Geo climate change homework

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timer Asked: Apr 15th, 2017

Question Description

I will attach the instructions, so just answer the questions and there are two files which can be open via google earth. Also, I will attach pictures from the lab manual. Thanks

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Glaciers & Climate Change Open “Climate Change Lab.kmz” in Google Earth. Check that you have the Earth Point Topo Map layer, too—uncheck to deselect it for now. (If needed, download it from BBLearn.) Go through the tour below. When you finish using a map layer, uncheck it to prevent it from slowing down Google Earth. Before we can make interpretations related to glacial history and climate change, we need to be able to identify features associated with glaciers. We will do this by examining glacial landscapes and features in Google Earth and answering the questions below. Exercise 15.2: Glacial vs. fluvial (stream) landscapes Double-click on the corresponding placemark names under Climate Change Lab in Google Earth to fly to each location. Zoom in/out, try tilting the view to compare the landscapes in the two areas. • Glacial landscape (48°45'29.27"N, 113°37'44.50"W) • Fluvial landscape (42°47'55.76"N, 107°22'13.35"W)  Now answer Ex. 15.2 (a) and (b) in the lab manual here: • Next, fly to Gods Lake, MB, Canada. This landscape was shaped by continental glaciation (flowing ice sheets).  Describe how this landscape differs from the fluvial (stream-shaped) landscape: Exercise 15.3: Bedrock sculpted (erosion) by continental glaciation Fly to Brewster Hill, NY. This hill is an example of bedrock sculpted by erosion, also known as a roche moutonnee. (North should be to your left in this view.) • Turn on the Earth Point Topo Map layer. Zoom out and examine this hill and its surroundings until you can see its overall shape. • Check the box to display “profile of Brewster Hill” and double-click on the layer name to see the profile path (red line) that runs over the hill from north to south. • Hover the mouse (hand) over the red line, right-click > Show Elevation Profile. You can move the mouse pointer to trace the elevation profile and see how that corresponds to the map view.  Now do Ex. 15.3 (a), (d), and (f), using the map and profile on the screen. Glaciers & Climate Change Exercise 15.5: Depositional features of continental glaciation Fly to Drumlin Field north of Weedsport, NY and turn on the topographic map layer—you should see a collection of many hills with a similar, distinctive shape. These are drumlins, sedimentary deposits (of till) that form beneath a glacier and are shaped as it flows over them. • Use Add—Path to construct a north-south topographic profile of one of these elongated hills. To draw a path, click once at the north end of the hill and once at the south end. You can name the path in the dialog box and click OK. • In profile view, one end of the hill should look much steeper than the other. If it doesn’t, try drawing another one. • Take a screenshot or use File-Save-Save Image to save your topo profile and its path on the map.  Paste this image below and use it to answer Ex. 15.5 (b), (c), and (d). Exercise 15.6: Features of valley glaciation (also called alpine or mountain glaciation) To examine a landscape shaped by valley glaciation, we’ll explore Glacier National Park, Montana. • Turn off the Topo Map layer. • Fly to Clements Mountain, Flathead County, MT and examine this feature.  It is a(n) ____________________.  How do glaciers form this type of feature (what does this tell us about the history of this peak)? • Fly to Mount Oberlin, Flathead County, MT and examine this feature.  It is a(n) ____________________.  How do glaciers form this type of feature (what does this tell us about the history of this peak)? Glaciers & Climate Change • Fly to Bird Woman Falls, Flathead County, MT. Notice the shape of the bedrock feature over which the waterfall flows. (Change the view until you can see it well.)  It is a(n) ______________________.  How do glaciers form this type of feature (what does this tell us about the history of this place)? • Click once on “N” on the compass in the upper right to return north to the top of the screen. • Fly to Almeda Lake, Flathead County, MT and examine this feature.  This lake is a(n) ______________________. How do glaciers form this type of feature (what needed to happen for water to collect there)?  