Lab 4

Lab 4: August Polar Sea Ice Area Loss

Background

In this lab, you will examine actual data on the reduction in polar sea ice area in August between 1979 and 2015.

You will use the August Polar Sea Ice Area Loss Spreadsheet to:

  • Calculate a linear regression of polar sea ice area in August.
  • Use this regression to forecast when polar sea ice will completely disappear in August.

Note: Access the August Polar Sea Ice Area Loss Instructions to see the steps for performing the linear regression calculation. The August Polar Sea Ice Area Loss Instructions also provide a series of related questions for you to answer.

Begin Work on Your Lab

To begin work on your lab, access:

After performing your calculations on the spreadsheet, you will also need to answer the questions on your August Polar Sea Ice Area Loss Instructions. You will need to submit your spreadsheet andthe August Polar Sea Ice Area Loss Instructions to the assignment area.   SU200358137 Shinelove5*

 
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Analyzing Emergency & Disaster Concepts

MUST use attached reference and be in APA 7th edition format.

Overview: Read the assignment material for the week. This week, the reading assignment is: Forward and Chapters 1 – 9 of “What is a Disaster” by Perry & Quarantelli (eds.).

Assignment: Provide an approximate 1500-word document analyzing important concepts in the readings. Ensure you apply the discussion tenets from the contributors to your work including the work of Scanlon, Alexander, Cutter, Jigyasu, Britton, and Dombrowsky. Assume that you are writing for an uninformed reader that knows nothing about the topic and has not read what you read. Provide an introduction that gives the background of the resource that you are reviewing, so the reader will understand what they’re reading and why. Include the following topics in the discussion:

– Discuss why is it difficult to define the concept of disaster? Is it a moving target?

– Analyze and discuss the role of culture and the design of civilization on the way disasters are perceived.

– Define ‘reality’ and ‘construct’. Analyze and discuss if there is such a thing as reality? Why or why not?

– Assess and discuss the role of ‘respondent’ in academic discussions. What role does a respondent play, and what value does he/she add?

DO NOT list out the topics or questions and answer them. Provide APA formatted headings. Ensure that you meet or exceed the 1500-word target, and that your paper meets APA presentation requirements. Save the Microsoft Word document as [yourlastnameWkX] (e.g. SmithWk4) and upload the paper to the assignment.

Rubric: Papers will be graded using the APUS graduate rubric, with attention paid to comprehension, depth of knowledge, and clear expression of ideas and arguments. Additionally, adherence to APA conventions will be required.

 
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Turkey Point: More Questions Than Answers?

Turkey Point: More Questions Than Answers?

The Turkey Point nuclear power station was built in 1972 by Florida Power & Light Corporation on the shore of Biscayne Bay about 25 miles south of Downtown Miami. It is the largest electrical power generating station in Florida and the sixth largest in the United States. FPL has applied to the State of Florida’s Public Service Commission and to the Federal Nuclear Regulatory Commission to build two additional reactors on this site.

After reading your textbook’s section on how electricity is generated by nuclear fission, read the following articles for backgrounding prior to participating in this Forum.

A. As someone who lives and votes in South Florida (if you don’t live in South Florida, imagine that you live and work in downtown Miami – 25 miles away from Turkey Point as the Turkey Vulture glides), you will create a list of six (6) questions in rank order of importance to you about FPL’s nuclear power operations.

For each question, briefly (at least two complete sentences) explain why it is important that you get an answer to this question – now!
Use the following format to earn up to 12 points (2 points/question + reason)

Question 1:
Reason 1:

 
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Lab

Key concepts:

Energy balance equation

Radiation: Long and short-wave

Albedo and reflectivity of surface (short-wave radiation)

Equilibrium temperature

 

Background information:

The Gaia theory: Daisyworld

Daisyworld is an artificial world with a very simple biota that is specifically designed to display the characteristics in which we are interested, namely, the close coupling of the biota and the global environment (McGuffie and Henderson-Sellers, 1997). This simple (zero-dimensional) computer model is designed to illustrate Lovelock’s Gaia Hypothesis, which views the Earth as a living, self-regulating entity. While evolving, life forms on earth modulate their environment (temperature, etc.).

This model describes an imaginary planet called Daisyworld (see figure below). Daisyworld is a very simple planet that has only two species of life on its surface: white and black daisies. The planet is assumed to be well-watered, with all rain falling at night so that the days are cloudless. The atmospheric water vapor and CO2 are assumed to remain constant, so that the greenhouse gas of the planet does not change. The key aspect of Daisyworld is that the two types of daisies have different colors and, thus, different albedos. In this way, the daisies can alter the temperature of the surface where they are growing.

Daisyworld

Name:

Date:

Link to Daisyworld simulation: http://netlogoweb.org/launch#http://netlogoweb.org/assets/modelslib/Sample%20Models/Biology/Daisyworld.nlogo

Description of the model : http://ccl.northwestern.edu/netlogo/models/Daisyworld

1. Set the solar luminosity to 1.000 (present conditions). Set the population of daisies to 20% white and 20% black. The albedo of the surface should be 0.50, white daisies should be 0.75, and black daisies should be 0.25.

A. What happens to the population of the daisies?

B. What happens to the temperature of the Earth?

2. Draw a feedback loop that can occur within Daisyworld. Label it as positive or negative feedback.

3. Why do the populations of both daisies remain stable when both are present?

4. Gradually decrease solar luminosity to 0.800.

A. What type of daisy survives? Why?

B. What happens to the temperature of the Earth? Why?

5. Repopulate the world with 20% each of white and black daisies. Set the solar luminosity to 1.000 and run the simulation until temperatures stabilize. Then slowly increase solar luminosity to 1.400.

