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Lab 02:Earth’s Internal Structure, Rock cycle, & Geologic time

July 10, 2025/in General Questions /by Besttutor

LAB MODULE 12: INTERNAL STRUCTURE OF THE EARTH

Note: Please refer to the GETTING STARTED lab module to learn tips on how to set up and maneuver through the Google Earth () component of this lab.

KEY TERMS

The following is a list of important words and concepts used in this lab module:

Asthenosphere

Extrusive igneous

Metamorphic rocks

Chemically precipitated sedimentary rocks

Geologic time scale

Organic sedimentary

Cinder cone volcanoes

Igneous rocks

Rock cycle

Clastic sedimentary

Intrusive igneous

Sedimentary rocks

Composite Volcanoes

Lithification

Seismic waves

Core

Lithosphere

Shield Volcanoes

Crust

Mantle

LAB MODULE LEARNING OBJECTIVES

After successfully completing this module, you should be able to:

 Recognize and interpret the spatial patterns of volcanoes and volcanic activity at the global scale

 Identify and characterize different rock types

 Define the process of lithification

 Recognize and differentiate the various internal layers of the Earth

 Distinguish and describe the different types of volcanoes

 Outline and explain the rock cycle

 Interpret the topographic profile of a landscape

2

INTRODUCTION

In this lab module, you will examine some of the fundamental concepts and principles related to the internal structure of the Earth. Topics include rock types, the rock cycle, geologic time and volcanoes. While these topics may seem disparate, you will learn how they are inherently related.

The module starts with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts related to Earth’s internal structure. Some of the vignettes have animations, videos, or short articles that provide another perspective or visual explanation for the topic at hand. After reading each vignette and associated links, answer the following questions. Please note that some components of this lab may take a while to download or open, especially if you have a slow internet connection.

Expand INTERNAL STRUCTURE, and then expand the INTRODUCTION folder. Double-click Topic 1: The Earth’s Internal Composition.

Read Topic 1: The Earth’s Internal Composition

Question 1: What is the depth of the Kola borehole as a percentage of the Earth’s radius? Calculate using the following equation:

A. (123km / 637km) * 100 = 19.3%

B. (123km / 6370km) * 100 = 1.93%

C. (12.3km / 637km) * 100 = 1.93%

D. (12.3km / 6370km) * 100 = 0.193%

Read Topic 2: Rock Types

Question 2: What are alternative terms used in place of “extrusive” and “intrusive” igneous rock?

A. Magma and granite

B. Pumice and lava

C. Volcanic and plutonic

D. Vesicular and plutonic

3

Read Topic 3: Geologic Time

Question 3: During the Devonian Period, where is North America located relative to the Equator? (Hint: Go to “Close-up: Phanerozoic Eon,” then click on Devonian in the time scale image)

A. Predominately east of the equator

B. Predominately west of the equator

C. Predominately north of the equator

D. Predominately south of the equator

Read Topic 4: Volcanoes

Question 4: The Hawaiian Islands are composed of linear chains of which of these types of volcano?

A. Cinder cones

B. Shield volcanoes

C. Stratovolcanoes

D. Lava domes

For the rest of this module, you will identify and explain the geographic distribution, patterns, and processes associated with Earth’s internal structure. In doing so, you will recognize and appreciate the impact the interior of the Earth has on the surface.

Collapse and uncheck the INTRODUCTION folder.

GLOBAL PERSPECTIVE

Volcanoes are not randomly distributed across the globe; rather, their locations are distinct (commonly located on plate boundaries) and these patterns are evident at regional to global scales. Despite the potential dangers associated with volcanoes, many cities are located near areas susceptible to volcanic activity. In this section you will describe the spatial patterns of volcanoes and volcanic activity, and identify volcanoes located near populous cites.

Expand the GLOBAL PERSPECTIVE folder. Double-click and select the Mediterranean and W Asia folder.

Question 5: Where will you find the majority of volcanoes in Europe?

4

A. France

B. Greece

C. Italy

D. Germany

Uncheck the Mediterranean and W Asia folder. Double-click and select Catania. Next, click on the Etna symbol in the Google Earth Viewer. Read about Mount Etna, located adjacent to the city of Catania on the Island of Sicily. To close the Smithsonian write-up on this volcano, click the X in the top right corner of the window.

Question 6: What type of volcano is Mount Etna?

A. Composite

B. Cinder cone

C. Shield

D. Crater

Uncheck the Catania folder. Double-click and select the Africa and Red Sea folder.

Question 7: Describe the general spatial pattern of volcanoes found on the continent of Africa (Hint: You might have to zoom in and out to view the spatial patterns of the volcanoes).

A. The volcanoes appear randomly distributed over most of Africa

B. Many are found along the Great African Rift valley located in eastern Africa

C. Many volcanoes form national borders of western and southern African countries

D. The majority are found within the Sahara Desert region located in northern Africa

Uncheck the Africa and Red Sea folder. Double-click and select Nairobi. Next, click on the Suswa symbol in the Google Earth Viewer. Read about Suswa, located west of the city of Nairobi, Kenya.

Question 8: What type of volcano is Suswa?

A. Composite

B. Cinder cone

C. Shield

D. Crater

Uncheck the Nairobi folder. Double-click and select Philippines and SE Asia.

5

Question 9: Describe the general spatial pattern of volcanoes found in this region (Hint: You might have to zoom in and out to view the spatial patterns of the volcanoes).

A. The volcanoes appear randomly distributed over most of SE Asia

B. Many are found along the margins of this region

C. Many volcanoes form national borders among the island countries

D. The majority are found on the island of Borneo and are evenly spaced apart

Uncheck the Philippines and SE Asia folder. Double-click and select Jakarta. Next, click on the Pulosari, Perbakti-Gagak and Salak symbols in the Google Earth Viewer. Read about these volcanoes, located south of the city of Jakarta, Indonesia.

Question 10: What type of volcanoes are these?

A. Composite

B. Cinder cone

C. Shield

D. Crater

Uncheck the Jakarta folder. Double-click and select Hawaii and Pacific Ocean.

Question 11: Describe the general spatial pattern of volcanoes found in this region (Hint: You might have to zoom in and out to best view the spatial patterns of the volcanoes).

A. The volcanoes appear randomly distributed over most of the Pacific Ocean

B. Many are found along the margins of this region and near islands or island chains like Hawaii

C. Many volcanoes form national borders among the island countries

D. There are few volcanoes in the Pacific; as a result, there are no apparent trends regarding their spatial patterns

Uncheck the Hawaii and Pacific Ocean folder. Double-click and select Hawaii. Next, click on the Mauna Loa symbol in the Google Earth Viewer. Read about this volcano, located southwest of the city of Hilo, Hawai’I, USA.

Question 12: What type of volcano is Mauna Loa?

A. Composite

B. Cinder Cone

C. Shield

D. Crater

6

Collapse and uncheck the GLOBAL PERSPECTIVES folder.

ROCK TYPES

As noted in the Introduction, all rocks can be classified as one of three basic rock types: igneous, sedimentary, or metamorphic.

Igneous rocks

Igneous rocks are further divided into extrusive igneous rock and intrusive igneous rock.

 Extrusive igneous rock is formed (cooled) on the Earth’s surface.

 Intrusive igneous rock is formed (cooled) in the Earth. Unless there has been significant erosion of surface material, intrusive igneous rock are not easily detectable on the surface (Figure 1).

Some intrusive igneous formations include:

o Dikes – vertical intrusive rock that formed from cooled magma within fissures that cut across older rock. Dikes frequently differ in composition to the surrounding bedrock.

o Sills – intrusive rocks formed in horizontal fissures. Sills are often situated between older layers of sedimentary rock.

o Batholith – a large pluton, or mass of rock that cooled and solidified deep within the Earth. Some batholiths are several hundred miles long.

Intrusive formations

(in red)

Figure 1. Igneous intrusive formation (Arbogast 2nd Ed).

