occur in particular patterns (clusters, linear chains, arcs, etc.)?Find Mt. Everest, the highest point on earth. Zoom in enough to see the summit, then pan your cursor around to locate the highest point (elevations shows up in the status bar at the bottom, as long as View/Status Bar is selected). The elevation of Mt. Everest is how many meters?Topography of the earth BELOW sea levelWe are all relatively familiar with the topography of the Earth's surface above sea level, but less so with the bathymetry of the Earth below sea level. Before this was known, most people assumed that the seafloor was relatively flat and featureless, and personal experience with lakes and rivers suggested that the deepest part would be in the middle. Actual mapping of the sea floor, however, showed some surprises. Such mapping began in the 1930's but accelerated during World War II with the advent of submarine warfare. Princeton Geosciences Professor Harry Hess played a pivotal role; as captain of the USS Cape Johnson he used the ship's echo-sounder to "ping" the seafloor and measure depth as the ship traversed the Pacific Ocean between battles. After the war, this data led him to propose seafloor spreading, a process crucial to the development of the theory of plate tectonics.Modern methods to measure bathymetry include multi-beam echo sounders that map a wide swath of seafloor, and satellite measurement of variations in sea level due to variations in gravitational pull over bathymetric features – sea level is slightly lower over low spots on the sea floor and slightly higher over high spots.On Google Earth, the bathymetry is shown in shades of blue: the darker the blue, the greater the depth. You can get Google Earth Pro to draw topographic profiles by a) using the "Add Path" tool to draw a path across a region of interest; b) saving that path to My Places and c) right-clicking on the path in My Places and choosing "Show Elevation Profile." In order to see a bathymetric profile of the sea floor, (as opposed to a topographic profile on land), there is one more important step to take. In the information box for the path you create, click on "Altitude", and then choose "clamped to the sea floor" instead of "clamped to the ground". Otherwise your profile will simply show you a flat line for the sea surface.Examine the Atlantic Ocean between North/South America and Eurasia/Africa. Note that the deepest part is not the middle; instead, an underwater mountain range runs down the middle of the ocean.Features like this are called mid-ocean ridges or spreading ridges (more on the "spreading" later in this lab). Zoom in enough to see that although the ridge is a topographic high, it also has a valley (the "rift valley") running along the middle of it. In the space below, complete the topographic profile of the Atlantic Ocean floor between South America and Africa. Take a digital photograph of your sketch to including in your lab report.Scan around to see the ocean ridges in the Indian, Pacific and Southern Oceans. If the earth's lowest spots aren't in the middle of the ocean, where are they? Focus on the west coast of South America, and in the space below complete the topographic profile of the Pacific Ocean floor from South America westward about 600 miles (1000 km). Take a digital photograph of your sketch to including in your lab report.The deep linear features, the lowest points on Earth, are called ocean trenches.Using Google Earth, "fly to" Challenger Deep, the deepest place on Earth (once Google Earth gets you there, you may have to zoom out to see where you are). Where is it?Challenger Deep reaches 11 km (11,000 meters, equivalent to 36,000 ft) below sea level. Which is greater, the elevation of Mt Everest above sea level (see Question 3), or the depth of Challenger Deep below sea level, and by how much?In the space below, give the locations of three other ocean trenches on Earth.C. Seismic PatternsAn earthquake is a vibration of Earth caused by the sudden release of energy, usually as an abrupt breaking of rock along planar fractures called faults.Earthquakes originate at a point called the focus (or hypocenter) which is not at the surface of the earth, but instead at some depth within the earth. The epicenter of an earthquake is the point directly above the focus on either the land surface or seafloor; the depth of an earthquake has nothing to do with water depth, but instead is the depth in the solid earth from epicenter to focus.Only rocks that are cold and brittle (the earth's lithosphere) can be broken in earthquakes. Rocks that are hot and ductile will stretch and deform slowly over time without breaking (the earth's asthenosphere) – and thus do not produce earthquakes. So observing where earthquakes occur, both horizontally and with depth, tells us something about where stress is concentrated, and also about the material properties of the earth. (Source: https://www.windows2universe.org/earth/geology/quake_1.html (Links to an external site.))Expand the Dynamic Earth>Seismicity item and click "on" the "Twenty years of large earthquakes" layer to show the epicenters of large earthquakes (those with magnitudes >= 6.0) during a 20-year period.Describe any patterns you see in the distribution of earthquake epicenters over the Earth's surface - do they form lines, arcs, circles or clusters? Are patterns connected or disconnected?Look closely at and around the Earth's ridges and trenches. The earthquake depth patterns associated with these features are different. Complete the chart below:In the vicinity of ridges.