Bring It Home

Each of your textbook chapters has a “Bring It Home” conclusion naming personal choices you can make to help our world be more sustainable. Please list 4 personal choices, from any 4 different chapters (one each per any 4 of the 25 chapters) that have meant the most to you, and explain how you can personally make lifestyle changes that will have an impact on sustainability. What challenges do you face with these changes? For instance, if you want to use more public transportation, are the schedules and routes adequate? If you want to be a vegan, do you have the support of your roommates, friends or family who may be enthusiastic carnivores? Do you have international efforts underway, or want to start or join a larger movement? Choose the four ways you can personally be more sustainable, and if you’ve already made some changes, write about challenges you’ve faced to make these changes and/or rewards you experienced.

You must answer within a word-count (no less than 200 words, maximum count 350 words for entire essay (all four lifestyle choices are within one essay), citation sources do not count towards the wordcount, albeit words you cite within quotes do count, citing material from the course content, and using proper English grammar. A minimum of four different course reference sources from the course content (at least one chapter reference and at least one course video reference) are required to support your ideas for the entire essay. For textbook chapter references, you must provide author and page number(s), as example: (Karr, et al, p.57). For video references, you must provide video name with a minutes:seconds timestamp, as example: (The Future of Food: A Looming Crisis, 33:54) Outside-course citations may be used but will not be counted towards the four required. There is no need for a separate works cited page, please credit your sources within the body of your essay.  Do NOT cite Wikipedia in this assignment.

If the formatting is off when you copy and paste, no worries, as long as you have the word count, good grammar and correct spelling,  I won’t delete points if the formatting is off (this occasionally happens when you copy and paste).  Be sure to read the rubric below to earn as many points as possible:

Your grading rubric is as follows:

30pts if within wordcount requirement (no less than 200, no more than 350) 80pts lifestyle changes to support sustainability (20 each of 4) 40pts course material citations from different sources – use different chapters, include at least one video source (10pts each of 4)

Points will be deducted if necessary as follows: -5 poor grammar -10 typos/spelling errors

Reference:

http://www.unfpa.org/video/state-world-population-2013-motherhood-childhood

Full-Length Chapters Available In Launchpad

Full-Length Chapters Available In Launchpad!

BRIEF CONTENTS INTRODUCTION TO ENVIRONMENTAL, SCIENCE, AND INFORMATION LITERACY

CHAPTER 1 ENVIRONMENTAL LITERACY AND THE GOAL OF SUSTAINABILITY 2 ON THE ROAD TO COLLAPSE

CHAPTER 2 SCIENCE LITERACY AND THE PROCESS OF SCIENCE 22 SCIENCE AND THE SKY

CHAPTER 3 INFORMATION LITERACY AND TOXICOLOGY 42 TOXIC BOTTLES?

HUMAN POPULATIONS AND ENVIRONMENTAL HEALTH

CHAPTER 4 HUMAN POPULATIONS 62 ONE-CHILD CHINA GROWS UP

CHAPTER 5 ENVIRONMENTAL HEALTH 80 ERADICATING A PARASITIC NIGHTMARE

CONSUMPTION AND THE ENVIRONMENTAL FOOTPRINT

CHAPTER 6 ECOLOGICAL ECONOMICS AND CONSUMPTION 98 WALL TO WALL, CRADLE TO CRADLE

CHAPTER 7 MANAGING SOLID WASTE 118 A PLASTIC SURF

ECOLOGY

CHAPTER 8 ECOSYSTEMS AND NUTRIENT CYCLING 138 ENGINEERING EARTH

CHAPTER 9 POPULATION ECOLOGY 158 THE WOLF WATCHERS

CHAPTER 10 COMMUNITY ECOLOGY 176 WHAT THE STORK SAYS

EVOLUTION AND BIODIVERSITY

CHAPTER 11 EVOLUTION AND EXTINCTION 198 A TROPICAL MURDER MYSTERY

CHAPTER 12 BIODIVERSITY 218 PALM PLANET

CHAPTER 13 PRESERVING BIODIVERSITY 238 A FOREST WITHOUT ELEPHANTS

WATER RESOURCES

CHAPTER 14 FRESHWATER RESOURCES 258 TOILET TO TAP

CHAPTER 15 WATER POLLUTION 278 INTO THE GULF

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Full-Length Chapters Available In Launchpad! FOOD RESOURCES