A. What type of daisy survives at high luminosity? Why?

B. What happens to the temperature of the Earth? Why?

6.

A. Populate Daisyworld with all white daisies and set the solar luminosity to 0.900. What happens?

B. populate Daisyworld with mostly white daisies and 1 black daisy, and set solar luminosity to 0.900. What happens this time?

C. Why are there different results? Relate to the Gaia hypothesis.

7. Crank up the heat by changing the solar luminosity to 2.000. Remove all of the daisies.

A. Paint on a few white daisies while the simulation is running. What happens to the daisies, and why?

B. Stop the simulation and add a big patch of daisies (at least a third of the world). How is the result different from the previous simulation? Why?

C. Relate the result in B to the expansion of boreal (pine) forests at high latitudes.

8. Stop the simulation, set up Daisyworld with 20% each white and black daisies, and run the “ramp-up-ramp-down” luminosity simulation a few times through. Speed up the simulation so this doesn’t take an hour.

A. There are three different ways this simulation can end. Name two of them. What biological event(s) determine the destiny of the planet?

B. What can you do, as an external force, to save any surviving white daisies at the end of the simulation? How do your changes indirectly affect the environment?

9. Imagine the Earth was covered in daisies, just like Daisyworld. Yes, these daisies can grow on glaciers, bare rock, and even oceans. They are space-daisies from another planet, after all.

A. Which daisies would dominate at high latitudes (near poles)? Low latitudes (near the equator)? Why?

B. What would happen to the temperature difference between the equator and the poles? Why?

C. Given your answer to B, would you expect average wind speeds on Earth to increase, decrease, or stay constant? What caused the change?

 
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Ecological Footprint

For this project, you will use the  class data posted in the “Shared Data” Discussion containing the Week 1  Ecological Footprint Data Tables.

This data project will address Course Outcomes 1 and 3:

  • interpret quantitative information to determine effects of human  activity on the environment and to evaluate environmentally sustainable  decisions
  • effectively communicate and use scientific evidence regarding human  impact on the environment with emphasize on sustainability and global  citizenship

Description

This data project will be composed of two parts.

In Part I of your report, you will compile class data from the Week 1  Eco Moment on our Ecological Footprints (found in the “Shared Data”  Discussion under Ecological Footprint Data) and summarize/analyze it  with Excel (or similar spreadsheet program).  Discuss what trend(s) you  see in the class data that relate to course concepts.  Think about the  best way to present your findings–tabular or graphical form?  There is  no “right answer” here, as long as you pick a format that highlights  your main findings and support your table(s) and/or graph(s) with clear  text that interpret the results.  Do any of the findings surprise you?   Why or why not?

In Part II, you will research and discuss possible solutions to the  environmental problems reflected in the class data. Here, you will want  to support your argument with reliable, scientific resources (e.g.,  peer-reviewed scientific papers, white papers, and government websites).  Be sure to end with a strong concluding paragraph that summarizes the  main data trend(s), along with the merits and relevance of your chosen  solution(s).

Format

The page limit for your written report for both Part I and Part II is  2 pages, plus 1 page for the data table/graph(s) you use to present  your findings in Part I. The page limit does not include an  optional title page, the reference list, and the appendix with the raw  class data. The report should be double-spaced with one-inch margins all  around and use a 12-pt font.

Here is the order in which to present the various project components:

  1. Part I = describe the class data we collected, include the  methodology, relevant web tool (if applicable), the mean and sample size  for each result, table/graph(s) that depict the main findings and/or  trends; interpret the table/graph(s) for the reader
  2. Part II = summarize research on possible solutions; be sure to  incorporate reliable in-text citations and focus on relevant, attainable  solutions
  3. Reference List
  4. Appendix of Raw Data = screenshot or copy in the Excel table showing all the class data (no analysis or mean)
 
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ASSIGNMENT 2 EVR

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Name _________________________________ Date ________________ Section _________________________________ Score ________________ Partner _________________________________ I.I’s ________________

Lab 13 – The Mars Lab Tutorial

Materials Needed: The Mars Lab utilizes four Shaded Relief Maps (MC-7, MC-15, MC-19, and MC-25) prepared from the Mariner 9 Mission to Mars by the USGS. You will begin with MC-25. The Mars Worksheet will utilize additional USGS maps of Mars. You will obtain these maps from https://astrogeology.usgs.gov/search?pmi-target=mars. Use the filters as shown below and do not use the revised version, but the original version:

 

INTRODUCTION – The Mars-like Planet

The large number of craters on Mars reminds us of the Moon and Mercury. But the sand dunes, volcanoes, and dry river valleys remind us of processes found here on earth. Indeed Mars is in many ways a halfway planet; it has a surface much less active than the direst desert on earth, yet it seems like a tropical wet-house when compared to the bare and dry surfaces of Mercury and the moon. But in addition, Mars is also a world of its own. The great volcanoes, chasms, and dune fields of Mars are unlike anything found on earth or the other planets. In the final analysis, Mars is more like Mars than anyplace else.

In this lab, you will sample some of the diversity of Mars by examining some maps of various regions on Mars. These maps include several regions selected from the Atlas of Mars by Batson, Bridges & Inge. Of course, a complete survey is out of the question in such a short time, but as you work through the worksheets provided, we hope you will appreciate some of the surprising variety of landforms found on this bone dry desert world. Some of the key concepts that you will explore are given below. As you

 

 

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read the introductory pages, please answer the questions and fill in the blanks by using the provided maps.

