Movie: “Merchants Of Doubt”

Make sure to read the questions first and write down the times when these points are discussed in case you need to hear those parts again.

https://www.youtube.com/watch?v=-npe7Bczj3g

https://www.youtube.com/watch?v=hqiCLuOtXts

“Merchants of Doubt” is a 2014 documentary inspired by the 2010 book of the same name written by Naomi Oreskes professor of Science History from Harvard University, and Eric Conway the historian at NASA’s Jet Propulsion Laboratory at the California Institute of Technology in Pasadena, CA.

The book identifies parallels between the global warming controversy and earlier controversies over tobacco smoking, acid rainDDT, and the hole in the ozone layer. The book, and movie in turn, expose the strategy of ‘keeping the controversy alive’ by spreading doubt and confusion after a scientific consensus has already been reached.

The movie takes a hard look at what arguments climate deniers are making and what tactics they use to propagate their message.  These tactics have been used successfully by the same people on previous issues and are now being cultivated to prevent the regulation of greenhouse gas emissions in response to the risk of global climate change – regardless of scientific consensus.

PART I:  Assignment

Watch the movie “Merchants of Doubt” and respond to the following questions. Make sure to read the questions before watching the movie.

A goal of this class is to help give each of you the ability to discuss Climate Change with others who do not have the same knowledge or who have different viewpoints. This assignment will provide a challenging and rewarding opportunity for you to practice this. With everything you have learned to this point, write an essay/discussion post of how you would explain the climate change controversies discussed in this movie to an interested high school senior who has heard of global warming and the various debates, but is not familiar with the science of Climate Change.

Be sure to explain all parts of each of the following questions and use different paragraphs for different topics.

1) General Discussion (4 pts)

a) What is the goal of the climate change deniers in the movie (hint – use title of movie)?  Describe how this goal is achieved using two examples from the movie.

b) Describe two unethical practices of climate change deniers that were highlighted in the movie.  How do you think these practices have affected the climate change discussion?

2) Oregon Petition & Climategate Discussion (4 pts) 

Just before the Kyoto Negotiations, the Oregon Petition was created to attack the climate change science.  Just before the Copenhagen Summit, there were the attacks from Climategate.

a) What was the Oregon Petition as described in the movie?  How many “scientists who specialize in climate science” actually signed this document?  See the first paragraph at this link https://skepticalscience.com/OISM-Petition-Project-intermediate.htm (Links to an external site.)Links to an external site.

b) What was Climategate as described in the movie or in your textbook?  Which of the tactics explained at the following link is used to promote the Climategate allegations?  How so?

https://www.skepticalscience.com/5-characteristics-of-scientific-denialism.html (Links to an external site.)Links to an external site.

3) Deniers that Switched (4 pts)

The movie discussed two climate change deniers that changed their views and became important spokesman in the fight against climate change.

a) Who was the Director of Skeptic Society and what caused him to change his views on climate change?

b) Who was the very conservative Congressman from South Carolina and what caused him to change his views on climate change?

4) Think Tanks and Institutes (4 pts)

The movie discussed several “think tanks” that were created specifically to promote specific views, often so their founding organizations could be anonymous.

a) The Cato Institute created the NIPCC.  What does NIPCC stand for and why was it created?  Did they do any new scientific work?

b) Who was the CEO of the George C. Marshall Institute?  What industry was he a registered lobbyist for?  What was the goal of this institute?

5) Russian Arctic (4 pts)

Near the end of the movie, former Secretary of State Rex Tillerson who was the CEO of ExxonMobile at the time was shown shaking hands with Vladimir Putin.  What actions were planned to take place as a result of this agreement?  How did Climate Change allow this to occur? While this particular deal is no longer intact, there is much contention between nations over who will have access to arctic drilling rights.

6) Personal Review of “Merchants of Doubt” (6 pts)

After watching “Merchants of Doubt”, discuss how we can move beyond the questions and controversies that this movie brings out.  (100-200 words minimum)

Notes:

1.  Remember to use separate paragraphs for each of the points listed above, make sure there is a logical flow to your arguments and that it is written as though you are telling a story to a high school senior. This will make it more fun!

2.  We are looking forward to reading your essay to a high school senior!

 
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Need Lab Done For SCI207 Our Dependence Upon The Environment Details & Forms Attached

Climate Change Investigation Manual

ENVIRONMENTAL SCIENCE

CLIMATE CHANGE

Overview In this lab, students will carry out several activities aimed at demonstrating consequences of anthropogenic carbon emissions, climate change, and sea level rise. To do this, students will model how certain gases in Earth’s atmosphere trap heat and then how different colors and textures of surfaces reflect differing amounts of sunlight back into space. They will create models of sea level rise resulting from melting of sea ice and glacial ice and examine the effects of this potential consequence of climate change. Students will critically examine the model systems they used in the experiments.

Outcomes • Explain the causes of increased carbon emissions and their likely

effect on global climate. • Discuss positive and negative climate feedback. • Distinguish between glacial ice melt and oceanic ice melt.

Time Requirements Preparation …………………………………………………………… 15 minutes Activity 1: Modeling the Greenhouse Effect ………………. 30 minutes Activity 2: Modeling Albedo ……………………………………. 40 minutes Activity 3: Sea Ice, Glacial Ice, and Sea Level Rise ……. 30 minutes

2 Carolina Distance Learning

Key Personal protective equipment (PPE)

goggles gloves apron follow link to video

photograph results and

submit

stopwatch required

warning corrosion flammable toxic environment health hazard

Made ADA compliant by NetCentric Technologies using the CommonLook® software

Table of Contents

2 Overview 2 Outcomes 2 Time Requirements 3 Background 9 Materials 9 Safety 9 Preparation 10 Activity 1 11 Activity 2 12 Activity 3 13 Graphing 13 Submission 13 Disposal and Cleanup 14 Lab Worksheet

 

 

Background For the last 30 years, controversy has surrounded the ideas of global warming/climate change. However, the scientific concepts behind the theory are not new. In the 1820s, Joseph Fourier was the first to recognize that, given the earth’s size and distance from the sun, the planet’s surface temperature should be considerably cooler than it was. He proposed several mechanisms to explain why the earth was warmer than his calculations predicted, one of which was that the earth’s atmosphere might act as an insulator. Forty years later, John Tyndall demonstrated that different gases have different capacities to absorb infrared radiation, most notably methane (CH4), carbon dioxide (CO2), and water vapor (H2O), all of which are present in the atmosphere. In 1896, Svante Arrhenius developed the first mathematical model of the effect of increased CO2 levels on temperature. His model predicted that a doubling of the amount of CO2 in the atmosphere would produce a 5–6 °C increase in temperature globally. Based on the level of CO2 production in the late 19th century, he predicted that this change would take place over thousands of years, if at all. Arrhenius used Arvid Högbom’s calculations of industrial CO2 emissions in his equations. Högbom thought that the excess CO2 would be absorbed by the ocean; others believed that the effect of CO2 was insignificant next to the much larger effect of water vapor.

It was not until the late 1950s, when the CO2 absorption capacity of the ocean was better understood and significant increases in CO2 levels (a 10% increase from the 1850s to the 1950s) were being observed by G. S. Callendar,

that Arrhenius’s calculations received renewed attention.

The Atmosphere Weather is the condition of the atmosphere in a given location at a specific time. Climate is the prevailing weather pattern over a longer period of time (decades or centuries).

The atmosphere is a thin shell (~100 km) of gases that envelops the earth. It is made up principally of nitrogen (78%), oxygen (21%), and argon (0.9%). Trace gases include methane (CH4), ozone (O3), carbon dioxide (CO2), carbon monoxide (CO), and oxides of nitrogen (e.g., NO2) and sulfur (e.g., SO2) (see Figure 1).

Water vapor is sometimes included in the composition of gases in the atmosphere, but a lot of times it is not because its amount varies widely, from 0%–4%, depending on location. The concentration of gases in the atmosphere is not uniform either; the atmosphere consists of several concentric layers. Some gases are concentrated at certain altitudes. Water and

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Figure 1.

 

 

CLIMATE CHANGE

Background continued carbon dioxide are concentrated near the earth’s surface, for instance, while ozone is concentrated 20 to 30 kilometers above the surface. Energy transfer from the sun at and near the surface of the earth is responsible for weather and climate. Solar radiation heats land, the oceans, and atmospheric gases differently, resulting in the constant transfer of energy across the globe.

Several factors interact to cause areas of the earth’s surface and atmosphere to heat at different rates, a process called differential heating. The first is the angle at which the sun’s light hits the earth. When the sun is directly overhead, as it is at the equator, the light is direct. Each square mile of incoming sunlight hits one square mile of the earth. At higher latitudes, the sun hits at an angle, spreading the one square mile of sunlight over more of the earth’s surface. Thus, the intensity of the light is reduced and the surface does not warm as quickly (see Figure 2). This causes the tropics, near the equator, to be warmer and the poles to be cooler.

Different materials heat and cool at different rates. Darker surfaces heat faster than lighter surfaces. Water has a high heat capacity, which is important on a planet whose surface is 72% water. Heat capacity is a measure of how much heat it takes to raise the temperature of a substance by one degree. The heat capacity of liquid water is roughly four times that of air. Water is slow to warm and slow to cool, relative to land. This also contributes to differential heating of the earth.

Differential heating causes circulation in the atmosphere and in the oceans. Warmer fluids

are less dense and rise, leaving behind an area of low pressure. Air and water move laterally to distribute the change in pressure. This is critical in developing prevailing wind patterns and in cycling nutrients through the ocean.

The Role of the Oceans The oceans play an important role in regulating the atmosphere as well. The large volume of the oceans, combined with the high heat capacity of water, prevent dramatic temperature swings in the atmosphere. The relatively large surface area of the oceans, ~70% of the surface of the earth, means that the oceans can absorb large amounts of atmospheric CO2.

Greenhouse Gases The greenhouse effect is a natural process;

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Figure 2.

 

 

without it, the earth would be significantly cooler (see Figure 3). The sun emits energy in a broad range of wavelengths. Most energy from the sun passes through the atmosphere. Some is reflected by the atmosphere and some by the earth’s surface back into space, but much of it is absorbed by the atmosphere and the earth’s surface. Absorbed energy is converted into infrared energy, or heat. Oxygen and nitrogen allow incoming sunlight and outgoing thermal infrared energy to pass through. Water vapor, CO2, methane, and some trace gases absorb infrared energy; these are the greenhouse gases. After absorbing energy, the greenhouse gases radiate it in all directions, causing the temperature of the atmosphere and the earth to rise.

Greenhouse gases that contribute to the insulation of the earth can be grouped into two categories: condensable and persistent. Persistent gases—such as CO2, methane, nitrous oxide (N2O), and ozone (O3)—exist in the environment for much longer periods of time than condensable gases. These times can range from a few years to thousands of years. The longer residence allows them to become well-mixed geographically. The amount of a condensable gas is temperature dependent. Water is the primary greenhouse gas in the atmosphere, but because it is condensable, it is not considered a forcing factor. Forcing factors (forcings) are features of the earth’s climate system that drive climate change; they may be internal or external to the planet and its atmosphere. Feedbacks are events that take place as a result of forcings.