(Scan 1500km or so on either side)In the vicinity of trenches.(Scan ~1500 or so km on either side)Describe the depth or range of depths of earthquakes, and the distribution (symmetric or asymmetric?)Is there any pattern to the depth distribution?Using earthquake depths as evidence, is the Earth's lithosphere thicker in the vicinity of ridges or in the vicinity of trenches? Justify your answer.D. Volcano PatternsA volcano is an opening in the Earth's surface through which melted rock (magma), volcanic ash and/or gases escape from the interior of the Earth.Leaving the earthquake layer on, click on the Active Volcanoes layer. Describe the relationship between the locations of most active volcanoes and locations of earthquakes:E. Plate BoundariesThe theory of plate tectonics holds that the Earth's lithosphere is broken into a finite number of jigsaw puzzle-like pieces, or plates, which more relative to one another over a plastically-deforming (but still solid) asthenosphere. The boundaries between plates are marked by active tectonic features such as earthquakes, volcanoes, and mountain ranges and there is (relatively) little tectonic activity in the middle of plates. Unclick all the layers, and then click on the "plate boundary model" layer (click the box to show it and then click the + or arrow to expand the legend). This shows plate boundaries and the names of major plates.Find the boundary between the African and South American platesWhere is this plate boundary, relative to the coastlines of Africa and South America?Now click the other layers on and off so that you can see relationships between plate boundaries and these features. If you did not have the "plate boundary layer" available to you, how could you determine where this plate boundary was? Be sure to consider topography/bathymetry as well as the earthquake and volcano layers. List several ways and be specific.Travel westward across the South American plate to its boundary with the Nazca plateWhere is this plate boundary, relative to South America?If you did not have the "plate boundary layer" available to you, how could you determine where this plate boundary was? List several ways and be specific.F. Plate motionMotion across the mid-Atlantic ridge: the South American plate vs. the African plateTurn on the "Seafloor age" and the "Plate Boundary" Google Earth (GE) layers. The "Seafloor age" layer shows the ages of volcanic rocks that have erupted and cooled to form the ocean floor. Focus on the Atlantic Ocean. Note that the age bands generally run parallel to the spreading ridges. Seafloor age is a critical piece of evidence for plate tectonics; these are used to reconstruct how ocean basins have developed over time and predict how they may evolve in the future.How many million years (abbreviated Ma) does each colored band represent?On average, continental crust is 2 billion years old; the oldest rocks are 3.8 billion years old, and some of the grains in those rocks are even older. What is the age of the oldest seafloor? _______________________________On average, which is oldest – the continents or the ocean basins? _________________Find the South American plate, the African plate, and the Mid-Atlantic Ridge that marks the boundary between them. What happens to the age of the seafloor as distance increases away from the Mid-Atlantic Ridge?Is crust being created or destroyed at this plate boundary (and other spreading ridges)?Is this plate boundary divergent, convergent, or transform? ________________Focus on the northern Atlantic Ocean, near the east coast of the US and the northwest coast of Africa. How long ago did the northern Atlantic Ocean begin to open up or start spreading? Describe your reasoning.Did the northern Atlantic Ocean basin start to open at the same time as the southern Atlantic Ocean basin? How much older or younger is the northern Atlantic basin than the southern Atlantic basin? Describe your reasoning.G. Putting it all together:Prepare a report documenting this lab activity. Your report should discuss how plate tectonic theory relates to earthquakes, volcanoes, and the bathymetry (sea floor topography) of oceans. Along the way, include answers to all of the questions in this lab. Your paper should be accompanied by the two drawings of your ocean floor profile sketches in questions 3 and 4. Your paper should be well organized and written in flowing paragraph form, instead of just a numbered list of questions and answers. Use APA format, according to the CSU-Global Guide to Writing and APA Requirements (Links to an external site.) including a title page, and citing and referencing any sources that you use to support your work, apart from this lab sheet.
MOS5425 Waldorf Application of Toxicology in Environmental Health and Safety PPT
I want 10-12 slides POWERPOINT (not including title and references)Add photos and graphics to the slides!Also provide spea ...