I. IMPACT CRATERS AND STRUCTURES

During the past 4.5 billion years, countless tiny, small, medium, large and enormous meteoroids have struck the surface of Mars. As on the other terrestrial planets, there are small impact craters, medium-sized impact craters with central peaks, multi-ring structures and large basins – all due to the influx of impacting meteoroids and asteroids. However, these craters have been subject to much more wind and water erosion than craters on the moon or Mercury. In the Thaumasia Quadrangle (MC-25) are examples of several varieties of impact craters. Most of the moderately large craters are named whereas the smaller craters are designated by letters. 1. Please record the names and diameters of the following medium-sized craters found

at the designated positions: Name Latitude Longitude Size (km) _______________ -51 S 113 W _______________ _______________ -47 84 W _______________ _______________ -52 70W _______________

Use the scale at the bottom of the map to determine the diameters. Notice that the interior of these craters are relatively smooth. Winds have smoothed the interiors of many Martian craters. 2. What is the name and diameter of the large crater at longitude 82°W and latitude

-53°S? ______________________ (82°W -53°S) ___________________ km What is unusual about this crater? ____________________________________________ Smaller Craters and Central Peaks The first letter (capitalized) for the smaller craters is assigned in terms of increasing longitude (to the west and right) and the second letter is assigned in terms of increasing latitude (to the north and up). Several of the smaller craters have small central peaks – mountains that were thrown up in the center of the impact crater when the craters were formed. Give the latitude, longitude, and diameter of these four craters:

 

 

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Name Latitude Longitude Size (km) Xp __________ S __________ W ___________ Wpd __________ S __________ W ___________ Vx __________ S __________ W ___________ Aka __________ S __________ W ___________ You may have noticed that these small craters are not really small. While all such craters do not have central peaks, many of them do. The peaks can be further studied to give us more information about the energy of the impacting asteroids and the strength of the Martian rock layers. Between Latitudes 40 to 48 South and Longitudes 100 to 110 West, is a large smooth roughly circular basin. This may be the mark of a very large and ancient impact structure that has since been filled with lava and/or dust and eroded by water and/or winds. Whether this is true in this particular case would require additional study. What is the name of this large planum? _____________________________________ Planum Relative Age One of the craters labeled “Pg”, (latitude 56.5°S, longitude 93°W) has a small interior crater, Pgc. It is obvious that Pgc is younger than Pg. the same principle can be used for overlapping carters. In these cases a younger crater has partially obliterated an older crater’s rim. Use this principle to determine which crater is older; Wq or Xq (~ 43°S, 112°W). ____________

II. VOLCANIC ACTIVITY Volcanoes Several volcanoes on Mars are much larger than any found on earth. Their summit calderas may be many kilometers high and their flanks sometimes extend for hundreds of kilometers. A few scattered meteorite craters on their flanks suggest that many of them have formed during the past few hundred million years. Here again, we see evidence that Mars is much less active than the earth, but much more active than the moon and Mercury. Three very large, very ancient and very different types of volcanoes are found in the Elysium Quadrangle of Mars (MC-15). Elysium Mons (Mons = Mountain) is a shield volcano roughly circular with relatively smooth flanks that exude from a central vent or central caldera. Notice that the base of the volcano reaches from 209-217°W. A slightly smaller mountain, which has a larger caldera, is Albor Tholus, centered at approximately 19°N, 210°W. A tholus is an isolated dome shaped hill or mountain. What are the diameters of these two huge mountains and their central calderas? Base Diameter Caldera Diameter Elysium Mons ________________ km ________________ km Albor Tholus ________________ km ________________ km

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Caldera After a period of volcanic activity the magmatic pressure which caused the volcano begins to subside. Sometimes the pressure drops so much that the center of the volcano collapses. This central crater is called a caldera. The caldera is different from an impact crater is several ways, some of which you will discover by observation during this lab. Two important differences are the lack of central peaks (sometimes found in impact craters, but never found in calderas) and the lack of an uplifted rim around a caldera. The rim of an impact crater is made of overturned rock. Look carefully at the differences between the flanks and the calderas of the two large volcanoes and the rims and interiors of the impact craters Eddie (12°N, 218°W), Lockyer (28°N, 199°W), and Wg (8°N, 219°W). The impact craters generally have raised rims and sometimes have central peaks. The volcanoes never have central peaks. At 3°N, 196°W is a nearly buried feature labeled “Jc”. Is Jc a relic impact crater or volcano?____ Patera A complex or irregular volcanic crater is called a patera. A large, ancient volcanic structure is found in the Elysium quadrangle (15°N, 181°W).

III. RUNNING WATER Most of the surface of the Margaritifer Sinus quadrangle (MC-19) is very ancient. Ancient craters that are believed to be perhaps three billion years old clutter the surface of the region. In addition, however, there is also evidence of ancient beds of running water in the Margaritifer Sinus quadrangle. For example, what is the name of the valley that flows to the northwest from the edge of the map up into the Holden crater (26°S, 34°W)? _________________________________________ Notice that the vallis is quite different from the nearby Erythrea Fossae. The fossae are believed to be rifts (pulled apart by rock movements – tectonics instead of erosional features). What is the valley south of Jones crater (20°S, 20°W)? __________________ Note that the valleys look like tree branches (so called dendritic forms) where smaller tributaries have run into larger streams. Additional forms are also in evidence. What is the name of the chasm in the northwest corner of the map? __________________ Chasm What are the names of the two chaotic tumbled regions in the northernmost regions of the map? ___________________ Chaos and ______________________ Chaos. Chaotic regions may be due to underground water and/or moving ice.

