This document contains a series of questions about weather-related topics including analyzing 500mb charts, surface weather maps, hurricane forecasting models, and optical phenomena like rainbows and sun dogs. The questions test understanding of concepts like air mass identification, weather prediction based on pressure patterns, relative humidity calculations, frontal boundaries, and seasonal factors that influence certain light refractions in the atmosphere. Responses require recalling details from prior weather and atmospheric lessons as well as making inferences based on maps, diagrams, and time of day.
1 ASSIGNMENT #2 Teleconnection Patterns Go to the .docxoswald1horne84988
1
ASSIGNMENT #2: Teleconnection Patterns
Go to the class web site and download the following files to your computer:
exercise2_P1.R
exercise2_P2.R
exercise2_P3.R
exercise2_P4.R
pna_all_DJF_1950-2013.dat
pna_warm_DJF_1950-2013.dat
pna_cold_DJF_1950-2013.dat
nao_all_DJF_1950-2013.dat
nao_warm_DJF_1950-2013.dat
nao_cold_DJF_1950-2013.dat
Next, start up “R” and at the prompt (>>) enter your name in the following way:
name<-“Jane Doe”
Important: Be sure to do this before you run each new program.
This step is very important since it will identify you on the results of your work. If your
name does not appear appropriately on the graphical output that you hand-in with your
completed assignments, you will receive no credit for this assignment. In addition, if you
omit this step, the R-programs for this exercise will not work correctly and you will get an
error message.
Print out and hand in all the figures generated by the programs for this assignment.
Points for each problem are given as a guide. Though we will not change these values
typically, we reserve the right to do so as we feel appropriate and necessary in grading.
Geostrophic Balance and Atmospheric Winds
As we discussed in class, the pressure gradient force and Coriolis force are generally equal and
opposite in the atmosphere (and ocean) which is referred to as geostrophic balance. The resulting
winds (and currents) are referred to as geostrophic winds (or geostrophic currents).
2
Question 1:
Figure 1 shows idealized maps of high and low pressure in the atmosphere in the northern
hemisphere (Figs. 1a and 1b) and in the southern hemisphere (Figs. 1c and 1d). Each circular line
in Fig. 1 represents a contour of constant of pressure (i.e. an isobar). In each figure, use arrows to
indicate the direction of the geostrophic winds. Use heavy or thicker arrows in places where you
expect the winds to be stronger than elsewhere. (12 points)
Figure 1: Contour maps of atmospheric pressure in the northern hemisphere for (a) a high pressure
system, and (b) a low pressure system. Each contour is a lines of constant pressure (i.e. an isobar).
Closely spaced contours indicate regions where the pressure gradient is large, while regions where the
contours are far apart indicate regions where the pressure gradient is small. Contour maps of atmospheric
3
pressure in the southern hemisphere are shown in (c) a high pressure system, and in (d) a low pressure
system.
Atmospheric Teleconnection Patterns
As we learned in class, there are preferred and persistent patterns of high and low pressure and
winds in the northern hemisphere atmosphere during winter time. The most prominent are the
Pacific North American (PNA) pattern in the North Pacific, and the North Atlantic Oscillation
(NAO) in the North Atlantic.
Question 2:
Figure 2 shows typical pressure anomalies for January in the atmosphere near the top of.
Assignment 1 Worksheet (100 points)From the Text (40 total pdesteinbrook
Assignment 1 Worksheet (100 points)
From the Text (40 total points; 4 points each):
Chapter 1: Questions for Review (pg. 26)
3) List the four most abundant gases in today’s atmosphere.
9) What are the two most abundant greenhouse gases in the atmosphere?
10)
a) Explain the concept of air pressure in terms of weight of air above some level.
b) Why does air pressure always decrease with increasing height above the surface?
19) How does weather differ from climate?
Chapter 1: Questions for Thought and Exploration (pg. 27)
3) Which of the following statements relate more to weather and which relate more to climate?
a) The summers here are warm and humid.
b) Cumulus clouds presently cover the entire sky.
c) Our lowest temperature last winter was -29 °C (-18°F).
d) The air temperature outside is 22 °C (72 °F).
e) December is our foggiest month.
f) The highest temperature ever recorded in Pheonixville, Pennsylvania, was 44 °C (111 °F)
on July 10, 1936.
g) Snow is falling at the rate of 5 cm (2 in.) per hour.
h) The average temperature for the month of January in Chicago, Illinois, is -3 °C (26 °F).
Chapter 2: Questions for Review (pg. 55-56)
1) Distinguish between temperature and heat.
3) Explain how heat is transferred in our atmosphere by:
a) Conduction
b) Convection
c) Radiation
6) How does the amount of radiation emitted by the Earth differ from that emitted by the Sun?
20) During the Northern Hemisphere’s summer, the daylight hours in northern latitudes are
longer than in middle latitudes. Explain why northern latitudes are not warmer.
Chapter 2: Questions for Thought and Exploration (pg. 56)
5) Which do you feel would have the greatest effect on the Earth’s greenhouse effect: removing
all of the CO2 from the atmosphere or removing all of the water vapor? Explain your answer.
Short Answer (40 total points; 10 points each):
1. Describe the nature of the temperature lapse rate in each of the four layers of the atmosphere (Troposphere; Stratosphere; Mesosphere; Thermosphere), and why the Tropospheric and Stratospheric temperatures change the way they do.
2. Using Figure 1.8 from your textbook, find the approximate altitude in BOTH kilometers and miles for the following atmospheric pressures
Altitude (above sea level) (km)
Altitude (above sea level) (miles)
800 mb
500 mb
250 mb
1 mb
The Tropopause and Stratopause
3. Explain how the Greenhouse Effect works and why the term ‘greenhouse’ isn’t the most representative of the process. (Hint: start reading page 39). Make sure to describe what type of radiation greenhouse gases do, and do not interact with, as well as the sources for those types of radiation.
4. Challenge question: Pretend you are the first scientist to observe the temperature of the Moon. The first thing you should do is compare the Moon’s temperature with temperatures on Earth. List units!
a. In your “log” below, list the temperature range for the Sur ...
1 ASSIGNMENT #2 Teleconnection Patterns Go to the .docxoswald1horne84988
1
ASSIGNMENT #2: Teleconnection Patterns
Go to the class web site and download the following files to your computer:
exercise2_P1.R
exercise2_P2.R
exercise2_P3.R
exercise2_P4.R
pna_all_DJF_1950-2013.dat
pna_warm_DJF_1950-2013.dat
pna_cold_DJF_1950-2013.dat
nao_all_DJF_1950-2013.dat
nao_warm_DJF_1950-2013.dat
nao_cold_DJF_1950-2013.dat
Next, start up “R” and at the prompt (>>) enter your name in the following way:
name<-“Jane Doe”
Important: Be sure to do this before you run each new program.
This step is very important since it will identify you on the results of your work. If your
name does not appear appropriately on the graphical output that you hand-in with your
completed assignments, you will receive no credit for this assignment. In addition, if you
omit this step, the R-programs for this exercise will not work correctly and you will get an
error message.