Expand the ROCK TYPES and Igneous Rocks folders.

7

Igneous rocks – Shiprock, NM

Double-click and expand the Shiprock, NM folder.

This feature is the remnant of a throat of a volcano, with radiating dikes. This volcano erupted over 27 million years ago.

Double-click the Ship Rock Tour link to view an animation.

Click Photo 1 for a different view.

Uncheck the Shiprock, NM folder.

Igneous rocks – Stone Mountain, GA

Double-click the Stone Mountain, GA folder.

This is a large pluton near Atlanta, GA that was formed during the Devonian period in the Paleozoic Era.

Double click the Stone Mountain Tour link to view an animation.

Click Photo 2 for a different view.

Uncheck the Stone Mountain, GA folder.

Igneous rocks – Krafla, Iceland

Double-click the Krafla, Iceland folder.

The dark areas are a lava flow from the Krafla volcano in Northern Iceland. The lava cooled formed basalt and rhyolite, which are extrusive igneous rocks.

Double click the Krafla Tour link to view an animation.

Click Photo 3 for a different view.

Uncheck the Krafla, Iceland folder.

Question 13: What is the difference between the two types of igneous rocks?

8

A. The ages of the rocks. Intrusive rocks are always older

B. Extrusive rocks were formed in water, intrusive rocks were not

C. Intrusive rocks were formed in water, extrusive rocks were not

D. Intrusive rocks were formed in the Earth, extrusive rocks were not

Sedimentary rocks

Sedimentary rocks are formed by the deposition of sediments (usually in a marine environment) that under pressure slowly turn into rock. Lithification (cementing of sediment into rock) is an important process in the formation of this type of rock.

There are three board types of sedimentary rock: organic, clastic, and chemical precipitation.

 Organic sedimentary rocks are formed from the deposition of carbon based material. Subjected to pressure, this material, over time, can form coal.

 Clastic sedimentary rocks are sedimentary rocks composed of clasts or pieces of weathered and eroded rocks. They are classified by grain size and range from fine grained claystone (Figure 2) to coarse grained conglomerate (Figure 3).

Figure 2. Claystone (Wikipedia).

Figure 3. Conglomerate (Wikimedia).

 Chemically precipitated sedimentary rocks are formed through the precipitation of calcium carbonate which is then deposited on the ocean floor. Over time, enough pressure can built such that lithification occurs creating this type of sedimentary rock. Limestone is a common example of a chemical precipitated sedimentary rock.

9

Expand the Sedimentary Rocks folder.

Sedimentary rocks – West Virginia

Double-click the West Virginia folder.

This is a coal mine in West Virginia, where mountain top removal is a common way of mining this sedimentary rock. Coal is an economically important sedimentary rock worldwide as nearly 40 percent of the electricity generated comes from coal power plants (Worldcoal, 2006).

Click Photo 4 for a different view.

Uncheck the West Virginia folder.

Sedimentary rocks – Grand Canyon

Double-click the Grand Canyon, AZ folder.

The Grand Canyon is a showcase of clastic sedimentary rock. Erosion by the Colorado River, coupled with tectonic uplift, has exposed layers of different types of largely sedimentary rock dating back nearly 2 billion years to the Proterozoic period in the late Precambrian Era.

Click the Grand Canyon Rock Layers folder to see an illustration of a cross section of the Grand Canyon.

Question 14: Why are there no rock layers younger than the Kaibab formation?

A. All the rock layers are younger than the Kaibab formation

B. The Kaibab formation was the last layer to be deposited

C. The Colorado River eroded younger layers

D. The Great Unconformity is younger

Click Photo 5 to see various rock layers in the Grand Canyon.

Uncheck the Grand Canyon, AZ folder.

10

Sedimentary rocks – Rocky Mountains

Double-click the Rocky Mountains folder.

The Rocky Mountains in Canada are comprised primarily of limestone and shale, suggesting at one time this area was once covered by an ocean. Scientists estimate this limestone was created during the Paleozoic Era (350 million years ago), and that uplift to create the mountains began during the last half of the Mesozoic Era (180 million years ago) (Gadd, 2008).

Click Photo 6 to see various rock layers in the Rocky Mountains.

Question 15: Which type of sedimentary rock (organic, clastic or chemical precipitated) is present in this photo?

A. Organic

B. Clastic

C. Igneous

D. Chemically precipitated

Question 16: Describe why the process of lithification is important in the formation of sedimentary rocks.

A. It binds sediments into a solid mass through compaction

B. It adds a lithium which chemically binds the sediments into a rock

C. Lithification does not play a part in the formation of sedimentary rocks

D. Lithification only plays a roles with clastic sedimentary rock formation

Uncheck the Rocky Mountains folder.

Metamorphic rocks

Figure 4. Gneiss, foliated (Wikimedia).

11

Metamorphic rocks are formed from igneous or sedimentary rocks that have been subjected to heat and pressure; in other words, the heat and pressure results in the rearrangement or recrystallization of minerals to form different minerals.

Metamorphic rocks formed from igneous rocks are sometimes called meta-igneous. Likewise, meta-sedimentary rocks are metamorphic rocks formed from sedimentary rocks.

Common metamorphic rocks include marble (from limestone) and gneiss (usually from granite).

Metamorphic rocks are divided into two broad categories, foliated and non-foliated:

 Foliated metamorphic rocks (Figure 3) exhibit banding as the minerals present align to form bands.

 Non-foliated rocks (Figure 4) lack this banding.

Metamorphoses can occur in two ways, namely contact metamorphism and regional metamorphism. The former happens over a small area and entails magma coming in direct contact with rock. The heat from the magma alters the crystal structure of the rock. The latter occurs over a much larger area and entails high heat and great pressure altering rock.

Expand the Metamorphic Rocks folder.

Metamorphic rocks – Jeff Davis Peak

Double-click and select the Jeff Davis Peak folder.

This is Jeff Davis peak which is comprised primarily of quartzite, a metamorphic rock formed from sandstone.

Double-click the Jeff Davis Peak Tour link to view an animation.

Click Photo 7 to see various rock layers of quartzite.

Uncheck the Jeff Davis Peak folder.

Figure 5. Marble, non-foliated (Wikimedia).

12

Metamorphic rocks – Carrara, Italy

Double-click and select the Carrara Italy folder.

The white areas are marble quarries near Carrara, Italy, not far from Pisa. The area is well known for Carrara marble which is found in the surrounding mountains. This marble is used for statues and buildings such as the Pantheon in Rome.

Click Photo 8 to see a Carrara marble quarry.

Question 17: Why is contact metamorphism restricted to a small area?

A. Because the body of protruding lava which causes contact metamorphism is relatively small in size

B. Because the body of protruding magma causes contact metamorphism is relatively small in size

C. Because only certain rocks can be metamorphosed and they are generally found in small quantities

D. Because all metamorphoses are restricted to small areas

Collapse and Uncheck the ROCK TYPES folder.

EARTH’S INTERIOR

By interpreting seismic waves from earthquakes, scientists have divided the Earth’s interior into three major sections: core, mantle, and crust.

Click Earth’s Interior and use the illustration to identify the layers in the table below. Select the correct answer from the list provided below.

Layer

Composition

Structure

Depth

Q18

Iron

Liquid

2250 km

Q19

Iron & Nickel

Solid

1220 km

Q20

Iron, Magnesium & Silicon

Solid

2230 km

Q21

Nickel

Viscous

250-425 km

13

A. Lower Mantle

B. Outer core

C. Inner core

D. Asthenosphere

E. Upper mantle

F. Lithosphere

Question 22: Explain how the structure of rock changes as you go from the lithosphere through the asthenosphere and upper mantle.

A. Solid rock, semi-solid rock, molten rock

B. Solid rock, molten rock, semi-solid rock

C. Semi-solid rock, molten rock, solid rock

D. Molten rock, solid rock, semi-solid rock

Collapse and Uncheck EARTH’S INTERIOR.