IV. EROSION, WATER, WIND, AND ICE Polar Regions Both poles of Mars are covered with frost, snow, and ice due to both carbon dioxide and water. The poles wax and wane with the seasons being larger during their respective winters and smaller during their respective summers. They also exhibit evidence that Mars may have had its own ice ages and warm ages over the past thousands and millions

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of years. Some of the sand dune fields near the poles are larger than any others known in the solar system. A Very Martian Landscape The Cebrenia Quadrangle (MC-7) of Mars offers a very Martian landscape. Can you recognize these features? Name Diameter 1 A moderately large impact crater in the

middle of the map? [48°N, 220°W]

__________________ _________ km

2 A very large volcano at the bottom of the map?

__________________ _________ km

3 An ancient valley slightly to the SW [40°N, 225°W; 35°N, 220°W]

__________________ Vallis

4 An ancient, fairly straight fault near the above Vallis? __________________ Fossae

What is unusual about the craters Tyndall (Dg), El (46°N, 191°W) and the unnamed crater centered near 32°N, 188°W? ___________________________________________________________________________________________________________________

Pedestal Craters In the northwest portion of the map are some curious craters that seem perched upon domical hills. These strange features were apparently formed from impacts that melted enormous amounts of ice frozen in the ground. Name (Label) Lat Long Name (Label) Lat Long __________________ 56°N 220°W __________________ 63°N 228°W Aeolian or Wind Erosion Sand dunes, bright and dark windblown streaks, hundreds of kilometers in length, and wind filled valleys and craters offer plentiful evidence that Martian wind affects the surface of Mars. Do you see any features on MC-17 or MC-15 that are due specifically to the action of the wind? _____________________________________________________________________________________________________________________________________________________________________________________________________

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When you have completed your tutorial, check the key to verify your answers. Your answers should be accurate to approximately 15% or better. If most of your answers are correct and if you understand any errors that you might have made, you are ready to proceed to the graded worksheet.

 

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BIBLIOGRAPHY [Introductory, Semi-technical & Technical]

Baker, Victor R. (1982). The Channels of Mars. University of Texas Press. Batson, R.M., Bridges, P.M. & Inge, J.L. (1979). Atlas of Mars (NASA). Beatty, J.K. (Sept 1976). “Viking Lands on a Very Red Planet”, Sky and Telescope v. 52. Beatty, J. Kelly (Dec 1976). “Vikings Rest During Mars’ Conjunction”, Sky and

Telescope vol. 52, #6, pp. 404-409. Beatty, J.K., O’Leary, B., & Chaikin, A. Eds. (1990). The New Solar System (3ed). Sky

Publishing Corp. Carr, Michael (1981). Surface of Mars. Yale University Press. Carr, Michael (1996). Water on Mars. Oxford University Press: New York. 239 pages. Kiefer, H.H., Jakosky, B.M., Snyder, C.W., & Matthews, M.S., Editors (1992). Mars.

University Press of Arizona Press: Tuscon. Masursky, Harold (Aug 1972). “The New Mariner 9 Map of Mars”, Sky and Telescope

vol. 44, #2, pp. 77-82. Weaver, Richard F. (Feb 1973). “Journey to Mars”, National Geographic Magazine vol.

143, #2, pp. 231-263.

 

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Name _________________________________ Date ________________ Section _________________________________ Score ________________ Partner _________________________________ I.I’s ________________

Lab 13 – The Mars Lab Worksheet

Materials Needed: You will need the Topographic Maps of Tharsis Quadrangle (MC-9), the Oxia Palus Quadrangle (MC-11) and the Coprates Quadrangle (MC-18) as well as the Controlled Photomosaic and Topographic Maps of the Tharsis Northwest Quadrangle (MC-9NW). Note that you will be using three separate maps of the Olympus Mons region. Grading Notes: Several times you will be asked an open-ended question requiring more than a simple name, number, or a yes or no. Do not leave these questions blank. These questions are graded generously – unless you fail to answer them. Questions that require written answers will count twice as much as other questions.

I. MORE ON CRATERS

The regions we shall examine in the Worksheet portion of the Mars Lab are not as heavily cratered as some of the regions examined in the Tutorial. This is because the regions we shall examine in the Tutorial have been greatly altered by wind, rain, ice, and volcanism. Even within these quadrangles, however, there has been a great deal of variety in erosional processes. These variations in crater density tell us a great deal about the age of the features being examined. Regions that have a low crater density are younger than the regions that have been extensively cratered. Furthermore, regions that have many small craters are more likely to have a few large craters.

Variations in Crater Density (MC-9, MC-11, MC-18) Several regions have been selected from these quadrangles that represent some of the range in crater density found on Mars. Examine the following regions and determine the approximate number of craters in each 5° x 5° region: (Count unlabeled and labeled craters – be attentive, a careful examination reveals a surprisingly large number) Between 25° & 30°N and 115° & 120°W (MC-9) ____________ less than 10 _________________ 11-30 ___________ more than 30 Between 5° & 10°S and 70° & 75°W (MC-18) ____________ less than 10 _________________ 11-30 ___________ more than 30 Between 5° & 10°N and 40° & 45°W (MC-11) ____________ less than 10 _________________ 11-30 ___________ more than 30

 

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Give the name and size of the two largest impact craters on MC-11: Name __________________________________ Diameter _________________ km Name __________________________________ Diameter _________________ km Give the name and size of the two largest impact craters on MC-18: Name __________________________________ Diameter _________________ km Name __________________________________ Diameter _________________ km Give the name and size of the largest impact crater* on MC-9: Name __________________________________ Diameter _________________ km *It is not Uranius Patera – Uranius Patera is volcanic. Which Quadrangle is the most heavily cratered? How so? Does the Quadrangle with the most craters have the largest craters? Explain your answer. Many astronomers and geophysicists believe that perhaps three or four billion years ago, there were probably ancient rivers on Mars. After Mars began to dry up and cool off, there were apparently occasional floods due to widespread melting – perhaps during volcanic eruptions and/or due to impacts from relatively large asteroids and comets. The large and now dormant volcanoes on Mars, particularly those in the Tharsis region, have apparently erupted during the past billion years and thus the volcanic features are much younger than the features due to water erosion. Wind erosion, however, continues into the present. Are the features on your charts consistent with these ideas? Can you give specific examples? Some ideas to keep in mind: (1) whenever there are few craters, the surface is relatively young, (2) large impacts are rare, (3) the terrain around the ancient riverbeds is much more heavily cratered than the terrain around the large volcanoes, and (4) while not evident here, windstorms on Mars are so widespread that they can sometimes be observed from earth.