CHAPTER 16 FEEDING THE WORLD 298 A GENE REVOLUTION

CHAPTER 17 SUSTAINABLE AGRICULTURE: RAISING CROPS 316 FARMING LIKE AN ECOSYSTEM

CONVENTIONAL ENERGY: FOSSIL FUELS

CHAPTER 18 COAL 338 BRINGING DOWN THE MOUNTAIN

CHAPTER 19 OIL AND NATURAL GAS 360 THE BAKKEN OIL BOOM

AIR POLLUTION: CONSEQUENCES OF USING FOSSIL FUELS

CHAPTER 20 AIR POLLUTION 380 THE YOUNGEST SCIENTISTS

CHAPTER 21 CLIMATE CHANGE 402 WHEN THE TREES LEAVE

ALTERNATIVES TO FOSSIL FUELS

CHAPTER 22 NUCLEAR POWER 428 THE FUTURE OF FUKUSHIMA

CHAPTER 23 SUN, WIND, WATER, AND EARTH ENERGY 450 FUELED BY THE SUN

SUSTAINABLE LIVING IN COMMUNITY

CHAPTER 24 ENVIRONMENTAL POLICY 470 COUNTERFEIT COOLING

CHAPTER 25 URBANIZATION AND SUSTAINABLE COMMUNITIES 490 THE GHETTO GOES GREEN

ADDITIONAL CHAPTERS AVAILABLE ONLINE IN LAUNCHPAD!

CHAPTER 26 MINERAL RESOURCES: NO STONE UNTURNED CHAPTER 27 SOIL RESOURCES AND GRASSLANDS: RESTORING THE RANGE CHAPTER 28 FORESTS: RETURNING TREES TO HAITI CHAPTER 29 MARINE ECOSYSTEMS: ACID OCEANS CHAPTER 30 AGRICULTURE: RAISING LIVESTOCK: A CARNIVORE’S CONUNDRUM CHAPTER 31 FISHERIES AND AQUACULTURE: FISH IN A WAREHOUSE? CHAPTER 32 BIOFUELS: GAS FROM GRASS

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© Tyler Hicks/The New York Times/

Redux

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ENVIRONMENTAL SCIENCE FOR A CHANGING WORLD

SECOND EDITION

SUSAN KARR Carson-Newman University

JENEEN INTERLANDI Science Writer

ANNE HOUTMAN California State University, Bakersfield

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IV

SUUSTS AIA NAN BILILITYT PLELEDGEE MMacmillan is s cocommm itteted too llesesseseniingg oour compmpany’s s imimpapactct on ththee enenviviroron n ment. TThe MaMacmc ilillan n fafamim ly oof f publblisishihingng hhouses s s inintetends too rededuce e ouo r 20020 CO2 emissions by 664% agaaininst aa 220009 baseline.

Publisher: Katherine Parker Senior Acquisitions Editor: Bill Minick Developmental Editor: Andrea Gawrylewski Executive Marketing Manager: John Britch Marketing Assistant: Bailey James Media and Supplements Editor: Amanda Dunning Editorial Assistants: Tue Tran & Shannon Moloney Art Director: Diana Blume Cover Design and Text Illustratiionons: MGMT. ddese ign Text Design: DDirirkk KaKaufufmamann PhPhototo o EdEdititorr: ShSheee na Goldsteeinin PhPhototo o ReReseseararchcherer: BiB anca Moscacatetelli ArArt MaMananageger:r: MMatatththewew MMcAdamsms SeSeniioror PProroduductctioionn SuSupepervrvisisor: Susanan WWeieinn PrPrinintit ngn andnd BBinndidingng: RRRR DDonnelleyy Coovever r PhPhototo:o Annnnieie Marie Musselman

Librarry ofo CCongresss s Controol Numberr: 202 14957697 ISI BNN-13: 997878-1-4464641–626 20-6 ISI BN-10: 1-46441-1-6220-4 ©2©2015 by W. H. Freeeman andd Company All rights reserved

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JAMES P. BLAIR/National Geographic

Creative

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V

BRIEF CONTENTS INTRODUCTION TO ENVIRONMENTAL, SCIENCE, AND INFORMATION LITERACY

CHAPTER 1 ENVIRONMENTAL LITERACY AND THE GOAL OF SUSTAINABILITY 2 ON THE ROAD TO COLLAPSE

CHAPTER 2 SCIENCE LITERACY AND THE PROCESS OF SCIENCE 22 SCIENCE AND THE SKY

CHAPTER 3 INFORMATION LITERACY AND TOXICOLOGY 42 TOXIC BOTTLES?

