how is working in a meat packing plant affect ona and elzbieta. in the jungle by upton Sinclair.
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After reading chapter # 9 of the textbook, compose an essay based on the following question:
1. How does international tourism impact (a) economics, (b) cultures, and (c) natural environments globally and locally? Explain each impact and its positive and negative connotations using relevant examples.
Your answer should reflect knowledge of the topic applying the concepts learned in our course, and, most importantly, using your own words. Explain your answer in NO less than 200 words and no more than 400 words for each item [a) economics, b) cultures, and, c) natural environments]. Note that essays that are less than 600 words in length will lose points. You must also separate clearly each answer using titles or numbers. The word count does not include your name, PID, date, title, prompt/question/s posed, Bibliography, etc. In fact, to reduce the Originality report (in Turnitin), you should avoid including the questions posed in your essay.
It is required to cite the course textbook in this and in all written assignments. Any source cited in the essay must be included in the text, in parenthesis at the end of the sentence using quotation marks if it is a direct quote, including the last name/s of the author/s, year of publication, and the page number (i.e., Domosh et al. 2013: 63). If you are using an external source writing this information in your own words, then you must cite at the end of the sentence, using parenthesis, the last name/s of the author/s and the year of publication (i.e., Neumann and Price 2013). All sources cited in your essay must also be included in a separate page on a Bibliography/Reference section at the end of your essay.
Note # 1: Late work will be accepted but it will incur in a 10-point deduction for each week it is submitted late. The weekly point-deduction will be applied starting on the next day after the deadline (Sunday at 12:00 AM). No late work will be accepted after July, 26.
Note # 2: Students are not allowed to work in teams. Your answer must be your own, original thoughts. If you plagiarize your thoughts from a website, journal, or any other source, not only you will be sad because you cannot write the small number of words of your own, but because you will also earn a failing grade in our course.
Note # 3: You must format your work according to the required Technical Aspects described in the course syllabus:
· 12-point font (Arial, Times New Roman, Garamond, or Book Antiqua)
· one-inch margins all around
· double-spaced
· numbered pages.
Works not formatted accordingly will lose 10 points in their grades for this and any other written assignment in this course.
Exact Citation:
Domosh, Mona, Neumann, Roderick, Price, Patricia and Terry Jordan-Bychkov. 2013. The Human Mosaic: A Cultural Approach to Human Geography. 12th edition. New York: W. H. Freeman and Company.
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GEO 200 In-Class Activity
Name _________________________________________________
In-class activity 4: Earth – Sun Relationships
Solar radiation that enters the Earth-Atmosphere system is the primary source of energy for nearly every atmospheric process on Earth. The unique relationship between the Earth and Sun is what causes the seasons, controls the length of days, and organizes the basis for keeping track of time. An understanding of this relationship is essential when learning about atmospheric processes on Earth.
The earth’s orbit around the sun is elliptical, varying the distance between the earth and sun throughout the year. While the average distance between the earth and the sun is approximately 150 million kilometers (93 million miles), the actual distance at any given time fluctuates by as much as 5 million kilometers (3 million miles). The earth is nearest the sun (perihelion) during the Northern Hemisphere’s winter (January) and is farthest from the sun (aphelion) during the Northern Hemisphere’s summer (July).
The sun’s rays are close to parallel to each other as they stream toward earth, so if the earth’s axis of rotation was perpendicular to the plane of the ecliptic, the sun’s most direct rays would always be received at the Equator. In this case, there would be no seasons.
Seasons occur due to the tilt of Earth’s axis of rotation. The axis is an imaginary line that connects both poles, and it is tilted at an angle of 23.5 relative to the plane of the ecliptic, the plane on which the Earth revolves around the Sun. Since the axis of rotation is always oriented in the same direction (pointing toward the North Star), different latitudes receive direct solar radiation at different times throughout the year.
Due to its rotation, half of the Earth is always receiving some portion of Sunlight, known as the circle of illumination. However, the tilt of the Earth’s axis also controls daylength. During June, the Northern Hemisphere is tilted toward the Sun and experiences longer daylengths. During December, the Northern Hemisphere is tilted away from the Sun and experiences shorter daylengths.