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II. VOLCANOES For this portion of the lab, you will need to examine the topographic map of the Tharsis Quadrangle (MC-9). Later, you will examine one of these giant volcanoes (Olympus Mons) in more detail by using some more detailed maps of the Northwest quadrant (MC- 9NW) Volcanoes: Sizes and Elevations – Volcanoes of the Tharsis Bulge What are the diameters of: Ascraeus Mons ___________ km Bibles Patera ___________ km Ceraunius Tholus ___________ km Olympus Mons ___________ km Pavonis Mons ___________ km Uranius Mons ___________ km Uranius Patera ___________ km

[The entire mountains, not just the calderas.] The largest volcanoes on the earth are approximates the size of Biblis Patera and Uranius Tholus – the smallest of these seven structures. These volcanoes are also very high. Check the red topographic contours to determine their elevations. What is the highest elevation found on Olympus Mons? ____________ km What is the highest elevation found on Pavonis Mons? ____________ km What is the highest elevation on Ascraeus Mons? ____________ km What is the name of the volcano with the largest Caldera? (It is not Olympus Mons) How large is this caldera? Name ___________________________________ diameter ________________ km A caldera is a larger crater caused by sinking of the central region of a volcano after the pressure of the outflowing magma begins to decrease. The calderas at the summits of Martian volcanoes are very similar to those of some terrestrial volcanoes except that the Martian volcanoes and calderas are sometimes much larger. However, the Martian volcanoes frequently exhibit additional cratering found on their flanks that are due to meteoroidal impact. These impact craters often give us a way of crudely estimating the volcanoes’ ages. Most of the Martian volcanoes seem to be between one hundred million years and one billion years old. Age and Erosion of Volcanoes Give the labels of the three largest impact craters on the flanks of Olympus Mons and the largest impact craters on the flanks of Ulysses and Ascraeus Patera. (longitude and latitude are provided) Olympus Mons ______________ at 133°W 17.5°N Olympus Mons ______________ at 132°W 18°N Olympus Mons ______________ at 132°W 22°N Ulysses Patera ______________ at 121.5°W 4°N

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Ascraeus Patera ______________ at 101.5°W 12.5°N What evidence is there that crater MC-9 Sc is younger than Ulysses Patera? What evidence is there that the impact crater on the northern edge of Ceraunius Tholus struck before Ceraunius Tholus became extinct? Close-up of Olympus Mons – you will need both the Controlled Photomosaic and the Topographic Map of the Northwest (NW) section of the Tharsis Quadrangle for this section (MC-9NW). The sunken central caldera of Olympus Mons is found at approximately 133°W, 18°N in the SW portion of the Controlled Photomosaic. Notice how the flows seem to have flown out in all directions from these central vents. What is the longest diameter you measure for the caldera? ___________________ km Several small craters on the flank of the Olympus Mons are not visible in the larger quadrangle map. Give the size and coordinates of three of them. A magnifying glass may help. Size Coordinates Size Coordinates Size Coordinates

___ km _____________ ___ km _____________ ___ km _____________

To the north of Olympus Mons is an enormous lava field that actually extends beyond the SW portion of the quadrangle. Note again that there are few impact features, making this a very young surface for Mars. Still, if you look carefully you will generally find some more small impact craters on the flanks of most volcanoes. This tells us that even though the volcanic regions are much younger than much of the Martian surface, nevertheless, they have ages in the millions of years. It is not every day that a 5-20 kilometer impact crater is formed. What is the altitude at the top edge of the steep edge of the eastern flank (around 129.2°W, 17.5°N) of Olympus Mons? ___________ km or ____________ m

[1 km = 1000 meters – your answers should be greater than 20km or 20,000m] What is the altitude at the bottom edge of the steep edge of the eastern flank (around 129.2°W, 17.5°N) of Olympus Mons? ___________ km or ____________ m So, how far from the top to bottom for these cliffs on the east flank of Olympus Mons? ___________ km or ____________ m

[While the cliffs are not nearly as high as the summit of Olympus Mons, they are higher than many high mountains on earth.]

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III. CHASMS AND VALLEYS Valles Marineris The Coprates Quadrangle (MC-18) has one of the longest known valleys in the solar system. The valley has been formed from a large rift near the equator of Mars which has been further eroded by wind and water. The valley actually extends beyond the picture here. How wide is it at its widest point (Melas Chasma)? (Ignore the extra tributary) ____ km Using the topographic contours, how much depth is there between the highest rims near Ius Chasma (to the west) and the lowest points in the valley near Eos Chasma (to the east)? Highest rim elevation _________________ km Lowest valley elevation _________________ km difference _________________ km It you look very carefully, a few craters can be found in the valley itself. There are many more impact craters to the north and south of the valley than in the valley itself. This tells us that the floor of the valley and quite possibly the valley itself is much younger than the surrounding plains. On the photographs, there is not much evidence of running water. However, there is evidence of several enormous landslides. For example, how high are the cliffs at Melas Chasm (in the central regions of the valley)? top = ________ km bottom = _______ km total drop = _________ km

IV. RUNNING WATER In the Oxia Palus Quadrangle (MC-11) we find a different form of valley. The crater at 3°N and 16°W seems to be the starting point for a flood that tore toward the Chryse Planitia. What is the label of the crater? ______________________________________________ What is the name of the valley? _____________________________________________ How does the topography support this hypothesis? (Hint – note the elevation of the Chryse Planitia, negative numbers are below mean elevation)

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Are the valleys in the Southwest of the map such as Shalbatana Vallis and Simud Vallis consistent with the idea that liquid material (presumably water) once flowed into Chryse Planita? Explain. What are the names of the odd landforms found at the head of Tiud Vallis and Simud Vallis? These odd landforms may be due partially to the collapse of regions that experienced catastrophic melting of enormous quantities of frozen ice. Whatever their source, these features remind us that there is a great deal about Mars that we do not understand. After completing the worksheets, submit them to your instructor.