MOS5425 Waldorf Application of Toxicology in Environmental Health and Safety PPT
I want 10-12 slides POWERPOINT (not including title and references)Add photos and graphics to the slides!Also provide speaker notes with references for a total of 3-4 pages double spaced!No plagiarismthe role of an environmental safety expert who is presenting to a group of undergraduate college students about the application of toxicology in the field of environmental health and safety. Your presentation should address the following key points.Explain how dose-response data are utilized for risk assessment.Discuss the relationship between risk assessment and risk management.Identify and explain how at least three fields of toxicology contribute to areas of environmental safety and health.Research and discuss one current event (within the last six to eight months) that exemplified the relationship between toxicology and environmental safety and health.The assignment should be completed as a PowerPoint presentation and should meet the following requirements:The length should be at least 10 slides, not including your title and reference slides.Key points only should be entered on slides. Full paragraphs should not be included on presentation slides.Voiceover or speaker notes should be included for details of the discussion. This should not be an exact replica of the slide information but an expansion of information to fill in the blanks and provide additional details to the audience.Include least three visual aids and/or graphics.A minimum of three credible sources should be used for this assignment, and the references should be properly cited in a reference list at the end of the PowerPoint. The CSU Online Library is a great place to find credible sources. If you need any assistance, we have a full staff of librarians available to help you get started with research. If you need any assistance creating your PowerPoint, click herefor a Writing Center tutorial that covers best practices for creating effective PowerPoint presentations. All references and citations used must be in APA style.
6 pages
Topographic Maps Lab Questions 1 2 3 5 8
1. (10 pts) The following topographic map (Map 3.1) is from a coastal area and features an interesting geological hazard i ...
Topographic Maps Lab Questions 1 2 3 5 8
1. (10 pts) The following topographic map (Map 3.1) is from a coastal area and features an interesting geological hazard in addition to the Ocean. ...
Rasmussen College Electricity Magnetism & Light Discussion
CompetencyConnect the principles of electricity, magnetism, and light to modern applications of physics.InstructionsIn a ...
Rasmussen College Electricity Magnetism & Light Discussion
CompetencyConnect the principles of electricity, magnetism, and light to modern applications of physics.InstructionsIn a two-page paper, identify the physics principles contained within the following scenario. Explain how these principals connect to electricity, magnetism, or light in modern applications in physics. Finally, consider the different concepts in which James Clerk Maxwell did research, and give an example of one of these concepts in use in your life. For instance, Maxwell's research led to the development of radio waves. If you listen to a radio, then you are using Maxwell's research. Provide another example from your own experience, compare, and contrast your scenario to the provided scenario below. ScenarioMandy took a trip to Rome, Italy. Once landed and inside the terminal, she turned her cell phone back on, but it was not charged. She found a charging station with a USB adaptor port. The USB was universal, providing 5 volts in any country you were in, and a small red LED next to her phone's screen told her the phone was successfully charging. This USB port seemed to have very high amperage, meaning it charged her phone quickly. She was aware, though, that almost all of Italy's electricity was generated by burning fossil fuels, and thus she was determined after this to use the portable solar charger she had bought rather than wall electricity.F
F
C
B
A
0
1
2
3
4
Not Submitted
No Pass
Competence
Proficiency
Mastery
Not Submitted
Student listed physics principals, but they are incomplete.
Student listed physics principals, but lacks complete identification or explanation of some basic elements.
Student listed physics principals, including identification of a strong majority of elements, but explanation lacks detail.
Student listed physics principals including identification of a strong majority of elements, and includes excellent descriptive details.
Not Submitted
Student provided personal experience, but it is incomplete.
Student provided personal experience, but it is significantly underdeveloped.
Student provided personal experience, descriptions of scenarios are clear, but they lack analysis.
Student provided personal experience; descriptions of scenarios are clear; analysis of provided in detail.
Lesson 8 - Case study: Atkins or “Fadkins”
Lesson 8Answer each of the following questions below related to the "Atkins or Fadkins" case study:
Part I1. First, f ...