Print out and hand in all the figures generated by the programs for this assignment.
Points for each problem are given as a guide. Though we will not change these values
typically, we reserve the right to do so as we feel appropriate and necessary in grading.
Geostrophic Balance and Atmospheric Winds
As we discussed in class, the pressure gradient force and Coriolis force are generally equal and
opposite in the atmosphere (and ocean) which is referred to as geostrophic balance. The resulting
winds (and currents) are referred to as geostrophic winds (or geostrophic currents).
2
Question 1:
Figure 1 shows idealized maps of high and low pressure in the atmosphere in the northern
hemisphere (Figs. 1a and 1b) and in the southern hemisphere (Figs. 1c and 1d). Each circular line
in Fig. 1 represents a contour of constant of pressure (i.e. an isobar). In each figure, use arrows to
indicate the direction of the geostrophic winds. Use heavy or thicker arrows in places where you
expect the winds to be stronger than elsewhere. (12 points)
Figure 1: Contour maps of atmospheric pressure in the northern hemisphere for (a) a high pressure
system, and (b) a low pressure system. Each contour is a lines of constant pressure (i.e. an isobar).
Closely spaced contours indicate regions where the pressure gradient is large, while regions where the
contours are far apart indicate regions where the pressure gradient is small. Contour maps of atmospheric
3
pressure in the southern hemisphere are shown in (c) a high pressure system, and in (d) a low pressure
system.
Atmospheric Teleconnection Patterns
As we learned in class, there are preferred and persistent patterns of high and low pressure and
winds in the northern hemisphere atmosphere during winter time. The most prominent are the
Pacific North American (PNA) pattern in the North Pacific, and the North Atlantic Oscillation
(NAO) in the North Atlantic.
Question 2:
Figure 2 shows typical pressure anomalies for January in the atmosphere near the top of.
Assignment 1 Worksheet (100 points)From the Text (40 total pdesteinbrook
Assignment 1 Worksheet (100 points)
From the Text (40 total points; 4 points each):
Chapter 1: Questions for Review (pg. 26)
3) List the four most abundant gases in today’s atmosphere.
9) What are the two most abundant greenhouse gases in the atmosphere?
10)
a) Explain the concept of air pressure in terms of weight of air above some level.
b) Why does air pressure always decrease with increasing height above the surface?
19) How does weather differ from climate?
Chapter 1: Questions for Thought and Exploration (pg. 27)
3) Which of the following statements relate more to weather and which relate more to climate?
a) The summers here are warm and humid.
b) Cumulus clouds presently cover the entire sky.
c) Our lowest temperature last winter was -29 °C (-18°F).
d) The air temperature outside is 22 °C (72 °F).
e) December is our foggiest month.
f) The highest temperature ever recorded in Pheonixville, Pennsylvania, was 44 °C (111 °F)
on July 10, 1936.
g) Snow is falling at the rate of 5 cm (2 in.) per hour.
h) The average temperature for the month of January in Chicago, Illinois, is -3 °C (26 °F).
Chapter 2: Questions for Review (pg. 55-56)
1) Distinguish between temperature and heat.
3) Explain how heat is transferred in our atmosphere by:
a) Conduction
b) Convection
c) Radiation
6) How does the amount of radiation emitted by the Earth differ from that emitted by the Sun?
20) During the Northern Hemisphere’s summer, the daylight hours in northern latitudes are
longer than in middle latitudes. Explain why northern latitudes are not warmer.
Chapter 2: Questions for Thought and Exploration (pg. 56)
5) Which do you feel would have the greatest effect on the Earth’s greenhouse effect: removing
all of the CO2 from the atmosphere or removing all of the water vapor? Explain your answer.
Short Answer (40 total points; 10 points each):
1. Describe the nature of the temperature lapse rate in each of the four layers of the atmosphere (Troposphere; Stratosphere; Mesosphere; Thermosphere), and why the Tropospheric and Stratospheric temperatures change the way they do.
2. Using Figure 1.8 from your textbook, find the approximate altitude in BOTH kilometers and miles for the following atmospheric pressures
Altitude (above sea level) (km)
Altitude (above sea level) (miles)
800 mb
500 mb
250 mb
1 mb
The Tropopause and Stratopause
3. Explain how the Greenhouse Effect works and why the term ‘greenhouse’ isn’t the most representative of the process. (Hint: start reading page 39). Make sure to describe what type of radiation greenhouse gases do, and do not interact with, as well as the sources for those types of radiation.
4. Challenge question: Pretend you are the first scientist to observe the temperature of the Moon. The first thing you should do is compare the Moon’s temperature with temperatures on Earth. List units!
a. In your “log” below, list the temperature range for the Sur ...
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
1 GEOG 1112 Lab 4 Insolation and Net Radiation .docxjoyjonna282
1
GEOG 1112
Lab 4 Insolation and Net Radiation
Due: 11:59pm, Sept. 12, 2015
Please type your answers in Word, and print out the blank graphs, and draw the graphs by
hand, and then scan the completed graphs (or take pictures of your answers if you don’t have
a scanner) as images. And then insert the images into the Word file. Submit it to the folder of
Lab 4 in the Dropbox on the homepage of the course on D2L in the following format:
If Mary Smith is submitting lab 4, please name the file as MarySmith_lab4.doc.
Purpose
The purpose of this lab is for you to understand annual cycle of insolation and daily cycle of
net radiation.
Background
Insolation is the amount of solar radiation that reaches the earth surface. The annual cycle of
insolation at a given location on the globe depends on two factors: (a) the latitude at which the
observer is located and (b) the sun’s changing angle above the horizon at noon, which is caused
by the movement of subsolar point.
Net radiation is the difference between incoming and outgoing flows of solar radiation. The
daily cycles of net radiation at a given location on the global depends on the changing incoming
and outgoing flows of radiation in the course of a day. It is called radiation surplus when
incoming radiation is larger than outgoing; It is radiation deficit when outgoing larger than
incoming. Air temperature change is associated with the change in net radiation.
Assignment
1 The Annual Cycle of Insolation
(1) Table 1 gives the latitude of the subsolar point at ten-day intervals throughout the year. Plot
theses points on the blank graph (A) and connect them with a smooth curve. (10 points)
(2) Table 2 gives the intensity of insolation at various latitudes throughout the year. Plot these
monthly values for the following latitudes: 0°, 20°N, 40°S, 60°N, 90°N on the blank graph
(B). Enter the data point in the middle of the month as shown on the partially drawn line for
60°N. Connect the points with a smooth curve and label the latitude. (20 points)
2
Table 1 The latitude of subsolar point throughout the year
Table 2 Insolation throughout the Year (one unit is 889 gram calories per square
centimeter)
Date Subsolar Point Date Subsolar Point
3
S
u
b
so
la
r
P
o
in
t
4
(3) Study the insolation curves in relation to the annual curve of the subsolar point.