  • Name _________________________________ Date ________________
  • Lab 13 – The Mars Lab Tutorial
  • Name _________________________________ Date ________________
  • Lab 13 – The Mars Lab Worksheet
 
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Fire Investigation Report

FIRE INVESTIGATION CHECKLIST 1

Fire Investigation Checklist

Felicia St. Luce

Columbia Southern University

 

Mark Gaillard
Very nice work. Thanks.

 

FIRE INVESTIGATION CHECKLIST 2

Fire Investigator

 Inspection  Incident number

 Date & Time of Fire

 Address of Fire

 Risk Assessment (Detail hazards and control measures)

 Contact Information

 Arson Checklist  Signs of Forced Entry?

o Yes o No o N/A

 Multiple Seats of Fire? o Yes o No o N/A

 Presence of Accelerant? o Yes o No o N/A

 Covered External Windows? o Yes o No

 

 

FIRE INVESTIGATION CHECKLIST 3

o N/A  Internal Doors Wedged Open?

o Yes o No o N/A

 Is the Fire in an Unusual Location? o Yes o No o N/A

 Is the Fire Considered to be Deliberate? o Yes o No o N/A

 Provide further Details as Required

 Indicators  Location Where the Fire Occurred (Description)

 Evidence from Glass Damage? (Description)

 Burn Pattern to Walls? (Description)

 Burn Pattern to Floor? (Description)

 Burn Pattern to Ceiling? (Description)

 

 

FIRE INVESTIGATION CHECKLIST 4

 Smoke Damage (Description)

 Is Gas Involved? o Yes o No o N/A

 Is Electricity Involved? o Yes o No o N/A

 Were Combustible Materials too Close to Ignition source? o Yes o No o N/A

 Is There Evidence of Faulty Controls o Yes o No o N/A

 Is There History of Faults or Problems o Yes o No o N/A

 Is There Evidence of Misuse of Equipment/ Appliances o Yes o No

 Naked Flames  Candles, Lighter, Matches, Other

o Yes o No o N/A

 Cooking  Is Cooking Involved?

o Yes o No o N/A

 

 

FIRE INVESTIGATION CHECKLIST 5

 Smoking  Smoking Policy in Operation?

o Yes o No o N/A

 Ashtrays and Waste Bins Emptied? o Yes o No o N/A

 Anyone Smoking Prior to the Fire? o Yes o No o N/A

 Evidence of Previous Burn Marks Due to Smoking? o Yes o No o N/A

 Previous Carelessly Discarded Cigarettes? o Yes o No o N/A

 Provide Further Information if Required?

 Conclusion  Point of Origin?

 Source of Ignition?

 What was the First Item Ignited?

 

 

FIRE INVESTIGATION CHECKLIST 6

 Hypothesis (What are the Circumstances, Defects, Actions or Omissions that Brought the Fire about?)

Arriving at the Scene

Fire Investigators/ Arson Inspectors are to be called out to the scene of a

fire. Inspectors evaluate the scene, identify witnesses, and survey what must be done. The lead

investigator must make contact to establish presence, define the scene’s boundaries, identify and

interview witnesses at the scene, assess scene security at the time of the fire, and identify resources

required to process the scene. Once the scene is determined to involve an arson or other crime, the

investigator must address legal requirements for scene access, as well as search and evidence

seizure. The investigator should then meet with the incident commander and first responders to

assess previous events and the current status of the fire scene, make introductions, identify

essential personnel, and determine scene safety and integrity issues. Investigators shall conduct a

briefing with the incident commander to determine who has jurisdiction and authorization (legal

right of entry) and to identify other personnel at the scene (e.g., law enforcement, firefighting,

emergency medical services, hazardous materials personnel and utility services personnel). They

will need to determine initial scene safety prior to entry through observations and discussions with

first responders. Consider environmental as well as personnel safety concerns. Assess changes in

safety conditions resulting from suppression efforts. The investigator should perform a preliminary

 

 

FIRE INVESTIGATION CHECKLIST 7

scene assessment, determine the area in which the site examination will be conducted and establish

the scene perimeter (an overall tour of the fire scene to determine the extent of the damage,

proceeding from areas of least damage to areas of greater damage.) This is to identify areas that

warrant further examination, being careful not to disturb evidence. Also, they will inspect and

protect adjacent areas that may include nonfire evidence (e.g., bodies, bloodstains, latent prints or

tool marks) or additional fire-related evidence (e.g., unsuccessful ignition sources, fuel containers

and ignitable liquids). If need be, Investigators will mark or reevaluate the perimeter and establish

the procedures for controlling access to the scene. Identify and interview witness(es) at the scene.