The Arctic Circle (66.5N) and the Antarctic Circle (66.5S) outline the polar regions of our planet. The area within each circle experiences 24 hours of daylight on its June Solstice (Summer in the Northern Hemisphere; Winter in the Southern Hemisphere); likewise, the December Solstice (Winter in the Northern Hemisphere; Summer in the Southern Hemisphere) brings 24 hours of darkness. During both Equinoxes (Vernal in March and Autumnal in September), daylength is 12 hours at all latitudes across the globe.
Solar Declination
The seasonal temperature changes are controlled by the amount of direct radiation received at the surface. As a result of the tilt of the axis and the curvature of the Earth, some latitudes receive direct radiation while other latitudes receive radiation at an oblique angle. When radiation strikes an object at an oblique angle, the energy is distributed over a larger area and is less intense.
The latitude at which the Sun is directly overhead at noon is the solar declination. The solar declination for the June Solstice is 23.5N (Tropic of Cancer), and 23.5S (Tropic of Capricorn) for the December Solstice. During both Equinoxes, the solar declination is at the Equator (0). The solar declination changes every day as the Earth revolves around the Sun, but is constrained between the Tropics.
1. List the date and the solar declination for each position.
| Date | Solar Declination | |
| Summer Solstice
|
||
| Autumnal Equinox
|
||
| Winter Solstice
|
||
| Vernal Equinox
|
2. Label the diagram below with the appropriate date for each position.
3. In the diagram below, what is the date?
4. Using the diagram above, describe the day or night length from the Arctic Circle to the North Pole.
5. What percentage of the Earth is illuminated at noon December 21 (or at any time)?
6. How many hours of daylight does the South Pole receive on March 21?
7. How many hours of daylight does the South Pole receive on June 21?
8. Which latitude(s) experience the GREATEST seasonal change in daylight hours? (In other words, do any areas on the globe change from completely dark to completely lit over the year? Where does this happen?)
9. What would happen if the earth’s axis of rotation was NOT tilted at a 23.5° angle?
10. Give the numerical latitude and cardinal direction for the 5 major lines of latitude.
| Arctic Circle
|
|
| Tropic of Cancer
|
|
| Equator
|
|
| Tropic of Capricorn
|
|
| Antarctic Circle
|
Solar Angle
In addition to the solar declination, it is useful to understand some related geometric terms: zenith angle: the angle between a point directly overhead and the Sun at solar noon, and solar angle: the angle of the Sun above the horizon at solar noon. These angles are important because they determine the amount of insolation (incoming solar radiation) potentially received at the surface of the Earth.
To determine the zenith angle at a particular location, calculate the number of degrees of latitude separating the solar declination and the location in question. If the declination or latitude is in the southern hemisphere, it will be a negative value. The zenith angle should always be positive; therefore, you should report the absolute value of the zenith angle.
Example: zenith angle = (location latitude) – (solar declination)
At Alexandria, VA (39N) on January 20 (solar declination: 20S)
Zenith angle = 39 – (-20)
Zenith angle = 59
At Sao Paulo, Brazil (23S) on January 20 (solar declination: 20S)
Zenith angle = -23 – (-20)
Zenith angle = -3
Absolute value zenith angle = 3
The solar altitude angle is calculated by subtracting the absolute value of the zenith angle from 90. As the solar declination progresses, the zenith angle decreases and the solar altitude increases. At solar noon at the latitude of the solar declination, the zenith angle is 0 and the solar altitude angle is 90. The zenith angle and the solar altitude angle are significant because the Sun’s rays are much more intense where they strike the Earth directly (zenith angle of 0 and a solar altitude of 90) (Figure 3.3).
Figure 3.3: Zenith angle (A) and solar altitude angle (B) for 30N on December 21.