HUMAN POPULATIONS AND ENVIRONMENTAL HEALTH

CHAPTER 4 HUMAN POPULATIONS 62 ONE-CHILD CHINA GROWS UP

CHAPTER 5 ENVIRONMENTAL HEALTH 80 ERADICATING A PARASITIC NIGHTMARE

CONSUMPTION AND THE ENVIRONMENTAL FOOTPRINT

CHAPTER 6 ECOLOGICAL ECONOMICS AND CONSUMPTION 98 WALL TO WALL, CRADLE TO CRADLE

CHAPTER 7 MANAGING SOLID WASTE 118 A PLASTIC SURF

ECOLOGY

CHAPTER 8 ECOSYSTEMS AND NUTRIENT CYCLING 138 ENGINEERING EARTH

CHAPTER 9 POPULATION ECOLOGY 158 THE WOLF WATCHERS

CHAPTER 10 COMMUNITY ECOLOGY 176 WHAT THE STORK SAYS

EVOLUTION AND BIODIVERSITY

CHAPTER 11 EVOLUTION AND EXTINCTION 198 A TROPICAL MURDER MYSTERY

CHAPTER 12 BIODIVERSITY 218 PALM PLANET

CHAPTER 13 PRESERVING BIODIVERSITY 238 A FOREST WITHOUT ELEPHANTS

WATER RESOURCES

CHAPTER 14 FRESHWATER RESOURCES 258 TOILET TO TAP

CHAPTER 15 WATER POLLUTION 278 INTO THE GULF

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VI

FOOD RESOURCES

CHAPTER 16 FEEDING THE WORLD 298 A GENE REVOLUTION

CHAPTER 17 SUSTAINABLE AGRICULTURE: RAISING CROPS 316 FARMING LIKE AN ECOSYSTEM

CONVENTIONAL ENERGY: FOSSIL FUELS

CHAPTER 18 COAL 338 BRINGING DOWN THE MOUNTAIN

CHAPTER 19 OIL AND NATURAL GAS 360 THE BAKKEN OIL BOOM

AIR POLLUTION: CONSEQUENCES OF USING FOSSIL FUELS

CHAPTER 20 AIR POLLUTION 381 THE YOUNGEST SCIENTISTS

CHAPTER 21 CLIMATE CHANGE 402 WHEN THE TREES LEAVE

ALTERNATIVES TO FOSSIL FUELS

CHAPTER 22 NUCLEAR POWER 428 THE FUTURE OF FUKUSHIMA

CHAPTER 23 SUN, WIND, WATER, AND EARTH ENERGY 450 FUELED BY THE SUN

SUSTAINABLE LIVING IN COMMUNITY

CHAPTER 24 ENVIRONMENTAL POLICY 470 COUNTERFEIT COOLING

CHAPTER 25 URBANIZATION AND SUSTAINABLE COMMUNITIES 490 THE GHETTO GOES GREEN

ADDITIONAL CHAPTERS AVAILABLE ONLINE IN

CHAPTER 26 MINERAL RESOURCES: NO STONE UNTURNED CHAPTER 27 SOIL RESOURCES AND GRASSLANDS: RESTORING THE RANGE CHAPTER 28 FORESTS: RETURNING TREES TO HAITI CHAPTER 29 MARINE ECOSYSTEMS: ACID OCEANS CHAPTER 30 AGRICULTURE: RAISING LIVESTOCK: A CARNIVORE’S CONUNDRUM CHAPTER 31 FISHERIES AND AQUACULTURE: FISH IN A WAREHOUSE? CHAPTER 32 BIOFUELS: GAS FROM GRASS

APPENDIX 1 BASIC MATH SKILLS A-2 APPENDIX 2 DATA-HANDLING AND GRAPHING SKILLS A-4 APPENDIX 3 STATISTICAL ANALYSIS A-10 APPENDIX 4 GEOLOGY A-12 APPENDIX 5 SELECTED ANSWERS TO END-OF-CHAPTER PROBLEMS A-14 GLOSSARY G-2 CREDITS/SOURCES C-2 INDEX I-1

B R I E F C O N T E N T S

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DETAILED CONTENTS INTRODUCTION TO ENVIRONMENTAL, SCIENCE, AND INFORMATION LITERACY

CHAPTER 1 ENVIRONMENTAL LITERACY AND THE GOAL OF SUSTAINABILITY 2 ON THE ROAD TO COLLAPSE What lessons can we learn from a vanished Viking society?

Environmental science is all encompassing. 4

INFOGRAPHIC 1.1 Environmental Science Is Highly Interdisciplinary 5 1.2 Different Approaches to Science Have Different Goals and Outcomes 6 1.3 Wicked Problems 7

The Greenland Vikings’ demise was caused by natural events and human choices. 6

Responding to environmental problems and working with neighbors help a society cope with changes. 8

Humans are an environmental force that impacts Earth’s ecosystems. 9

INFOGRAPHIC 1.4 Many Environmental Problems Can be Traced to Three Underlying Causes 10

Ecosystems are naturally sustainable and a good model for human societies hoping to become more sustainable. 11