Lesson 8 - Case study: Atkins or “Fadkins”
Lesson 8Answer each of the following questions below related to the "Atkins or Fadkins" case study:
Part I1. First, find out what nutrients Janine and Mitchell are talking about. Describe what the following molecules are and list some specific examples (provide the scientific name) of each.a. Proteinsb. Carbohydratesc. Fats2. Janine made this statement: “…if your brain doesn’t get carbs -well, glucose, anyway-you get really cranky. You have to have enough carbs.” Find out if Janine is right. How does the nervous system use glucose?3. The words “calorie” and “energy” come up a lot in discussions of diet and nutrition. Use a biology textbook to define both of these terms. Then suppose you found a product that was labeled “calorie-free energy drink.” Why would that label be misleading?Part II1. How does the medical community define “obesity” and what factors contribute to obesity?2. What is “set point theory”?3. What body system(s) remove toxins from the body? Where do toxins come from? Do toxins really cause you to gain body fat or prevent you from losing weight?Part III1. What other two (2) hormones could affect Mitchell’s appetite and what are their effects on appetite? Note: this is a relatively new area of research and new information may arise at any time.2. Why could a low-carb diet cause headaches, fatigue, and carbohydrate cravings?
SCI 1015 JWU Wk 14 Autosomal Dominant and Recessive Traits Questions
Using the Punnett Square below, please show a cross between two carriers of Tay-Sach’s disease.undefined ...
SCI 1015 JWU Wk 14 Autosomal Dominant and Recessive Traits Questions
Using the Punnett Square below, please show a cross between two carriers of Tay-Sach’s disease.undefined Most genes are carried on the 22 chromosomes that are not the sex chromosomes X and Y. These are called autosomes, and traits with genes found on these chromosomes are called autosomal traits.Autosomal Dominance – Achondroplasia12. First, determine the possible genotypes of each of the following:Phenotype (Disorder Status) GenotypePerson with Achondroplasia Person without Achondroplasia 1.Using a Punnett Square please show how
it is possible for two people who have achondroplasia to have a child that is
“normal” What are the chances of a couple who both have
achondroplasia to have a “normal” child? To have a child with achondroplasia?First, determine the possible genotypes of each of the following:
Phenotype
(Disorder Status)
Person with Tay-Sach’s
Person without Tay-Sach’s
Carrier of Tay-Sach’s
1.
Using a Punnett Square , please show a
cross between two carriers of Tay-Sach’s diseaseWhat
are the chances of a couple who are both carriers to have a normal child? To
have a carrier? To have a child with Tay-Sach’s?
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GEO 101 CSU Global Plate Tectonics Research Paper
Introduction to Plate Tectonics with Google EarthPlate tectonics is a unifying framework for understanding the dynamic geo ...
GEO 101 CSU Global Plate Tectonics Research Paper
Introduction to Plate Tectonics with Google EarthPlate tectonics is a unifying framework for understanding the dynamic geology of the Earth. The theory posits that the outermost layers of the Earth (the crust and uppermost mantle) make up the brittle lithosphere of the Earth. The lithosphere is broken up into a number of thin plates, which move on top of the asthenosphere (middle mantle). The asthenosphere is solid, but flows plastically over geologic time scales. Plate interiors are relatively stable, and most of the tectonic action (earthquakes, volcanism) takes place where plates meet – where they collide at convergent boundaries, move away from one another at divergent boundaries, or slide past one another at transform boundaries. Reconstructions of the Earth's tectonic plate locations through time are available, for example, at:http://www.scotese.com/newpage13.htm (Links to an external site.)http://www.ucmp.berkeley.edu/geology/tectonics.html (Links to an external site.)But how do we define plates and plate boundaries? On what are plate reconstructions and animations based? How do we know plates are moving, how can we track their positions in the past, and how can we predict their positions in the future? To answer these questions, this assignment guides you through an examination of patterns on Earth – the topography of the earth's surface above sea level, the bathymetry of the ocean floor below sea level, and the distribution of earthquakes and volcanic rock ages. These patterns reveal plate boundaries, just as they did for geologists first developing plate tectonic theory in the 1960s. You'll then use geologic data to determine long-term average plate motions, to predict how our dynamic planet will change in the future.To do this, you'll use the program Google Earth, and Google Earth layers compiled from various sources.A. Getting started with Google Earth On your computer, install the latest version of Google Earth Pro from https://www.google.com/earth/versions/ (Links to an external site.) Once installed, open Google Earth, under the Tools/Options/3D View/ menu on a PC, or under the Preferences/3D View menu on a Mac, choose the "Decimal Degrees" and "Meters Kilometers" options and makes sure the "Use High Quality Terrain" box is checked.Open the View menu. Go ahead and experiment with the options, but in general you should just have the Tool Bar, Side Bar and Status Bar checked. Also, on