11. First, calculate the zenith angle for Alexandria, VA (39N), St. Petersburg, Russia (60N), and Sydney, Australia (33S) on the following dates. Show your work, and then check your work before you proceed with the solar angle table.
| Alexandria | St. Petersburg | Sydney | |
| March 21
|
|
||
| June 21
|
|
||
| September 21
|
|
||
| December 21
|
|
12. Now, using your answers from the table of zenith angles, calculate the solar angle for Alexandria, VA (39N), St. Petersburg, Russia (60N), and Sydney, Australia (33S) on the following dates. Show your work.
| Alexandria | St. Petersburg | Sydney | |
| March 21
|
|
||
| June 21
|
|
||
| September 21
|
|
||
| December 21
|
|
13. Graph your solar altitude angle results for Alexandria, St. Petersburg, and Sydney on a line graph. Your x-axis should be time of year, and your y-axis should be solar altitude angle. A line graph requires that you connect the plotted data with a line, per each location, so you will have 3 different lines. Make sure that you follow the rules of making graphs and supply a name for the graph, and correct units and labels for each axis.
Answer the following questions using your graph.
14. Which location likely receives the most insolation during June?
15. Which location is probably the warmest during December?
16. In which month does Sydney likely receive the most insolation?
8
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What is the time in Perth, Australia (based on 120°E), if it is 10:45 p.m. Monday in Rio de Janeiro, Brazil (based on 45°W)?
What is the time and day in Chicago (based on 90°W) if it is 3:15 a.m. Wednesday in Berlin (based on 15°E)?
How many minutes of time does it take for Earth to turn 10°?
If the standard time and day in the open ocean of the Pacific is 6:15 a.m. Friday, December 3 at 30°N, 179° 20’E, what is the time and day at 30°N, 179° 20’W?
If a ship is docked at a port at 30°E and its chronometer shows the time is 2210Z Thursday, what is the local standard time and day.
If you board a plane in Japan (135°E) for a 9 hour flight to Hawaii (150°W) leaving at 9:10 p.m. Monday, what time and day will it be upon arrival?
For a given latitude, if the stated time of sunrise is 7:30 a.m. at 105°W, what is the time of sunrise at 107°W?
What type of scale is used when marking off the start and end points on the edge of a piece of paper and lining these marks up with the scale shown on the map?
What type of scale is used when marking off the start and end points on the edge of a piece of paper and lining these marks up with the scale shown on the map?
In the scale, 1:5000, what is the correct statement about the units of measurement?
On a map with a scale of 1:31,680, what is the distance represented by a measured distance of 4 inches?
If the measured distance on a map is 5 inches and the actual distance between the two points is 20 miles, what is the fractional scale of the map?
In manufacturing a beach ball globe, a company took a map image with the scale expressed all three ways and produced a 10″, 12″, and 16″ model. Which statement is correct about the scale shown on these beach balls?
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Activity 8.1B- Questions 1, 3, & 4 (Page 217)
The picture below is an outcrop about 5 meters thick near Sedona, Arizona. The red rock is an ancient body of soil. The brown layer in which grass is rooted is modern soil. The blocky brown-gray rock with wide fractures (cracks) is an ancient lava flow (basalt, a volcanic rock). This outcrop is a natural geologic cross section of rock layers, analogous to the cake.
1. Which layer is the oldest? How do you know?
3. Notice the fractures (cracks) that cut across the lava flow layer. Are they older or younger than the lava flow? How do you know?
4. Notice that clasts (broken pieces) of the lava flow are included in the brown soil. Are they older or younger than the brown soil? How do you know?
Activity 8.1C –Question 1 no need to submit the figure to show your tracing of the contacts (Page 218)
1. Using a pen, trace two of the contacts between layers of the red sandstone as well as you can. Assuming that the red sandstone layers were originally horizontal, what may have caused them to be folded in this way?
Activity 8.3A – (Page 221)
A. Analyze this fossiliferous rock from New York.
Figure 8.10
1. What index fossils from Figure 8.10 are present?
2. Based on the overlap of range zones for these index fossils what is the relative age of the rock (expressed as the early, middle, or late part of one or more periods of time)?