VOLCANOES

Volcanoes are divided into three types: cinder cone, composite, (or stratovolcano) and shield. These classifications are based largely on whether the eruption is fluid or explosive in nature.

Expand the VOLCANOES folder. Double-click the Capulin Mountain Tour link to view an animation.

This is Capulin Mountain in New Mexico. It is a cinder cone volcano. Cinder cone volcanoes are the smallest of the three types of volcanoes and are characterized by steep sides.

Double click and check the Folsom, NM box.

Double-click and select Folsom, NM.

Question 23: What is the contour interval of this map?

A. 1:24,000

B. 20 meters

C. 20 feet

D. 1929

14

Question 24: Based on the contour lines, what is the highest elevation on this volcano?

A. 8,000 feet

B. 8,128 feet

C. 8,182 feet

D. 8,218 feet

Question 25: Based on the contour lines, what is the elevation in the center of the crater?

A. 7,800 feet

B. 7,775 feet

C. 8,125 feet

D. 7,900 feet

Uncheck Folsom, NM and then check Profile #1.

Right-click Profile #1 and then select Show Elevation Profile.

Question 26: What is the diameter of the volcano in miles?

A. 0.75 miles

B. 0.39 miles

C. 0.93 miles

D. 2.1 miles

Question 27: What is the average slope of the profile line?

A. 60.8%

B. 794 feet

C. 39.8%

D. 91.2%

Close the Elevation profile window and uncheck Profile #1.

Double click the Mount Baker Tour link to view an animation.

15

Double-click and select Mt. Baker, WA.

This is Mt. Baker in Washington State. It is a composite volcano, which grows over the course of several eruptions. They can remain inactive for hundreds of years, but when they do erupt, they tend to be quite explosive.

Question 28: What is the contour interval, in feet, of this map?

A. 1:24,000

B. 40 meters

C. 40 feet

D. 1989

Question 29: What is the highest elevation, in feet, on this volcano?

A. 10,000 feet

B. 10,700 feet

C. 10,780 feet

D. 10, 870 feet

Uncheck Mt. Baker, WA and then check Profile #2.

Right-click Profile #2 and then select Show Elevation Profile.

Question 30: What is the approximate diameter (in miles) of the volcano?

A. 1.5 miles

B. 7 miles

C. 5.7 miles

D. 2.6 miles

Question 31: What is the average slope of the profile line?

A. 89%

B. 32%

C. 92%

D. 78%

Close the Elevation profile window and uncheck Profile #2.

Double click the Kilauea Tour link to view an animation.

Double-click and select Kilauea Crater.

16

This is the Kilauea volcano on the island of Hawai’i. It is a shield volcano, whose eruptions are characterized as being fluid and non-explosive – notice the parking lot near the crater.

Question 32: What is the highest elevation of a benchmark (look for “BM” on map) on this volcano in feet?

A. 3,635 feet

B. 3,885 feet

C. 4,078 feet

D. 3,524 feet

Question 33: What is the elevation of the benchmark (denoted by an “X”) in Halema’uma’u Crater?

A. 3,421 feet

B. 4,231 feet

C. 2,431 feet

D. 3,412 feet

Uncheck Kilauea Crater and then check Profile #3.

Right-click Profile #3 and then select Show Elevation Profile.

Question 34: What is the approximate diameter of the volcano in miles?

A. 24.5 miles

B. 16.9 miles

C. 32.8 miles

D. 18.5 miles

Question 35: What is the average slope of the profile line?

A. 63.1%

B. 3.3%

C. 10.8%

D. 2.9%

Collapse and uncheck the VOLCANOES folder.

17

ROCK CYCLE

Thus far, we know how each type of rock is formed. This section addresses the rock cycle that examines the processes and conditions in which one rock type is changed into another.

Click ROCK CYCLE and answer the following questions:

Question 36: Which process changes igneous rock to sedimentary rock?

A. Cooling that results in crystallization Cooling

B. Heating and pressure which leads to melting

C. Heating and pressure which leads to recrystallization

D. Weathering, erosion and deposition

Question 37: Which process changes sedimentary rock to metamorphic rock?

A. Cooling that results in crystallization

B. Heating and pressure which leads to melting

C. Heating and pressure which leads to recrystallization

D. Weathering, erosion and deposition

Question 38: Which process changes igneous rock to metamorphic rock?

A. Cooling that results in crystallization

B. Heating and pressure which leads to melting

C. Heating and pressure which leads to recrystallization

D. Weathering, erosion and deposition

Question 39: Which process changes metamorphic rock to sedimentary rock?

A. Cooling that results in crystallization

B. Heating and pressure which leads to melting

C. Heating and pressure which leads to recrystallization

D. Weathering, erosion and deposition

Question 40: Which process changes magma to igneous rock?

A. Cooling that results in crystallization

B. Heating and pressure which leads to melting

C. Heating and pressure which leads to recrystallization

D. Weathering, erosion and deposition

Uncheck the ROCK CYCLE folder.

18

REFERENCES

Gadd, Ben (2008). Geology of the Rocky Mountains and Columbias. http://www.bengadd.com/Downloads/Geology%20of%20the%20Rockies%20and%20Columbias%202008.pdf. [Date Accessed January 11, 2012]

World Coal Association. 2006. http://www.worldcoal.org/coal/uses-of-coal/coal-electricity/. [Date Accessed January 11, 2012]

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Geography homework help

July 10, 2025/in General Questions /by Besttutor

EL NIÑO & THE SOUTHERN OSCILLATION: MONITORING A GLOBAL PHENOMENON WITH LOCAL DATA

Purpose

This activity will address the effects of El Nino and the Southern Oscillation (ENSO) across spatial scales, with particular attention directed to the influence of this phenomenon in the southern Appalachian Mountains.

Learning Outcomes

• Distinguish the differences between El Niño and La Niña indicators • Gain familiarity with the website: http://www.noaa.gov
• Accurately interpret data presented in figures, tables, and graphs
• Recognize relationships between ENSO and weather in our region • Consider the biological impacts of the abiotic ENSO phenomenon

Background on ENSO

El Niño (EN) is characterized by unusually warm ocean temperatures in the Equatorial Pacific, as opposed to La Niña, which characterized by unusually cold ocean temperatures in the Equatorial Pacific. El Niño is an oscillation of the ocean-atmosphere system in the tropical Pacific having important consequences for weather around the globe. These phenomena are often analyzed in conjunction with the Southern Oscillation (SO), a comparison of atmospheric pressures in the southwestern Pacific Ocean to those in the southeastern Pacific Ocean.

ENSO news reports often focus on the phenomenon’s impact on South American weather, wildlife, and commerce. While it is important to remember that El Niño brings Peru rain, mudslides, and poor fishing (while La Niña produces the opposite), scientific research suggests broader meteorological impacts. What impacts the atmosphere, ultimately affects the biosphere.

Part I: A National Perspective

The figures below show “winter” snowfall values for the contiguous United States for the years 1948–2006.

The top map shows mean snowfall amounts based on the 38 “neutral years” (i.e., neither El Niño nor La Niña years). The map on the lower left shows the average departure from that mean during the ten El Niño years, while the map on the lower right shows average departures for the eleven La Niña years. All values are in inches.

  

Maps available at: www.noaa.gov

1. Snowfall amounts in the Pacific Northwest and Northern Rockies were greater than the “neutral year mean” during El Niño / La Niña years between 1948 and 2006. (Circle One)

 

 

2. What topographic feature along the border of North Carolina and Tennessee is responsible for the relatively high snowfall amounts this area receives compared to other locations within the Southeast? ______________________

 

 

3. Virginia and western North Carolina received less snowfall during El Niño / La Niña years between 1948 and 2006. (Circle One)

4. How could land managers and wildland firefighters use this information to prepare for the location and intensity of summer fires?

 

 

 

 

 

Part II: Access Local Data

Go to the website: http://www.noaa.gov. Spend a moment looking at the home page of this site.

5. The acronym NOAA (pronounced, “Noah”) is short for the National ____________________ ___________________ Administration.