the View menu, hover over Navigation and you will see several options for the compass arrow and slide bars in the upper right corner of the Google Earth screen. "Automatically" is a good choice as it leaves a ghost of the image visible until you hover over it.Load the DynamicEarth.kmz file from into Google Earth Pro. It is located at https://serc.carleton.edu/sp/library/google_earth/examples/49004.html (Links to an external site.) and is the top file in the "Description and Teaching Materials" list. You should be able to double-click on the filename and it will open. Or, you can download the file onto your computer first, and then open it in Google Earth Pro by using File/Open and navigating to the file.Once the DynamicEarth.kmz is loaded, click and drag to move it from "Temporary Places" to "My Places." Then save "My Places" by clicking File/Save/Save My Places. DynamicEarth.kmz will now be available every time you open Google Earth Pro on your computer. When you exit, Google Earth Pro should save "My Places" for the next time. But you should manually save "My Places" whenever you make significant changes to it, as Google Earth Pro does not autosave during a session.You now have an interactive view of the Earth! Take some time to explore the Earth with Google Earth and figure out how the navigation works using the keyboard, your touch pad, your mouse. For example:Zoom in and out, move N, S, E, W, grab and spin the globe, etc. The resolution will change as you zoom. Clicking on the "N" of the navigation compass reorients the view so north is "up." At top left, "search" (and fly to) any place of interest. Zoom in and click on the "street view" icon (orange stick figure under the compass at top right) to explore an area as if you were on footZoom in to see individual buildings, roads, cars, etc. Go 3D - zoom into a significant topographic feature (e.g. Mount Everest, the Grand Canyon, Niagara Falls). Hold the Shift key down and tilt the terrain using the Up/Down arrows to tilt the terrain, and spin the terrain using the Right/Left buttons. Do the same thing for topographic features on the ocean floor. Note that under Tools/Options/3D View you can increase the vertical exaggeration by up to 3x. This is useful to emphasize subtle features, but is pretty scary when you look at the Grand Canyon that way!On the Google Earth tool bar, click the clock-with-an-arrow icon to explore historical imagery in an area of interest (views through time of your favorite city, for example)By clicking and dragging, you can move things that you have found and want to save, from the "Search" menu into "My Places." You can also re-organize "My Places" by adding and deleting items, changing the order of things, making subfolders, etc. Explore the built-in items under the Layers menu at bottom left, and Dynamic Earth layers in your Places menu.Expand and contract the folders and subfolders, turn various items on and off, etc. For example, with the Dynamic Earth/Volcanoes of the World layer displayed, right-clicking on a volcano (double-clicking with a Mac) brings up an information box about it. B. Topographic Patterns Uncheck all of the layers and focus on topographic features of the Earth.Topography of the earth ABOVE sea levelAre mountains randomly distributed on the continents, or do they tend to occur in particular patterns (clusters, linear chains, arcs, etc.)?Find Mt. Everest, the highest point on earth. Zoom in enough to see the summit, then pan your cursor around to locate the highest point (elevations shows up in the status bar at the bottom, as long as View/Status Bar is selected). The elevation of Mt. Everest is how many meters?Topography of the earth BELOW sea levelWe are all relatively familiar with the topography of the Earth's surface above sea level, but less so with the bathymetry of the Earth below sea level. Before this was known, most people assumed that the seafloor was relatively flat and featureless, and personal experience with lakes and rivers suggested that the deepest part would be in the middle. Actual mapping of the sea floor, however, showed some surprises. Such mapping began in the 1930's but accelerated during World War II with the advent of submarine warfare. Princeton Geosciences Professor Harry Hess played a pivotal role; as captain of the USS Cape Johnson he used the ship's echo-sounder to "ping" the seafloor and measure depth as the ship traversed the Pacific Ocean between battles. After the war, this data led him to propose seafloor spreading, a process crucial to the development of the theory of plate tectonics.Modern methods to measure bathymetry include multi-beam echo sounders that map a wide swath of seafloor, and satellite measurement of variations in sea level due to variations in gravitational pull over bathymetric features – sea level is slightly lower over low spots on the sea floor and slightly higher over high spots.On Google Earth, the bathymetry is shown in shades of blue: the darker the blue, the greater the depth. You can get Google Earth Pro to draw topographic profiles by a) using the "Add Path" tool to draw a path across a region of interest; b) saving that path to My Places and c) right-clicking on the path in My Places and choosing "Show Elevation Profile." In order to see a bathymetric profile of the sea floor, (as opposed to a topographic profile on land), there is one more important step to take. In the information box for the path you create, click on "Altitude", and