Month: November 2019

This assignment is about spectroscop Below is the data table generated using the ALTA II Reflectance Spectrometer on the orange and the basketball. It is your job to plot this data: either sketch and label their spectral shape on the plot below, or graph it (with labels) in Excel if you are comfortable with using that software for graphing. (Note that relative reflectance value is only needed to draw the spectral shape. While the overall shape of a spectrum should remain constant, it may shift up and down along the y-axis due to changing lighting conditions. Since these are RELATIVE values only, this is one of the ONLY times in this class you are not required to specify the units).

Laboratory Exercise for Plate Tectonics

Earthquakes Related to a Hypothetical Plate Boundary

Lesson Description

In this exercise we will plot 40 theoretical earthquake events at the juncture of two tectonic plates.  Students will then analyze the pattern of earthquake locations and compare these patterns to possible plate boundaries.

Learning Objectives

Student will learn to recognize the earthquake patterns associated with plate tectonic boundaries.

Step One

Plot the Earthquake Data found in Table #1 onto the Area Map (Figure #1). Feel free to duplicate this map to use as work copies. Place a dot or small circle on the map to represent each earthquake event (epicenter). Next to your earthquake location write the value of the depth at which that earthquake occurred (focus).

Step Two

Using the East-West Crossection (Figure #2) plot the surface location (epicenter) of each earthquake and then, based on the depth related to each earthquake event, plot the earthquake focus. On the crossection trace the top and bottom of the plate based on the earthquake focus depths.

Step Three

Answer the following questions.

Question #1: Does the pattern of deep and intermediate earthquakes indicate a tectonic plate boundary? If so, describe.

Question #2:Â  Is it possible to predict the thickness of this plate? How thick could this plate be? Does this thickness relate to a continental plate or oceanic plate? Oceanic plates are not 100 kilometers thick, discuss what then could account for the apparent thickness of this descending plate?

Question #3:Â  Can a second pattern be found that could be describing the other plate? Describe.

Figure #1:Â  Area Map

Figure #2: Â Crossection

1. Plants are pretty tough. Do you agree or disagree with this statement? Explain.

2. Plants are not tough at all. Do you agree or disagree with this statement? Explain.

3. In class we discussed a Science Process Model. Draw and label this model and describe it’s shape.

4. Give an example of everyday activity showing the steps in the science process model.

5. The 4-H Children’s Gardens are made up of many theme gardens. What is a theme garden? Why are theme gardens important? What is a specific example of a theme garden?

6. One of our plant guests was Marigold. Why is this plant guest especially important to HRT 100 this year?

7. Where are the growing points on the above-ground part of a plant? Were are the growing points on the roots of plants? What is the name of these growing points?

8. Plant cells have a vacuole. How much of the cell does this structure take up? What is inside the vacuole? What happens to the vacuole when a plant freezes? When the temperature rises above freezing what happens to the vacuole?

9. How do plants usually get the nutrients they need for growth into the plant?

10. What is the difference between nutrient content and nutrient availability in a soil? Is one more important to a plant than the other? If so which is more important? Why?

11. You have a compacted soil in your garden area. Explain how the air space, water space and solid space will be different than it would be in a non-compacted soil. How do you expect this to affect plant growth?

12. What are the special tissues that are used to move water through a plant? What is unique about the cells in these tissues? Why is that unique characteristic important?

13. Plants can grow in some very unusual places. A friend show you a photo of a plant growing in a crack in the sidewalk in the downtown of a large city. What unique environmental conditions does this plant face?

14. A friend gives you some fruit that you have never seen before. You store it in the refrigerator for a couple of days and then take it out. Shortly after putting it on the counter it begins to turn brown. Based on this information, you think you can predict the climate this fruit is native to and why it turned brown so quickly. Explain.

15. Draw a graph of plant growth in relation to temperature for a plant that would be considered a cool-season plant. Show (label) the minimum, maximum and optimum temperatures for growth of this plant. Draw a second plant growth curve on this graph for a warm-season plant.

16. Not all of the light energy that falls on a leaf is converted to chemical energy via photosynthesis. What happens to the light energy not used in photosynthesis? Why is this important to a plant?

17. Explain why a plant looses water when its’ stomates open up to let carbon dioxide in. (think about the analogy I used in class).

18. Draw a plant, label the six main plant parts and list what each plant part does. There are some functions that are common to most (all) plant parts. What is this common function?

19. Plants have a process called photo-respiration. How does this work in a C3 plant? How does this work in a C4 plant?

20. What is a plant geek talking about when she/he asks what zone you live in?

21. I gave you flowers (well at least a photo of flowers) for Valentine’s Day and you were asked to give flowers to someone. Why and what does that have to do with this class?

22. What is a microclimate and how are microclimates important to the fruit industry in Michigan?

23. We took cuttings of some plants and are growing new plants from them. Answer these questions about these cuttings:

· What are the important tissues in the stem for vegetative propagation? Where are thy located? (Draw a picture)

· Why did we add auxin (a plant hormone) to the cuttings?

· Why did we put our cuttings on a mist bench?

· What changes happen to this piece of stem and in what order?

· How will this plant be the same and/or different than the plant the cutting came from?

See file attached

Topic:  About why so many earthquake happened in San Francisco in college geology level.

Require: 

Compelling topic and overall enthusiasm/engagement

Clarity/organization of the presentation (visuals, use of space, consistent formatting)

Scientific context and accuracy (tectonic setting, geologic history, location)

Time considerations (approximately 9 minutes, consistent speaking pace)

Use PowerPoint to make your presentation.

Presentations should be 9 minutes in length with 1 minute for questions.

Rehearse your presentation ahead of time.

Don’t fill your slides with text, or read verbatim from the slides.

In general, use only one or two images per slide and maximize your use of space.

AT LEAST 10 SENTENCES PLEASE

Select either a MINERAL or a ROCK that has some economic value, practical use, or a harmful or beneficial effect. Create a discussion thread with the name of the mineral/rock as the title of the thread In your post, compose a paragraph or two and include the following:

• The name of the rock or mineral.
• A description of its chemical/mineralogical composition.
• The geological conditions under which it forms.
• Where it is found, and how it is collected.
• A discussion of its economic value, practical use, harmful or beneficial effects.
• Feel free to include an image of your rock/mineral (not required).
• Include the NAMES and SOURCES of the materials you used to find the information you used in your post.

Watching the movie ( The martian 2015) and write a review. The second file is an example from my classmate.

Figure 1 below, which displays surface weather conditions (station models), fronts, isobars, and precipitation for 2000UTC (1pm Pacific Time) on Friday, March 5th, 2019. This map shows a long cold front stretching from Eastern Utah down to Arizona/New Mexico and Northern  Mexico. This storm system is responsible for the rainy weather we experienced in California on March 3rd and 4th. …..