Geology - punditwritersbay.com

After attending the live talk and/or watching the recordingLinks to an external

After attending the live talk and/or watching the recordingLinks to an external site. of the talk, click replyLinks to an external site. below to submit a post that is between 100 and 300 words and is written in complete sentences that answers the following questions: What did you learn about the field of volcanology (a subdiscipline of geology) that you didn’t know before?
What are the applications of remote sensing in volcanology? In other words, what did you learn about how remote sensing is applied to better understand volcanoes and volcanic activity?
What surprised you most about what Nicole Guinn’s shared during her talk? Be specific! It should be obvious to anyone that attended the talk that you are referring to this talk. This cannot be from the first 10 minutes of the interview.
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1)Describe how the hydrologic cycle and soil type dictate the water load of a gi

1)Describe how the hydrologic cycle and soil type dictate the water load of a given area and how this is related to mass movement. 2)Lake City is positioned in a delta but isn’t found on a coastline. Describe what this means and discuss flooding risk and at least 2 preventative measures that should be taken to reduce flooding.
3)Climate change has the potential to greatly impact mass movement. First explain how climate change might impact mass movement, then propose solutions to the issues you raise. 4)Mass movement is classified on the type of material moved and the rate at which movement occurs. List and describe the 4 types discussed in this unit.
5)If a scientist were to dig 6 inches in the ground behind the school, what type of soil would they encounter? Include the soil horizon, color, and chemical based class. Justify your explanation.

Plate tectonics stands as a foundational theory in geology, encapsulating the dy

Plate tectonics stands as a foundational theory in geology, encapsulating the dynamic processes responsible for shaping Earth’s surface features over geological time scales. Originating from the groundbreaking work of scientists like Alfred Wegener and Harry Hess, the theory posits that the Earth’s lithosphere comprises rigid plates that interact along boundaries, giving rise to diverse geological phenomena. These boundaries, classified into divergent, convergent, and transform types, serve as zones of intense geological activity where tectonic forces manifest in various forms. At divergent boundaries, such as mid-ocean ridges, magma upwelling leads to seafloor spreading, creating new crust and geological features like rift valleys. In contrast, convergent boundaries witness the collision and subduction of plates, resulting in volcanic arcs, mountain ranges, and seismic events characteristic of subduction zones. Transform boundaries, like the San Andreas Fault, accommodate horizontal motion between plates, generating earthquakes and faulting. The resultant tectonic landforms, ranging from the Mid-Atlantic Ridge to the Ring of Fire and the Himalayas, offer tangible evidence of plate tectonics’ profound influence on the Earth’s surface. Continental drift, a central tenet of plate tectonics, has driven the assembly and dispersal of supercontinents, influencing global climate patterns, ocean circulation, and biological evolution. Moreover, plate tectonics holds significant practical implications, informing natural resource exploration, hazard assessment, and environmental management efforts. Geological studies of plate boundaries provide crucial insights into mineral resources, hydrocarbon reserves, and seismic hazards, guiding land-use planning and disaster preparedness measures. Overall, plate tectonics stands as a cornerstone of geology, illuminating the dynamic processes that have sculpted Earth’s landscapes and continue to shape its geological evolution.