then choose "clamped to the sea floor" instead of "clamped to the ground". Otherwise your profile will simply show you a flat line for the sea surface.Examine the Atlantic Ocean between North/South America and Eurasia/Africa. Note that the deepest part is not the middle; instead, an underwater mountain range runs down the middle of the ocean.Features like this are called mid-ocean ridges or spreading ridges (more on the "spreading" later in this lab). Zoom in enough to see that although the ridge is a topographic high, it also has a valley (the "rift valley") running along the middle of it. In the space below, complete the topographic profile of the Atlantic Ocean floor between South America and Africa. Take a digital photograph of your sketch to including in your lab report.Scan around to see the ocean ridges in the Indian, Pacific and Southern Oceans. If the earth's lowest spots aren't in the middle of the ocean, where are they? Focus on the west coast of South America, and in the space below complete the topographic profile of the Pacific Ocean floor from South America westward about 600 miles (1000 km). Take a digital photograph of your sketch to including in your lab report.The deep linear features, the lowest points on Earth, are called ocean trenches.Using Google Earth, "fly to" Challenger Deep, the deepest place on Earth (once Google Earth gets you there, you may have to zoom out to see where you are). Where is it?Challenger Deep reaches 11 km (11,000 meters, equivalent to 36,000 ft) below sea level. Which is greater, the elevation of Mt Everest above sea level (see Question 3), or the depth of Challenger Deep below sea level, and by how much?In the space below, give the locations of three other ocean trenches on Earth.C. Seismic PatternsAn earthquake is a vibration of Earth caused by the sudden release of energy, usually as an abrupt breaking of rock along planar fractures called faults.Earthquakes originate at a point called the focus (or hypocenter) which is not at the surface of the earth, but instead at some depth within the earth. The epicenter of an earthquake is the point directly above the focus on either the land surface or seafloor; the depth of an earthquake has nothing to do with water depth, but instead is the depth in the solid earth from epicenter to focus.Only rocks that are cold and brittle (the earth's lithosphere) can be broken in earthquakes. Rocks that are hot and ductile will stretch and deform slowly over time without breaking (the earth's asthenosphere) – and thus do not produce earthquakes. So observing where earthquakes occur, both horizontally and with depth, tells us something about where stress is concentrated, and also about the material properties of the earth. (Source: https://www.windows2universe.org/earth/geology/quake_1.html (Links to an external site.))Expand the Dynamic Earth>Seismicity item and click "on" the "Twenty years of large earthquakes" layer to show the epicenters of large earthquakes (those with magnitudes >= 6.0) during a 20-year period.Describe any patterns you see in the distribution of earthquake epicenters over the Earth's surface - do they form lines, arcs, circles or clusters? Are patterns connected or disconnected?Look closely at and around the Earth's ridges and trenches. The earthquake depth patterns associated with these features are different. Complete the chart below:In the vicinity of ridges.(Scan 1500km or so on either side)In the vicinity of trenches.(Scan ~1500 or so km on either side)Describe the depth or range of depths of earthquakes, and the distribution (symmetric or asymmetric?)Is there any pattern to the depth distribution?Using earthquake depths as evidence, is the Earth's lithosphere thicker in the vicinity of ridges or in the vicinity of trenches? Justify your answer.D. Volcano PatternsA volcano is an opening in the Earth's surface through which melted rock (magma), volcanic ash and/or gases escape from the interior of the Earth.Leaving the earthquake layer on, click on the Active Volcanoes layer. Describe the relationship between the locations of most active volcanoes and locations of earthquakes:E. Plate BoundariesThe theory of plate tectonics holds that the Earth's lithosphere is broken into a finite number of jigsaw puzzle-like pieces, or plates, which more relative to one another over a plastically-deforming (but still solid) asthenosphere. The boundaries between plates are marked by active tectonic features such as earthquakes, volcanoes, and mountain ranges and there is (relatively) little tectonic activity in the middle of plates. Unclick all the layers, and then click on the "plate boundary model" layer (click the box to show it and then click the + or arrow to expand the legend). This shows plate boundaries and the names of major plates.Find the boundary between the African and South American platesWhere is this plate boundary, relative to the coastlines of Africa and South America?Now click the other layers on and off so that you can see relationships between plate boundaries and these features. If you did not have the "plate boundary layer" available to you, how could you determine where this plate boundary was? Be sure to consider topography/bathymetry as well as the earthquake and volcano layers. List several ways and be specific.Travel westward across the South American plate to its boundary with the Nazca plateWhere is this plate boundary, relative to South America?If you did not have the "plate