Compare times of maximum and minimum values at 60°N and 40°S. Explain how these two
curves differ in timing. (10 points)
(4) Explain how the maximum and minimum of insolation at the equator are related to the
curve of the subsolar point. (10 points)
(5) Compare the insolation curves of 20°N and 90°N. Explain how these two curves differ
in timing. (10 points)
su
b
so
la
r
p
o
in
t
5
2 The Daily Cycle of Net Radiation
(1) Table 3 gives the net radiation at the ground and air temperat ...
Sheet1DJIA Computation- Sample Onlyafter 2-for1 split Data used re.docxlesleyryder69361
Sheet1DJIA Computation- Sample Onlyafter 2-for1 split Data used refer to a period in the pastfor Exxon(copied from finance.yahoo.com)SymbolNameLast TradeChangeVolumeXOMEXXON MOBIL CP71.792.80 (3.75%)35.895GMGEN MOTORS2.20.30 (12.07%)17,378,2492.2DDDU PONT E I DE NEM21.410.99 (4.42%)6,833,61221.411AAALCOA INC6.820.66 (8.82%)22,486,0306.82BABOEING CO38.681.80 (4.45%)4,301,98238.68KFTKRAFT FOODS INC24.890.31 (1.23%)9,060,89524.89AXPAMER EXPRESS INC14.271.47 (9.34%)17,030,84414.27DISWALT DISNEY-DISNEY C17.990.53 (2.87%)14,056,20017.99MMM3M COMPANY47.691.73 (3.50%)5,861,29747.69MRKMERCK CO INC28.750.00 (0.02%)9,762,32928.75UTXUNITED TECH46.150.94 (2.00%)6,231,63246.15MCDMCDONALDS CP55.940.87 (1.53%)5,909,52855.94VZVERIZON COMMUN28.371.19 (4.03%)11,726,21528.37KOCOCA COLA CO THE42.980.87 (1.98%)8,440,84342.98HPQHEWLETT PACKARD CO34.81.07 (2.98%)11,075,99334.8CCITIGROUP INC3.160.33 (9.46%)124,573,6283.16CATCATERPILLAR INC29.011.93 (6.25%)15,212,77129.01HDHOME DEPOT INC20.11.12 (5.28%)24,057,32420.1IBMINTL BUSINESS MACH91.432.41 (2.57%)5,289,32691.43INTCIntel Corporation13.390.49 (3.57%)37,826,73213.39JNJJOHNSON AND JOHNS DC56.350.75 (1.31%)9,086,54556.35TAT&T INC.23.30.89 (3.68%)23,433,63323.3PFEPFIZER INC14.330.25 (1.70%)38,794,45114.33PGPROCTER GAMBLE CO50.70.39 (0.76%)13,393,50050.7CVXCHEVRON CORP66.483.25 (4.66%)10,706,21166.48MSFTMicrosoft Corporation18.410.55 (2.90%)51,266,41718.41BACBK OF AMERICA CP5.060.51 (9.20%)193,502,9615.06GEGEN ELECTRIC CO10.990.45 (3.93%)91,037,06410.99WMTWAL MART STORES48.041.51 (3.25%)25,503,25648.04JPMJP MORGAN CHASE CO22.542.15 (8.71%)56,478,95522.54920.125Sum of prices956.02Divisor0.1255507120.12083674912DJIA7614.61233290347328.71192319483Published value 7614.612(taken from the same source where company price data were copied from)http://finance.yahoo.com/q?s=AAhttp://finance.yahoo.com/q?s=GEhttp://finance.yahoo.com/q?s=GMhttp://finance.yahoo.com/q?s=HDhttp://finance.yahoo.com/q?s=HPQhttp://finance.yahoo.com/q?s=IBMhttp://finance.yahoo.com/q?s=INTChttp://finance.yahoo.com/q?s=JNJhttp://finance.yahoo.com/q?s=JPMhttp://finance.yahoo.com/q?s=KFThttp://finance.yahoo.com/q?s=KOhttp://finance.yahoo.com/q?s=AXPhttp://finance.yahoo.com/q?s=MCDhttp://finance.yahoo.com/q?s=MMMhttp://finance.yahoo.com/q?s=MRKhttp://finance.yahoo.com/q?s=MSFThttp://finance.yahoo.com/q?s=PFEhttp://finance.yahoo.com/q?s=PGhttp://finance.yahoo.com/q?s=Thttp://finance.yahoo.com/q?s=UTXhttp://finance.yahoo.com/q?s=VZhttp://finance.yahoo.com/q?s=WMThttp://finance.yahoo.com/q?s=BAhttp://finance.yahoo.com/q?s=XOMhttp://finance.yahoo.com/q?s=BAChttp://finance.yahoo.com/q?s=Chttp://finance.yahoo.com/q?s=CAThttp://finance.yahoo.com/q?s=CVXhttp://finance.yahoo.com/q?s=DDhttp://finance.yahoo.com/q?s=DIS
Sheet2
Sheet3
Week 4
ES 101 Laboratory
1
Week 4 Lab Activities
Climate controls (looking at many climographs)
Contour lines (finding your way)
USGS Topo Maps (what they are, how to read them)
Topographic Profiles (looking at the ups and downs)
2
.
STR/581: Strategic Planning & Implementation
Wk 5 - Signature Assignment: Strategic Plan - Implementation Plan, Strategic Controls, and Contingency Plan Analysis
Top of Form
About Your Signature Assignment
This signature assignment is designed to align with specific program student learning outcome(s) in your program. Program Student Learning Outcomes are broad statements that describe what students should know and be able to do upon completion of their degree. The signature assignments may be graded with an automated rubric that allows the University to collect data that can be aggregated across a location or college/school and used for program improvements.
Write a 1,050-word minimum strategic implementation plan in which you include the following:
· Create an implementation plan including:
· Objectives
· Functional tactics
· Action items
· Milestones and deadlines
· Tasks and task ownership
· Resource allocation
· Recommend any organizational change management strategies that may enhance successful implementation.
· Develop key success factors, budget, and forecasted financials, including a break-even chart.
· Create a risk management plan including contingency plans for the identified risks.
Format your paper according to APA guidelines.
Physical Exam #4 Your Name: ____________________________ _____
____1. If air's capacity for holding water vapor is diminished, then the relative humidity will _____. 48
A) rise B) fall C) be unchanged D) double E) none of the above
____2. In the atmosphere, liquid water collects around minute particles called ________. A) condensation nuclei B) raindrops C) fog D) cloud droplets E) ice crystals
____3. Clouds form if air is ________.
A) cooled to the dew point B) below freezing C) stable D) unstable E) windy
____4. Among cloud types, those that occur at the highest altitudes are the ________. A) cumulus
B) altocumulus C) stratus D) cirrus E) stratocumulus
____5. Which of the following is most closely associated with stable air?
A) very moist air B) cooling of rising air C) rising air D) fast wind speeds in the air E) descent of air
____6. Showery weather and cumuliform clouds point to the presence of ____. A) orographic lift of air B) anticyclonic descent of air C) instability D) relatively few condensation nuclei E) atmospheric equilibrium
____7. Downwind of large mountain ranges there is less precipitation; this drier zone is called the ________.
A) windward side B) rain shadow C) advection side D) adiabatic area E) lifting condensation level
____8. A midlatitude anticyclone ____ A) is more than one air mass B) exhibits instability C) has a front in its center D) is associated with fast winds E) is associated with sunny, dry weather
____9. Which of the following is NOT NECESSARILY a property of an air mass? A) It must be large. B) It must have relatively uniform properties within itself. C) It must have a warm front at its leading edge. D) .