Plate tectonics stands as a foundational theory in geology, encapsulating the dy

GRAND TETON NATIONAL PARK IS MY PARK WHICH LEADS US TO A MAP OF JENNY LAKE I WIL

GRAND TETON NATIONAL PARK IS MY PARK WHICH LEADS US TO A MAP OF JENNY LAKE I WILL ATTACH BELOW
Objective of the assignment: To further understanding of concepts in the topographic maps unit, as well as allow students to begin work on their final project by having them select a topic and begin basic research of their chosen location. Contribution to the final project: The work conducted in this assignment will be used as part of a larger, comprehensive presentation of the geology of a national park. Specifically, this assignment will have students choose their location and conduct research on the geologic setting of that location through the use of topographic maps.
Background: *You should have completed reviewing all lecture materials before attempting to complete this assignment*
In order to understand and interpret the geology of an area, you must first gain a better understanding of the landscape itself. What does the landscape look like? Is it characterized by one large feature such as a volcano or a canyon? Is it characterized by the presence of sinkholes and caves? By mountains and valleys shaped by stream systems? The character of a location can be described when the topography of that location is described. In order to describe topography, you must know something about reading a topographic map. BEFORE YOU DO ANYTHING ELSE, YOU MUST POST YOUR CHOSEN LOCATION ON THE DESIGNATED DISCUSSION BOARD. Every student must conduct research on a unique location, meaning that there should not be a repeat of topics for anyone in the class. To make sure everyone has selected a unique location, students must post the location of their choice on the class discussion board. You will choose the national park you would like to do your project on from the list included on the final project instructions. Make sure to read through the discussion board to see if someone has already chosen the location you have picked. If the location is already chosen, you need to choose another (it is best to have 2 or 3 locations picked out in your mind before going to the discussion board). Location selection is first come, first serve. Once you have selected your location, and “claimed” it by posting on the class discussion board, write in the national park you chose in the space below. GRAND TETON NATIONAL PARK
Part 2: Obtaining a Topographic Map
The United States Geological Survey (USGS) has a database called topoView that keeps all topographic maps created since the USGS began mapping the nation’s topography in 1879. As the landscape has changed, maps have been updated, and many have been created at different scales to show different features of the landscape for different purposes. The topographic map you will need for your project should be the most recent version of the map in your location and should be at a scale of 1:24000 to show you the features you will need to report on. Follow the instructions to obtain your map for your project (and feel free to repeat this process for acquiring any map you may want in the future!).
Go to the USGS topoView website by following this link: https://ngmdb.usgs.gov/topoview/
Along the right side of the page there is a red button with mountains and contour lines that says “View and Download maps now”. Click the button. This will take you to a new page with a map of the US on the left and a search box on the right. You may read over the Getting Started instructions if you need them.
In the search box at the top right of the page, enter the name of your national park. A dropdown box will appear with a location. Click the location. Depending on your park, there may be more than one location listed, as your park may span across several topographic quadrangles. That is ok; you may browse through these selections and pick the area you would like to use. If you only have one location choice, pick that one. Once your location has been selected, you will see a number of map choices listed. These are all of the maps, young and old, at different scales, that have been created for your location. Scroll down to the bottom to find the most recent map at a 1:24000 scale. Click that selection.
Once selected, several buttons will appear: file types, zoom options, an info button, etc. There will be 4 file types offered: JPEG, GeoTiff, KMZ, and a GeoPDF. A JPEG will be a low resolution picture of the map, the GeoTiff file will generally be a storage tool for satellite and aerial imagery data, the KMZ file will open with Google Earth and have map information overlayed onto an interactive Google Earth landscape, and the GeoPDF will be a high resolution image of the map that will allow you to zoom in and see features on the map without you having to print a large quadrangle. For this exercise, you will need to download the JPEG file and the GeoPDF of your location.
Part 3: Making Geologic Observations using your Topographic Map
1)Open your downloaded JPEG image. This is the smallest file type of your topographic map, and should therefore be easy to include in this document and keep this document a reasonable file size. Copy and paste this image into the space below so your instructor can see the map you are working with. Resize it to fit on the page and choose to wrap the text Top and Bottom to prevent any overlap of your image with your text. Use the GeoPDF to answer the remaining questions.
2) What is the name of your chosen quadrangle? Jenny Lake
3)What are the latitude coordinates along the northern border of this map?
4)What are the longitude coordinates along the northern border of this map?
5)What is the contour interval of this map? How do you know?
6)List 3 major topographic features you see on your map. For each, describe how you know what the feature is on the map. Remember that a topographic feature can include, but is not limited to, mountains, valleys, depressions, ridges, streams, volcanoes, canyons, lakes, etc.
7)Look carefully over your map and pick out a major stream on the map. Write the stream name, describe its direction of streamflow, and how you know what direction it is flowing.
8)Look over your map carefully and find an area where the topography changes. Using a 5-inch-wide sheet of scrap paper, make tick marks along the contour lines and write in the elevations in this area. This will give you the information you need to create a topographic profile. You may need to complete the lab in this unit before you attempt to create a profile here so you can gain a better understanding for drawing a topographic profile. Once you have the information you need, draw a topographic profile of your area on the grid below
9)Reviewing your answers from questions 6 and 7, and looking at your profile from 8, summarize the topography of your topographic map. To do this, you will need to describe the character of the landscape, as observed by behavior of the contour lines on the map, as well as note how other features may occur on your map.9)Look over your map carefully and find an area where the topography changes. Using a 5-inch-wide sheet of scrap paper, make tick marks along the contour lines and write in the elevations in this area. This will give you the information you need to create a topographic profile. You may need to complete the lab in this unit before you attempt to create a profile here so you can gain a better understanding for drawing a topographic profile. Once you have the information you need, draw a topographic profile of your area on the grid below.
10)Finally, using what you have learned through this activity, briefly describe the geologic setting this topographic area is in and how that has contributed to the features you observe on the topographic map. To do this, you may want to discuss rock type and/or tectonic setting and how each may contribute to what you are observing. To get to know more about the geologic setting of your area, you may also want to conduct some additional research using your national park’s website, the general national park website, the USGS website, or another credible source of geologic information. Cite any additional sources used to help you with your answer.