Carbon dioxide, methane, and other gases identified by Tyndall as having high heat capacities make up a relatively minor fraction of the atmosphere, but they have a critical effect on the temperature of the earth. Without the naturally occurring greenhouse effect, it is estimated that the earth’s average temperature would be approximately –18 °C (0 °F). The greenhouse effect also acts as a buffer, slowing both the warming during the day and the cooling at night. This is an important feature of the earth’s atmosphere. Without the greenhouse effect, the temperature would drop below the freezing point of water and the amount of water in the atmosphere would plummet, creating a feedback loop. A feedback loop is a mechanism that either enhances (positive

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Figure 3.

 

 

CLIMATE CHANGE

Background continued feedback) or dampens (negative feedback) the effect that triggers it.

Since the beginning of the Industrial Revolution, the concentration of CO2 in the atmosphere has increased from approximately 280 ppm to 411 ppm (see the Keeling Curve). This change is attributed to the burning of fossil fuels—such as coal, oil, and natural gas—and changes in land use, i.e., cutting down large tracts of old-growth forests. Old-growth forests, like fossil fuels, sequester carbon from the atmosphere. Burning of either releases that carbon into the atmosphere in the form of CO2. Clearing old-growth forests has an additional impact on the carbon cycle because trees actively

remove CO2 from the atmosphere to convert it to sugar and carbohydrates (see Figure 4). Removing long-lived trees and replacing them with short-lived crops and grasses reduces the time over which the carbon is removed from the atmosphere.

Determining the exact effect that the increase in CO2 concentrations will have on atmospheric temperature is complicated by a variety of interactions and potential feedback loops. However, the overall impact is an ongoing temperature increase, known as global climate change (see Figure 5).

Potential Feedback Loops Some examples of potential positive feedback loops that may enhance the effects of global

climate change are:

1. Higher temperatures allow the atmosphere to absorb more water. More water vapor in the atmosphere traps more heat, further increasing temperature.

2. Melting of sea ice and glaciers, which are relatively light in color, to darker bodies or water decreases the albedo (the amount of energy reflected back into space) of the earth’s surface, increasing temperatures. Figure 6 shows an ice albedo feedback loop.

3. Warmer temperatures melt more of the arctic permafrost (frozen

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Figure 4.

 

 

ground), releasing methane into the atmosphere, further raising temperatures.

4. Higher temperatures may result in greater rainfall in the North Atlantic, and melting of sea ice creates a warm surface layer of fresh

water there. This would block formation of sea ice and disrupt the sinking of cold, salty water. It may also slow deep oceanic currents that carry carbon, oxygen, nutrients, and heat around the globe.

Other factors may work as negative feedbacks, dampening the effects of global climate change:

1. An increase in CO2 level in the atmosphere leads to an increase in CO2 in the oceans, stabilizing CO2 levels.

2. Increased atmospheric temperatures and CO2 promote plant and algae growth, increasing absorption of CO2 from the atmosphere, lowering the CO2 levels there, and stabilizing temperature.

3. Warmer air, carrying more moisture, produces more snow at high latitudes. This increases the albedo of the earth’s surface, stabilizing temperature.

4. Warmer, moister air produces more clouds, which also increases the albedo of the earth’s surface, stabilizing temperature.

The relative impact of each of these potential effects is a subject of debate and leads to the uncertainty in models used to predict future climate change resulting from an increase in anthropogenic (human-caused) greenhouse gases. However, the consensus among climate scientists is that the positive feedbacks will likely overwhelm the negative ones.

Possible Consequences Consequences of an increase in average temperature are difficult to predict on a regional

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Figure 6.

Figure 5.

 

 

CLIMATE CHANGE

Background continued

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crop growth. Climes that are more northerly may experience an increase in productivity. These shifts will put stress on ecosystems as well. How resilient each community is to the change will vary with location and other pressures.

Modeling The atmosphere and climate are highly complex systems that are challenging to understand and predict. To explore such complex systems, scientists frequently employ models. A model is a simplification of a complex process that isolates certain factors likely to be important. Sometimes a model can be a physical representation of something too big or too small to see, such as a model solar system. However, scientists frequently use mathematical equations derived from observed data to predict future conditions. With the addition of computers, mathematical climate equations can be linked together in increasingly sophisticated ways to model multiple factors in three dimensions, producing global climate models. Because of computing limitations, some factors must be simplified. How they are represented within the model can lead to a degree of error in the outcome predicted. Ultimately, the quality of all models is determined by their success in predicting events that have not yet taken place.

scale; some, however, can be predicted with a relatively high degree of confidence. One of these is sea level rise. Sea level rise is the result of two processes. The first is the melting of glaciers and Antarctic continental ice. Although the melting of sea ice can have complex consequences due to the different densities of salt and fresh water, it will not cause sea level rise. Melting of glaciers and the deep ice over the Antarctic continent, however, can. The second cause of sea level rise, related to warmer temperatures, is that water expands as it warms. As the oceans warm, the water rises farther up the shore. Countries and cities that have large portions of their land area at or just above sea level may be in jeopardy.

The loss of mountain glaciers is already causing changes in freshwater availability. As glaciers shrink, regions that depend on seasonal meltwater for hydroelectric power or for irrigation and drinking water are increasingly affected. Whereas rainfall may increase in these regions (even as the amount of snowmelt decreases), rainwater is considerably more difficult to control because it does not occur at as predictable a rate as meltwater. River systems may be overwhelmed by increased runoff rates, which can cause flooding. One of the richest agricultural regions in the world, California, depends heavily on snowmelt from the Sierra Nevada. One of the world’s most populous river valleys, the Indus, is equally dependent on snowmelt from the Himalayas.

Less predictable consequences are the shifting of global weather patterns and the subsequent changes in natural populations. Areas previously ideal for agriculture may become too arid for

 

 

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Materials Included in the materials kit:

Safety Wear your safety goggles, gloves, and lab apron for the duration of this investigation.

Read all the instructions for these laboratory activities before beginning. Follow the instructions closely, and observe established laboratory safety practices, including the use of appropriate personal protective equipment (PPE).

Do not eat, drink, or chew gum while performing the activities. Wash your hands with soap and water before and after performing each activity. Clean the work area with soap and water after completing the investigation. Keep pets and children away from lab materials and equipment.

Preparation 1. Read through the activities. 2. Obtain all materials. 3. Monitor the local weather forecast.

Activities 1 and 2 require a bright, sunny day. (Alternatively, you can use a heat lamp, halogen lamp, or lamp with a bright incandescent bulb; compact fluorescent or LED bulbs will not work.)

2 Foam cups

2 Thermometers

Construction paper, black

Rubber band

Needed from the equipment kit:

Graduated cylinder, 100 mL

Reorder Information: Replacement supplies for the Greenhouse Gases and Sea Level Rise investigation (item number 580854) can be ordered from the Carolina Biological Supply Company.

Call: 800.334.5551 to order.

Needed but not supplied: • Clear plastic wrap • Aluminum foil • Tap water • 4 Small ice cubes,

identical in size • Transparent tape • Scissors • Timer or stopwatch • Pencil

• Digital camera or mobile device capable of taking photos

• Access to bright sunlight (or a heat lamp, halogen lamp, or lamp with an incandescent bulb)

Plastic funnel

 

 

indicate the higher temperature when placed in the sunlight or under a hot lamp. Record your hypothesis on the Lab Worksheet (see page 14).

6. Find a location currently receiving full sun, either outdoors or by a sunny window. Alternatively, you can use a heat lamp, halogen lamp, or lamp with an incandescent bulb. (Compact fluorescent or LED bulbs will not work.)

7. Place the cup with the thermometer in it in a stable location in the bright sunlight or under the lamp. Hold the other thermometer close to the cup, so that both thermometers are receiving about the same level of light. (Do not touch the bulb of the thermometer you are holding.)

8. Determine the temperatures in degrees Celsius for both thermometers. Record them in Data Table 1 on the Lab Worksheet.

9. Once every minute, continue to measure and record the temperatures from both thermometers until the thermometer in the foam cup reads the same temperature twice in a row.

10. Place a strip of paper with your name and the date clearly written on it next to your setup for this activity. Take a photograph of the setup for later uploading to your lab report.

11. When finished, remove the plastic wrap, thermometer, and rubber band from the foam cup. You will need to reuse the thermometers and cup in Activity 2.

ACTIVITY

ACTIVITY 1 A Modeling the Greenhouse Effect

In Activity 1, you will model how certain gases in Earth’s atmosphere (carbon dioxide, methane, and others) trap heat that Earth is radiating back into space. The plastic wrap covering the foam cup mimics the effect of these greenhouse gases (see Figure 7).

1. Tear off a piece of clear plastic wrap, and place it atop the foam cup.

2. Using the rubber band, gently but firmly secure the plastic wrap on the cup. The plastic wrap represents the heat-trapping greenhouse gases in Earth’s atmosphere.

3. Using a pencil point or another thin, sharp object (shish kebab skewers work well), poke a tiny hole into the plastic wrap covering the cup.

4. Slowly press one of the thermometers into the hole until the bulb just touches the bottom of the cup. (If you accidentally make the thermometer hole too big, use transparent tape to seal the gap so that the plastic wrap completely covers the top of the cup.)

5. Propose a hypothesis as to which thermometer (the bare one or the one pressed through the plastic on the foam cup) will

10 Carolina Distance Learning

Figure 7.

 

 

ACTIVITY 2 A Modeling Albedo

In Activity 2, you will model how different colors and textures of surfaces reflect differing amounts of sunlight back into space. The more sunlight that is reflected, the higher the albedo of the surface. The less sunlight a surface reflects, the more the surface absorbs and the lower the albedo. Aluminum foil covering one of the foam cups will represent Arctic sea ice. Dark construction paper covering the other cup will represent the open ocean (see Figure 8).

1. Measure 150 mL of tap water in the graduated cylinder, and add it to one of the foam cups.

2. Measure another 150 mL of tap water in the graduated cylinder, and add it to the second foam cup.

3. Using the scissors and black paper, cut a square that is large enough to cover the top of a foam cup and fold over the sides. Fix the paper in place with transparent tape, and use your sharp object to make a tiny hole.

4. Tear a piece of aluminum foil so it’s about the same size as the black paper square. Cover the second foam cup with the aluminum foil, and use your sharp object to make a tiny hole.

5. Insert a thermometer into the hole in the black paper and the second thermometer into the hole in the aluminum foil.

6. Propose a hypothesis as to which thermome- ter (the one in the cup with dark paper or the one in the cup with aluminum foil) will indicate the higher temperature when placed in the sunlight or under a hot lamp. Record your hypothesis on the Lab Worksheet.

7. Place both cups with thermometers in a stable location in bright sunlight. Alternatively, you can place them under a heat lamp, halogen lamp, or lamp with an incandescent bulb. (Compact fluorescent or LED bulbs will not work.)

8. Measure and read the temperatures of both thermometers in degrees Celsius. Record these values in Data Table 2 on the Lab Worksheet.