   

 

 

 

6. NOAA is a division of the United States Department of ________________.

The NOAA website allows access to information about dozens of research topics including weather, climate, ecology, and hydrology.

You will investigate local ENSO effects by accessing data from an affiliate of NOAA called the National Operational Hydrologic Remote Sensing Center.
Go to their snow analysis website: http://www.nohrsc.noaa.gov/nsa/

7. Today’s date is ______________________. Looking at the “Automated Model Discussion,” you notice that ________% of the sample area is covered by snow.

8. Scroll through selection fields titled “Select Region and Date.” Data for the “National” region is available back to what year? ___________

Data from this site will allow you to compare snow conditions for the Southern Appalachian Mountains during the El Niño winter of 2009-2010 and the La Niña winter two years (2007-2008) earlier. Under the selection field titled “Region,” select: “Southern Appalachia”.

9. What percent of the Southern Appalachia region was covered by snow on February 1, 2010? ___________ What was the average snow depth? __________

10. What percent of the Southern Appalachia region was covered by snow on February 1, 2008? __________ What was the average snow depth? __________

 

11. A. Why is it difficult to contrast El Nino vs. La Niña snow conditions in Southern Appalachia based solely on these two observations?

 

 

 

 

B. How would you use this website to formulate a testable hypothesis?

 

 

 

 

 

 

 

12. Choose two organisms that are native to Southern Appalachia. Write a paragraph about each organism that addresses how local snowfall variability, which is partially influenced by ENSO, could affect their habitats and the health and reproduction of the organisms.

Example organisms are the spruce-fir moss spider, northern flying squirrel, Frasier fir, eastern hemlock, black bear, rabbit, deer, wild turkey, or wild brook or speckled trout. Look up their scientific names online.

Organism A ___________________ Scientific Name ________________________

 

 

 

 

 

 

 

 

 

 

Organism B ____________________ Scientific Name ________________________

 

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Assignment 1 Analysis on the Effects of Population Growth

July 10, 2025/in General Questions /by Besttutor

Due Week 4 and worth 110 points

Imagine you have been hired as a consultant for the United Nations. You have been asked to write an analysis on how global population growth has caused the following problem and how it affects a developing country of your choosing:

A growing global population that consumes natural resources is partially to blame for the release of greenhouse gases since human consumption patterns lead to deforestation, soil erosion, and farming (overturned dirt releases CO2). However, the critical issue is the burning of fossil fuels (hydrocarbons) such as coal oil and natural gas to produce energy that is used for things like electricity production, and vehicle, heating, and cooking fuels.

The UN has asked that you choose a developing country from this list: https://www.mrs.org/developing-countries-list.

The UN has also given you the following guidelines.

Content

The UN has asked that your paper contain three sections. It has asked that each section be one page (or approximately 300 words) in length and answer specific questions, identified in the outline below. It also asks that you use examples from your developing country when answering the questions.

Introduction

Provide an introduction of half a page minimum that addresses points a-e below.

  1. Explains the problem the UN has asked you to address in your own words;
  2. Identifies the three sections your paper will cover;
  3. Identifies the developing country you will consider;
  4. Tells the UN which causes of greenhouse gases you will explore; and
  5. Provides a one-sentence statement of your solutions at the end of your introduction paragraph.

Section I. Background

  1. What are greenhouse gases?
  2. How do greenhouse gases contribute to global warming?

Section II. How Emissions Causes Problems for the Developing World

  1. Which countries produce the most greenhouse gases?
  2. What are the economic challenges of these emissions (include examples from your chosen country)?
  3. What are the security challenges of these emissions (include examples from your chosen country)?
  4. What are the political challenges of these emissions (include examples from your chosen country)?

Section III. Causes and Solutions of Greenhouse Gases

  1. What are two causes of greenhouse gases?
  2. What are potential solutions to address each of the causes you identified?
  3. What is the relationship between population control and greenhouse gases?

Conclusion

  • Provide a conclusion of half a page minimum that includes a summary of your findings that the United Nations can use to inform future policy decisions.

Success Tips

  • In answering each question, use examples from your developing country to illustrate your points.
  • The UN needs facts and objective analysis on which to base future policy decisions; avoid personal opinion and make sure your answers are based on information you find through research.

Formatting Requirements

  • Make sure your paper consists of four to six pages (re: 1,200 words minimum,not including the cover page, reference page, and quoted material [if any]).
  • Create headings for each section of your paper as follows:
    • Section I. Background
    • Section II. How Emissions Causes Problems for the Developing World
    • Section III. Causes and Solutions for Greenhouse Gases
  • Use and cite at least five credible sources in your research. A list of potential resources is available below.
  • Make sure your paper contains both in-text citations and a source list, per SWS guidelines: Refer to the Strayer Writing Standards (SWS) document for reference.
  • Include a cover page with your name, the country you selected, the date you submitted the paper, and your instructor’s name.

Potential Sources

  1. George Gitlitz. June 19, 2018. Opinion: The Pernicious Climate Dictum-Don’t Mention Population. https://www.berkeleyside.com/2018/06/19/opinion-the-pernicious-climate-dictum-dont-mention-population
  2. Gemma Tarlach. July 19, 2018. Mass Extinctions. http://discovermagazine.com/2018/jul-aug/mass-extinctions
  3. Larry LeDoux. 2018. Does Population Growth Impact Climate Change? https://www.scientificamerican.com/article/population-growth-climate-change/
  4. Bill McKibben. November 22, 2018. A Very Grim Forecast. https://www.nybooks.com/articles/2018/11/22/global-warming-very-grim-forecast/

The specific course learning outcome associated with this assignment is as follows:

  • Evaluate the impacts of population growth and its negative impacts on global societies while considering multiple perspectives.

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UNIT 2 Lab

July 10, 2025/in General Questions /by Besttutor

Maps that show us who we are (not just where we are)

  1. What was unique about Çatalhöyük when compared to modern cities?
  2. In what approximate year did the annual rate of population begin to rise substantially? At what rate did the population begin to grow by the time Mr. Dorling was born?
  3. What would have happened if the population had continued to grow at this rate for a couple of centuries?
  4. Where are people more likely to concentrate nowadays?
  5. What are two solutions for having enough food for everyone?
  6. What does the map that shows the satellite images of lights from the earth demonstrate?
  7. What is some good news Mr. Dorling shares?

link to map https://www.ted.com/talks/danny_dorling_maps_that_show_us_who_we_are_not_just_where_we_are/

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Geography homework help

July 10, 2025/in General Questions /by Besttutor

Physical Geology Assignment 1: Minerals

Identify each of the following minerals and the mineral group to which it belongs. Note the physical

properties and consult the accompanying mineral identification key. Mineral groups are the silicates,

carbonates, oxides, sulfides, sulfates, halides, and native elements.