“PMIQ” stands for Positive, Minus, Interesting, and Question. Most, if not all,

“PMIQ” stands for Positive, Minus, Interesting, and Question. Most, if not all, environmental geology-related issues are complex; they are neither complete positive nor completely negative. As you explore an environmental geology-related issue you will likely identify positive aspects/outcomes of this issue, negative aspects/outcomes of this issue, ideas/concepts that peak your interest about this issue, and ideas/concepts that leave you with questions. This assignment asks you to articulate those reactions.
After reading the article, you will complete a PMIQ assessment of this article by:
Listing, in your own words and in complete sentences, two (2) Pluses ( the “P”) of the topic/ideas/arguments explored in this article? In other words, what are two positive aspects/outcomes of this issue? This does not have to be explicitly stated in the article, but could instead be ways that you envision that this issue could lead to something positive, or already has. Listing, in your own words and complete sentences, two (2) Minuses (the “M”) of the topic/ideas/arguments explored? In other words, what are two negative aspects/outcomes of this issue? This does not have to be explicitly stated in the article, but could instead be ways that you envision that this issue could lead to something negative, or already has. Listing, in your own words and complete sentences, two (2) ideas/concepts that you found Interesting (the “I”) about the topic/ideas/arguments explored.
Listing, in your own words and complete sentences, two (2) Questions (“Q”) you have about the topic/ideas/arguments explored.
The PMIQ assessment that you will post will include:
2 complete “plus” sentences labeled as P1 and P2.
2 complete “minus” sentences labeled as M1 and M2.
2 complete “interesting” sentences labeled as I1 and 12.
2 questions labeled as Q1 and Q2.
NOTE: There are no right or wrong answers, as long as your PMIQ list is based on the article and is appropriate to share in a classroom setting.
THIS WEEKS ARTICLE: https://www.npr.org/2024/01/29/1226125617/demand-f…
Here is an example fo the formatting but it doesn’t relate to this article just an example fo how you should write it: P1: Thanks to AI, the folks at Kayrros, a climate analytics firm, can now detect dozens of methane leaks and other releases every week leading to thousands of discoveries each year.
P2: AI is sensitive enough to detect wildfires when they can still be put out relatively easily helping to ensure that they do not turn into megafires.
M1: Control burns, a tactic used to remove excess brush and vegetation thereby lowering the chance of a megafire, typically requires people from utility companies to sort through a large amount of information to work safely and make sure that the fire doesn’t get out of control, which could be a daunting and time-consuming task.
M2: Current climate solution technology, including solar panels and electric vehicles, requires large amounts of cobalt, lithium, and copper but the current supplies of these minerals are not enough to meet growing demand.
I1: It is interesting, and disheartening, to learn that generative AI can use large amounts of energy and has a big carbon footprint.
I2: AI has many applications including the fact that it can be used to determine which areas of the US have the best potential for mining critical metals, something that traditionally has required that one or more geologists devote significant amounts of time and energy to determine.
Q1: Could the increased use of AI in the scenarios mentioned in this article lead to the loss of jobs for people traditionally in these industries?
Q2: Is using AI only contributing to the mineral shortage discussed in the article since it is possible that this technology requires the use of these minerals?

“PMIQ” stands for Positive, Minus, Interesting, and Question. Most, if not all,

QUESTION 1. This discussion question is found in Lectures 11a on the Hydrologic

QUESTION 1. This discussion question is found in Lectures 11a on the Hydrologic Cycle. Refer to the whole lecture (parts a and b, as well as any other lectures or sources you choose) for information, but the specifics for the discussion question are on slides 9-11. You may also want to refer back to Lecture 2 on constructing system diagrams if you need a refresher.
This may be on a PowerPoint slide, Word document, or jpeg file. Important: Submit your responses to the in the Module titled ‘Discussion Assignments UPLOAD’. You will see a DQ #6 entry. Upload your diagram there. YOU COULD USE LECTURE 11.a,b. HYDROLOGICAL CYCLE TO ANSWER THIS SHORT QUESTION.
QUESTION; Upload your PowerPoint slide or Word document for Discussion Question 6 here. You should use ALL of the reservoirs, transfer processes, and variables provided, and feel free to add your own. Transfer processes and variables may be used more than once in your systems diagram. Be sure to use arrows to indicate direction of flow.