INFOGRAPHIC 1.5 Four Characteristics of a Sustainable Ecosystem 11 1.6 Sustainable Ecosystems Can be a Useful Model for Human Societies 12

Humanity faces some challenges in dealing with environmental issues. 13

INFOGRAPHIC 1.7 Social Traps 14 1.8 Wealth Inequality 15 1.9 Worldviews and Environmental Ethics 16 1.10 U.S. Environmental History 18

CHAPTER 2 SCIENCE LITERACY AND THE PROCESS OF SCIENCE 22 SCIENCE AND THE SKY Solving the mystery of disappearing ozone

Science gives us tools to observe and make sense of the natural world. 24

INFOGRAPHIC 2.1 The Atmosphere and UV Radiation 27

Scientifi c views rarely change overnight. 27

The scientifi c method systematically rules out explanations. 28

INFOGRAPHIC 2.2 Ozone Depletion and CFC Levels 28 2.3 Scientifi c Process 30 2.4 Certainty in Science 31

Diff erent types of studies amass a body of evidence. 30

INFOGRAPHIC 2.5 The Chemistry of Ozone Formation and Breakdown 32 2.6 How Do Scientists Collect Evidence to Answer Questions? 34

Multiple ozone depletion hypotheses were tested but only the CFC hypothesis was confi rmed. 35

The international community got together to meet the problem head on. 36

INFOGRAPHIC 2.7 The Montreal Protocol and Its Amendments Have Been Effective 37

CHAPTER 3 INFORMATION LITERACY AND TOXICOLOGY 42 TOXIC BOTTLES? On the trail of chemicals in our everyday lives

We live in an environment full of toxic substances. 44

Regulation happens even in the face of change. 45

Information sources vary in their reliability. 46

INFOGRAPHIC 3.1 Information Sources 47

What are the dangers presented by toxics, and how do we determine safe exposure levels? 47

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VIII

INFOGRAPHIC 3.2 Bioaccumulation and Biomagnifi cation 48 3.3 BPA Studies 50 3.4 Factors That Affect Toxicity 52

Endocrine disruptors cause big problems at small doses. 52

INFOGRAPHIC 3.5 How Hormones Work 53 3.6 Dose-Response Curves 54

Critical thinking gives us the tools to uncover logical fallacies in arguments or claims. 55

TABLE 3.1 Common Logical Fallacies 56

Risk assessments help determine safe exposure levels. 58

HUMANS POPULATIONS AND ENVIRONMENTAL HEALTH

CHAPTER 4 HUMAN POPULATIONS 62 ONE-CHILD CHINA GROWS UP A country faces the outcomes of radical population control

Human populations grew slowly at fi rst and then at a much faster rate in recent years. 64

INFOGRAPHIC 4.1 Human Population Through History 64 4.2 Population Distribution 66 4.3 Age Structure Affects Future Population Growth 67

Fertility rates are aff ected by a variety of factors. 68

INFOGRAPHIC 4.4 We Live In Two Demographic Worlds 69

Factors that decrease the death rate can also decrease overall population growth rates. 70

INFOGRAPHIC 4.5 Demographic Transition 71 4.6 Declining Population Growth Rates 72 4.7 Reaching Zero Population Growth 74

The age and gender composition of a population aff ects more than just its potential for growth. 73

Carrying capacity: Is zero population growth enough? 75

INFOGRAPHIC 4.8 How Many People Can Earth Support? 76

What awaits China’s generation of Little Emperors? 77

CHAPTER 5 ENVIRONMENTAL HEALTH 80 ERADICATING A PARASITIC NIGHTMARE Human health is intricately linked to the environment

Human manipulation of the environment can increase our exposure to pathogens. 83

INFOGRAPHIC 5.1 Types of Environmental Hazards 85

Public health programs seek to improve community health. 84

INFOGRAPHIC 5.2 Public Health Problems Seek to Improve Health of the Population as a Whole 86 5.3 Environmental Factors Contribute to the Global Burden of Disease 87 5.4 A Variety of Pathogens Cause Disease 88

Addressing biological hazards requires environmental and behavioral changes. 88

INFOGRAPHIC 5.5 Guinea Worm Infection and Eradication Programs 90

The factors that aff ect human health diff er signifi cantly between more and less developed nations. 90

Environmentally mediated diseases can be mitigated with funding, support, and education. 91

INFOGRAPHIC 5.6 Death Rates and Leading Causes of Death Differ Among Nations 92

TABLE 5.1 Reducing Environmental Health Hazards 93

INFOGRAPHIC 5.7 Eradicating Guinea Worm Disease 94

CONSUMPTION AND THE ENVIRONMENTAL FOOTPRINT

CHAPTER 6 ECOLOGICAL ECONOMICS AND CONSUMPTION 98 WALL TO WALL, CRADLE TO CRADLE A leading carpet company takes a chance on going green