Questions Physical Properties Image

1. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 4 Streak: white Cleavage: four directions

 

2. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 3 Streak: red Cleavage: not prominent Ore of iron

 

3. Mineral Name? Mineral group?

Luster: metallic Hardness: 2.5 Specific gravity: 7.6 Cleavage: cubic Ore of lead

 

4. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 6 Specific gravity: 2.6 Cleavage: two directions at nearly right angles A common mineral in granite

5. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 5-6 Specific gravity: 3.2 Cleavage: two directions at 60 degrees and 120 degrees Common in certain igneous rocks like andesite

 

 

2

6. Mineral Name? Mineral group?

Luster: metallic Hardness: 1 Specific gravity: 2.2 Feel: greasy Used in pencil lead

7. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 3 Cleavage: three directions at 75 degrees (rhombohedral) Property: effervesces in HCl Common mineral in limestone

 

8. Mineral Name? Mineral group?

Luster: nonmetallic: fibrous, silky Hardness: 2 (easily scratches with fingernail) Cleavage: 3 directions Used in plaster

 

9. Mineral Name? Mineral group?

Luster: metallic Hardness: 6 Specific gravity: 5.2 Form: cubic crystals Also known as fool’s gold

 

10. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 6-7 Crystal structure composed of isolated silica-oxygen tetrahedral Major mineral in Earth’s mantle

 

 

 

3

11. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 2.5 Cleavage: three directions at 90 degrees Salty taste

12. Mineral Name? Mineral group?

Luster: nonmetallic Hardness: 2.5 Specific gravity: 9 Cleavage: none Sometimes tarnished to brown or green

 

13. Mineral Name? Mineral group?

Luster: metallic Hardness: 6 Specific gravity: 5.2 Streak: black Ore of iron Magnetic

14. Mineral Name? Mineral group?

Luster: nonmetallic, adamantine Hardness: 10

15. Mineral Name? Mineral group?

Luster: nonmetallic, glassy Hardness: 6.5-7.5 Fracture: conchoidal Common mineral in a metamorphic rock called schist

 

 

 

 

4

The following five minerals (16-20) include olivine, augite (pyroxene group), hornblende (amphibole

group), biotite (mica group), and quartz. Match each of these minerals to the correct internal

arrangement of silicon-oxygen tetrahedra.

16. Mineral Name? Mineral group?

17. Mineral Name? Mineral group?

 

 

18. Mineral Name? Mineral group?

 

 

19. Mineral Name? Mineral group? 20. Mineral Name? Mineral group?

 

 

 

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Exercise #5: Exploring Tidal Data

July 10, 2025/in General Questions /by Besttutor

(E5) Exercise #5: Exploring Tidal Data

Goals

The purpose of this exercise is to help you read tide charts, and understand tides & the forces that generate them.

The Data

For this exercise, we will be using NOAA data on tides from their Tides and Currents website. This site gives users tidal predictions from active US tidal stations. We will use current data from this site; but I will provide you with the data, as this website has been known to have errors.

We will be using data for March 23-24 for sites 1 and 2, and for the entire month of March for site 3. On these graphs, NOTE: “MLLW” = “Mean Lower Low Water Level,” is given as a height of 0.0 ft as a point of reference.

The Exercise

Using the data available at the links below, answer the following questions. Most of these questions (except where indicated) will be presented as multiple-choice questions within the Canvas Quizzes.

Site 1: Admiralty Head, Washington

Examine the tide prediction for Admiralty Head in Puget Sound on page 4 of this exercise worksheet and answer the following questions:

  1. How many high tides and how many low tides are there in each day (24 hour period)?
  2. What type of tidal cycle does Admiralty Head, Washington experience?
  3. You’re planning on going on a low tide beach walk to look at sea life on March 23; you can see the tidal pools at tide levels of 2 feet and lower. At what time should you go for your beach walk?

Site 2: Pensacola, Florida

Examine the tide prediction for Pensacola, Florida on page 5 of this worksheet and answer the following questions:

  1. How many high tides and how many low tides are there in each day (24 hour period)?
  2. What type of tidal cycle does Pensacola experience?
  3. In what ways do the tidal ranges of Pensacola and Admiralty Head locations differ? What factors might account for these differences? Use your textbook and module terminology to answer this question. Your answer should be 3-5 sentences in length and should be specific in contrasting the tides in the two locations. (NOTE: This question will require a short answer in the Canvas Quizzes tool)

page1image20800 page1image20960 page1image21440

Site 3: Portland, Maine

Examine the tide prediction for the entire month of March for Portland, Maine on page 6 of this worksheet. Notice that the graph on looks a bit different – each day has a set of numbers giving the predicted height of high and low tides for that day. In this graph, each horizontal gridline of the graph equals one day.

If you want to see the month in a slightly different format, visit this interactive tidal calendar:

http://www.ezfshn.com/tides/usa/oregon/portland,%20willamette%20river/March/2015

Please answer these questions regarding the data:

  1. What is the minimum level of the lowest tide in Portland and on what date does it occur?
  2. What is the maximum level of the highest tide in Portland and on what date does it occur?
  3. During what date(s) are the tidal ranges (difference between high and low tide) largest or most extreme?
  4. During what date(s) are the tidal ranges (difference between high and low tide) smallest or least extreme?
  5. What evidence of spring and neap tides do you see on this monthly chart? Be specific and use your answers to questions 7-10 to support your answer. Use your textbook and module terminology to answer this question. Your answer should be 3-5 sentences in length. (NOTE: This question will require a short answer in the Canvas Quizzes tool)
  6. Using this website of lunar phases for the month of March 2015, in what way do the spring and neap tides correlate with lunar phases? Why do we expect this relationship? Use your textbook and module terminology to answer this question. Your answer should be 3-5 sentences in length. (NOTE: This question will require a short answer in the Canvas Quizzes tool)

Extra Credit:

Go to the Tides and Currents website and research answers to the following questions. Use the diagrams on the most recent tidal data for each location:

  1. EC1.  What type of tidal cycle is found in San Diego, California? What is the range of tidal height given, from the lowest to the highest tide (use most recent given over the last 2 days)? Be sure to give units.
  2. EC2.  What type of tidal cycle is found in Dauphin Island, Alabama? What is the range of tidal height?
  1. EC3:  What type of tidal cycle is found at the Brooklyn Bridge, New York? What is the range of tidal height?
  2. EC4:  Now compare your answers above with Figure 9.16 on pg. 279 in your textbook. What type of tidal cycles would you expect for each location? Does this match your observations? Note any differences in your observations, and be sure to explain these using tide terminology.
  • Essentials of Oceanography, 11th Edition, Alan Trujillo and Harold Thurman

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Geography homework help

July 10, 2025/in General Questions /by Besttutor
Question 1 of 5 20.0 Points

_________ is defined in terms of people’s “capacity to anticipate, cope with, resist and recover from the impacts of a disaster.”

Question 2 of 5 20.0 Points

Modifying the hazard, moving to another location, and changing the land use to reduce hazard vulnerability are all examples of:

Question 3 of 5 20.0 Points

True or False: The most useful concept for increasing the business community’s interest in local emergency management is loss of life.

 

 

 

Question 4 of 5 20.0 Points

 

True or False: Preparedness can be defined as pre-impact activities that establish a state of readiness to respond to extreme events that could affect the community

 

Question 5 of 5 20.0 Points

In 3 to 5 sentences, briefly describe how land-use practices can be used to reduce hazard exposure.

 

 

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Construct International Airfares

July 10, 2025/in General Questions /by Besttutor

Task / Questions

There are 9 questions in this assignment. You must answer all questions.

Question 1 (9 marks)

Select the applicable Global Indicator (GI) for the following journeys: (1 mark each)

ROUTING GLOBAL INDICATOR
BNE – NAN – SFO – NYC PA
HKG – SEL – AMS – HEL TS
FRA – SEA – PER – SIN AP
DUB – LON – ATH – CAI EH
SYD – PER – BOM – JNB EH
CNS – HNL – SFO – BUE PN
ADL – TYO – FRA – MAN TS
SYD – SIN – MOW EH
ATH – HEL – LAX – SYD AP

Question 2 (10 marks)

Encode or decode the following cities and airports as relevant: (1 mark each)

Airport/City Answer Airport/City Answer
BCN Barcelona OSA Osaka
SAPPORO, JAPAN CTS WLG Wellington
MAA Chennai ULN Chinggis Khaan
LONDON, GATWICK LGW KINSHASA, ZAIRE FIH
NEW YORK, KENNEDY AIRPORT JFK HO CHI MINH CITY SGN

Question 3 (15 marks)

Place the following cities in the correct sub-area identified in the diagram below:

(½ mark each)

Raratonga Zurich Moscow Singapore Perth
Jeddah Jakarta Port Elizabeth Nadi Tehran
Bali Khartoum Lusaka Rome Tel Aviv
Port Moresby Ulaanbatar Freetown Harare Port Vila
Chaing Mai Nice Cairo Budapest Johannesburg
Bangkok Madrid Queenstown Mauritius Beirut

 

 

 

Question 4 (10 marks)

For each of the journeys listed below, indicate where the EMA does apply and state the amount of miles to be deducted in the EMA column.

a. When an EMA does not apply to the journey, write NO EMA in the EMA column.

b. Then nominate the appropriate fare calculation box entry code (Ticket code column) (½ mark each)

Routing Excess mileage allowance (EMA) Ticket code
Example: ADL /SIN / KHI / ISB 700 E/KHI
SYD/BOM/KHI/DEL 700  
SYD/HRE/ATH 518  
IST/ISB/KHI/SIN/SYD    
CAI/JNB/MEL    
SYD/HKG/DEL/BOM/MAA    

Question 5 (5 marks)

Complete the ‘free baggage allowance’ for the following passengers: (1 mark each)

Type of passenger Airline class of travel Journey
Free Baggage Allowance
ADULT
Y
SYD to HKG  
ADULT C MEL to TYO  
INFANT J SFO to SYD  
CHILD F LON to NBO  
ADULT F BOM to PAR  

Question 6 (6 marks)

With the use of ‘Add-Ons’ , establish the ‘through business class’ (C/J) NUC fare amount and the MPM for the following journey.