EDS 1021
Week 8 Interactive ActivityAtmospheric Greenhouse Effect
Objective
Using a simulation, apply the scientific method to investigate the atmospheric greenhouse effect and its role in atmospheric energy transfer.Background Reading
Before attempting the activity, review “The Greenhouse Effect”
in Chapter 19 of
The Sciences, as well as the website
Global Climate Change (NASA), to gain some background on the atmospheric greenhouse effect and its role in both atmospheric warming and climate change. The video
NASA's Earth Minute: Gas Problem (YouTube, 1:24) provides a short descriptive summary of the important points.
Introduction to the Simulation
1.
After completing the background reading for this assignment, go to “The Atmospheric Greenhouse Effect” simulation on the PhET simulations website at: https://phet.colorado.edu/en/simulation/legacy/greenhouse. Click the
play arrow on the simulation graphic to run the web-based simulation or click
DOWNLOAD to run the simulation locally on your device.
Simulation requirements: This interactive simulation is optimized for use on computers (MACs or PCs) and may not run on some tablets, notebooks, cell phones, or other devices. Running the simulation will require an updated version of
Java software (free). If you do not or are not sure if you have Java on your computer, go to
the Java Website. If you cannot get the simulation to run, consult
The PhET Simulation Troubleshooting Guide on the course website.
2. Explore and experiment on the three different tabs (areas) of the simulation. While experimenting, think about how the energy transfer processes involved in the atmospheric greenhouse effect are being visualized in the simulation.
Greenhouse effect tab – Observe the effects of greenhouse gases on both incoming (solar) radiation and outgoing terrestrial (infrared) radiation and atmospheric temperature. Yellow stars simulate photons of incoming solar energy (visible radiation), while red stars simulate photons of outgoing terrestrial energy emitted from Earth’s surface (infrared radiation). The term
photon describes a “packet” of electromagnetic radiation. You can simulate atmospheres with different concentrations of greenhouse gases at different times in Earth’s history, or manually adjust the concentration of greenhouse gases, and observe the effect on atmospheric temperature.
Clouds may also be virtually placed in the atmosphere to observe their effects on air temperature.
Glass layers tab – Create a “greenhouse” by adding glass panes to the atmosphere and observing the effect of a virtual glass ceiling on atmospheric temperature.
Photon absorption tab –Experiment to determine the preference of different atmospheric gas molecules to absorb a certain type of radiation by shooting infrared or .
EDS 1021 Week 8 Interactive Assignment The Greenhouse Effe.docxSALU18
EDS 1021 Week 8 Interactive Assignment
The Greenhouse Effect
Objective: Using a simulated practical application, investigate the effects of “greenhouse gases” and
clouds on Earth’s atmospheric temperature.
Background: Review the topics Transmission, Absorption, and Scattering, Infrared Radiation, and Visible
Light in chapter 6, Climate and Understanding Climate in chapter 18, and The Greenhouse Effect in chapter 19,
of The Sciences.
Instructions:
1. PRINT a hard copy of this entire document, so that the experiment instructions may be easily referred to,
and the data tables and questions (on the last three pages) can be completed as a rough draft.
2. Download the Greenhouse Effect Answer Sheet from the course website. Transfer your data values and
question answers from the completed rough draft to the answer sheet. Be sure to put your NAME on the
answer sheet where indicated. Save your completed answer sheet on your computer.
3. SUBMIT ONLY the completed answer sheet, by uploading your file to the digital drop box for the
assignment.
Introduction to the Simulation
1. After reviewing the background information for this assignment, go to the website for the interactive
simulation “The Greenhouse Effect” at http://phet.colorado.edu/en/simulation/greenhouse. Click on
DOWNLOAD to run the simulation locally on your computer.
2. Software Requirements: You must have the latest version of Java software (free) loaded on your computer
to run the simulation. If you do not or are not sure if you have the latest version, go to
http://www.java.com/en/download/index.jsp .
3. Explore and experiment on the three different “tabs” (areas) of the simulation. While playing around, think
about how the concepts of “the greenhouse effect” and “greenhouse gases” are being illustrated in the
simulation.
Greenhouse Effect Tab – Observe the effect that greenhouse gases have on outgoing terrestrial (infrared)
radiation and atmospheric temperature. Yellow stars indicate photons of incoming solar (visible)
radiation, while red stars indicate photons of infrared radiation being emitted from Earth. Simulate
atmospheres with different concentrations of greenhouse gases at different times in Earth’s history, or adjust
the concentration of greenhouse gases as you wish, and observe the effect on atmospheric temperature.
Clouds may also be placed in the atmosphere to observe their effect.
Glass Layers Tab – Simulate a “greenhouse” by adding virtual glass panes to the atmosphere. Observe
the effect of a virtual glass ceiling on atmospheric temperature.
Photon Absorption Tab – “Shoot” photons of either infrared or visible radiation at different atmospheric gas
molecules to determine their preference for absorbing either type of radiation.
After playing around with the simulation, conduct the following four (4) short experiments. As you conduct
the experiments and collect data, fill in ...
11 - 3
Experiment 11
Simple Harmonic Motion
Questions
How are swinging pendulums and masses on springs related? Why are these types of
problems so important in Physics? What is a spring’s force constant and how can you measure
it? What is linear regression? How do you use graphs to ascertain physical meaning from
equations? Again, how do you compare two numbers, which have errors?
Note: This week all students must write a very brief lab report during the lab period. It is
due at the end of the period. The explanation of the equations used, the introduction and the
conclusion are not necessary this week. The discussion section can be as little as three sentences
commenting on whether the two measurements of the spring constant are equivalent given the
propagated errors. This mini-lab report will be graded out of 50 points
Concept
When an object (of mass m) is suspended from the end of a spring, the spring will stretch
a distance x and the mass will come to equilibrium when the tension F in the spring balances the
weight of the body, when F = - kx = mg. This is known as Hooke's Law. k is the force constant
of the spring, and its units are Newtons / meter. This is the basis for Part 1.
In Part 2 the object hanging from the spring is allowed to oscillate after being displaced
down from its equilibrium position a distance -x. In this situation, Newton's Second Law gives
for the acceleration of the mass:
Fnet = m a or
The force of gravity can be omitted from this analysis because it only serves to move the
equilibrium position and doesn’t affect the oscillations. Acceleration is the second time-
derivative of x, so this last equation is a differential equation.