3. Using Figure 8.10, what is the absolute age of the rock in Ma (millions of years old/ago), as a range from oldest to youngest?
Activity 8.5A (Page 223)
A. Refer to the image below, an outcrop in a surface mine (coal strip mine) in northern New Mexico. Note the sill, sedimentary rocks, fault, places where a fossil leaf was found, and isotope data for zircon crystals in the sill.
1. What is the relative age of the sedimentary rocks in this rock exposure? Explain your reasoning.
2. What is the absolute age of the sill? Show how you calculated the answer.
3. Locate the fault. How much displacement has occurred along this fault? ______meters
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Just by visual examination of the two maps, what types of transformative operations will have to be performed to the Source Map to make it match Virtual Earth?
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Please review textbook:
PLEASE MAKE SURE YOU ANSWER ALL QUESTIONS ……READ INSTRUCTIONS BECAUSE SOME ARE ESSAY QUESTIONS. IF ANY QUESTIONS, PLEASE ASK!!!
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Take-home final essays
For each question, answer either a or b. Do not attempt to answer both parts. Your answers should be formatted as double spaced, 12 point documents. Answers to each question must not exceed two double spaced pages . Make sure that you indicate which question you are answering. Your answers will be graded on the basis of their completeness, analysis, use of evidence, organization, and writing quality. You should be able to answer these based on the class material—lecture, sections, and readings. Do not, under any circumstances, consult others in developing your answers. This should entirely represent your own work and thinking. When you cite written work, it is fine to refer to “Quammen, p. 12”, or “as Quammen argued”, for example. Remember that you *must* adhere strictly to the UW’s policy on academic misconduct, as we have emphasized in this class ( https://www.washington.edu/cssc/for-students/academic-misconduct/ )
Answers must be submitted to Canvas by Monday June 10, 2019, at 5 pm.
I.
The Institute of Medicine issued two major reports that identified the “factors of emergence” of emerging infectious disease. Answer one of the following two questions. Make sure that you use both readings and class session materials in answering these questions
a) Apply the factors of emergence from either of the reports to a disease of your choice, to explain the emergence/re-emergence of that disease.
b) Dr. Mayer argues that most of the factors are social rather than biological. Support or refute this argument, using specific examples.
2.
Cross-species transmission, or “spillover”, is a significant cause of new disease in humans. Describe the ecological and social conditions that led to this disease’s introduction into the human population, using as an example either (pick only one):
a) Ebola,
or,
b) HIV.
3.
Antibiotic/antimicrobial resistance is a significant threat to human and animal health (pick one question).
Describe how antibiotic resistance is accidentally encouraged in different human and animal environments (use specific examples). How can we change each of these behaviors to discourage the acceleration of antimicrobial resistance?
Where does the majority of antimicrobial resistance appear to come from? Describe specific industries or scenarios that allow resistance to develop, and explain the chain of events that may result in antimicrobial resistant infections in human and animal populations.
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1. What is this karst landform (N 47.21181 W 121.94142), how did it form, and what do the hatchered contours mean (that you can see in Acme Mapper topo tap)?
a.
This blind lake formed when the hole to the underground cavern system plugged up with silt. The hatchered contours indicate that the area collects water.
b.
This depression formed when the limestone roof fell into an underground cavern, and this is what the hatchered contours mean.
c.
This doline formed by the dissolution of granite rock, and the hatchered contours tell you that the location is a depression.
d.
This doline formed through limestone dissolution, and the hatchered contours tell you that the location is a depression.
1 points
QUESTION 2
1. What is this karst landform (N 37.94188 W 80.45261) and how did it form?
Hint: this is the end of Culverson Creek. It is the lowest elevation along Culverson Creek! Really. You can check the elevations on Acme Mapper topo tab or Google Earth. Where does it go from this point?
a.
This blind valley formed because the water goes down into an underground cave system.
b.
This offset stream formed when a fault separated the upstream portion of the stream from its downstream segment.
c.
This dead-end stream was built during the civil war as a trap for the union army.
d.