9. Once every minute, continue to measure and record the temperatures until both thermometers have the same temperature reading twice in a row.

10. Calculate the temperature difference between the 2 cups by subtracting the temperature of the thermometer in the cup covered with aluminum foil from the temperature of the cup covered with the black paper. Record your result in Data Table 2 on the Lab Worksheet.

11. Place a strip of paper with your name and the date clearly written on it next to your setup for this activity. Take a photograph of the setup for later uploading to your lab report.

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Figure 8.

 

 

ACTIVITY

12 Carolina Distance Learning

ACTIVITY 3 A Sea Ice, Glacial Ice, and Sea Level

Rise

In the following activity, you will model the effects of melting sea ice versus melting land ice (glaciers) on sea level rise. Ice cubes added directly to the graduated cylinder represent sea ice. Ice cubes placed in a funnel on top of the graduated cylinder represent glacial ice that melts on land and then flows down rivers (through the funnel) to the ocean (see Figure 9).

1. Before starting this activity, propose a hypothesis as to the outcome: Will both glacial ice and sea ice have the same effect on sea level, or will their effects be different? If different, how? Record your hypothesis on the Lab Worksheet.

2. Fill the graduated cylinder with tap water to the 50 mL line.

3. Add 2 ice cubes to the graduated cylinder (see Figure 9, left). If the ice cubes will not fit, place them in a small plastic bag and gently strike them with a hammer to break them up; make sure to place all the resulting fragments into the graduated cylinder.

4. Immediately find the volume in milliliters of the water and ice in the graduated cylinder. Record this result in Data Table 3 on the Lab Worksheet.

5. Wait until the ice has completely melted. (Depending on the air temperature, this may take about 10 minutes.)

6. Once the ice has melted, find the volume of water in the graduated cylinder. Record this result in Data Table 3 on the Lab Worksheet.

7. Subtract the initial water volume from the final water volume to find the change in water volume from the melting sea ice. Record this volume in milliliters in Data Table 3 on the Lab Worksheet.

8. Adjust the level of water in the graduated cylinder so it again reads 50 mL. Record this level as the initial water volume for melting glacial ice in Data Table 3 on the Lab Worksheet.

9. Place the funnel in the top of the cylinder. 10. Place 2 ice cubes in the funnel (see Figure 9,

right). 11. Wait until the ice has completely

melted. (Depending on the air tempera- ture, this may take about 10 minutes.)

Figure 9.

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Steps 2 and 3 Steps 8–10

 

 

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12. Once the ice has melted, find the volume of the water in the graduated cylinder. Record this result in Data Table 3 on the Lab Worksheet.

13. Subtract the initial water volume from the final water volume to find the change in water volume from the melting glacial ice. Record this volume in milliliters in Data Table 3 on the Lab Worksheet.

14. Place a strip of paper with your name and the date clearly written on it next to your setup for this activity. Take a photograph of the setup for later uploading to your lab report.

Graphing 1. Use your data from Activity 1 to prepare

a graph of your results. You may choose to prepare either a bar graph of the final temperatures of the 2 thermometers showing the difference between them (worth “Basic” points on the scoring rubric) or a line graph of the temperatures every minute for both thermometers, showing the differences in the temperature trends between the 2 thermometers (worth “Distinguished” points on the scoring rubric). For either graph, temperature in degrees Celsius (the dependent variable) is on the vertical axis. For the line graph, time in minutes (the independent variable) will be on the horizontal axis. You may create your graph in Excel or in an online graphing program like this one: https://plot.ly/create/#/. If you prefer to prepare a graph by hand, you are required to use graph paper to do so; graphs drawn freehand on blank paper will not be accepted. You can print graph paper for free here: http:// www.printfreegraphpaper.com/

2. Repeat Step 1 using your Activity 2 data to prepare a second graph of your results. Again, you can prepare a bar graph for “Basic” credit or a line graph for “Distinguished” credit.

3. Finally, graph your results from Activity 3. Prepare a bar graph that shows the differences in water volume for the melting sea ice versus the melting glacial ice. The difference in water volume before and after the ice melted (in milliliters) will be on the vertical axis.

Submission Using the Lab Report Template provided, submit your completed report to Waypoint for grading. It is not necessary to turn in the Lab Worksheet.

Disposal and Cleanup 1. Rinse and dry the graduated cylinder, and

return it to the equipment kit. 2. If you do not have a further use for the

thermometers, consider donating them to the science program of a local school.

3. Dispose of all other materials. The plastic funnel may be recyclable.

 

 

ACTIVITY

Lab Worksheet Hypotheses Activity 1.

Activity 2.

Activity 3.

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14 Carolina Distance Learning

Modeling the Greenhouse Effect

Time (min)

Bare thermometer

(˚C)

Thermometer in cup

(˚C) 0

1

2

3

4

5 6

7

8

9

10

11

12

13

14

Observations/Data Tables Data Table 1.

 

 

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Modeling Albedo

Time (min)

Temperature of water in cup with dark paper on the top (˚C)

Temperature of water in cup with aluminum foil on the top (˚C)

Temperature Difference

0

1

2

3

4

5 6

7

8

9

10

11

12

13

14

Data Table 2.

Sea Ice, Glacial Ice, and Sea Level Rise

Initial Water Volume (mL)

Final Water Volume after Ice Melt (mL)

Change in Water Volume (Final Volume—

Initial Volume) (mL)

Melting Sea Ice (ice cubes in graduated

cylinder)

Melting Glacial Ice (ice cubes in funnel)

Data Table 3.

 

 

ENVIRONMENTAL SCIENCE Climate Change

Investigation Manual

www.carolina.com/distancelearning 866.332.4478

Carolina Biological Supply Company www.carolina.com • 800.334.5551 ©2019 Carolina Biological Supply Company

CB781611908 ASH_V2.2

 

  • Climate Change
    • Table of Contents
    • Overview
    • Outcomes
    • Time Requirements
    • Key
    • Background
      • The Atmosphere
      • The Role of the Oceans
      • Greenhouse Gases
      • Potential Feedback Loops
      • Possible Consequences
      • Modeling
    • Materials
      • Included in the materials kit:
      • Needed from the equipment kit:
      • Needed but not supplied:
    • Safety
    • Preparation
    • ACTIVITY
      • ACTIVITY 1
        • A Modeling the Greenhouse Effect
      • ACTIVITY 2
        • A Modeling Albedo
      • ACTIVITY 3
        • A Sea Ice, Glacial Ice, and Sea Level Rise
    • Graphing
    • Submission
    • Disposal and Cleanup
    • Lab Worksheet
      • Hypotheses
      • Observations/Data Tables
 
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Evr Science

16 questions in total

DUE TUESDAY MARCH 1ST AT 6PM

ENVIROMENTAL SCIENCE- CASE STUDY

 

Part II

1. What is in some fish and shellfish that has caused the EPA and FDA to issue the restriction?

2. Why is there a restriction for pregnant women and young children, but not the rest of the population? 3. Do pregnant women have to avoid all fish? Explain your answer.

4. Should Amanda have avoided the pan-seared tuna for lunch?

Part III

1. What human actions lead to increased mercury levels in the environment?

2. How does the mercury end up in fish? Draw a flow chart following the mercury path.

3. Where in the United States are mercury wet deposition levels highest? What do you think explains this pattern?

4. The EPA criterion for human health is 0.3 ug/g. Which fish species have average mercury concentrations that exceed the EPA limits?

5. The concern level for piscivorous (fish-eating) mammals is 0.1 Hg ug/g. Which fish species have average mercury concentrations that exceed this limit? Why is the mercury level for piscivorous mammals lower than the level for human health?

6. Should you be concerned about mercury toxicity if you catch and eat a largemouth bass in a local lake? Why or why not?

7. In which samples were mercury concentrations the highest (fi sh, streams, or sediment)? Why do you think this is?

Part IV

1. Draw a food web for Lake Washington using the species and food preferences given in Table 3. Start with phytoplankton (algae) as the base of your web and then build up the food chain.

2. Label the species in your food chain as either high (>100 ug/kg), medium (20-100 ug/kg), or low (below20 ug/kg) mercury concentrations. Which types of animals have the highest levels of mercury? Which types of animals have the lowest? Why do you think this is?

Final Activity

1. Imagine you are Tara. Write an email to your friend Amanda explaining what you have learned about mercury. Be sure to convey the aspects of your learning that will be most useful to Amanda.

2. Find two other examples of compounds that biomagnify. Explain how each compound and/or toxin enters the biosphere and what impacts it has on living organisms in general and humans in particular.

 

3. Distinguish between bioaccumulation and biomagnifi cation and design a mnemonic device for the distinction.

 
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Epidemiology

  • Compose a brief Word document that answers the following questions.
  • Different measures of disease are useful to evaluate and assess public health programs and needs in different situations. Refer to Chapter 3 in Friis and Sellers (2014).
    • State which measure would best support your goal and briefly explain why you chose that measure for each of the following questions (numbers 1 – 5).

Measures of disease:

  • I = incidence rate (p. 126)
  • P = prevalence (p. 113)
  • L = lifetime prevalence (p. 114)
  • M = crude mortality rate (crude death rate) (p. 112)
  • R = sex ratio (counts) (p. 109)
  1.  To demonstrate the risks of car-train crashes at railroad crossings without warning signals.
  2. To demonstrate the amount of children’s exposure to secondhand cigarette smoke.
  3. To estimate the number of persons who have had leukemia during their lifetimes.
  4. To estimate the number of healthcare facilities needed to support patients with Alzheimer’s disease.
  5. To argue that mortality from HIV infection is a more serious public health problem in one region of the U.S than another.
 
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Environmental Science

1) If atmospheric carbon dioxide was eliminated from our atmosphere, we would expect that the

 

Earth would:

 

A) cool considerably and photosynthesis would dramatically increase

 

B) cool considerably and photosynthesis would dramatically decrease

 

C) heat up considerably and photosynthesis would dramatically increase

 

D) heat up considerably and photosynthesis would dramatically decrease

 

2) Which of the following is a correlation that is causing widespread concern?

 

A) As atmospheric oxygen levels decline, the ozone layer is being destroyed.

 

B) As atmospheric carbon dioxide levels decline, the ozone layer is being destroyed.

 

C) As levels of methane decline, average global temperatures are increasing.

 

D) As levels of carbon dioxide increase, average global temperatures are increasing.

 

3) Which of the following is part of natural capital but not ecosystem capital?