To solve: we make an educated guess:
Here A and w are constants yet to be determined. At t = 0 this solution gives x(t=0) = A,
which indicates that A is the initial distance the spring stretches before it oscillates. If friction is
negligible, the mass will continue to oscillate with amplitude A. Now, does this guess actually
solve the (differential) equation? A second time-derivative gives:
Comparing this equation to the original differential equation, the correct solution was
chosen if w2 = k / m. To understand w, consider the first derivative of the solution:
−kx = ma
a = −
k
m
⎛
⎝
⎜⎜⎜⎜
⎞
⎠
⎟⎟⎟⎟
x
d 2x
dt 2
= −
k
m
x x(t) = A cos(ωt)
d 2x(t)
dt 2
= −Aω2 cos(ωt) = −ω2x(t)
James Gering
Florida Institute of Technology
11 - 4
Integrating gives
We assume the object completes one oscillation in a certain period of time, T. This helps
set the limits of integration. Initially, we pull the object a distance A from equilibrium and
release it. So at t = 0 and x = A. (one.
Lab #2Sun Angles, Daylength, Insolation, and Temperature Patter.docxjesseniasaddler
Lab #2:
Sun Angles, Daylength, Insolation, and Temperature Patterns
Insolation
The sun is the single most important source of energy on the surface of the Earth as well as the atmosphere.
The distribution of the Earth’s atmospheric phenomena and climate patterns, as well as the distribution of its ecosystems, are significantly influenced by the distribution of incoming solar radiation.
In heating the Earth’s atmosphere, visible light is the most important part of the sun’s electromagnetic spectrum.
This exercise examines sun angle and intensity of insolation, daylength and temperature patterns on the earth’s surface.
These variables are examined as they interrelate on the Earth’s surface over the course of a year.
Sun Angle
Because solar energy received by the earth follows essentially parallel pathways, and because the earth is spherical, at only one place on the earth’s surface can the sun’s rays strike vertically (this is known as the
subsolar point
).
In other words, at only one place at any one time can the sun appear directly overhead.
This occurs at
solar noon
when the sun reaches the highest position in the sky for that day.
Because of the earth's limited axial tilt, the sun can appear directly overhead at the
subsolar point
at a relatively narrow range of latitudes over the course of a year (between 23.5° N and 23.5° S).
An important relationship exists between latitude and the angle of the
noon
sun.
On the equinoxes (on March 21 or 22 and September 21 or 22) the sun’s rays are perpendicular to the earth at the equator.
Those same rays would also be tangent at both of the poles, so that the sun would appear only on the horizon at those locations.
On the same dates an observer at 30° N would record a sun angle of 60° above the southern horizon.
Remember, the sun is 90° to the observer at the equator, minus the latitude of 30° (30° of arc) which equals 60°.
This is called the
angle of incidence
, or sun angle.
The angle of incidence decreases by 1° for every degree of arc of latitude between the observer's position and the location where the sun’s rays are vertical.
This rule is the same for the other times of the year but is complicated by the earth's
declination
–the shift in angle when the sun's rays are not perpendicular to the equator.
If the declination is 10° S, this means that the sun's rays are vertical at 10° S and an observer at 30° N would see the sun at 50° above the horizon 90-40 or 90-(30+10).
Use the formula:
angle of incidence = 90° - (latitude in degrees + declination in degrees*)
* If the declination is in the same hemisphere as the observer, subtract this from latitude.
Example:
Seattle (47° N) on December 21 (23.5° S) would be:
90° - (47 + 23.5)
90° - (70.5) = 19.5°
Thus the angle of incidence for Seattle on December 21 is 19.5°
Note:
Keep in mind that solar noon is not the same as noon on our clock or watch because we are on standard time and typically, daylight s.
One of the recent developments facing the public administration of.docxarnit1
One of the recent developments facing the public administration of corrections is that there has been an increasing call by public officials and the citizenry to privatize the prison systems in the United States. Discuss the following in regard to this:
First, from the perspective of a public-sector correctional administrator, make 2 arguments for keeping the jails in public hands.
Second, from the perspective of a private-sector correctional facility manager make 2 arguments for turning the correctional system over to the private correctional industry.
Briefly discuss the types of challenges that each sector—both public and private—may face.
Are there any legal issues, either criminal or civil, that need to be addressed before privatization can occur?
Support your viewpoints from your readings and other appropriate outside sources, in APA format.
Please submit your...
(More)
Reading Assignment:
Peak, Chapters 9, 10, 11
.
One paragraph for each question 1.Discuss the work of Chuck C.docxarnit1
One paragraph for each question:
1.
Discuss the work of Chuck Close as we saw in the film in class. How does he work: show how he takes an image and changes it by the way he interprets it. Philip Glass states in the film: “It is the old idea of form and content, and what our generation did was include process”: apply this idea to Chuck’s work.
Look at EACH of the artists below on the Art 21 website.
Answer the following questions for each artist:
·
How does this artist work? Intuitively or intellectually?
·
How important is process to this artist?
·
What do you think this artist is trying to communicate?
·
Where do they get the ideas for their art ?
Barry McGee and Margaret Kilgallen
James Turrell Gabriel Orzoco
Shahzia Sikander Maya Lin
Ann Hamilton Do Ho Suh
Sally Mann
2.
In your text, pages 104-112, there is a discussion about the different roles of artists across cultures and time. What role do you think artists have in contemporary culture in the United States? What role do you think they should have? How important are the ideas and thoughts of artists to the development, maintenance, and structure of culture? Cite examples from your text about the different roles artists could play in modern culture.
3.
What is creativity (to you)? Find two examples of art you think is really “creative” describe why you think these works are “creative”. Explain why you think they are creative works. Do you exercise creativity? If not, why not? If so, how do you exhibit creative ideas and tendencies? Explain why you think creativity is important to culture.
.
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Similar to First, review the purpose of 500mb charts and how to read wind
Materials RequiredComputer and internet accessDrawing mate.docxjessiehampson
Materials Required
Computer and internet access
Drawing materials
Metric ruler
Calculator
Download and print out the attached file documents; 1)
Sunspot Tracking Images
, and the 2)
Structure of the Sun Diagram
. (attached below)
Digital camera or scanner
Time Required:
approximately 2-3 hours
Part I. Structure of the Sun
We'll start by looking at the solar interior more closely. Study the materials you'll find at the
Solar Interior
If you enlarge the image (by clicking on it), it shows you the various layers of the Sun. You can use this image along with your textbook to draw and label your diagram with both the inner and outer layers of the Sun.
Hand draw a diagram of the Sun on the Structure of the Sun Diagram, and label each of the layers (which should include: core, radiation zone, convection zone, photosphere, chromosphere, corona). Take an image of this to insert it into your lab report.
Now use the website to read about what is occurring in each layer, and how we know this information.
In your lab report below your inserted drawing, type a brief (1 or 2 sentences) description in your own words of what’s happening in each layer. Be sure to include all of the layers included in the interior and atmosphere of the Sun.