This interrupted stream formed because the water goes down a sinkhole into an underground water storage system built by the surrounding farms.
1 points
QUESTION 3
1. Karst involves landscapes created from rocks that dissolve. While limestone is the most typical rock that dissolves, halite (sodium chloride) salt can also create karst landforms. Please look immediately to the east of the Tuomu Erfeng Shenqi Grand Canyon in Xinjiang, China (N 41.557846, W 80.772667). There is also a larger feature to the northwest (N 41.618222, E 80.627570). If you look at these forms in Google Earth, you will see a bizzare landscape. This is what the landscape looks like on the ground:
http://eoimages.gsfc.nasa.gov/images/imagerecords/86000/86861/awate_pho.jpg
This features would completely dissolve away in a humid climate. However, in this hyperarid area, the salt absorbs enough moisture to ooze and flow with gravity creating this form. If you want to read more about this form, just click here:
http://earthobservatory.nasa.gov/IOTD/view.php?id=86861
salt glacier
cave system
salt river
halite dome
1 points
QUESTION 4
1. What is this (N 34.64914 W 111.75221) karst landform, how did it form, and what is the elevation difference between the water in this landform and the stream immediately to the east?
a.
This landform is a collapse doline formed by the dissolution of rock (limestone) in a cavern. Then, when the cavern ceiling collapsed this sinkhole formed. The elevation of the river to the east is a few meters lower than the lake.
b.
This landform is a sinkhole formed by faulting dropping down the basin. The river to the east is a few meters lower than the lake in the sinkhole.
c.
This landform is a blind valley formed by fluvial processes eroding the depressions, and the river to the east is about 10 meters higher than the lake surface.
d.
This landform is a caldera formed by the collapse of the volcanic basalt lava upon evaluation of the lava. The current lake surface is the same elevation as the river to the east.
1 points
QUESTION 5
1. What is this karst landform (N 37.81090 W 80.49637) and how did it form? Hint: this is the end of Milligan Creek. Where does it go from this point?
a.
This blind valley formed because the water goes down into an underground cave system.
b.
This offset stream formed when a fault separated the upstream portion of the stream from its downstream segment.
c.
This interrupted stream formed because the water goes down a sinkhole into an underground water storage system built by the surrounding farms.
d.
This dead-end stream was built during the civil war as a trap for the union army.
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KINDLY USE THE SECOND OR THIRD DOCUMENT OF THE ANSWERS.
SCROLL DOWN FOR ANSWERS: USE the second document
Lab 05/MODULE 14: WEATHERING AND MASS WASTING
Note: Please refer to the GETTING STARTEDmodule to learn how to maneuver through, and how to answer the lab questions, in the Google Earth () component.
KEY TERMS
You should know and understand the following terms:
Avalanche
Frost wedging
Rockslide
Carbonation
Hydrolysis
Root wedging
Chemical Weathering
Landslide
Salt crystal growth
Debris flow
Mass wasting
Soil creep
Earthflow
Mechanical (Physical)Weathering
Solifluction
Exfoliation
Mudflow
Slump
Frost heaving
Oxidation
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to accomplish the following tasks:
· Identify erosional processes and features created by weathering and mass wasting
· Identify depositional processes and features created by weathering and mass wasting
· Examine the processes that create mass wasting landforms
· Distinguish different weathering and mass wasting types
· Calculate slope
· Interpret the topographic profile of a landscape
INTRODUCTION
This module examines weathering and mass wasting. Topics includephysical weathering, chemical weathering, and mass wasting. While these topics may appear to be disparate, you will learn how they are inherently related.The modules start with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the weathering and mass wasting. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand.After reading the vignette and associated links, answer the following questions. Please note that some links might take a while to download based on your Internet speed.
Expandthe INTRODUCTION folder and then check Topic 1: Introduction.
Read Topic 1:Introduction
Question 1: According to the website, which of the following factors influence the speed of landslides? (Check all that apply).
A. Slope of ground
B. Water content
C. Volume of debris
D. Time since last landslide
Read Topic 2: Weathering
Question 2: Other than the rock material, what are the two most important factors in chemical weathering?