 

A) solar energy used to drive photosynthesis throughout the biosphere

 

B) coal and oil reserves

 

C) the production of electrical energy from wind turbines and dams

 

D) the genetic diversity of all plants and animals used in modern agriculture

 

4) From an ecological economist’s perspective, without sustainability, as economies grow:

 

A) gross national product grows too

 

B) natural resources are renewed

 

C) the natural world is depleted

 

D) natural ecosystems are replenished

 

5) Natural capital includes ecosystem capital plus:

 

A) natural forms of energy, such as solar, wind, and flowing water

 

B) nonrenewable resources such as fossil fuels

 

C) money available to invest in growing industry

 

D) all of the products of photosynthesis in the biosphere

 

6) The concept of sustainability requires that:

 

A) economic growth does not exceed the renewal of natural capital

 

B) all sources of energy used in an economy must come from the sun

 

C) global economic systems are based on the harvesting of natural products

 

D) economies use equal portions of land, labor, and capital

 

7) Uncertain about the best way to keep his new lizard alive, Jerome places a heat lamp at one

 

end of the long lizard cage. Over several days, Jerome notices that the lizard tends to sit in a

 

certain place when the lamp is on. The lizard’s selection of a particular place to stay

 

represents its:

 

A) range of tolerance

 

B) temperature optimum

 

C) biotic conditioning

 

D) use of a limited resource

 

8) As global climate change warms certain mountain ranges, the temperature optima for the insect

 

species living on the mountain is causing these insects to:

 

A) move higher up the mountain

 

B) move down the mountain

 

C) move to a new biome

 

D) become parasitic

 

9) Energy is lost as it moves from one trophic level to the next because:

 

A) one trophic level does not consume the entire trophic level below it

 

B) some of the calories consumed drive cellular activities and do not add mass

 

C) some ingested materials are undigested and eliminated

 

D) All of the above.

 

10) In general, biomes at higher latitudes are most like:

 

A) biomes at higher altitudes

 

B) aquatic biomes

 

C) biomes at lower altitudes

 

D) biomes at lower latitudes

 

11) Biomes with more than 75 centimeters (30 inches) of rain a year and that never experience

 

freezing temperatures are most likely found:

 

A) at high altitudes

 

B) nearest the equator at low altitudes

 

C) at high altitudes in temperate zones

 

D) at high altitudes and high latitudes

 

12) Biomes with permafrost are most likely:

 

A) covered in coniferous forests at high latitudes

 

B) in temperate zones with deciduous trees

 

C) located near the poles and without any trees

 

D) located at high altitudes nearest the equator

 

13) Biomes with less than 25 centimeters (10 inches) of rain a year are:

 

A) high in primary productivity

 

B) likely to have extremely cold winters

 

C) covered with coniferous trees

 

D) deserts

 

14) Which of the following are current limiting factors for future human population growth?

 

A) pollution and land for agriculture

 

B) availability of oxygen and water

 

C) fossil fuels and carbon dioxide production

 

D) oxygen levels in the atmosphere and availability of sodium chloride

 

15) According to demographer Joel Cohen, the human carrying capacity:

 

A) can be calculated in the same way it is determined for other animal species

 

B) depends upon a standard of living

 

C) can clearly be determined

 

D) largely depends upon the availability of fresh water

 

16) In a significant 2004 paper reviewing 69 studies on world human population and carrying

 

capacity, the authors estimated that the sustainable carrying capacity of humans for the

 

planet is about:

 

A) 600 million

 

B) 2.5 billion

 

C) 7.7 billion

 

D) 20 billion.

 

17) According to the UN Population Division and a significant 2004 paper reviewing 69 studies

 

on world human population and carrying capacity, the world population of humans will exceed

 

carrying capacity in about the year:

 

A) 2014

 

B) 2024

 

C) 2050

 

D) 2100

 

18) Which of the following activities would be consistent with the Millennium Development Goals?

 

A) help communities build technical and trade schools for boys to learn skills in high

 

demand

 

B) develop coal, gold, and silver mines wherever possible as quick sources of jobs

 

C) provide meals and mosquito nets for every child under the age of five

 

D) encourage the expansion of national militaries to provide income and technical training

 

19) If the Millennium Development goal to eradicate extreme poverty and hunger by 2015 is

 

achieved:

 

A) almost a billion people will still live in extreme poverty

 

B) no continent will have more than 10,000 people still hungry

 

C) fertility rates will decline to those of most European nations

 

D) the rural population of the world will nearly double

 

20) Which of the following represents the Millennium Development Goal that is least likely to be

 

achieved?

 

A) universal primary education

 

B) reduced child mortality

 

C) increased access to clean drinking water

 

D) decreased maternal childbirth deaths

 

21) Which of the following affects the greatest number of people in the developing world?

 

A) water availability

 

B) lack of primary schools for children

 

C) inadequate sanitation

 

D) no childhood immunization for measles

 

22) A rural farmer most likely obtains drinking water by drilling a deep well to use:

 

A) gravitational water that has percolated through soil and accumulated as groundwater

 

B) gravitational water that is retained by the soil and accumulated just above the water

 

table

 

C) capillary water found in surface waters, located above the water table

 

D) capillary water that has percolated through soil and accumulated below the

 

groundwater

 

23) About 99% of all liquid fresh water on Earth is found in:

 

A) lakes, including the Great Lakes of North America

 

B) rivers such as the Amazon, Nile, and Mississippi watersheds

 

C) underground aquifers

 

D) the upper few meters of topsoil

 

24) Which one of the following is fed by groundwater and often drained by seeps or springs?

 

A) lakes

 

B) aquifers

 

C) rivers

 

D) watersheds

 

25) In Costa Rica, a heavy downpour provides water that quickly evaporates or is absorbed and

 

released by the dense vegetation of the tropical rain forest. This is an example of a cycle

 

using:

 

A) condensation, evaporation, transpiration, and green water

 

B) condensation, precipitation, and gravitational water

 

C) evaporation, gravitational flow, and adiabatic cooling

 

D) precipitation, gravitational flow, and convection

 

26) Gutters and storm sewers in a city are most concerned with the:

 

A) evapotranspiration loop

 

B) surface runoff loop

 

C) precipitation loop

 

D) groundwater loop

 

27) Which one of the following soil orders is the most typical of drylands and deserts?

 

A) alfisols

 

B) oxisols

 

C) mollisols

 

D) aridisols

 

28) A hydric soil is one that:

 

A) is typical of wetlands and may contain peat

 

B) is unusually well suited for agriculture

 

C) is typical of tropical areas that receive abundant rainfall

 

D) was typical of the U.S. prairie states until the Dust Bowl of the 1930s

 

29) Which of the following would be best suited for planting crops such as corn or wheat?

 

A) an irrigated aridisol

 

B) a fertilized alfisol

 

C) a plowed oxisol

 

D) an irrigated gelisol

 

30) Most plants acquire their minerals from:

 

A) the recycling of nutrients from detritus

 

B) the precipitation of minerals from rainfall

 

C) the weathering of rock

 

D) dust storms that transport minerals into a region

 

31) Which of the following would be classified as “soil constraints”?

 

A) cold climate

 

B) moderate to heavy rainfall

 

C) poor drainage, salinity and high levels of aluminum

 

D) low erosion potential and high levels of phosphorus

 

32) One of the general concerns about the widespread use of transgenic organisms is the:

 

A) spread of these transgenic traits to other organisms

 

B) need to apply more pesticides to crops and plow the soil twice a year

 

C) reduced yields that result from using bioengineered organisms

 

D) pressure to bring more land into agricultural production

 

33) If you live in the United States, chances are that you have consumed some processed food

 

that includes bioengineered plants:

 

A) almost every day

 

B) at most once a month

 

C) perhaps once a year

 

D) once in your lifetime

 

34) Wood pellets are produced from the waste sawdust of lumber and paper mills. Home-heating

 

stoves burning these pellets can heat homes directly, instead of relying on other energy

 

sources. Heating your home with wood pellets is:

 

A) sustainable, less polluting, and more efficient than heating a home using electricity

 

from a coal-fired power plant

 

B) sustainable, much more polluting, and is about 30% more efficient than using

 

electricity from a coal-fired power plant

 

C) not sustainable but is less polluting and is about as efficient as using electricity from a

 

coal-fired power plant

 

D) not sustainable and actually pollutes more than using electricity from a coal-fired

 

power plant

 

35) Which one of the following energy sources is most likely to lead to thermal pollution?

 

A) a coal-fired power plant

 

B) a large field of windmills

 

C) a hydroelectric plant

 

D) a large field of solar cells

 

36) The future use of electricity to power personal transportation largely depends on:

 

A) more efficient turbogenerators

 

B) finding more fossil fuel supplies

 

C) low-cost, lightweight batteries that can store large amounts of power

 

D) the development of small turbogenerators for automobiles

 

37) Instead of only generating more electricity, rising energy demands may also be met by:

 

A) switching from natural gas to coal

 

B) switching from coal and natural gas to windmills and solar technologies

 

C) increasing the efficiency of energy consumption

 

D) using more nuclear power instead of fossil fuels

 

38) At present, the total number of long-term, commercial, below-ground nuclear waste

 

depository sites in use in the United States is:

 

A) 0

 

B) 7

 

C) 23

 

D) over 100

 

39) One of the major problems associated with long-term, high-level nuclear waste storage is:

 

A) selecting an environment that will remain stable for more than 10,000 years

 

B) determining a cost-effective way to shoot waste into space

 

C) figuring out how to contain the material so that it does not leak into the ocean

 

D) creating a secure environment to protect the material from terrorists

 

40) Yucca Mountain in the state of Nevada is:

 

A) the location of a leaky nuclear power plant that will cost billions of dollars to clean up

 

B) the only potential site for long-term commercial nuclear waste storage in the United

 

States, rejected for safety concerns in 2009

 

C) a military base that has accumulated low-level and high-level nuclear waste for many

 

decades

 

D) the site of a lake that received illegal dumping of nuclear waste in the 1960s

 

41) NIMBY is:

 

A) a publicly perceived risk of siting a toxic or nuclear waste disposal facility near their

 

homes

 

B) the U.S. federal agency that oversees nuclear power facilities

 

C) a U.N. organization in Geneva that directs the medical use of radioactive isotopes

 

D) the deciding factor in the approval of theYucca Mountain disposal site in Nevada

 

42) The Obama administration’s commission on nuclear power waste disposal recommended:

 

A) the process of site selection should be kept secret from the public

 

B) a private for-profit corporation should be engaged to choose and construct the facility

 

C) that the sites should be spread over dozens of freshwater lakes in the northern United

 

States

 

D) there is an immediate need to develop temporary geological storage sites until a

 

permanent one is located

 

43) New Generation III nuclear plants such as the AP1000 Advanced Passive Reactor features:

 

A) a combination of nuclear fusion and fission in a single design

 

B) a pressurized water system with many new passive safety features to prevent a LOCA

 

C) a design that uses a mechanical source of X-rays for power

 

D) designs based on the Fukushima Daiichi plant in Japan

 

44) In a photovoltaic system, an inverter is required to:

 

A) directly convert surplus electricity into heat

 

B) generate electricity from solar energy

 

C) connect the DC current of the solar panel to the AC current of an electrical grid

 

D) convert AC from the solar panel into DC of the grid

 

45) Around the world, photovoltaic technology is quickly being adopted to generate electricity in:

 

A) large scale commercial power plants and on rooftop home units

 

B) large scale commercial power plants but not yet on rooftop home units

 

C) rooftop home units but not large scale commercial power plants

 

D) small electronic applications such as calculators but not yet on rooftops or in

 

commercial power plants

 

46) The most costly aspect of photovoltaic technology is being addressed by:

 

A) inventing a way to convert alternating current to direct current

 

B) inventing a way to convert direct current to alternating current

 

C) finding a way to reduce the damaging effects of the sun on solar panels

 

D) new technologies that reduce the cost of manufacturing solar cells

 

47) Solar trough technology converts:

 

A) the ultraviolet light in sunlight directly into electricity

 

B) the heat of the sun into steam to drive a turbogenerator

 

C) sunlight into electricity which then produces steam heat

 

D) the direct current generated by photovoltaic cells into alternating current

 

48) Some milk becomes contaminated with mercury. If each of the following people consume 16

 

ounces of this contaminated milk each day for a month, who will most likely be impacted by

 

this poison?