Note: the complete calculation of the journey airfare is not required.

SYD
(Sydney, Australia)
HNL (Honolulu, United States)
LON (London, United Kingdom)
CBG (Cambridge, United Kingdom)
NUC FARE MPM
   
   
   
TOTAL NUC TOTAL MPM

Question 7 (15 marks)

a. Calculate the Business Class, normal airfare for an adult travelling on the following one way journey, requiring a ‘one way backhaul check’ .

b. Work in NUCs and fill in all fare construction details with appropriate conversion to AUD, in the automated ticket format.

c. Show all workings on the Fare Calculation sheet provided here.

City TPM Carrier
SYD
 
BUE 7773 AR
RIO 1232 AR
LON 5767 BA
IST 898 BA
ZRH 435 BA
AUD  
   
TAX  
TAX  
TAX  

FARE CONSTRUCTION LADDERS FARE BASIS: ___________________

City TPM Tax Code  

FARE COMPONENTS
          OUTBOUND INBOUND
          GI     GI  
          NUC     NUC  
          MPM     MPM  
          TPM     TPM  
          EMA        
          N/TPM     N/TPM  
          EMS     EMS  
          HIP     HIP  
          TTL NUC     TTL NUC  
           
          OUTBOUND  

 

INBOUND  
          GI     GI  
          NUC     NUC  
          MPM     MPM  
          TPM     TPM  
          EMA     EMA  
          N/TPM     N/TPM  
          EMS     EMS  
   

 

 

  HIP     HIP  
 

 

      TTL NUC     TTL NUC  
          TOTAL CONSTRUCTED FARE:
    BETWEEN OW/ ½ RT – FARE RT- FARE MPM
MINIMUM FARE CHECKS            
CTM Check            
HIGHEST FARE FROM ORIGIN              
LESS CONSTRUCTED FARE              
PLUS UP DIFFERENCE              
             
OW BACKHAUL MINIMUM CHECK            
TAKE HIP FROM ORIGIN              
LESS ORIGIN/DEST FARE              
DIFFERENCE              
ADD DIFFERENCE TO HIP FROM ORIGIN              
BACKHAUL MINIMUM FARE              
LESS CONSTRUCTED FARE (TOTAL NUC)              
PLUS UP DIFFERENCE              
             
    NOW PUT YOUR CALCULATED FARE ON THE FARE GRIDS IN YOUR WORKBOOK

Question 8 (15 marks)

a. Calculate the First Class, normal airfare for the following ‘one way’ journey.

b. The mileage check shown here establishes that the journey exceeds 25M excess mileage surcharge, making the journey ‘unsurchargable’.

c. Recalculate the journey using the lowest combination of fares method. You must apply only one additional fare breakpoint.

d. Work in NUCs using the TPMs provided, breaking the journey at an intermediate stopover city, with the largest MPM from the origin city.

e. Show all fare construction details with appropriate conversion to AUD in the automated ticket format. Show all workings on the Fare Calculation sheet provided here.

City TPM Carrier SYD/SIN  
      GI EH
SYD     NUC 2544.59
MNL 3883 PR MPM 4680
TPE 731 PR TPM 6710
HKG 492 CX EMA –
SIN 1604 SQ N/TPM –
      EMS UNSURCHARGABLE
      HIP –
      TTL NUC  
AUD  
   
TAX  
TAX  
TAX  

FARE CONSTRUCTION LADDERS FARE BASIS: ___________________

City TPM Tax Code  

FARE COMPONENTS
          OUTBOUND INBOUND
          GI     GI  
          NUC     NUC  
          MPM     MPM  
          TPM     TPM  
          EMA        
          N/TPM     N/TPM  
          EMS     EMS  
          HIP     HIP  
          TTL NUC     TTL NUC  
           
          OUTBOUND  

 

INBOUND  
          GI     GI  
          NUC     NUC  
          MPM     MPM  
          TPM     TPM  
          EMA     EMA  
          N/TPM     N/TPM  
          EMS     EMS  
   

 

 

  HIP     HIP  
 

 

      TTL NUC     TTL NUC  
          TOTAL CONSTRUCTED FARE:
    BETWEEN OW/ ½ RT – FARE RT- FARE MPM
MINIMUM FARE CHECKS            
CTM Check            
HIGHEST FARE FROM ORIGIN              
LESS CONSTRUCTED FARE              
PLUS UP DIFFERENCE              
             
OW BACKHAUL MINIMUM CHECK            
TAKE HIP FROM ORIGIN              
LESS ORIGIN/DEST FARE              
DIFFERENCE              
ADD DIFFERENCE TO HIP FROM ORIGIN              
BACKHAUL MINIMUM FARE              
LESS CONSTRUCTED FARE (TOTAL NUC)              
PLUS UP DIFFERENCE              
             
    NOW PUT YOUR CALCULATED FARE ON THE FARE GRIDS IN YOUR WORKBOOK

Question 9 (15 marks)

a. Calculate the Economy Class, adult fare for the following return journey, breaking the journey at the city with the highest MPM from origin.

b. Make sure all required minimum fare checks are included in your calculation.

c. Work in NUCs and show all fare construction details, with appropriate conversion to AUD in the automated ticket format.

d. Show all workings on the Fare Calculation sheet provided here.

e. Include all Travel Surcharge Tax that may be applicable.

City TPM Carrier
ADL    
X/SYD 711 QF
HKG 4515 QF
SEL 1486 CX
TYO 791 JL
X/SYD 4333 JL
ADL 711 QF
AUD  
   
TAX  
TAX  
TAX  

FARE CONSTRUCTION LADDERS FARE BASIS: ___________________

City TPM Tax Code  

FARE COMPONENTS
          OUTBOUND INBOUND
          GI     GI  
          NUC     NUC  
          MPM     MPM  
          TPM     TPM  
          EMA        
          N/TPM     N/TPM  
          EMS     EMS  
          HIP     HIP  
          TTL NUC     TTL NUC  
           
          OUTBOUND  

 

INBOUND  
          GI     GI  
          NUC     NUC  
          MPM     MPM  
          TPM     TPM  
          EMA     EMA  
          N/TPM     N/TPM  
          EMS     EMS  
   

 

 

  HIP     HIP  
 

 

      TTL NUC     TTL NUC  
          TOTAL CONSTRUCTED FARE:
    BETWEEN OW/ ½ RT – FARE RT- FARE MPM
MINIMUM FARE CHECKS            
CTM Check            
HIGHEST FARE FROM ORIGIN              
LESS CONSTRUCTED FARE              
PLUS UP DIFFERENCE              
             
OW BACKHAUL MINIMUM CHECK            
TAKE HIP FROM ORIGIN              
LESS ORIGIN/DEST FARE              
DIFFERENCE              
ADD DIFFERENCE TO HIP FROM ORIGIN              
BACKHAUL MINIMUM FARE              
LESS CONSTRUCTED FARE (TOTAL NUC)              
PLUS UP DIFFERENCE              
             
    NOW PUT YOUR CALCULATED FARE ON THE FARE GRIDS IN YOUR WORKBOOK

Checklist

See the Course Guide for details on how to submit assignments. This document as well as the OLS contains advice relating to the presentation of your assignments.