A. Water and slope of land
B. Debris type and water
C. Slope of land and temperature
D. Water and temperature
Read Topic 3: Mass Wasting
Question 3: What does the presence of lichen on boulders tell scientists?
A. It tells us the parent material of the debris
B. It tells us the relative time of a mass wasting event
C. It tells us what the slope of the land used to be
D. It tells us what the moisture content was at the time of the mass wasting event.
Read Topic 4: Human Interaction
Question 4: What are the characteristics of areas generally considered to be safe from landslides? (Check all that apply)
A. On flat areas away from slopes
B. On hard, non-jointed bedrock that has not moved in the past
C. At the base of minor drainage hollows
D. At the top or along the nose of ridges, set back from the tops of slopes
Collapse and uncheck the INTRODUCTIONfolder.
GLOBAL PERSPECTIVE
Figure 1.The geography of weathering (Arbogast 2nd Ed.).
Double-click and selectGLOBAL PERSPECTIVE.
Figure 1 is a graph showing the dominant type of weathering based on annual precipitation and temperature. If a location has a mean annual temperature of 20°C and receives 190cm of precipitation yearly, you can plot these values (as denoted by the star) to see this location’s dominant weathering is strong chemical.
For Questions 5 to 8, type the location information provided into the Searchtab in Google Earth and pressEnter. When you arrive at your destination, use the chart in Figure 1, in conjunction with Google Earth, to answer each question. The mean annual temperature and precipitation are provided respectively, in the parentheses.
Question 5: What is the dominant weathering In Bangkok, Thailand (28°C, 145cm)?
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Very slight weathering
Question 6: What is the dominant weathering in New Delhi, India (25°C, 80cm)
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Strong physical
Question 7: What is the dominant weathering at 19°10’21.78″N, 96° 7’59.77″W (25°C, 236cm)?
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Strong physical
Question 8:What is the dominant weathering at 58°18’7.00″N,134°25’11.00″W (5°C, 140cm)?
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Strong physical
Collapse and uncheck the GLOBAL PERSPECTIVE folder.
Weathering
Double-click WEATHERING, and then double‑click Mechanical Weathering.
Identify the dominant type of mechanical weathering at the following locations. Use the photo links in Google Earth to help you identify the type.
Double-click Feature A and then clickFeature A photo.
Question 9:Identify mechanical weathering at Feature A:
A. Frost wedging
B. Frost heaving
C. Salt-crystal growth
D. Exfoliation
Double-click Feature B and then clickFeature B photo.
Question 10:Identify mechanical weathering at Feature B:
A. Frost wedging
B. Frost heaving
C. Salt-crystal growth
D. Exfoliation
Double-click Feature C and then click Feature C photo.
Question 11:Identify mechanical weathering at Feature C:
A. Frost wedging
B. Frost heaving
C. Salt-crystal growth
D. Exfoliation
Collapse theMechanical Weathering folder.
Double-click Chemical Weathering.
Double-click Feature D and then click Feature D photo.
Question 12:Identify chemical weathering at Feature D:
A. Hydrolysis
B. Carbonation
C. Oxidation
D. Spheroidal
Double-click Feature Eand then clickFeature E photo.
Question 13:Identify chemical weathering at Feature E:
A. Hydrolysis
B. Carbonation
C. Oxidation
D. Spheroidal
Double-click Feature F and then click Feature F photo.
Question 14:Identify chemical weathering at Feature F:
A. Hydrolysis
B. Carbonation
C. Oxidation
D. Spheroidal
Collapse theChemical Weathering folder.
MASS WASTING
Expand theMASS WASTING folder.
Double-click and selectFeature G.
Select the dominant type of mass wastingat Feature G.
Question 15: Feature G: ________
A. Slump
B. Solifluction
C. Landslide
D. Rockfall
Question 16:Why did you pick the answer you did in Question 15?
A. Because the image shows material that has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.
C. Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,
D. Because the image shows rocks that suddenly slid down a mountainside
Double-click and selectFeature H.