 

A) an 82-year-old woman

 

B) a fetus inside a mother who drinks this contaminated milk

 

C) a 12-year-old girl

 

D) a 51-year-old man

 

49) A pharmacist asks a mother about a new prescription for an antibiotic, wanting to be sure that

 

the drug is for the mother. The pharmacist is most likely concerned because:

 

A) antibiotics do not typically work on children

 

B) most types of antibiotics prescribed to an adult will likely kill a child

 

C) a normal dosage for an adult can be toxic to a child

 

D) a normal child’s dosage may be toxic to an adult

 

50) You learn that an old friend has died from a disease that resulted from their lifelong exposure

 

to a substance. This loved one most likely died from:

 

A) whooping cough

 

B) a bacterial infection

 

C) cancer

 

D) malaria

 

51) Which of the following contains the greatest number of carcinogens?

 

A) a thick vanilla milkshake

 

B) a Twinkie snack

 

C) chewing tobacco

 

D) tap water from most cities in the United States

 

52) You examine an ice core sample from 10,000 years ago when global temperatures were

 

unusually high. Based upon past studies and insights from current GHG levels, we expect that

 

atmospheric levels of carbon dioxide:

 

A) and methane were unusually low

 

B) and methane were unusually high

 

C) were high but methane levels were low

 

D) were low but methane levels were high

 

53) In his movie, An Inconvenient Truth, Al Gore warns of increasing levels of carbon dioxide in

 

the atmosphere which suggest that:

 

A) methane levels will soon rise, destroying the ozone layer

 

B) global temperatures will also continue to rise

 

C) the oceans of the world are losing carbon dioxide

 

D) clouds are thinning and global precipitation is declining

 

54) Evidence from proxies indicate eight major oscillations in global temperatures over the past

 

800,000 years, most likely the result of:

 

A) rising and falling sea levels that greatly impact photosynthetic activity

 

B) variations in solar activity that produce different levels of radiation

 

C) Milankovitch cycles of periodic variations in Earth’s orbits around the sun

 

D) lunar cycles in which the moon orbits at different distances from the Earth

 

55) In general, temperatures along an ocean coastline vary less than temperatures 100 miles

 

inland. This moderation of temperatures along coastlines is because:

 

A) as the oceans evaporate it cools off the coastlines

 

B) the sun shines more intensely away from the ocean coastlines

 

C) ocean temperatures change more quickly than air temperatures

 

D) ocean temperatures do not change as quickly as air temperatures

 

56) In our world, something with the greatest heat capacity is able to:

 

A) evaporate the most water from its surface

 

B) retain its heat the longest

 

C) insulate the best

 

D) reflect the greatest amount of sunshine

 

57) If the sun suddenly stopped shining, where would be the best outdoor location to stay warm

 

with the least change in ambient temperature?

 

A) Atlanta, Georgia

 

B) on a beach in Hawaii

 

C) Kansas City, Kansas

 

D) the center of Brazil

 

58) Which one of the following principles of smart-growth will most likely result in less commuting

 

for all residents?

 

A) have states purchase open spaces

 

B) set physical boundaries on urban sprawl

 

C) build new homes and stores on existing abandoned or brownfield urban properties

 

D) promote the integration of homes, stores, light industry, and professional offices

 

59) According to the U.S. Sprawlometer, the most sprawling and congested area is:

 

A) New York

 

B) Los Angeles

 

C) Greensboro, NC

 

D) Riverside, CA

 

60) The Obama administration has moved to combat urban sprawl through the:

 

A) Clean Air Act

 

B) Clean Water Act

 

C) American Recovery and Reinvestment Act

 

D) ISTEA

 

61) Over the past 60 years, as people moved from U.S. cities to suburbs, the people that were left

 

behind in the cities were primarily:

 

A) older, poor people representing ethnic minorities

 

B) younger, wealthy people representing ethnic minorities

 

C) older and wealthy Caucasians

 

D) younger Caucasians

 

62) In a large city experiencing urban blight, we would be surprised to find:

 

A) a declining tax base

 

B) depreciating real estate

 

C) improving schools

 

D) increasing crime

 

63) The main financial problems for a city experiencing urban blight result from:

 

A) a declining tax base

 

B) increasing industrial growth

 

C) the need to build new schools

 

D) increasing use of public transportation

 

64) Buses and cars using fuel cells are:

 

A) not yet possible because the technology to safely store hydrogen is still not resolved

 

B) not yet available because the fuel cell generates unsafe levels of heat

 

C) still inefficient, largely because the fuel cells are large and heavy

 

D) already in use and ready for commercial production

 

65) Which one of the following produces the least air pollution?

 

A) an automobile burning hydrogen as a fuel

 

B) an automobile running on a hydrogen fuel cell

 

C) a Toyota Prius hybrid vehicle

 

D) a car running on natural gas

 

66) Automobiles with fuel cells can be more flexibly designed because they:

 

A) do not have wheels

 

B) have to be so large that there is extra room for passengers and accessories

 

C) do not have an engine fuel combustion compartment

 

D) do not have to be aerodynamically constructed to get better fuel mileage

 

67) A hydrogen-oxygen fuel cell uses:

 

A) hydrogen and water and generates electricity and oxygen

 

B) hydrogen and oxygen and generates electricity and water

 

C) carbon dioxide and water and generates electricity and hydrogen

 

D) hydrogen and water and generates electricity, oxygen, and carbon dioxide

 

68) The most promising immediate alternative to gasoline fueled vehicles in a time of global

 

climate change and increasing oil imports is powering vehicles using:

 

A) solar power

 

B) hydrogen as a fuel source

 

C) fuel cells using hydrogen

 

D) plug-in hybrid electric vehicles

 

69) Enhanced geothermal systems:

 

A) generate electricity using the heat of the earth to make steam

 

B) are routinely used in China to power automobiles

 

C) use the energy of the sun to boil water and generate electricity

 

D) use gravity to propel large turbines, which generate electricity

 

A home located next to a 5-acre pond (30 feet deep in the center) uses the steady temperature of the deep pond water for heat exchange. A closed system of water is piped from the home under­ground to deep regions of the pond and then back to the home. Inside the home, a heat exchange system extracts heat in the winter and removes heat from the home in the summer. This home relies completely on electricity, generated by burning coal at a distant power plant.

 

70) This home system illustrates the use of:

 

A) ecothermal energy

 

B) biomass fuels

 

C) geothermal energy

 

D) hydroelectric energy

 

71) Compared to heating and cooling this home using a standard heat pump system, this home’s

 

heating and cooling system will:

 

A) probably keep the pond from freezing over in the winter

 

B) probably cause ice to form on the pond in the early summer and fall

 

C) reduce the carbon footprint of the homeowners

 

D) not work if ice forms on the top of the pond

 

72) Harnessing the energy of tides to generate electricity is different than the force moving the

 

water in a hydroelectric power station at a dam because:

 

A) tidal energy uses turbines and a dam uses generators

 

B) tidal energy ultimately relies on moon’s gravity and hydroelectric power ultimately relies on the energy from the sun

 

C) tidal energy ultimately relies on ocean currents and hydroelectric power ultimately relies on the energy from the sun

 

D) tidal energy ultimately relies on the wind and hydroelectric power ultimately relies on the energy of rain

 

73) A tidal barrage would be used to generate electricity:

 

A) at the mouth of a bay

 

B) at the bottom of a large lake

 

C) near the tip of an ocean peninsula

 

D) in the open ocean

 

74) One of the least promising non-fossil fuel energy sources uses:

 

A) wind power

 

B) biomass energy

 

C) geothermal energy

 

D) thermal-energy conversion in the oceans

 

75) The future global energy demands may be met by developing sustainable energy resources and

 

also, most easily, by:

 

A) dramatically increasing oil and natural gas exploration

 

B) increasing our use of the abundant natural gas and coal resources

 

C) improving energy conservation and efficiency of current technology

 

D) limiting the use of energy in developing countries

 

76) In the past decade, the United States government has:

 

A) discouraged the use of alternate energy resources and promoted the use of fossil fuels

 

B) promoted but not invested in the development and use of sustainable energy resources

 

C) promoted and invested heavily through the Recovery Act of 2009 in the development

 

and use of sustainable energy resources

 

D) required the use of sustainable energy resources for more than 95% of our energy

 

demands by the year 2020

 

77) Responsible stewardship in the coming decades will require global energy policies that

 

promote:

 

A) both sustainability and technological efficiency

 

B) productivity and economic prosperity in developing nations

 

C) the development of abundant and inexpensive fossil fuels such as shale gas

 

D) additional exploration of shale oil and natural gas resources

 

78) Energy policies that promote the use of renewable-energy resources:

 

A) and oil and gas exploration are the most promising ways to address global climate

 

change

 

B) and efficiency will automatically reduce the generation of greenhouse gases

 

C) increase the demand for fossil fuels and require the importation of oil to most

 

countries

 

D) hurt the poorest families and discourage economic growth in developing countries

 

79) If some current trends and energy strategies continue and succeed over the next few decades,

 

in fifty years you might be able to say that you witnessed the shift from:

 

A) an energy-consuming economy to an energy-producing economy

 

B) a wind-driven economy to a solar economy

 

C) an unsustainable fossil-fuel-driven economy to a sustainable hydrogen economy

 

D) a renewable energy- driven economy to a clean-burning natural gas economy.

 

80) Which one of the following vehicles would generate the greatest amount of carbon tax?