Businesses and individuals impact the environment with their economic decisions. 101

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IX

INFOGRAPHIC 6.1 Value of Ecosystem Services 101 6.2 Ecological Footprint 103 6.3 Capital and Interest 104 6.4 The IPAT Equation 105

Mainstream economics supports some actions that are not sustainable. 105

INFOGRAPHIC 6.5 True Cost Accounting 107 6.6 Economic Models 108 6.7 Cradle-to-Cradle Management 110

Businesses can learn a great deal about how to be sustainable from nature. 111

INFOGRAPHIC 6.8 Product Versus Service Economy 113

There are many tactics for achieving sustainability 112

CHAPTER 7 MANAGING SOLID WASTE 118 A PLASTIC SURF Are the oceans teeming with trash?

Waste is a uniquely human invention, generated by uniquely human activities. 121

INFOGRAPHIC 7.1 U.S. Municipal Solid Waste Stream 123

How big is the Atlantic Garbage Patch, and is it growing? 123

How we handle waste determines where it ends up. 124

INFOGRAPHIC 7.2 Municipal Solid Waste Disposal 125 7.3 How It Works: An Incinerator 127

Solid waste pollution threatens all living things. 127

INFOGRAPHIC 7.4 Plastic Trash Affects Wildlife 128

Some waste is hazardous and needs to be handled carefully. 129

INFOGRAPHIC 7.5 Household Hazardous Wastes 130

When it comes to managing waste, the best solutions mimic nature. 130

INFOGRAPHIC 7.6 Composting 131

Life-cycle analysis and better design can help reduce waste. 130

INFOGRAPHIC 7.7 Industrial Ecology 132

Consumers have a role to play, too. 132

INFOGRAPHIC 7.8 The Four Rs Help You Reduce Waste 134

ECOLOGY

CHAPTER 8 ECOSYSTEMS AND NUTRIENT CYCLING 138 ENGINEERING EARTH An ambitious attempt to replicate Earth’s life support systems falls short

Organisms and their habitats form complex systems. 140

INFOGRAPHIC 8.1 Organization of Life: From Biosphere to Individual 142 8.2 Habitat and Niche 143 8.3 Earth Is a Closed System for Matter but Not for Energy 143 8.4 Global Terrestrial Biomes 144 8.5 Map of Biosphere 2 147

Living things survive within a specifi c range of environmental conditions. 146

INFOGRAPHIC 8.6 Range of Tolerance for Life 148

Nutrients such as carbon cycle through ecosystems. 149

INFOGRAPHIC 8.7 Carbon Cycles via Photosynthesis and Cellular Respiration 150 8.8 The Carbon Cycle 151 8.9 The Nitrogen Cycle 152 8.10 The Phosphorus Cycle 153

Ecosystems are irreplaceable, but learning how they function will help us restore degraded ones. 155

CHAPTER 9 POPULATION ECOLOGY 158 THE WOLF WATCHERS Endangered gray wolves return to the American West

Populations fl uctuate in size and have varied distributions. 161

INFOGRAPHIC 9.1 Population Distribution Patterns 163

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Populations display various patterns of growth. 164

INFOGRAPHIC 9.2 Exponential Growth Occurs When There Are No Limits to Growth 165 9.3 Logistic Population Growth 166

A variety of factors aff ect population growth. 166

INFOGRAPHIC 9.4 Density-Dependent and Density-Independent Factors Affect Population Size 167 9.5 Life History Strategies 168 9.6 Some Populations Fluctuate in Size Over Time 169

The loss of the wolf emphasized the importance of an ecosystem’s top predator. 169

INFOGRAPHIC 9.7 Top-Down and Bottom-Up Regulation 171

CHAPTER 10 COMMUNITY ECOLOGY 176 WHAT THE STORK SAYS A bird species in the Everglades reveals the intricacies of a threatened ecosystem

The well-being of a species depends on the health of its ecosystem. 178

Human alterations have changed the face of the Everglades. 180

Matter and energy move through a community via the food web. 181

INFOGRAPHIC 10.1 Everglades Food Web 181 10.2 Trophic Pyramid 183

Communities, such as the ones found in the Everglades, are shaped by biotic and abiotic factors. 183

INFOGRAPHIC 10.3 Species Diversity Includes Richness and Evenness 185 10.4 Mangrove Edges 186 10.5 Edge Effects 187

Changing community structure changes community composition 186

INFOGRAPHIC 10.6 Keystone Species Support Entire Ecosystems 188

Species interactions are extremely important for community viability. 189

INFOGRAPHIC 10.7 Species Interactions 190

Ecologists and engineers help repair ecosystems. 191

INFOGRAPHIC 10.8 The Comprehensive Everglades Restoration Plan 193

Community composition changes over time as the physical features of the ecosystem itself change. 192

INFOGRAPHIC 10.9 Ecological Succession 194

EVOLUTION AND BIODIVERSITY

CHAPTER 11 EVOLUTION AND EXTINCTION 198 A TROPICAL MURDER MYSTERY Finding the missing birds of Guam

Natural selection is the main mechanism by which populations adapt and evolve. 201

INFOGRAPHIC 11.1 Natural Selection at Work 203

Populations need genetic

ENV325 Lab Instructions

ENV325 Lab Instructions

1. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment before you

begin.