Select the dominant type of mass wasting at Feature H.
Question 17: Feature H: _______
A. Slump
B. Solifluction
C. Landslide
D. Rockfall
Question 18: Why did you pick the answer you did in Question 17
A. Because the image shows material that has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.
C. Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,
D. Because the image shows rocks that suddenly slid down a mountainside
Double-click and selectFeature I and examine the area in September 1998. Use the historical imagery slider and advance the timeline to March 2007.
Select the dominant type of mass wasting at Feature I.
Question 19: Feature I: ______
A. Slump
B. Solifluction
C. Landslide
D. Rockfall
Question 20: Why did you pick the answer you did in Question 19?
A. Because the image shows materialthat has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.
C. Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,
D. Because the image shows rocks that suddenly slid down a mountainside
Double-click and select Slope 1. Right click the title Slope 1, and then select Show Elevation Profile.
Place your cursor over the elevation profile chart and compute the slope of the lines. Recall that the equation for slope is RISE/RUN and that the units must be the same when dividing (that is, both in meters).
Question 21: What is the RISE (Elevation gain) in meters?
A. 738 meters
B. 190 meters
C. 46.7 meters
D. 25.4 meters
Question 22: What is the RUN of the line (Distance) in meters?
A. 738 meters
B. 190 meters
C. 46.7 meters
D. 25.4 meters
Question 23:Based on the answers in Questions 21 and 22, what is the average slope of the line?
A. 738 %
B. 190 %
C. 46.7 %
D. 25.4 %
Double-click and select Feature J. Examine the area in July 1998. Use the historical imagery slider and advance the timeline to February 2003.
Select the dominant type of mass wasting at Feature J.
Question 24: Feature J: ______
A. Slump
B. Debris flow
C. Mudflow
D. Soil Creep
Question 25: Why did you pick the answer you did in Question 24?
A. Because the images show materialthat has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the images show the results of a rapidly flowing and extremely powerful mass of water, rocks, sediment, boulders, and trees.
C. Because the images show the results of a well-saturated and highly fluid mass of fine-textured sediment
D. Because the images show the result of a gradual downhill movement of soil,trees, and rocks due to the force of gravity.
Double-click and select Feature K.
Select the dominant type of mass wasting at Feature K.
Question 26: Feature K: ________
A. Slump
B. Debris flow
C. Mudflow
D. Soil Creep
Question 27: Why did you pick the answer you did in Question 26?
A. Because the images show materialthat has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the images show the results of a rapidly flowing and extremely powerful mass of water, rocks, sediment, boulders, and trees.
C. Because the images show the results of a well-saturated and highly fluid mass of fine-textured sediment
D. Because the images show the result of a gradual downhill movement of soil, trees, and rocks due to the force of gravity.
Double-click and select Slope 2. Right click the title Slope 2, and then select Show Elevation Profile.
Place your cursor over the elevation profile chart and compute the slope of the lines. Recall that the equation for slope is RISE/RUN andthat the units must be the same when dividing (that is, both in meters).
Question 28: What is the RISE (Elevation gain) in meters?
A. 92.1 meters
B. 35.6 meters
C. 128 meters
D. 148 meters
Question 29: What is the RUN of the line (Distance) in meters?
A. 92.1 meters
B. 35.6 meters
C. 128 meters
D. 148 meters
Question 30:Based on the answers in Questions 28 and 29, what is the average slope of the line?
A. 92.1 meters ÷ 92.1 meters x 100% = 100%
B. 35.6 meters ÷ 92.1 meters x 100% = 38.6%
C. 128 meters ÷ 148 meters x 100% = 86.5%
D. 35.6 meters ÷ 128 meters x 100% = 27.8%
Question 31: Which mass wasting event do you expect to travel faster (Feature I or K)? Why?
A. Feature I because it is one of the fastest types of mass wasting
B. Feature K because it is one of the fastest types of mass wasting
C. Feature I because it is one of the slowest types of mass wasting
D. Feature K because it is one of the slowest types of mass wasting
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