The bowl-shaped bedrock depression containing Almeda Lake is called a(n) ______________. How do glaciers form this type of feature (what does this tell us about the history of this place)? Review: use your answers above and the glacial model in your lab to complete the table below, which you can use as a study guide. Geologic term U-shaped valley tarn arete cirque horn Hanging valley Name of example landmark/place Number on glacial model Glaciers & Climate Change Retreat of Glaciers in Alaska • Go to http://extremeicesurvey.org/ and watch the time-lapse video for the Mendenhall Glacier, Alaska. Make note of the way the ice flows as the glacier melts and deflates, and the signs that are left behind as the glacier shrinks in size.  Record at least 3 observations from the video here: Next, we will apply your understanding of glacial features and processes to make observations and interpretations about the past, present, and future of glaciers in Alaska. • Turn on the Juneau Icefield terminus behavior layer. Click on the + to show the sublayers, and then scroll down, click + next to Gilkey Glacier and then double-click on “Thiel Glacier lateral moraines beyond terminus”. This should take you to a labeled point (snowflake) for Thiel Glacier. If an information balloon appears, read it and then close it. Right-click on the snowflake, open Properties and read the Description. • Zoom out until you can see Gilkey Glacier, Thiel Glacier, and Battle Glacier all at once (eye alt ~20,000-30,000 feet). • Turn on the Earth Point Topo map and turn off the “Gilkey Glacier Topo” layer. Now toggle the Earth Point Topo map layer off and on, comparing the Google Earth image of the present-day (2016) to the features shown on the topographic map (ca. 1960). Use the different layers and fly around to explore the area in Google Earth to answer the questions below.  Why is it significant that Thiel Glacier “has extensive lateral moraines extending beyond the glacier terminus…”? Explain how lateral moraines form to justify your answer.  There is a lake below (to the west of) the terminus of Gilkey Glacier. Why is there a lake in this place, and why is it shaped as it is (what feature marks its downstream end and how did it form)? Glaciers & Climate Change  Make at least 3 observations that compare/contrast this lake on the topographic map layer versus in the present-day Google Earth image. Explain any differences you observe in terms of glacial or other geologic processes.  Crevasses are labeled in certain locations on the topographic map. Use those as a guide to zoom in and examine the crevasses on the Google Earth image. Take a screen shot of a representative set of crevasses and paste it here:  Create a figure illustrating and explaining how the Thiel, Battle, and Gilkey Glacier have changed since the time that the topographic map was created (ca. 1960). • Use one or more images from Google Earth to show the changes you observe. • Label the key features on all images. • Your caption should explain the changes that have occurred over time and what we would expect to happen to these glaciers in the coming decades based on current climate change predictions. Use information from the Juneau Icefield terminus behavior layer—including measurements of how far the glaciers have retreated—to support your observations and predictions. Glaciers & Climate Change Global Implications of Ice Loss Due to Climate Change Now we will consider the global implications of retreating glaciers and sea level rise in response to climate change. We’ll start by looking at the west coast of Washington State. On your table are two topographic maps: Point Brown Quadrangle and Ferndale Quadrangle, both located in western Washington. (To see the context of these maps in Google Earth, fly to Point Brown, WA or Bellingham, WA, respectively.) (a) What would happen if sea level were to rise 100 feet? Outline the "new" shoreline in this scenario with a wet erase pen on both maps. (b) Describe what would change and who/what would be affected by a 100-foot rise in sea level in these areas. (c) What percentage of present-day glaciers would need to melt in order to cause a 100foot rise in sea level? To find the answer, see USGS Fact Sheet: Sea Level and Climate1-Table 1 at bottom of page. (d) According to the Fact Sheet, if warming continues at the current rate, how much will Iceland’s glaciers decrease by the year 2100? _____% (e) Assuming the same rate of melting, how many years do we have until sea level rises by 100 feet? 1 Source: USGS Fact Sheet fs200-00 (provided in lab) http://pubs.usgs.gov/fs/fs2-00/
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