boundary layer" available to you, how could you determine where this plate boundary was? List several ways and be specific.F. Plate motionMotion across the mid-Atlantic ridge: the South American plate vs. the African plateTurn on the "Seafloor age" and the "Plate Boundary" Google Earth (GE) layers. The "Seafloor age" layer shows the ages of volcanic rocks that have erupted and cooled to form the ocean floor. Focus on the Atlantic Ocean. Note that the age bands generally run parallel to the spreading ridges. Seafloor age is a critical piece of evidence for plate tectonics; these are used to reconstruct how ocean basins have developed over time and predict how they may evolve in the future.How many million years (abbreviated Ma) does each colored band represent?On average, continental crust is 2 billion years old; the oldest rocks are 3.8 billion years old, and some of the grains in those rocks are even older. What is the age of the oldest seafloor? _______________________________On average, which is oldest – the continents or the ocean basins? _________________Find the South American plate, the African plate, and the Mid-Atlantic Ridge that marks the boundary between them. What happens to the age of the seafloor as distance increases away from the Mid-Atlantic Ridge?Is crust being created or destroyed at this plate boundary (and other spreading ridges)?Is this plate boundary divergent, convergent, or transform? ________________Focus on the northern Atlantic Ocean, near the east coast of the US and the northwest coast of Africa. How long ago did the northern Atlantic Ocean begin to open up or start spreading? Describe your reasoning.Did the northern Atlantic Ocean basin start to open at the same time as the southern Atlantic Ocean basin? How much older or younger is the northern Atlantic basin than the southern Atlantic basin? Describe your reasoning.G. Putting it all together:Prepare a report documenting this lab activity. Your report should discuss how plate tectonic theory relates to earthquakes, volcanoes, and the bathymetry (sea floor topography) of oceans. Along the way, include answers to all of the questions in this lab. Your paper should be accompanied by the two drawings of your ocean floor profile sketches in questions 3 and 4. Your paper should be well organized and written in flowing paragraph form, instead of just a numbered list of questions and answers. Use APA format, according to the CSU-Global Guide to Writing and APA Requirements (Links to an external site.) including a title page, and citing and referencing any sources that you use to support your work, apart from this lab sheet.
MOS5425 Waldorf Application of Toxicology in Environmental Health and Safety PPT
I want 10-12 slides POWERPOINT (not including title and references)Add photos and graphics to the slides!Also provide spea ...
MOS5425 Waldorf Application of Toxicology in Environmental Health and Safety PPT
I want 10-12 slides POWERPOINT (not including title and references)Add photos and graphics to the slides!Also provide speaker notes with references for a total of 3-4 pages double spaced!No plagiarismthe role of an environmental safety expert who is presenting to a group of undergraduate college students about the application of toxicology in the field of environmental health and safety. Your presentation should address the following key points.Explain how dose-response data are utilized for risk assessment.Discuss the relationship between risk assessment and risk management.Identify and explain how at least three fields of toxicology contribute to areas of environmental safety and health.Research and discuss one current event (within the last six to eight months) that exemplified the relationship between toxicology and environmental safety and health.The assignment should be completed as a PowerPoint presentation and should meet the following requirements:The length should be at least 10 slides, not including your title and reference slides.Key points only should be entered on slides. Full paragraphs should not be included on presentation slides.Voiceover or speaker notes should be included for details of the discussion. This should not be an exact replica of the slide information but an expansion of information to fill in the blanks and provide additional details to the audience.Include least three visual aids and/or graphics.A minimum of three credible sources should be used for this assignment, and the references should be properly cited in a reference list at the end of the PowerPoint. The CSU Online Library is a great place to find credible sources. If you need any assistance, we have a full staff of librarians available to help you get started with research. If you need any assistance creating your PowerPoint, click herefor a Writing Center tutorial that covers best practices for creating effective PowerPoint presentations. All references and citations used must be in APA style.
6 pages
Topographic Maps Lab Questions 1 2 3 5 8
1. (10 pts) The following topographic map (Map 3.1) is from a coastal area and features an interesting geological hazard i ...
Topographic Maps Lab Questions 1 2 3 5 8
1. (10 pts) The following topographic map (Map 3.1) is from a coastal area and features an interesting geological hazard in addition to the Ocean. ...
Rasmussen College Electricity Magnetism & Light Discussion
CompetencyConnect the principles of electricity, magnetism, and light to modern applications of physics.InstructionsIn a ...