2. Go to http://learner.org/courses/envsci/interactives/carbon/carbon.html to open the carbon dioxide lab simulator.

 

3. Step 1 – Run the simulation twice to the years 2050 and 2100. The simulation is currently set at a 2% fossil fuel

increase per year. Run the simulation by clicking the green “Run Decade” Tab 4 times until you get to the year

2050, the data you need will be in diagram on the right, which shows the levels of carbon in each carbon “sink”

(terrestrial plants, soil, oil and gas, coal, surface ocean, and deep ocean). Record the carbon levels in each “sink”

at 2010, 2050, and 2100 in Table 1 on your Carbon Dioxide Lab Reporting Form and answer the subsequent

questions below the table the while thinking about how the model mimics real-life conditions. (*NOTE = total

carbon levels can be seen in the picture, those with a +number show the change since the original decade.

To get the total carbon level for these add the two numbers together, for instance soil is listed as 1800 +200

at year 2010, thus its total carbon soil is 2000 in the year 2010).

*Close the simulator between exercises to fully reset the parameters. This will help ensure accurate results.

4. Step 2 – In a best-case (but very unrealistic) scenario, imagine that scientists suddenly discovered an unlimited,

clean, and cheap fuel source that emitted no CO2 into the atmosphere, thus bringing fossil fuel use down to zero.

Reset the simulator and press the “NONE” button next to fossil fuel use to bring CO2 emissions to zero in the

simulator. Then run the simulation up to the year 2100 to see what happens. Record your data for years 2010,

2050, and 2100 in Table 2 on your Carbon Dioxide Reporting Form and answer the questions below the table.

5. Step 3 – So far we have considered only the impact of burning fossil fuels. But there are other human activities

that influence the carbon cycle. One major factor is deforestation and land use. Currently, land use (for example,

rice paddies) and deforestation outstrip reforestation by roughly 1 GT per year. If deforestation were to increase,

perhaps due to increased burning of rainforests, carbon would be transferred first from terrestrial plants to the

atmosphere and then through the rest of the carbon cycle. Reset the simulator (make sure to change fossil fuel use

back to 2.0% per year) and change the net deforestation rate to 1.6 GT per year and run the simulation to 2100.

Record the data for years 2010, 2060, 2080, and 2100 in Table 3 on your Carbon Dioxide Reporting Form and

answer the questions below the table. (NOTE* to change the deforestation and the fossil fuel use per year you

must use the green slider, typing the number into the box will cause the simulation to run improperly)

6. Step 4 – There are several important natural systems that may be affected by greenhouse warming as atmospheric

CO2 rises. Some of these systems may release even more CO2 into the atmosphere, speed up the warming, and

 

 

cause a positive feedback loop. A negative feedback loop would have the opposite effect and slow or reverse

climate change. Whether we experience positive of negative feedback effects is difficult to predict in such a

complex system, but a model for one feedback effect is included in the simulator: melting tundra. If the arctic

tundra were to melt as temperatures rise, its stored carbon would enter the system. Click on the lesson button at

the top of the simulator and then click feedback effects. To assume that 1/6 of the tundra will melt with increased

warming, click on the drop down box next to “melting tundra releases carbon” and choose 1/6. Now run the

simulation to 2100. Record the data for years 2010, 2050, and 2100 in Table 4 on your Carbon Dioxide Reporting

Form and answer the questions below the table. 7. When completed, save the Carbon Dioxide Lab Reporting Form as a Word document. No title page or headers are

necessary; however, any resources used to complete the questions should be listed in the reference section in APA

format. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the

Learning Resources tab on the left navigation toolbar.

 

 

2

Sustainable Urban Planning (South Eastern Rural Area)

Choose from one of the following environmental topics that is an issue in your area.