 

A) a large hybrid-electric SUV that gets 31 miles per gallon

 

B) a small gas-powered car that gets 27 miles per gallon

 

C) an all-electric car that charges its batteries using solar power-generated electricity

 

D) a car powered by natural gas that gets 33 miles per gallon

 

81) The general U.S. government response to possible terrorism at nuclear power plants since

 

2001 has been:

 

A) limited to a few unenforced regulations

 

B) to convert nuclear facilities to military installations with state of the art security

 

C) enhanced security at plants and at spent fuel storage pools

 

D) nothing, because of budget cuts brought about by the 2008 recession

 

82) Security of nuclear resources and the safe storage of nuclear wastes:

 

A) remain a global challenge

 

B) have been improved by concentrating these in four secure locations throughout the

 

world

 

C) have now been addressed by UN task forces who guard resources that are subject to

 

terrorist attacks

 

D) remain a problem only outside of the United States and Canada

 

83) The more than 100 nuclear power plants planned 30-40 years ago were never built in large

 

part due to:

 

A) increasing incidents of terrorism directed against nuclear plants

 

B) decreased demand for electricity and increased costs of safety features in construction

 

C) pressing demand for electricity, which required simpler coal-fired power plants that

 

could be built faster

 

D) budget constraints stemming from the 2008 recession

 

84) The longevity of nuclear power plants has averaged about:

 

A) 20-25 years due to unexpectedly high levels of corrosion and embrittlement

 

B) 40-50 years, longer than imagined, because neutrons tend to stabilize the building

 

materials

 

C) 10 years, only about 25% of their expected life, due to the need for new

 

government-mandated safety designs

 

D) 40 years, as expected, due to routine maintenance and the replacement with new longer-lasting materials

 

85) Unlike corrosion, embrittlement results in the degradation of nuclear power plant materials

 

from the:

 

A) buildup up iron oxide after prolonged exposure to water

 

B) rapid expansion and contraction of super-heated and ice-cold water through most of

 

the pipes

 

C) use of highly corrosive saltwater throughout most of the water pipes

 

D) bombardment of materials by neutrons produced by fission

 

86) Nuclear power plants are especially expensive because they:

 

A) require the highest levels of security

 

B) usually cost as much to decommission as they did to build

 

C) have so many parts that must be coated in gold

 

D) are constructed of many thick layers of concrete
87) In the United States and many countries in Europe, there is renewed interest in nuclear power

 

plants because of:

 

A) a worldwide shortage of coal

 

B) the spotty availability of natural gas

 

C) concern about global climate change

 

D) the greatly reduced costs associated with generating electricity using nuclear power

 

88) In the near future, the number of nuclear power plants in the United States and throughout

 

the world will most likely:

 

A) decline

 

B) hold steady

 

C) increase

 

D) depend upon the price of oil

 

89) In Japan today, the greatest risk associated with the use of nuclear power is:

 

A) an earthquake and/or tsunami

 

B) a terrorist attack

 

C) the lack of sufficient nuclear fuel

 

D) the generation of mutations in nearby plants and animals

 

90) Compared to standard fission reactors, fast-neutron reactors are:

 

A) less expensive to build

 

B) less expensive to operate

 

C) more efficient in fuel use

 

D) safer, requiring less security

 

91) A much greater use of breeder or fast-neutron reactors would pose a greater safety risk

 

because fast-neutron reactors would generate greater amounts of:

 

A) heavy water, which can easily leak out into the local community near nuclear power plants

 

B) radon gas, which over many years can greatly increase the risk of cancer in the region surrounding a nuclear plant

 

C) plutonium, which is more easily used to construct nuclear weapons

 

D) lead, which is widely used in the creation of bullets and other ammunitions

 

92) Breeder or fast-neutron reactors generate more fuel than they use because:

 

A) these reactors capture the energy of extra neutrons released by 235U fissions

 

B) the Second Law of Thermodynamics does not apply to nuclear reactions

 

C) of solar collectors that invest the energy of the sun into new fuel

 

D) the heat that is usually released in standard reactors is mostly recaptured

 

93) Reprocessing of nuclear fuel:

 

A) requires the heavy use of lead and iron ore

 

B) eliminates the need for nuclear power plants

 

C) requires additional mining of uranium

 

D) reduces and reuses the stockpile of nuclear waste

 

94) The energy released from the sun and other stars comes from the:

 

A) fusion of helium into hydrogen

 

B) fusion of hydrogen into helium

 

C) fission of helium into hydrogen

 

D) fission of hydrogen into helium

 

95) Today, we are able to use nuclear fusion to:

 

A) power a hydrogen bomb

 

B) generate electricity efficiently

 

C) produce hydrogen for fuel cell cars

 

D) power jets and ships

 

96) Nuclear fusion reactions:

 

A) were used in the atomic bombs dropped on Japan in 1945

 

B) require conditions that are not yet cost-efficient for the generation of electricity

 

C) are widely used today in nuclear power plants

 

D) can only occur in the special conditions of the sun and stars

 

97) Over the past 50 years, interest in nuclear power:

 

A) rose, decreased, and now is increasing again

 

B) decreased, rose, and now is decreasing again

 

C) has remained high around the world

 

D) was high but then declined and continues to decline worldwide

 

98) Which of the following is a clear advantage in the use of nuclear power instead of fossil fuels?

 

A) Nuclear plants are cheaper to build than power plants that burn fossil fuels.

 

B) Nuclear power can be used today to power most forms of public transportation.

 

C) Nuclear power contributes less to global climate change.

 

D) Nuclear power generates fewer wastes with lower health risks.

 

99) Much of the recent increased interest in nuclear power is related to:

 

A) the limited supply of coal to generate electricity

 

B) the limited supply of natural gas to generate electricity

 

C) increasing costs of oil and gasoline

 

D) concerns about global climate change

 

100) Good stewardship of nuclear power is best promoted by:

 

A) government oversight and international cooperation

 

B) independent decisions of the countries of the world

 

C) oversight provided by the companies that own the facilities

 

D) limiting regulations and requirements

 
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Lab For Astronomy AST 111 (Parallax Lab) DUE TODAY !!

AST 111-QL Astronomy of the Universe Lab

AST 111-QL online lab Fall semester 2019 Astronomy of the Universe Lab

Objectives:

1. Learn proper measuring and data taking techniques 2. Analyze and interpret numerical, graphical and pictorial data 3. Find and employ multiple references in working through assignments 4. Present a complete and cohesive foundation level report Labs:

Lateness policy: Labs submitted after the due date may be subject to a  10% deduction of the lab grade.

Each person is entirely responsible for writing their own complete and original lab report. You may choose to work on the lab with others, but your submission must be your own work. Duplicate labs will not be accepted. Work that has been copied from online sources without reference will not be accepted.

You must provide documentation in accordance with the UAB handbook excused absences in order to make up a lab that is not completed by the end of the appropriate time window.

Grading:

There will be a math review followed by 8 lab reports. Each grade will be weighted equally and the lowest will be dropped. The average of the eight remaining scores will be your grade.

Lab Report:

Each lab report must adhere to the following structure:

1. Title page with lab title, your name, and course information

2. Introduction telling what you expect to learn (1 to 2 paragraphs)

3. Answers to lab questions. All graphs, tables, figures, calculations, and other work goes in this section.

4. Conclusion summarizing the work and what you learned.

5. Questions or comments about anything. This is the place to mention positive and negative attributes of the lab as well as any part of the lab you are still unsure about.

Evaluation:

Your class letter grade is based on the following scale: A = 88.0 – 100; B = 78.0 – 87.99; C = 68.0 – 77.99; D = 58.0 – 67.99; F = < 58.0

 
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HSA 520 PART 1 EXAM

Part 1: Mastrian: Chapters 2, 5, 8, 11, 17, and 19

Question 1   Data are dirty when there are errors such as:    Duplicate entries    Incomplete or outdated records    Both duplicate entries and incomplete or outdated records    None of these are correct. Question 2   Reliable information comes from:    Reliable or clean data    Authoritative sources    Credible sources    All of these are correct. Question 3   The awareness and understanding of a net of information and ways that information can be made useful to support a specific task or to arrive at a decision is called:    Acquisition    Dissemination    Knowledge    Information Question 4   Which statement best reflects the definition of information?    It can be used for a variety of purposes.    No errors exist in the data or information.    It is whole, complete, correct, and consistent data.    It is processed data that have meaning. Question 5   When processing data into information, it is important that the data:    Have integrity and quality    Reflect human inconsistencies    Contain raw facts    Contain duplicate facts Question 6   What do organizational BYOD (Bring Your Own Device) policies typically include?    The device must be issued by the organization.    The device is subject to routine audits.    Both the device must be issued by the organization and the device is subject to routine audits.    None of these are correct. Outside devices are forbidden according to HIPAA. Question 7   The intent of HIPAA was to:    Curtail healthcare fraud and abuse and enforce standards for health information    Guarantee the security and privacy of health information    Assure health insurance portability for employed persons    All of these are correct. Question 8   Which social conventions about right and wrong human conduct are so widely shared that they form a stable general agreement?    Ethics    Confidentiality    Values    Morals Question 9   New technologies in digital communications, electronic health records, and telehealth raise issues related to:    Comprehensiveness of care    The digital divide    Justice and fidelity    Privacy and confidentiality Question 10   Which principle of ethics has a nursing educator violated in failing to correctly teach his/her students how to calculate medication dosages?    Autonomy    Confidentiality    Justice    Nonmaleficence Question 11   In the design of human technology interface, what best describes the factor(s) to consider?    Task and cost    Medical opinion    Nursing opinion    User proficiency Question 12   The users see the effects of their actions on the technology when you bridge the:    Gulf of execution    Gulf of understanding    Gulf of evaluation    Gulf of assessment Question 13   Videoconferencing technology:    Is easy to use    Allows professionals to communicate more effectively and frequently with in-home patients    Must be used for telehealth    None of these are correct. Question 14   Task analysis examines:    The number of tasks involved    How the user approaches the task in order to accomplish it    What the needed output is    All of these are correct. Question 15   A cognitive walkthrough:    Observes the steps users take to use the interface to accomplish typical tasks    Detects problems early in the design process    Is the least expensive method    All of these are correct. Question 16   Online communication among healthcare teams is called:    Order entry management    Electronic communication and connectivity    Clinical decision making    Reporting and population health management Question 17   Patient data in an electronic health record (EHR) includes demographics, medical and nursing diagnoses, and:    Medication lists    Allergies    Test results    All of these are correct. Question 18   Positive impacts noted with using an informatics system to manage patients with chronic illness include:    Guidelines adherence    A decrease in emergency department visits    Improved provider documentation    All of these are correct. Question 19   The benefits of EHR use recognized in early studies include all of these, except:    Increased delivery of guidelines-based care    Enhanced capacity to perform surveillance and monitoring for disease conditions    Reduction in medication errors    Improved workflow Question 20   Organizations with the authority to accredit EHRs:    Test EHRs    Compare EHRs against NIST standards    Develop and test EHRs    Both test EHRs and compare EHRs against NIST standards Question 21   What is not a goal of evidence based practice?    Improve professional satisfaction    Decrease practice variability    Increase patient safety    Eliminate unnecessary cost Question 22   What is an important factor to assess when determining if it is possible to implement a study?    Contextual meaning    Number of people in the study    Available technology    Established guidelines Question 23   Context of care evidence may be gathered from:    Audit and performance data    The culture of the organization    Local or national policy    All of these are correct. Question 24   Sources of evidence for practice include:    Synthesis of knowledge from research    Retrospective or concurrent chart reviews    Clinical expertise    All of these are correct. Question 25   What indicates that a healthcare professional recognizes the value of providing evidence-based care?    Provides the same care as always    Includes research as part of current practice    Is offended when patient asks about a new treatment    Fails to effectively evaluate sources of information Question 26   Which statement best describes caring as defined by Watson’s Theory of Human Caring?    Caring is cognitive energy focused on changing data into knowledge in a patient encounter.    Caring is conscious awareness of one’s strengths and limitations in a patient encounter.    Caring is healing consciousness and intentionality to care and promote healing.    Caring is the focus of the energy on efficient completion of assessment and diagnosis in a patient encounter. Question 27   Patient-centered care means that practitioners should focus on:    The subjective experience of patients    Data gathered by technology    Objective signs and symptoms    Their interpretation of the patient’s experience Question 28   When professionals observes their work for a different perspective and generate insights about how healthcare services and processes could be improved, they are practicing:    Centering    Bracketing    Reflection    All of these are correct Question 29   Clearing the mind of preconceived notions and expectations based on a patient’s diagnosis is known as:    Centered caring    Bracketing    Active listening    Healing consciousness Question 30   Anne has a very busy personal life and is worried about her parents who live 100 miles away and are in failing health. She works as a physical therapist in a rehabilitation unit in a metropolitan hospital. She is the primary therapist for six patients today, one more than the ideal staffing pattern of five. Before entering the room of a particularly anxious patient, Anne takes a few moments to breathe deeply, clear her mind, and review the patient’s EHR on her tablet. She carries the tablet into the room and sets it aside. She moves toward the patient and smiles, making eye contact, and greeting the patient by name. She sits at the bedside and chats with the patient for a brief moment and then performs her assessment. Anne is practicing:    Transcendent presence    Physical presence    Carative presence    Cognitive presence

 
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Online Scavenger Hunt For Success

Name:

Date:

Instructor:

Online Scavenger Hunt for Success

The basics (each question worth 5 point) 20 pts total

1. From the first section in the book what are 5 environmental concerns you will learn about in this class? Question worth 5 points.

a.

b.

c.

d.

e.