Rasmussen College Electricity Magnetism & Light Discussion
CompetencyConnect the principles of electricity, magnetism, and light to modern applications of physics.InstructionsIn a two-page paper, identify the physics principles contained within the following scenario. Explain how these principals connect to electricity, magnetism, or light in modern applications in physics. Finally, consider the different concepts in which James Clerk Maxwell did research, and give an example of one of these concepts in use in your life. For instance, Maxwell's research led to the development of radio waves. If you listen to a radio, then you are using Maxwell's research. Provide another example from your own experience, compare, and contrast your scenario to the provided scenario below. ScenarioMandy took a trip to Rome, Italy. Once landed and inside the terminal, she turned her cell phone back on, but it was not charged. She found a charging station with a USB adaptor port. The USB was universal, providing 5 volts in any country you were in, and a small red LED next to her phone's screen told her the phone was successfully charging. This USB port seemed to have very high amperage, meaning it charged her phone quickly. She was aware, though, that almost all of Italy's electricity was generated by burning fossil fuels, and thus she was determined after this to use the portable solar charger she had bought rather than wall electricity.F
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Student listed physics principals, but they are incomplete.
Student listed physics principals, but lacks complete identification or explanation of some basic elements.
Student listed physics principals, including identification of a strong majority of elements, but explanation lacks detail.
Student listed physics principals including identification of a strong majority of elements, and includes excellent descriptive details.
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Student provided personal experience, but it is incomplete.
Student provided personal experience, but it is significantly underdeveloped.
Student provided personal experience, descriptions of scenarios are clear, but they lack analysis.
Student provided personal experience; descriptions of scenarios are clear; analysis of provided in detail.
Lesson 8 - Case study: Atkins or “Fadkins”
Lesson 8Answer each of the following questions below related to the "Atkins or Fadkins" case study:
Part I1. First, f ...
Lesson 8 - Case study: Atkins or “Fadkins”
Lesson 8Answer each of the following questions below related to the "Atkins or Fadkins" case study:
Part I1. First, find out what nutrients Janine and Mitchell are talking about. Describe what the following molecules are and list some specific examples (provide the scientific name) of each.a. Proteinsb. Carbohydratesc. Fats2. Janine made this statement: “…if your brain doesn’t get carbs -well, glucose, anyway-you get really cranky. You have to have enough carbs.” Find out if Janine is right. How does the nervous system use glucose?3. The words “calorie” and “energy” come up a lot in discussions of diet and nutrition. Use a biology textbook to define both of these terms. Then suppose you found a product that was labeled “calorie-free energy drink.” Why would that label be misleading?Part II1. How does the medical community define “obesity” and what factors contribute to obesity?2. What is “set point theory”?3. What body system(s) remove toxins from the body? Where do toxins come from? Do toxins really cause you to gain body fat or prevent you from losing weight?Part III1. What other two (2) hormones could affect Mitchell’s appetite and what are their effects on appetite? Note: this is a relatively new area of research and new information may arise at any time.2. Why could a low-carb diet cause headaches, fatigue, and carbohydrate cravings?
SCI 1015 JWU Wk 14 Autosomal Dominant and Recessive Traits Questions
Using the Punnett Square below, please show a cross between two carriers of Tay-Sach’s disease.undefined ...
SCI 1015 JWU Wk 14 Autosomal Dominant and Recessive Traits Questions
Using the Punnett Square below, please show a cross between two carriers of Tay-Sach’s disease.undefined Most genes are carried on the 22 chromosomes that are not the sex chromosomes X and Y. These are called autosomes, and traits with genes found on these chromosomes are called autosomal traits.Autosomal Dominance – Achondroplasia12. First, determine the possible genotypes of each of the following:Phenotype (Disorder Status) GenotypePerson with Achondroplasia Person without Achondroplasia 1.Using a Punnett Square please show how
it is possible for two people who have achondroplasia to have a child that is
“normal” What are the chances of a couple who both have
achondroplasia to have a “normal” child? To have a child with achondroplasia?First, determine the possible genotypes of each of the following:
Phenotype
(Disorder Status)
Person with Tay-Sach’s
Person without Tay-Sach’s
Carrier of Tay-Sach’s
1.
Using a Punnett Square , please show a
cross between two carriers of Tay-Sach’s diseaseWhat
are the chances of a couple who are both carriers to have a normal child? To
have a carrier? To have a child with Tay-Sach’s?
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