 

  • Sustainable Urban Planning (South Eastern Rural Area)

Create a 10-15 slide PowerPoint Presentation. The presentation should provide a detailed description of a sustainability plan for your selected environmental issue. Include the following:

  • Introduce your choice. Explain why this issue is important for humans, wildlife and the environment.
  • Detailed description of the problem. Present specific details about your selection. This might include a specific habitat, ocean, species, forest, agricultural method, or energy source.
  • What are the social, economic, and environmental perspectives regarding your choice?
  • Explain how unsustainable human consumption has caused the problem. Describe the effects the problem is creating for people, wildlife, and the environment.
  • Present a plan or approach that is currently being used to address this problem, or a similar problem. Is the current strategy effective. Why or why not?
  • Your plan to reach sustainability. Consider the sustainability plans presented in the assigned reading, videos and the Gamescape Episodes.
  • Explain how your plan includes social, economic, and environmental perspectives.
  • Identify the stakeholders in your plan (local community residents, businesses, governmental agencies, non-profit organizations,etc.). What is the role of each of these groups in ensuring that the paln is successful?
  • Close by reviewing your plan and explain why you think it will be more successful than current actions.

Include speaker notes for each slide totaling 7500-1050 words total

Include supporting visuals, such as photos, diagrams, and/or graphs.

Include at least four outside sources. Two of the sources must be academic journal articles from the University’s library.

 

Must be completed in APA format, relate to information covered in all five attached gamescapes as well as the text book chapters also attached. 

Understanding Experimental Design LAB – Assignment

Understanding Experimental Design LAB – Assignment

OVERVIEW

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

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

ASSIGNMENT

Section 1 Reflection (2 pts)

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

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

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

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

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

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

Type answer here

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

Type answer here

Section 2 What Makes a Good Experiment (5 pts)

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

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

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

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

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

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

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

Experiment 1

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

 

Experiment 2

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

 

Overall conclusion

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

 

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

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

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

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

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

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

Report to the Town of Idyllic (5 pts)

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

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

Dear Town of Idyllic,

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

[type recommendations here].

I came to this conclusion by conducting the following experiments.

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

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

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

Table 2.1. Experiment 1 Data Table (5pts)

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

 

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

 

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

Table 2.2 Experiment 2 Data Table (5pts)

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

 

 

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

 

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

Section 4 Autograded questions (10 pts)

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

Section 5 Synthesis and Relevance (8 pts)

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

Monarch butterflies – our own Simploids?

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

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

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

type your answer here

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

type your answer here

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

type your answer here

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

type your answer here

Last modified: June 26th 2018

4

Introductory GeoloGy Plate tectonIcs

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Introductory GeoloGy Plate tectonIcs

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

answers online.

1. Brazil (Latitude and Longitude)

2. Angola (Latitude and Longitude)

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

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

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

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

 

 

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Introductory GeoloGy Plate tectonIcs

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

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

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

e. 34 million years old

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

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

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

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

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

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

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

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

 

 

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Introductory GeoloGy Plate tectonIcs

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

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

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

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

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

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

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

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

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

 

 

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Introductory GeoloGy Plate tectonIcs

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

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

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

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

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

a. continental; oceanic b. oceanic; continental

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

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

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

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

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

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

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

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

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

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

 

 

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Introductory GeoloGy Plate tectonIcs

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

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

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

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

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

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

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

a. Divergent b. Convergent (Continent-Continent)

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

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

a. East b. West

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

a. Closer b. Farther

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

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

31. What type of plate tectonic boundary is present?

a. Transform b. Convergent c. Divergent

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

a. Seafloor spreading b. Continental rifting c. Subduction

 

 

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Introductory GeoloGy Plate tectonIcs

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

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

c. Mountains and landslides d. Earthquakes and offset rivers

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

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

35. What type of plate tectonic boundary is present?

a. Transform b. Convergent c. Divergent

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

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

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

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

c. Mountains and landslides d. Earthquakes and offset rivers

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

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

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

a. Transform b. Convergent c. Divergent

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

a. Transform b. Convergent c. Divergent

 

 

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Introductory GeoloGy Plate tectonIcs

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

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

Mastrian: Chapters

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

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

Online Scavenger Hunt for Success

Name:

Date:

Instructor:

 

Online Scavenger Hunt for Success

 

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

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

a.

b.

 

c.

 

d.

 

e.

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

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

a. What is this chemical made from?

 

b. How can it be helpful?

 

 

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

 

d. How can the problem be lessened?

 

 

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

 

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

 

 

 

 

 

 

 

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

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

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

Go to: https://mediabiasfactcheck.com/

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

 

Online Scavenger Hunt for Success

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

 

 

 

 

 

 

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

 

 

 

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

 

 

 

 

 

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

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

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

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

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

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

 

© 2018. Grand Canyon University. All Rights Reserved.