2. Every field is impacted by the environment, be it being the source or a product, source of a service, a concern to meet an environmental regulation…. How do you feel learning about the environment will impact your future career? (minimum of 50 words; question worth 5 points)

1. Everything is made from chemicals. In blogs or news articles, you might hear about chemicals being a concern, but this is too vague. For example you can say water is a problem because it is a chemical, but this is still not saying why. Find an example of a chemical you want to learn about. Question worth 5 points

a. What is this chemical made from?

b. How can it be helpful?

c. What it is likely to pollute (air, water, or land)?

d. How can the problem be lessened?

e. Provide a full reference for your authoritative source you used to answer this question

2. Ozone is a complex chemical. In the1980’s a big concern was the hole in the ozone. What is the current status of the ozone hole? Now, you might hear more about ozone warning while driving. What causes this and why is it is problem? What references did you use to answer this question? (minimum of 50 words; question worth 5 points)

Completing Research (5 points each- 3 for correct example, 2 for reason) 20 pts total

In science a research paper needs to have authoritative sources and all facts need to be cited. This does not mean you want to have lots of quotes, but instead paraphrase your material and cite the source

Many times if it tempting to use popular media as a source. However, this means it could be biased.

Go to: https://mediabiasfactcheck.com/

1. Find one source that could be considered Left biased and explain why (minimum of 20 words; question worth 5 points).

2. Find one source that could be considered right biased and explain why (minimum of 20 words; question worth 5 points).

3. Find a source that is considered conspiracy-pseudoscience and explain why with an example of pseudoscience (minimum of 20 words; question worth 5 points).

4. Find a pro-science source that might be ok for a research paper to get more current information then a peer reviewed source. (minimum of 20 words; question worth 5 points)

Citing and referencing help (each topic 10 pts) 30pts total

5. Using the library, find 3 separate articles to help you write about 3 of the following topics below ( remember to choose 3 topics, not just 1 ). Please pick 3 topics from this list: endangered species, environmental toxin farming, sustainable building materials , or water pollution to answering the following questions:

1. Why would you use this article? (3 pts)

2. Create a full reference for this source (2 pts)

3. Paraphrase a fact from this source and insert an in text citation (2pts)

4. Find a quote Create an intext citation (2pts)

© 2018. Grand Canyon University. All Rights Reserved.

 
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INTRO TO ENVIRONMENTAL

Understanding Experimental Design LAB – Assignment

OVERVIEW

Scientists conduct experiments in order to understand how the natural world works. Virtually all of the science you learn in this and your other science classes was discovered and verified by repeated experiments. Designing and running a good experiment is challenging, time-consuming, and expensive. What makes experiments worthwhile, indeed critical, is that they are the most powerful tool we have for establishing cause-and-effect relationships. Educated citizens need to understand how scientific investigations are done and how results and conclusions are reported in order to make informed decisions. This lab will introduce you to the principles of good experimental design. Because these principles are best learned by carrying out an actual experiment, your challenge will be to design, conduct, and interpret your own experiment.

BE ORIGINAL! Remember to use your own words and do not copy verbatim from any online, previous or current student source. By submitting this assignment, you are agreeing to the following statement: “I understand that my paper will be checked against multiple sources for original content. A report will be generated that shows if content in this paper matches content in documents available on the Internet, in many print journals, and a database of other papers submitted by students. If submitted to the instructor, my paper will be added to the student database for comparison of future OSU papers against it. I maintain ownership of the original intellectual property created in this paper. I understand that results of this report may be used by the University in student conduct proceedings related to academic dishonesty (See Canvas Start Here module for more information)” Turnitin generates a report that highlights any potentially unoriginal text in your paper, including text from previous students’ or current students’ submissions.

ASSIGNMENT

Section 1 Reflection (2 pts)

Take the opportunity to reflect back on last week’s work. Please use complete sentences!

a) Identify one thing you did well. Be specific and use an example.

I had less driving time last week, and more time I chose to carpool or use public transportation, and in China we use a software called Didi to complete carpool trips, which not only cut down on travel costs. It can also effectively reduce carbon emissions per capita.

b) Identify one thing you could improve upon. Be specific and use an example.

I think instead of taking public transport or carpooling, I should choose to walk or ride a bike, so I can exercise on the one hand, and reduce individual carbon emissions on the other. In many cities in China, we have public bike for just $1 a month and you can ride unlimited times, and you can find it anywhere at any time and also same as park it.

c) Find and copy a grader’s comment on your work here. Not sure where to look? See the ‘submission comments’ on your assignment, or email and ask!

Type answer here

d) Respond to the grader (Who will read this! This is your opportunity to connect!). You could state how you could have done better, did you need to double check a value, ask a question, look something up, put something in your own words?

Type answer here

Section 2 What Makes a Good Experiment (5 pts)

Section 1 of the lab is an interactive tutorial that introduces the components of a good experiment. Section 1 warms you up with 17 low-stakes, coached questions. This section will be completed entirely within SimUText and you will get credit simply for completing it.

Note, you must get these questions correct to get credit! This means clicking through AND correcting your mistakes when prompted by the program. This section is meant to prime you for creating your own experiments in Section 2!

Section 3 Part 1: Save the Simploids! (10 pts)

Section 2 of the lab helps you practice in SimUText and receive feedback as you design experiments, generate quality scientific data, and state conclusions of what is sickening the Simploids. I have provided a table in this document for you to keep track of your experiments and results for your summary report in Section 2 Part 2. 10 pts for answering the questions in SimUText AND completing the tables.

· Work through the warmup questions Q2.1-Q2.3. Then select a hypothesis to test with your first experiment.

· Design and carry out a minimum of TWO experiments to address the problem of the sick Simploids. Based the data from each experiment, answer the questions in SimUText, including stating your scientific conclusion of what is causing the Simploids to sicken.

· Fill in the tables below as you work through SimUText experiments (note that the table does not ask exactly the same things as the tutorial – pay careful attention in order to answer correctly). This will help you organize your summary report that you submit in Section 3 of the lab.

Experiment 1

Hypothesis 1. Simploids are sick due to: Parasites or Herbicides
Experiment 1. What is the independent variable? Identify variable
Experiment 1. What is (are) the dependent variable(s)? List variables
Experiment 1. Which variable(s) did you hold constant across all experimental groups (which may be confounding variables)? List variables
Experiment 1. How many replicates did you have of each combination of variables? Number
Experiment 1. What do you conclude? Was Hypothesis 1 supported? Yes or No
Experiment 1. How did your results support your conclusion. Transcribe summary paragraph from SimUText Section 2 Q2.10 Write a summary paragraph from Q2.10 here

 

Experiment 2

Hypothesis 2. Simploids are sick due to: Parasites or Herbicides
Experiment 2. What is the independent variable? Identify variable
Experiment 2. What is (are) the dependent variable(s)? List variables
Experiment 2. Which variable(s) did you hold constant across all experimental groups (which may be confounding variables)? List variables
Experiment 2. How many replicates did you have of each combination of variables? Number
Experiment 2. What do you conclude? Was Hypothesis 2 supported? Yes or No
Experiment 2. How did your results support your conclusion for Experiment 2. Type answer here

 

Overall conclusion

Draft explanation to town of Idyllic. Transcribe your explanation from SimUText Section 2 Q2.15. Summarize answer from Q2.15 here

 

· After conducting each experiment, export ALL the data from that experiment to your computer (see button below!):

Click “Export Data” (see image to the left!) and then save the file (default name is “results.txt”) to your computer. Make sure to give your two results files different names. Open the files in a spreadsheet application and organize the data into data tables. You are encouraged, but not required, to make graphs of key results. Your summary report in Section 3 Part 2 MUST refer to the tables and any graphs submitted.

Helpful Hints: There are descriptions of the data columns in the LAB Background document. The LAB Demonstration video shows how to export data from SimUText and import it to your spreadsheet application. Recall that you learned how to explore, sort, and filter data in the Ecological Footprint lab; those skills will come in handy here as well.

Section 3 Part 2: Report with Data (15 pts)

This section is NOT in the SimUText application, and is REQUIRED. Complete a report for the city of Idyllic that states your conclusion of what is happening to the Simploids, describes the experiments you conducted, and provides supporting data for your conclusion. Look to the tables you completed as you worked through Section 2 to fill in the blanks. We have provided a template report letter for you to fill in.

You must present your data in your lab assignment, by submitting your data table(s) (with ALL OF the data) along with a paragraph explaining how you came to your conclusion based on the data. This section requires the use of a spreadsheet application (Microsoft Excel, Google Sheets, etc.) to construct your tables. Paste your tables, with clear descriptions, into the placeholders below.

Report to the Town of Idyllic (5 pts)

I have provided a template for your report below. If you did more than two experiments, add another paragraph to the methods for each additional experiment.

· Fill in all areas denoted by red brackets, […], to complete a report on your experiments to submit to the town of Idyllic. Wherever you see [red brackets], you need to type an answer. Please keep your answers in RED text!

Dear Town of Idyllic,

My research into the effects of herbicides and parasites on the health of Simploids indicates [type conclusion here]. Based on these results, I recommend you take the following actions to improve and protect the health of Simploids in your community:

[type recommendations here].

I came to this conclusion by conducting the following experiments.

My first experiment tested […] by experimentally changing […] and observing the effects on […]. This experiment demonstrated that […]. This conclusion is supported by the data shown in Table 2.1 below.

My second experiment tested […] by experimentally changing […] and observing the effects on […]. This experiment demonstrated that […]. This conclusion is supported by the data shown in Table 2.2 below.