Part 2. Using Sunspots to Measure Solar Rotation
In 1611 Galileo first looked at the Sun with his telescope and was surprised to view several dark blemishes on its surface which came to be known as “Sunspots." Upon additional observations Galileo was able to determine that these sunspots were moving across the Sun’s surface indicating that the Sun, like the Earth, was rotating on its axis. The rate that sunspots move across the Sun’s surface can be used to determine the velocity of the Sun’s rotation.
On the
Sunspot Tracking Images sheet
are solar images for six consecutive days of several sunspot groups moving across the surface of the Sun taken by a NASA solar satellite known as SOHO, Solar and Heliospheric Observatory. You will be tracking three of these groups with this part of the activity. Sunspot group 1731 (near the equatorial area to the far left of the April 25th image), Sunspot group 1728 (above and to the right of Group 1731), & Sunspot Group 1730 (below and to the right of group 1731).
Important:
In your typed lab report, clearly label all of your answers to the following questions. For any calculations below, be sure to show all of you work and not just the end answer. Make sure your worded answers are in full sentences. Any data in tables should be typed.
Identify and mark the same sunspot groups on each image (for the larger sunspot groups draw a circle around the whole group and mark a dot at the center of the circle as a reference point for your measurements). For reference, the North Pole of the Sun is the top of each image with the South Pole at the bottom. East is to the left of each image and West is to the right of each image.
Which direction do the sunspots move .
1 GEOG 1112 Lab 4 Insolation and Net Radiation .docxjoyjonna282
1
GEOG 1112
Lab 4 Insolation and Net Radiation
Due: 11:59pm, Sept. 12, 2015
Please type your answers in Word, and print out the blank graphs, and draw the graphs by
hand, and then scan the completed graphs (or take pictures of your answers if you don’t have
a scanner) as images. And then insert the images into the Word file. Submit it to the folder of
Lab 4 in the Dropbox on the homepage of the course on D2L in the following format:
If Mary Smith is submitting lab 4, please name the file as MarySmith_lab4.doc.
Purpose
The purpose of this lab is for you to understand annual cycle of insolation and daily cycle of
net radiation.
Background
Insolation is the amount of solar radiation that reaches the earth surface. The annual cycle of
insolation at a given location on the globe depends on two factors: (a) the latitude at which the
observer is located and (b) the sun’s changing angle above the horizon at noon, which is caused
by the movement of subsolar point.
Net radiation is the difference between incoming and outgoing flows of solar radiation. The
daily cycles of net radiation at a given location on the global depends on the changing incoming
and outgoing flows of radiation in the course of a day. It is called radiation surplus when
incoming radiation is larger than outgoing; It is radiation deficit when outgoing larger than
incoming. Air temperature change is associated with the change in net radiation.
Assignment
1 The Annual Cycle of Insolation
(1) Table 1 gives the latitude of the subsolar point at ten-day intervals throughout the year. Plot
theses points on the blank graph (A) and connect them with a smooth curve. (10 points)
(2) Table 2 gives the intensity of insolation at various latitudes throughout the year. Plot these
monthly values for the following latitudes: 0°, 20°N, 40°S, 60°N, 90°N on the blank graph
(B). Enter the data point in the middle of the month as shown on the partially drawn line for
60°N. Connect the points with a smooth curve and label the latitude. (20 points)
2
Table 1 The latitude of subsolar point throughout the year
Table 2 Insolation throughout the Year (one unit is 889 gram calories per square
centimeter)
Date Subsolar Point Date Subsolar Point
3
S
u
b
so
la
r
P
o
in
t
4
(3) Study the insolation curves in relation to the annual curve of the subsolar point.
Compare times of maximum and minimum values at 60°N and 40°S. Explain how these two
curves differ in timing. (10 points)
(4) Explain how the maximum and minimum of insolation at the equator are related to the
curve of the subsolar point. (10 points)
(5) Compare the insolation curves of 20°N and 90°N. Explain how these two curves differ
in timing. (10 points)
su
b
so
la
r
p
o
in
t
5
2 The Daily Cycle of Net Radiation
(1) Table 3 gives the net radiation at the ground and air temperat ...
Sheet1DJIA Computation- Sample Onlyafter 2-for1 split Data used re.docxlesleyryder69361
Sheet1DJIA Computation- Sample Onlyafter 2-for1 split Data used refer to a period in the pastfor Exxon(copied from finance.yahoo.com)SymbolNameLast TradeChangeVolumeXOMEXXON MOBIL CP71.792.80 (3.75%)35.895GMGEN MOTORS2.20.30 (12.07%)17,378,2492.2DDDU PONT E I DE NEM21.410.99 (4.42%)6,833,61221.411AAALCOA INC6.820.66 (8.82%)22,486,0306.82BABOEING CO38.681.80 (4.45%)4,301,98238.68KFTKRAFT FOODS INC24.890.31 (1.23%)9,060,89524.89AXPAMER EXPRESS INC14.271.47 (9.34%)17,030,84414.27DISWALT DISNEY-DISNEY C17.990.53 (2.87%)14,056,20017.99MMM3M COMPANY47.691.73 (3.50%)5,861,29747.69MRKMERCK CO INC28.750.00 (0.02%)9,762,32928.75UTXUNITED TECH46.150.94 (2.00%)6,231,63246.15MCDMCDONALDS CP55.940.87 (1.53%)5,909,52855.94VZVERIZON COMMUN28.371.19 (4.03%)11,726,21528.37KOCOCA COLA CO THE42.980.87 (1.98%)8,440,84342.98HPQHEWLETT PACKARD CO34.81.07 (2.98%)11,075,99334.8CCITIGROUP INC3.160.33 (9.46%)124,573,6283.16CATCATERPILLAR INC29.011.93 (6.25%)15,212,77129.01HDHOME DEPOT INC20.11.12 (5.28%)24,057,32420.1IBMINTL BUSINESS MACH91.432.41 (2.57%)5,289,32691.43INTCIntel Corporation13.390.49 (3.57%)37,826,73213.39JNJJOHNSON AND JOHNS DC56.350.75 (1.31%)9,086,54556.35TAT&T INC.23.30.89 (3.68%)23,433,63323.3PFEPFIZER INC14.330.25 (1.70%)38,794,45114.33PGPROCTER GAMBLE CO50.70.39 (0.76%)13,393,50050.7CVXCHEVRON CORP66.483.25 (4.66%)10,706,21166.48MSFTMicrosoft Corporation18.410.55 (2.90%)51,266,41718.41BACBK OF AMERICA CP5.060.51 (9.20%)193,502,9615.06GEGEN ELECTRIC CO10.990.45 (3.93%)91,037,06410.99WMTWAL MART STORES48.041.51 (3.25%)25,503,25648.04JPMJP MORGAN CHASE CO22.542.15 (8.71%)56,478,95522.54920.125Sum of prices956.02Divisor0.1255507120.12083674912DJIA7614.61233290347328.71192319483Published value 7614.612(taken from the same source where company price data were copied from)http://finance.yahoo.com/q?s=AAhttp://finance.yahoo.com/q?s=GEhttp://finance.yahoo.com/q?s=GMhttp://finance.yahoo.com/q?s=HDhttp://finance.yahoo.com/q?s=HPQhttp://finance.yahoo.com/q?s=IBMhttp://finance.yahoo.com/q?s=INTChttp://finance.yahoo.com/q?s=JNJhttp://finance.yahoo.com/q?s=JPMhttp://finance.yahoo.com/q?s=KFThttp://finance.yahoo.com/q?s=KOhttp://finance.yahoo.com/q?s=AXPhttp://finance.yahoo.com/q?s=MCDhttp://finance.yahoo.com/q?s=MMMhttp://finance.yahoo.com/q?s=MRKhttp://finance.yahoo.com/q?s=MSFThttp://finance.yahoo.com/q?s=PFEhttp://finance.yahoo.com/q?s=PGhttp://finance.yahoo.com/q?s=Thttp://finance.yahoo.com/q?s=UTXhttp://finance.yahoo.com/q?s=VZhttp://finance.yahoo.com/q?s=WMThttp://finance.yahoo.com/q?s=BAhttp://finance.yahoo.com/q?s=XOMhttp://finance.yahoo.com/q?s=BAChttp://finance.yahoo.com/q?s=Chttp://finance.yahoo.com/q?s=CAThttp://finance.yahoo.com/q?s=CVXhttp://finance.yahoo.com/q?s=DDhttp://finance.yahoo.com/q?s=DIS
Sheet2
Sheet3
Week 4
ES 101 Laboratory
1
Week 4 Lab Activities
Climate controls (looking at many climographs)
Contour lines (finding your way)
USGS Topo Maps (what they are, how to read them)
Topographic Profiles (looking at the ups and downs)
2
.