Remember to:

· attach the relevant Result slip

· attach your student barcode labels to your Result Slip

· sign the plagiarism declaration

END OF ASSIGNMENT

SOUTH WEST PACIFIC

Jakarta

Perth

Bali

Raratonga

Queenstown

Nadi

Port Vila

 

MIDDLE EAST

 

Jeddah

Khartoum

Tehran

Tel Aviv

Beirut

 

EUROPE

Moscow

Nice

Madrid

Budapest

Rome

Zurich

Budapest

 

SOUTH EAST ASIA

Port Moresby

Bangkok

Ulaanbaatar

Singapore

 

AFRICA

 

Cairo

Johannesburg

Port Elizabeth

Lusaka

Freetown

Harare

Mauritius

 

 

4 LA013090 Assignment 1 SITTTSL013A Ed 2

© State of New South Wales, Department of Education and Training 2010, Version 1, June 2010

LA013090 Assignment 1 SITTTSL013A Ed 2 3

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Geography homework help

July 10, 2025/in General Questions /by Besttutor

1. (Question A1, Figure 2.7) According to the continental geothermal gradient, rocks buried 80 km beneath a continent would normally be heated to what temperature?

At 80 km depth, rocks will be heated to about _______ degrees Celsius

1. 1500

2. 1000

3. 750

4. 200

2. (Question A2, Figure 2.7) According to the oceanic geothermal gradient, rocks buried 80 km beneath an ocean basin would normally be heated to what temperature?

At 80 km depth, rocks will be heated to about _______ degrees Celsius

1. 1500

2. 1000

3. 750

4. 200

3. (Question A3, Figure 2.7) What is the physical state of the peridotite at point X?

1. 100% liquid

2. a mixture of solids and liquid

3. 100% solid

4. (Question A4, Figure 2.7) What happens when the peridotite in point X is heated to 1750 °C?

1. no change

2. partial melting

3. complete melting

5. (Question A5, Figure 2.7) What happens when the peridotite in point X is heated to 2250 °C?

1. no change

2. partial melting

3. complete melting

6. (Question B1, Figure 2.7) At what depth and pressure will peridotite at point X begin to melt if it is uplifted closer to Earth’s surface and its temperature remains the same?

1. 75 km, 24,000 atm

2. 65 km 20,000 atm

3. 40 km 13,000 atm

4. 20 km 8,000 atm

7. (Question B2 and B3) When mantle peridotite melts as a result of being uplifted in the way described in the previous question, the process is called__________ and is likely to happen at ____________.

1. solidus crystallization, divergent boundaries

2. solution, convergent boundaries and hot spots

3. recrystallization melting, hot spots

4. decompression melting, divergent boundaries and hot spots

8. (Question C, Figure 2.7) According to your answers to the previous four questions related to the peridotite at point X being subjected to changes in pressure and temperature, which two processes would lead to melting?

1. decrease in pressure and temperature

2. increase in pressure and temperature

3. decrease in pressure and increase in temperature.

4. increase in pressure and decrease in temperature

Lab manual (Busch, 9th Edition) Activity 2.8 part D: A few modifications will allow you to run the experiment described in this section using materials readily available in your home. The hot plate can be replaced by a foil lined frying pan on the stove burner. The two sugar cubes can also be replaced by two teaspoonfuls of sugar; the secret is not to add excessive water to the sample that needs to be wet. Extra water will dissolve the sugar and obscure the interpretation of your results. Prepare all the experiment materials directly on the cool burner to avoid mixing of the two samples when you move the foil. Place on the stove burner the foil lined pan, the two

separate heaps of sugar and add the drops of water on one of the heaps. Then turn the stove on at medium heat, and observe.

9. (Question D1) Which sample melted first?

1. the dry sample

2. the wet sample

10. (Question D2) The rapid melting that you observed in the sample that melted first is called “flux melting,” because flux is an added component the speeds up a process. What was the flux?

1. sugar

2. water

3. silicates

11. (Question D3, Figure 2.8) The effect of water on peridotite is similar to its effect on the sugar experiment, therefore when peridotite is heated in “wet” conditions, the line of the “wet solidus” would be located to the _____________ of the “dry solidus” in Figure 2.8.

1. right, to higher temperatures

2. left, to lower temperatures

12. (Question D4) Looking at Figure 2.1 for a hint, indicate in what tectonic setting may water enter the mantle and produce flux melting of peridotite?

1. hot spots

2. subduction zones

3. mid-oceanic ridges

4. transform faults

13. (Question E3, Figure part E). Which choice best describes the sequence of processes leading to the formation of mid-oceanic ridge volcanoes?

1. “ wet” seafloor basalt subducts and dehydrates, water induces flux melting of mantle peridotite above, basaltic magma ascends and forms volcanoes.

2. flux melting, magma ascends to the surface forming volcanoes, peridotite rises, subduction

3. magma ascends, decompression melting of peridotite, peridotite pushes the basalt open and forms volcanoes.

4. peridotite ascends, decompression melting forms basaltic magma, magma pushes and cracks the ocean floor basalt open, and erupts forming volcanoes

14. (Question F3, Figure part F). Which choice best describes, the processes leading to the formation of a continental volcanic arc, in chronological order? (Beware of error in F3: the words between brackets “oceanic ridge” should be replaced with “continental volcanic arc”).

1. “ wet” seafloor basalt subducts and dehydrates, water induces flux melting of mantle peridotite above, basaltic magma ascends and forms volcanoes.

2. flux melting, magma ascends to the surface forming volcanoes, peridotite rises to shallow depth and melts, subduction.

3. magma ascends, decompression melting of peridotite, peridotite pushes the ocean floor basalt open and forms volcanoes.

4. peridotite ascends, decompression melting forms basaltic magma, magma pushes and cracks the ocean floor basalt open, and erupts forming volcanoes

Lab manual (Busch, 9th Edition) Activity 2.3: Using Earthquakes to identify Plate boundaries

15. Refer to the figure in activity 2.3. Which of the following places represent a Benioff Zone? (Hint: refer back to the notes for unit 3)

1. 10°S, 110°W

2. 0°, 90°W

3. 0°, 80°W

4. 20°S, 100°W

16. The Benioff zone is associated with which type of plate boundary?

1. Divergent

2. Convergent (Continent-Continent)

3. Convergent (Continent-Ocean)

4. Transform

Lab manual (Busch, 9th Edition) Activity 2.4: Analysis of Atlantic Seafloor Spreading

To solve questions in this section, review how to work with graphic scales and the metric system in Unit 2. Use a ruler to measure the distance between features and determine the equivalent distance in the ground using the graphic scale. (A ruler is contained in the GEOTOOLS Sheet 1, at the end of your lab manual). The distance you determine will be in kilometers (km). Convert the distance to centimeters (cm), remember 1000 meters = 1 kilometer.

Remember that the rate of movement is equivalent to the plate velocity. Velocity can be calculated dividing the distance the plate traveled by the time it took to cover that distance:

velocity = distance/time.

Choose the answers that best approximate to your calculated values, make sure you use the required units.

17. (Question B, Figure page 49). Notice that points B and C were together 145 million years ago, but did the sea floor spread apart at the same rate on both sides of the mid-ocean ridge?

1. Same Rate

2. Faster on the East

3. Faster on the West

18. (Question C, Figure page 49). How far apart are points B and C, today in kilometers?

1. ~3,250 km

2. ~3,850 km

3. ~4,100 km

4. ~4,550 km

19. (Question C.1, Figure page 49). Calculate the average rate, in km per million years, at which points B and C have moved apart over the past 145 million years.