Taken together, the results of these experiments indicate that [restate conclusion here] is the cause of Simploid sickness in the town of Idyllic.

Table 2.1. Experiment 1 Data Table (5pts)

The data table must be labeled and units clearly indicated. Hint: if there are only a handful of rows or columns in your table, you did something wrong! Go back and review the video to download data from SimUText.

 

Copy and paste your data table here. (Delete this box)

 

Description: [Summarize what these data tell you and how you came to your conclusion based on the data.]

Table 2.2 Experiment 2 Data Table (5pts)

The data table must be labeled and units clearly indicated. Hint: if there are only a handful of rows or columns in your table, you did something wrong! Go back and review the video to download data from SimUText.

 

 

Copy and paste your data table here. (Delete this box)

 

Description: [Summarize what these data tell you and how you came to your conclusion based on the data.]

Section 4 Autograded questions (10 pts)

This section includes 10 autograded questions that you will complete in SimUText.

Section 5 Synthesis and Relevance (8 pts)

Each lab we will check-in with the current state of the world and let you know how this week’s lab topic is relevant to you and to sustainability. This portion of the lab may reference a news story, scientific study just published, or a local event.

Monarch butterflies – our own Simploids?

The iconic Monarch butterfly is declining – and it is unclear exactly why. In this lab we learned about how experimental design can help us solve a mystery: What was killing the Simploids? Well, in the real world we might ask: What is killing the Monarch Butterflies?

Think about the experiment you performed above and do some internet searching to answer the following questions:

a) Name three threats that the Simploids faced in the experiment above (hint: we only tested two…but there’s one more! What did you have to add to the plots so Simploids could live?? What did they eat??)

type your answer here

b) Name three threats for Monarch Butterflies that are similar to those for the Simploids. (hint: look at the threats for the Simploids; might these be the same or different for butterflies in the real world? Do a little research if you need to!)

type your answer here

c) Now think about how you determined the biggest threat to the Simploids. How could you test which of the three things you listed above is the primary threat for Monarch Butterflies? Write a couple of sentences at least!

type your answer here

d) What do scientists say is the biggest threat to Monarch Butterflies (hint, what do most folks recommend you can do to HELP Monarchs (again, do a quick internet search!))?

type your answer here

Last modified: June 26th 2018

4

 
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Intro Geology 4.11 Plate Tectonics

Page | 83

Introductory GeoloGy Plate tectonIcs

4.11 sTudenT resPonses The following is a summary of the questions in this lab for ease in submitting

answers online.

1. Brazil (Latitude and Longitude)

2. Angola (Latitude and Longitude)

3. Measure in centimeters the distance (Map Length) between the two points you recorded in the previous question. Given that this portion of Pangaea broke apart 200,000,000 years ago, calculate how fast South America and Africa are separating in cm/year? (Hint: Speed= Distance/Time)

4. When will the next supercontinent form? Examine the Western Coast of South America, the Eastern Coast of Asia, and the Pacific Ocean. If South America and Africa are separating and the Atlantic Ocean is growing, then the opposite must be occurring on the other side of the earth (the Americas are getting closer to Asia and the Pacific Ocean is shrinking). How far apart are North America and Mainland Asia in cm? (measure the distance across the Pacific at 40 degrees north latitude- basically measure between Northern California and North Korea)? Take that distance and divide it by the speed you calculated in question 3 to estimate when the next supercontinent will form. Show your work!

5. How far have the snake fossils moved apart since they were originally deposited?

a. 1250 miles b. 1700 miles c. 2150 miles d. 2700 miles

Page | 84

Introductory GeoloGy Plate tectonIcs

6. Given that this portion of the Australian plate moves at a speed of 2.2 inches per year, how old are the snake fossils?

a. 310 million years old b. 217 million years old

c. 98 million years old d. 62 million years old

e. 34 million years old

7. There are fossils such as Glossopteris and Lystrosaurus that are found in rocks in South America and Africa that indicate they were part of Pangaea approximately 200 million years ago. These same fossils can be found in Australia, which indicates it, along with Antarctica, was also part of Pangaea at that time. Based on your answer to question 6 which of the following statements about the break-up of Pangaea is TRUE?

a. Australia and Antarctica separated before the break-up of Pangaea.

b. Australia and Antarctica separated during the break-up of Pangaea.

c. Australia and Antarctica separated after the break-up of Pangaea.

8. Consider the ages and positions of the islands listed above along with what you know about plate tectonics and hotspots. In what general direction is the Pacific Plate moving?

a. Northwest b. Southeast c. Northeast d. Southwest

9. How fast was the Pacific plate moving during the last 1.1 million years between the formation of the Big Island and Maui in cm/year? To calculate this divide the distance (in centimeters) between the two islands by the difference in their ages.

10. How fast was the Pacific plate moving from 7.2 million years ago to 4.7 million years ago between the formation of Kauai and Nihoa in cm/year? To calculate this divide the distance (in centimeters) between the two islands by the difference in their ages.

Page | 85

Introductory GeoloGy Plate tectonIcs

11. Examine the headings of the measurements that you took for the previous two questions. The headings indicate the direction the Pacific Plate is moving over the hot spot. How does the direction of motion of the Pacific Plate during the last 1.1 million years differ from direction of movement between 4.7 and 7.2 million years ago? The direction of plate movement in the last 1.1 million years________.

a. shows no change b. has become more southerly c. has become more northerly

12. Zoom out and examine the dozens of sunken volcanoes out past Nihoa, named the Emperor Seamounts. As one of these volcanic islands on the Pacific Plate moves off the hotspot it becomes inactive, or extinct, and the island begins to sink as it and the surrounding tectonic plate cool down. The speed the islands are sinking can be estimated by measuring the difference in elevation between two islands and dividing by the difference in their ages (this method assumes the islands were a similar size when they were active). Calculate how fast the Hawaiian Islands are sinking, by using the ages and elevations of Maui and Nihoa.

13. Using the speed you calculated in the previous question (and ignoring possible changes in sea level), when will the Big Island of Hawaii sink below the surface of the ocean? Divide the current maximum elevation of the Big Island by the rate you calculated in the previous question.

14. Now zoom out to ~4000 miles eye altitude and look at the chain of Hawaiian Islands again. Notice the chain continues for thousands of miles up to Aleutian Islands (between Alaska and Siberia). Examine the northernmost sunken volcano (50 49 16.99N 167 16 36.12E) in this chain. Where was that volcano located when it was still active, erupting, and above the surface of the ocean?

a. 50 49 16.99N 167 16 36.12E b 52 31 48.72N 166 25 43.14W

c. 27 45 49.27N 177 10 08.75W d. 19 28 15.23N 155 19 14.43W

15. The rock that most closely resembles the composition of continental crust based on the description in the previous section is:

a. A b. B c. C d. D

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16. Based on the choice you made for question 15, what is the density of the rocks that make up continental crust? Please give your answer in grams/milliliter.

17. The rock that most closely resembles the composition of oceanic crust based on the description in the previous section is:

a. A b. B c. C d. D

18. Based on the choice you made for question 17, what is the density of the rocks that make up oceanic crust? Please give your answer in grams/milliliter.

19. Remember, because of isostasy the denser plate will be lower than the less dense plate. If oceanic and continental crust collided, based on their densities the __________ crust would sink below the ________crust.

a. continental; oceanic b. oceanic; continental

20. According to the geothermal gradient, rocks buried 75 km beneath the surface would normally be at what temperature?

At 75 km depth, rocks will be heated to about _______ degrees Celsius.

a. 1500 b. 1250 c. 1000 d. 750

21. According to the geothermal gradient, rocks at 500 degrees Celsius will be buried how deep?

At 500 degrees Celsius, rocks will be buried to about _______ km depth.

a. 8 b. 12.5 c. 20 d. 27

22. What is the physical state of a dry mantle rock at point X?

a. Completely melted b. Starting to melt c. Completely solid

23. What happens when the lithosphere at point X is heated to 1500 °C?

a. No change b. Starts to crystallize c. Starts to melt

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24. At what depth will the dry mantle rock at point X begin to melt if it is uplifted closer to Earth’s surface and its temperature remains the same?

a. 35 km b. 25 km c. 18 km d. 12 km

25. What would happen to the mantle rock at point X if water is added to it?

a. No change b. Starts to crystallize c. Starts to melt

26. Which of the following places represent a Wadati-Benioff zone?

a. 10°S, 110°W b. 0°, 0° c. 15°S, 180° d. 30°N, 75°E

27. The Wadati-Benioff zone is associated with which type of plate boundary?

a. Divergent b. Convergent (Continent-Continent)

c. Convergent (Continent-Ocean or Ocean-Ocean) d. Transform

28. Examine the path of the river that feeds into and flows out of Quail Lake. What direction is the North American plate moving in comparison to the Pacific Plate at this location?

a. East b. West

29. Given that San Francisco is located on the North American Plate and Los Angles is located on the Pacific Plate, are these two cities getting closer together or farther apart over time?

a. Closer b. Farther

30. Type “15 19 48.78 S 75 12 03.41 W” into the Google Earth Search bar. What type of tectonic plates are present?

a. Ocean- Ocean b. Ocean- Continent c. Continent- Continent

31. What type of plate tectonic boundary is present?

a. Transform b. Convergent c. Divergent

32. Type “6 21 49.68 S 29 35 37.87 E” into the Google Earth Search bar. What type of process is going on at this location?

a. Seafloor spreading b. Continental rifting c. Subduction

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33. What features would you expect to occur at this type of boundary?

a. Earthquakes and a trench b. Volcanoes and a valley

c. Mountains and landslides d. Earthquakes and offset rivers

34. Type “28 04 27.04N 86 55 26.84E” into the Google Earth Search bar. What type of tectonic plates are present?

a. Ocean- Ocean b. Ocean- Continent c. Continent- Continent

35. What type of plate tectonic boundary is present?

a. Transform b. Convergent c. Divergent

36. Type “46 55 25.66 N 152 01 25.17 E” into the Google Earth Search bar. What type of tectonic plates are present? Make sure to zoom out to get a good view of the relevant features.

a. Ocean- Ocean b. Ocean- Continent c. Continent- Continent

37. What features would you expect to occur at this type of boundary?

a. Volcanos, earthquakes and a trench b. Volcanoes and a linear valley

c. Mountains and landslides d. Earthquakes and offset rivers

38. Type “43 41 07.81 N 128 16 56.29 W” into the Google Earth Search bar. What type of tectonic plates are present? Hint- make sure to re-read the section on plate boundaries before answering!

a. Ocean- Ocean b. Ocean- Continent c. Continent- Continent

39. What type of plate tectonic boundary is at this exact location?

a. Transform b. Convergent c. Divergent

40. This plate boundary isn’t as simple as the previous examples, meaning another nearby plate boundary directly influences it. Zoom out and examine the area, what other type of boundary is nearby?

a. Transform b. Convergent c. Divergent

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41. Go back to the location in Google Earth that you examined for question 36 (46 55 25.66 N 152 01 25.17 E). Which of the three proposed plate tectonic mechanisms would NOT occur at this location?

a. Slab pull b. Ridge push c. Slab suction

 
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