The investigator should determine the identities of witnesses and conduct interviews. Incident

commander, identify first responders and first-in firefighters, and arrange to document their

observations either in writing or through recorded interviews. It is important to know who reported

the fire. Secure a tape or transcript of the report if available. The owner of the building/scene, any

occupants, and the person responsible for property management needs to be identified as well as

those who may have left the scene. Identify and interview other witnesses (e.g., neighbors and

bystanders) and record their statements. Assess scene security at the time of the fire. The

investigator should determine whether the building or vehicle was intact and secure and if intrusion

alarms or fire detection and suppression systems were operational at the time of the fire. The

investigator should ask first responders where an entry was made, what steps were taken to gain

entry to the building or vehicle, and whether any systems had been activated when they arrived at

the scene. Observe and document the condition of doors, windows, other openings, and fire

separations (e.g., fire doors). Attempt to determine whether they were open, closed or

compromised at the time of the fire. Observe and document the position of timers, switches,

valves, and control units for utilities, detection systems, and suppression systems, as well as any

 

 

FIRE INVESTIGATION CHECKLIST 8

alterations to those positions by first responders. Contact security and suppression system

monitoring agencies to obtain information and available documentation about the design and

function of the systems. Investigators should identify a distinct origin (location where the fire

started) and an obvious fire cause (ignition source, first fuel ignited, and circumstances of the event

that brought the two together).

Documenting the Scene

Complete an accurate documentation of the fire scene consists of good field notes,

diagramming/sketching the fire scene, photographing the fire scene, and collecting fire scene

evidence. Use notes, photos, and sketches to document the evidence collection process. Remember

to make notes and sketches pertaining to the collection, and photograph the collection of each piece

of evidence. Just as in photographing the fire scene, you need to document evidence in a similar

fashion. This documentation is done on an evidence log.

 

Completing the investigation

Once evidence has been collected and processed, the investigator must complete the

investigation and release the scene. Submit reports to the appropriate databases. The responsible

agencies must file incident reports with the appropriate databases. Detailed fire information is

collected, integrated and disseminated through national and State databases. These data help

authorities identify fire trends and develop innovative procedures and equipment.

 

 

FIRE INVESTIGATION CHECKLIST 9

 
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Green Ninja Project

Chart, line chart  Description automatically generated

Chart, line chart  Description automatically generated

Red – Your Usage

Green – Average Class Usage

 

Part 1:

Analyze your energy data at the end of the two-week period. What is the range of values for daily electricity and natural gas usage? What is the average amount used per day? Point out any interesting trends. For example, is more energy used on the weekend than weekdays? Are there any sudden spikes or drop-offs in energy usage? Explain the possible reasons for your findings.

In 200 words, summarize the analysis of your daily electricity and natural gas usage data over the period of Monday, April 12, 2021, to Sunday, April 25, 2021.

 

Part 2:

B) Develop a problem statement that you are trying to solve. What is the problem you are trying to address?

 

C) Brainstorm to develop a list of possible solutions. First, think about the rooms in your house/apartment and evaluate energy usage in each room. Where can you make energy savings? Start with the obvious (e.g., changing light bulbs from incandescent to compact fluorescent, unplugging electronics when not in use) but broaden to include changing the design of your home (e.g., how and when people cook or watch TV). Then, think about the tradeoffs for each. For a list of ways to reduce energy usage, see the “Energy Saving Tips” tab under “Save Energy & Money” on your PG&E account.

 

D) Develop a plan for how you will save energy in your home. In the description of your plan, estimate how much electricity, natural gas, and emissions (in units of kWh, Therms, and lbs of CO2, respectively) you expect to save over the 2-week period with these reductions. Take into account your energy usage over the baseline period. Note that 0.524 lbs of CO2 are emitted per kWh of electricity used, with 13.446 lbs of CO2 emitted per Therm of natural gas used.

 

Describe your Energy Conservation Design (B, C, and D) in 250 words.

 
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COMMUNICATION CASE STUDY

Communication Style Case Study

Use Case Study: Communication Style Match in Chapter 3 of your Interprofessional Health Care Team text and the results from your communication assignment to complete this discussion.

Describe how you would communicate with team members in your discipline who exhibit each of the four communication styles. Incorporate the concepts from The Johari Window as described in your text.

Be sure to include at least three APA-formatted citation (in-text plus full reference). The citation may be from any outside source.

 

WRITE FROM PUBLIC HEALTH PROSPECTIVE

 

CASE STUDY BELOW

 

CASE STUDY: COMMUNICATION STYLE MATCH

 

Members of the interprofessional team on a geriatric unit (physician, nurse, physical therapist, occupational therapist, and social worker) are meeting to discuss patient safety on the unit. During the previous quarter, falls increased by 10%. Analysis of the incident reports indicates that an examination of the fall prevention program that is offered jointly by nursing, physical therapy, and occupational therapy is indicated. The team is meeting with the goal of designing a revised fall prevention program for the unit. The proposed program will need to be based in the most current evidence, ensure the safety of the patients, and be cost effective. All four styles of communication noted previously in this chapter—action oriented (physician and physical therapist), process oriented (occupational therapist), people oriented (social worker), and idea oriented (nurse)—are represented. The leader (in this case, it is the physical therapist) is an identified action-oriented communicator. In preparation for the first meeting, she reviews strategies for adjusting her communication style to the team members and prepares her opening remarks. Her remarks might vary depending on how she perceives the other members of the group. She lists pointers for addressing the others based on their communication styles, along with alternate statements for each type.

 

COMMUNICATING WITH AN ACTION-ORIENTED PERSON:

 

Focus on the results first.

 

State your best recommendation.

 

Emphasize the practicality of your idea.

 

At the first meeting, if the other members are action oriented, the physical therapist might say, “The purpose of this group is to address the increased number of falls on the unit this last quarter. We need to revise the fall prevention program that is currently offered. I recommend that we construct a program around the three components that have been identified in the literature. Developing a fall prevention program that includes exercise, fall prevention, and environmental components is the most effective focus.”

 

COMMUNICATING WITH A PROCESS-ORIENTED PERSON:

 

State the facts.