1. 8 km/my

2. 16.4 km/my

3. 28.3 km/my

4. 31.8 km/my

20. (Question C.2, Figure page 49). Convert your answer above from km per million years to mm per year.

The result is ________ in mm per year.

1. 10 times less than the previous answer

2. Same as the previous answer

3. 10 times more than the previous answer

4. 100 times more than the previous answer

21. (Question D, Figure page 49). Based on your answer in question 19, how many millions of years ago were Africa and North America part of the same continent? (Hint use points D and E).

1. ~150 million years

2. ~165 million years

3. ~180 million years

4. ~200 million years

22. (Question E, Figure page 49). Based on your answer in question 20, how far in meters have Africa and North America moved apart since the United States was formed in 1776 to 2011?

1. ~0.6 meters

2. ~6 meters

3. ~15 meters

3. ~25 meters

Lab manual (Busch, 9th Edition) Activity 2.5: Plate motion along the San Andres Fault

Part A. The two bodies of Late Miocene rocks (~25 million years old) located along either side of the San Andres Fault (map- page 51) resulted from a single body of rock being separated by motions along the fault. Note the arrows show the relative motion.

23. (Question A1, Figure page 51). Estimate the average annual rate of movement along the San Andres Fault by measuring how much the Late Miocene rocks have been offset by the fault and by assuming that these rocks began separating soon after they formed.

What is the average rate of fault movement in centimeters per year (cm/yr)?

1. ~0.1 cm/year

2. ~1.3 cm/year

3. ~13 cm/year

4. ~25 cm/year

24. (Question A2, Figure page 51). Most of the movement along the San Andres Fault occurs during earthquakes. An average movement of about 5 m (16ft) along the San Andres Fault was associated with the devastating 1906 San Francisco earthquake that killed people and destroyed property. Assuming that all displacement along the fault was produced by earthquakes of this magnitude, how many Earthquakes are needed to produce the displacement observed in the previous question?

1. ~1,000

2. ~10,000

3. ~65,000

4. ~100,000

Lab manual (Busch, 9th Edition) Activity 2.7: Plate tectonics of the Northwest United States

Notice the ages of seafloor rocks in Figure 2.6. The modern seafloor rocks of this region are forming along a divergent plate boundary called the Juan de Fuca Ridge. The farther one moves away from the plate boundary, the older the seafloor rocks.

25. (Question B2, Figure 2.6). Notice the seafloor rocks older than 8 million years are present west of the Juan de Fuca Ridge but not east of the ridge. What could cause their absence from the map?

They are absent because ______________.

1. a strike slip fault along the ridge has moved older rocks further north.

2. older rocks have been subducted underneath the North American Plate

3. rifting has produced metamorphism, which obliterated the old age of the seafloor

4. erosion of the sea floor destroyed rocks older than 12 million years

26. (Question B3, Figure 2.6) The type of plate boundary represented by the red line on the figure is a/n __________________ boundary.

1. transform

2. convergent

3. divergent

4. unconformity

27. (Question B4, Figure 2.6) Which of the following best explains the origin of magma that builds Cascade Range volcanoes?

1. As the North American Plate and the Juan de Fuca Plate slide past each other on a horizontal plane, friction produces the heat to generate magma.

2. As the Juan de Fuca plate is rifted apart, lower pressure at the rift produces magma that feeds the volcanoes at the Cascade Range.

3. Subduction of the Juan de Fuca Plate under the North American Plate brings rocks from the ocean floor and marine sediment to depths where partial melting ensues due to the increased temperature and the influence of water.

4. Migration of the North American Plate over a hot spot is responsible for the Cascade Range volcanoes.

Part 2- Google Earth

The exercises that follow use Google Earth. For each question (or set of questions) paste the location that is given into the “fly to” box. Examine each location at multiple eye altitudes and

differing amounts of tilt. For any measurements use the ruler tool, this can be accessed by clicking on the ruler icon above the image.

Google Earth: Hawaiian Islands

Fly to Hawaii. Please review the section on Hotspots and the Hawaiian Islands in the Lab manual and in the unit notes.

Rocks have been dated on each of the Hawaiian Islands and their ages are as follows:

Big Island- 0 (active), Maui – 1.1 million, Kauai- 4.7 million, Nihoa (23 03 32.79N 161 55 11.94W)- 7.2 million years

28. 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?

1. Northwest

2. Southeast

3. Northeast

4. Southwest

29. 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?

1. ~5 cm/year

2. ~10 cm/year

3. ~15 cm/year

4. ~20 cm/year

30. 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 Nihao in cm/year?

1. ~5 cm/year

2. ~10 cm/year

3. ~15 cm/year

4. ~20 cm/year

31) 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________.

1. shows no change

2. has become more northerly

3. has become more southerly

32) 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 (tilting the image helps to find the highest 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). Using Maui and Nihoa, how fast are the Hawaiian Islands sinking?

1. ~0.05 cm/year

2. ~0.5 cm/year

3. ~5 cm/year

4. ~10 cm/year

33) 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?

1. ~650,000 years

2. ~1.2 million years

3. ~8 million years

4. ~13 million years

34) Examine the Emperor Seamounts and notice that it is a continuous chain that reaches far north to the Aleutian Islands of Alaska. Using a speed halfway between that which you calculated in questions 29 and 30, calculate the age of the oldest (furthest North) seamount in the Emperor Seamounts? (Hint 1- using the line mode of the ruler tool will not work since the Pacific Plate had a drastic change in direction, try using the path mode of the ruler tool to give a more accurate distance; Hint 2- Since you know the plate does not move at the same speed over time, the age you estimated will differ from the real age based on radiometric dating, therefore your answer will be different from the one given in the lab manual!).

1. ~30 million years

2. ~45 million years

3. ~60 million years

4. ~75 million years

Google Earth: Identifying Plate Boundaries

35. Fly to 15 19 48.78 S 75 12 03.41 W. What type of tectonic plates are present?

1. Ocean- Ocean

2. Ocean- Continent

3. Continent- Continent.

36. What type of plate tectonic boundary is present?

1. Transform

2. Convergent

3. Divergent

37. Fly to 6 21 49.68 S 29 35 37.87 E. What type of process is going on at this location?

1. Seafloor spreading

2. Continental rifting

3. Subduction

38. What type of plate tectonic boundary is present?

1. Transform

2. Convergent

3. Divergent

39. Fly to 28 04 27.04N 86 55 26.84E. What type of tectonic plates are present?

1. Ocean- Ocean

2. Ocean- Continent

3. Continent- Continent.

40. What type of plate tectonic boundary is present?

1. Transform

2. Convergent

3. Divergent

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Geography Articles

July 10, 2025/in General Questions /by Besttutor

Article Assignments:

One-page news article (see following website links for some online sources or use hard copy newspapers or

magazines) along with a description (type one paragraph, 4-8 sentences) of what the article says and how the article relates to that

week’s physical geography discussion. You must include geographic coordinates (latitude and longitude) of article’s location in

either Degrees, Minutes, Seconds (DMS) or Decimal Degrees (DD) format(s), as is needed for any physical location (will have

geographic coordinates discussion in class (

http://mynasadata.larc.nasa.gov/latitudelongitude-finder/).

(

https://www.sciencedaily.com/news/earth_climate/geography/) (

http://news.nationalgeographic.com/)

Natural disaster article examples: Hurricanes, Tornados, Flooding, Hail Storms, Earthquakes, and Volcanoes (must include

severity and/or measurement scale/table (s).

Article 1 (Climate change)

Topic: https://www.nationalgeographic.com/environment/2018/09/climate-change-rising-seas-tangier-island-chesapeake-book-talk/

Article 2 (Any topic chapters 5-8)

Article 3 (Any topic chapters 9-12)

Article 4 (Any topic chapters 13-16)

I included the first topic as to give an idea of what i need.

I have attached a PDF file of the book to  as to choose topics. Article example is attached as well.

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We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

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