STR/581: Strategic Planning & Implementation
Wk 5 - Signature Assignment: Strategic Plan - Implementation Plan, Strategic Controls, and Contingency Plan Analysis
Top of Form
About Your Signature Assignment
This signature assignment is designed to align with specific program student learning outcome(s) in your program. Program Student Learning Outcomes are broad statements that describe what students should know and be able to do upon completion of their degree. The signature assignments may be graded with an automated rubric that allows the University to collect data that can be aggregated across a location or college/school and used for program improvements.
Write a 1,050-word minimum strategic implementation plan in which you include the following:
· Create an implementation plan including:
· Objectives
· Functional tactics
· Action items
· Milestones and deadlines
· Tasks and task ownership
· Resource allocation
· Recommend any organizational change management strategies that may enhance successful implementation.
· Develop key success factors, budget, and forecasted financials, including a break-even chart.
· Create a risk management plan including contingency plans for the identified risks.
Format your paper according to APA guidelines.
Physical Exam #4 Your Name: ____________________________ _____
____1. If air's capacity for holding water vapor is diminished, then the relative humidity will _____. 48
A) rise B) fall C) be unchanged D) double E) none of the above
____2. In the atmosphere, liquid water collects around minute particles called ________. A) condensation nuclei B) raindrops C) fog D) cloud droplets E) ice crystals
____3. Clouds form if air is ________.
A) cooled to the dew point B) below freezing C) stable D) unstable E) windy
____4. Among cloud types, those that occur at the highest altitudes are the ________. A) cumulus
B) altocumulus C) stratus D) cirrus E) stratocumulus
____5. Which of the following is most closely associated with stable air?
A) very moist air B) cooling of rising air C) rising air D) fast wind speeds in the air E) descent of air
____6. Showery weather and cumuliform clouds point to the presence of ____. A) orographic lift of air B) anticyclonic descent of air C) instability D) relatively few condensation nuclei E) atmospheric equilibrium
____7. Downwind of large mountain ranges there is less precipitation; this drier zone is called the ________.
A) windward side B) rain shadow C) advection side D) adiabatic area E) lifting condensation level
____8. A midlatitude anticyclone ____ A) is more than one air mass B) exhibits instability C) has a front in its center D) is associated with fast winds E) is associated with sunny, dry weather
____9. Which of the following is NOT NECESSARILY a property of an air mass? A) It must be large. B) It must have relatively uniform properties within itself. C) It must have a warm front at its leading edge. D) .
EDS 1021
Week 8 Interactive ActivityAtmospheric Greenhouse Effect
Objective
Using a simulation, apply the scientific method to investigate the atmospheric greenhouse effect and its role in atmospheric energy transfer.Background Reading
Before attempting the activity, review “The Greenhouse Effect”
in Chapter 19 of
The Sciences, as well as the website
Global Climate Change (NASA), to gain some background on the atmospheric greenhouse effect and its role in both atmospheric warming and climate change. The video
NASA's Earth Minute: Gas Problem (YouTube, 1:24) provides a short descriptive summary of the important points.
Introduction to the Simulation
1.
After completing the background reading for this assignment, go to “The Atmospheric Greenhouse Effect” simulation on the PhET simulations website at: https://phet.colorado.edu/en/simulation/legacy/greenhouse. Click the
play arrow on the simulation graphic to run the web-based simulation or click
DOWNLOAD to run the simulation locally on your device.
Simulation requirements: This interactive simulation is optimized for use on computers (MACs or PCs) and may not run on some tablets, notebooks, cell phones, or other devices. Running the simulation will require an updated version of
Java software (free). If you do not or are not sure if you have Java on your computer, go to
the Java Website. If you cannot get the simulation to run, consult
The PhET Simulation Troubleshooting Guide on the course website.
2. Explore and experiment on the three different tabs (areas) of the simulation. While experimenting, think about how the energy transfer processes involved in the atmospheric greenhouse effect are being visualized in the simulation.
Greenhouse effect tab – Observe the effects of greenhouse gases on both incoming (solar) radiation and outgoing terrestrial (infrared) radiation and atmospheric temperature. Yellow stars simulate photons of incoming solar energy (visible radiation), while red stars simulate photons of outgoing terrestrial energy emitted from Earth’s surface (infrared radiation). The term
photon describes a “packet” of electromagnetic radiation. You can simulate atmospheres with different concentrations of greenhouse gases at different times in Earth’s history, or manually adjust the concentration of greenhouse gases, and observe the effect on atmospheric temperature.
Clouds may also be virtually placed in the atmosphere to observe their effects on air temperature.
Glass layers tab – Create a “greenhouse” by adding glass panes to the atmosphere and observing the effect of a virtual glass ceiling on atmospheric temperature.
Photon absorption tab –Experiment to determine the preference of different atmospheric gas molecules to absorb a certain type of radiation by shooting infrared or .
EDS 1021 Week 8 Interactive Assignment The Greenhouse Effe.docxSALU18
EDS 1021 Week 8 Interactive Assignment
The Greenhouse Effect
Objective: Using a simulated practical application, investigate the effects of “greenhouse gases” and
clouds on Earth’s atmospheric temperature.