 

Present your thoughts in a logical manner.

 

Include options with pros and cons.

 

Do not rush the person.

 

If the other members are process oriented, the physical therapist might say, “The purpose of this group is to address the increased number of falls on the unit this last quarter. We need to revise the fall prevention program that is currently offered. One option that we may choose to pursue is to do a literature review on the efficacy of fall prevention and develop a custom program for our unit. We may also explore the option of purchasing existing modules. What are your thoughts?”

 

COMMUNICATING WITH A PEOPLE-ORIENTED PERSON:

 

Allow for small talk at the beginning of a session.

 

Stress the relationship between the proposal and the people concerned.

 

Show how the idea worked well in the past.

 

Show respect for people.

 

The physical therapist might say to such a group, “The purpose of this group is to address the increased number of falls on the unit this last quarter. Each of you has been chosen for this team because of your demonstrated commitment to patient safety. You are the experts in the day-to-day care of our patients. One area that we may need to consider is a revision of the fall prevention program that we currently offer. Institutions that are similar to ours have reported great success in reducing patient falls using a combination of exercise, addressing fear of falling, and modifying the environment.”

 

COMMUNICATING WITH AN IDEA-ORIENTED PERSON:

 

Allow enough time for discussion.

 

Do not get impatient when they go off on tangents.

 

Be broad and conceptual in your opening.

 

The physical therapist could address this type of group by saying, “As key staff members on this geriatric unit, you have demonstrated your commitment to patient safety. I have asked each of you to be a member of this team because we have yet another safety concern. The purpose of this group is to address the increased number of falls on the unit this last quarter. We need to revise the fall prevention program that is currently offered. Yes, the plan for tornado drills has been effective. Is there anything that we learned during the development and implementation of the tornado drill policy that we can bring to the creation of a fall prevention program?”

 

By acknowledging the presence of a variety of communication styles and adjusting her approach, this leader has demonstrated respect for team members and hopefully avoided potential problems in team communication at the beginning of this important project.

 
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Safety Engineering

As the Environmental Health and Safety (EHS) professional for a manufacturing company, you have been asked to conduct a risk assessment of potential issues within your facility. Specifically, you have been asked to identify whether these issues present a hazard by conducting a risk assessment using the quantitative risk assessment form, which you can access by clicking  here(SeeAttached). Once the risk assessments have been identified, your assignment is to provide control measures based on the hierarchy of controls identified in the Unit IV and Unit V Lessons. Each of the scenarios below have been identified as potential issues.Review each of the potential hazards identified in the scenarios, and provide a technical report of your findings and recommendations. The project should be a technical report with a minimum of three pages detailing your findings and recommendations. The project should be written in full APA format and include the elements listed below.

  • Perform a quantitative risk assessment before and after the recommended controls. (You may include these as appendices in the technical report, but the findings should be discussed in the body of the report.)
  • Include a priority ranking of controls based on the risk assessment findings.
  • Explain the control measures for each of the identified hazards, and explain why you chose those specific control measures.

Scenario 1: Proposed Catwalk (Fall Hazards)There is an elevated area within the plant that requires two maintenance personnel to access it at least once every 2 weeks to perform preventive maintenance by lubricating gears and pulleys. They are currently using a 20-foot extension ladder to reach the locations that require maintenance. This requires that the ladder be moved six times per event, along with the employee climbing up and down the ladder. The maintenance supervisor for the plant has provided a drawing of a catwalk that he would like to install and has asked you to review them for compliance with Occupational Safety and Health Administration (OSHA) standards and to identify any potential problems with the design.

(SEE PHOTO1 ATTACHED)

Scenario 2: Hunter Molding Machine (Machine Guarding)

While operating a Hunter molding machine, it is necessary for a single operator to reach inside the machine to adjust the pattern or blow it off to ensure that it is free of particles or other debris that will create deformed parts. This function is conducted once every 75 minutes, 8.5 hours per day. The molding pattern is placed on the holder by the machine, which then automatically rotates the pattern 180 degrees before the molding sand is compressed on the pattern, and then this process is repeated to ensure a two-sided mold is created. When the molds are compressed and then separated, the operator must reach inside the machine to clean the pattern by blowing compressed air onto the mold. The foundry supervisor is concerned that there is a potential for the operator to be caught in the rotating pattern holder, causing an amputation. He has asked for your help to provide a control measure to prevent any possible injuries to the operators. Note: A physical barrier between the operator and the pattern holder is not possible or feasible due to production activities. Please see the photographs below as a reference.

(SEE PHOTO2 and PHOTO3 ATTACHED)

Scenario 3: Quality Control Testing Facility (Airborne Chemicals)

The quality control manager has implemented a new testing procedure to ensure high quality products are being produced by the company. As a part of the testing operation, the quality control technician applies a chemical mixture with a paintbrush onto specific points of the parts, which have previously been identified as weak points by customer complaints. This operation takes place over an open sink, similar to a parts washing tank. The quality control manager has requested your assessment based on the following data, along with any recommendations for any controls that need to be implemented. This operation takes place throughout the day and involves three employees (quality technicians) per 8-hour shift. An outside consultant has sampled the employee exposure over an 8-hour period with the results shown below

.(SEE PHOTO4 attached)

Scenario 4: Mobile Crane Operations (Materials Handling)

While observing a lift of materials onto a flatbed trailer through the use of a mobile hydraulic crane, which had the tires fully inflated and on level and firm ground, the materials manager stopped the operation because it did not look correct to her. She has now requested your assessment and your recommendations on controls to reduce any potential incidents or injuries. Based on your observations, you find the information shown below.

Weight of the load: 28,000 pounds
Boom length: 60 feet
Boom radius: 20 feet

 
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