QL Astronomy of the Universe Lab

AST 111-QL Astronomy of the Universe Lab

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

Objectives:

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

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

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

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

Grading:

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

 

Lab Report:

Each lab report must adhere to the following structure:

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

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

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

4. Conclusion summarizing the work and what you learned.

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

Evaluation:

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

Investigation Worksheet

Name ___________________________________ Chapter 4 Investigation Worksheet

Chapter 4 Investigation Worksheet; page 2

Name _________________________ Chapter 4 Investigation Worksheet; page 3

To complete this worksheet, see the instructions in the textbook (Chapter 4 Investigation).

Table 1. Identification of Common Minerals

Examine the photograph of each mineral in the textbook (smaller versions are provided here), and note any conspicuous features you see. Identify each mineral by comparing the characteristics provided below with characteristics in the textbook (see Sections 4.3, 4.5, 4.8, and 4.9). If you are interested in viewing the actual mineral specimens, feel free to stop by my office.

image1.jpgCharacteristics of this mineral: six-sided crystal, hardness of 7, conchoidal fracture instead of cleavage, partially transparent, does not effervesce with dilute HCl.

Mineral identification:

image2.jpgCharacteristics of this mineral: hardness of 3, three directions of cleavage (cleaves into rhombs), partially transparent, effervesces with dilute HCl without being pulverized into a fine powder.

Mineral identification:

image3.jpgCharacteristics of this family of minerals: very soft (but not listed on Moh’s Hardness Scale), feels sticky when wet, does not effervesce, can expand when wet. It is not talc or graphite.

Mineral identification:

image4.jpgCharacteristics of this mineral: hardness of 2 (can be scratched with a fingernail), cream-colored to partially transparent, does not effervesce.

Mineral identification:

image5.jpgCharacteristics of this mineral: sheet-silicate mineral with one dominant direction of cleavage (breaks into flakes and sheets), thin sheets are silvery gray and partially transparent, does not effervesce.

Mineral identification:

image6.jpgCharacteristics and identification of these minerals: contain copper and include malachite (green copper-carbonate mineral), azurite (blue copper-carbonate mineral), and native copper (a metallic, copper-colored mineral).
image7.jpgCharacteristics of this mineral: can be black, brown, silvery gray, or earthy red, but consistently has a red streak, can have a metallic or earthy luster, is nonmagnetic, and does not effervesce.

Mineral identification:

Table 2. Description of Each Part of House
Below is a description of the function of each part of a house. Use the characteristics of each mineral, and the uses of minerals in Section 4.14, to decide which minerals or materials can be used to build each part. Write the name of the mineral or material in the space provided.
Part of HouseFunctionMineral or Geologic Material Used
RoofA roof is a barrier to rain and snow. Some type of mineral product is used to cover the plywood sheets on the roof.

 

 
InsulationTo keep the house at a comfortable temperature, a material that slowly conducts heat is placed outside, inside, or within the exterior walls. Commonly, this material is fiberglass, which is produced by melting a common and inexpensive silicate rock and turning the melt into glass fibers.

 

 
Exterior wallsThe outside walls act as a barrier to rain and snow and to support the roof and rest of the structure.

 

 
WindowsThese let in visible light and other solar energy and provide visibility to the outside.

 

 
Electrical wiringA material that conducts electricity is used for electrical wiring. Most wire is made from a metal because metals are conductive and ductile (can be shaped easily into wire).

 

 
PlumbingMetal pipes are commonly used to carry fresh water into the house and from one part of the house to another. 
Inside of wallsInterior walls separate the house into rooms, but commonly do not support the structure. They typically have vertical beams (called studs) of a strong material that supports sheets of wallboard that form the actual wall. The interior walls should be soft enough so holes can be cut for electrical outlets and switches. 
Cement slabCement is used to make a fairly smooth, stable base for floor tile, wood, or carpet. It is also used as a foundation to support the walls.

 

 
Reference Page (you can print out this page for reference, but you will not turn it in)

The figure below identifies the different parts of a house. In Table 2, write the name of the mineral or material used to build each part of the house. Table 2 describes the function of each part of the house.

image8.jpg

 

 

 

 

 

 

 

 

 

 

 

 

AFTER COMPLETING THIS INVESTIGATION, CLICK ON MOODLE LINK “ASSIGNMENT #2A: MINERALS MULTIPLE CHOICE QUIZ” TO ANSWER 15 MULTIPLE-CHOICE QUESTIONS IN MOODLE. YOU DO NOT NEED TO TURN IN WORKSHEET, JUST ANSWER MULTIPLE CHOICE QUESTIONS WHICH ARE WORTH A TOTAL OF 40 POINTS.

Insulation: ___________

 

Roof: ______________

 

Exterior walls: __________

 

Windows:�__________

 

Cement: _____________

 

Electrical wiring:

______________

 

Inside walls: ___________

 

Plumbing: ____________