Background: Review the topics Transmission, Absorption, and Scattering, Infrared Radiation, and Visible
Light in chapter 6, Climate and Understanding Climate in chapter 18, and The Greenhouse Effect in chapter 19,
of The Sciences.
Instructions:
1. PRINT a hard copy of this entire document, so that the experiment instructions may be easily referred to,
and the data tables and questions (on the last three pages) can be completed as a rough draft.
2. Download the Greenhouse Effect Answer Sheet from the course website. Transfer your data values and
question answers from the completed rough draft to the answer sheet. Be sure to put your NAME on the
answer sheet where indicated. Save your completed answer sheet on your computer.
3. SUBMIT ONLY the completed answer sheet, by uploading your file to the digital drop box for the
assignment.
Introduction to the Simulation
1. After reviewing the background information for this assignment, go to the website for the interactive
simulation “The Greenhouse Effect” at http://phet.colorado.edu/en/simulation/greenhouse. Click on
DOWNLOAD to run the simulation locally on your computer.
2. Software Requirements: You must have the latest version of Java software (free) loaded on your computer
to run the simulation. If you do not or are not sure if you have the latest version, go to
http://www.java.com/en/download/index.jsp .
3. Explore and experiment on the three different “tabs” (areas) of the simulation. While playing around, think
about how the concepts of “the greenhouse effect” and “greenhouse gases” are being illustrated in the
simulation.
Greenhouse Effect Tab – Observe the effect that greenhouse gases have on outgoing terrestrial (infrared)
radiation and atmospheric temperature. Yellow stars indicate photons of incoming solar (visible)
radiation, while red stars indicate photons of infrared radiation being emitted from Earth. Simulate
atmospheres with different concentrations of greenhouse gases at different times in Earth’s history, or adjust
the concentration of greenhouse gases as you wish, and observe the effect on atmospheric temperature.
Clouds may also be placed in the atmosphere to observe their effect.
Glass Layers Tab – Simulate a “greenhouse” by adding virtual glass panes to the atmosphere. Observe
the effect of a virtual glass ceiling on atmospheric temperature.
Photon Absorption Tab – “Shoot” photons of either infrared or visible radiation at different atmospheric gas
molecules to determine their preference for absorbing either type of radiation.
After playing around with the simulation, conduct the following four (4) short experiments. As you conduct
the experiments and collect data, fill in ...
11 - 3
Experiment 11
Simple Harmonic Motion
Questions
How are swinging pendulums and masses on springs related? Why are these types of
problems so important in Physics? What is a spring’s force constant and how can you measure
it? What is linear regression? How do you use graphs to ascertain physical meaning from
equations? Again, how do you compare two numbers, which have errors?
Note: This week all students must write a very brief lab report during the lab period. It is
due at the end of the period. The explanation of the equations used, the introduction and the
conclusion are not necessary this week. The discussion section can be as little as three sentences
commenting on whether the two measurements of the spring constant are equivalent given the
propagated errors. This mini-lab report will be graded out of 50 points
Concept
When an object (of mass m) is suspended from the end of a spring, the spring will stretch
a distance x and the mass will come to equilibrium when the tension F in the spring balances the
weight of the body, when F = - kx = mg. This is known as Hooke's Law. k is the force constant
of the spring, and its units are Newtons / meter. This is the basis for Part 1.
In Part 2 the object hanging from the spring is allowed to oscillate after being displaced
down from its equilibrium position a distance -x. In this situation, Newton's Second Law gives
for the acceleration of the mass:
Fnet = m a or
The force of gravity can be omitted from this analysis because it only serves to move the
equilibrium position and doesn’t affect the oscillations. Acceleration is the second time-
derivative of x, so this last equation is a differential equation.
To solve: we make an educated guess:
Here A and w are constants yet to be determined. At t = 0 this solution gives x(t=0) = A,
which indicates that A is the initial distance the spring stretches before it oscillates. If friction is
negligible, the mass will continue to oscillate with amplitude A. Now, does this guess actually
solve the (differential) equation? A second time-derivative gives:
Comparing this equation to the original differential equation, the correct solution was
chosen if w2 = k / m. To understand w, consider the first derivative of the solution:
−kx = ma
a = −
k
m
⎛
⎝
⎜⎜⎜⎜
⎞
⎠
⎟⎟⎟⎟
x
d 2x
dt 2
= −
k
m
x x(t) = A cos(ωt)
d 2x(t)
dt 2
= −Aω2 cos(ωt) = −ω2x(t)
James Gering
Florida Institute of Technology
11 - 4
Integrating gives
We assume the object completes one oscillation in a certain period of time, T. This helps
set the limits of integration. Initially, we pull the object a distance A from equilibrium and
release it. So at t = 0 and x = A. (one.
Lab #2Sun Angles, Daylength, Insolation, and Temperature Patter.docxjesseniasaddler
Lab #2:
Sun Angles, Daylength, Insolation, and Temperature Patterns
Insolation
The sun is the single most important source of energy on the surface of the Earth as well as the atmosphere.
The distribution of the Earth’s atmospheric phenomena and climate patterns, as well as the distribution of its ecosystems, are significantly influenced by the distribution of incoming solar radiation.
In heating the Earth’s atmosphere, visible light is the most important part of the sun’s electromagnetic spectrum.
This exercise examines sun angle and intensity of insolation, daylength and temperature patterns on the earth’s surface.
These variables are examined as they interrelate on the Earth’s surface over the course of a year.
Sun Angle
Because solar energy received by the earth follows essentially parallel pathways, and because the earth is spherical, at only one place on the earth’s surface can the sun’s rays strike vertically (this is known as the
subsolar point
).
In other words, at only one place at any one time can the sun appear directly overhead.
This occurs at
solar noon
when the sun reaches the highest position in the sky for that day.
Because of the earth's limited axial tilt, the sun can appear directly overhead at the
subsolar point
at a relatively narrow range of latitudes over the course of a year (between 23.5° N and 23.5° S).
An important relationship exists between latitude and the angle of the
noon
sun.
On the equinoxes (on March 21 or 22 and September 21 or 22) the sun’s rays are perpendicular to the earth at the equator.
Those same rays would also be tangent at both of the poles, so that the sun would appear only on the horizon at those locations.
On the same dates an observer at 30° N would record a sun angle of 60° above the southern horizon.
Remember, the sun is 90° to the observer at the equator, minus the latitude of 30° (30° of arc) which equals 60°.
This is called the
angle of incidence
, or sun angle.
The angle of incidence decreases by 1° for every degree of arc of latitude between the observer's position and the location where the sun’s rays are vertical.
This rule is the same for the other times of the year but is complicated by the earth's
declination
–the shift in angle when the sun's rays are not perpendicular to the equator.
If the declination is 10° S, this means that the sun's rays are vertical at 10° S and an observer at 30° N would see the sun at 50° above the horizon 90-40 or 90-(30+10).
Use the formula:
angle of incidence = 90° - (latitude in degrees + declination in degrees*)
* If the declination is in the same hemisphere as the observer, subtract this from latitude.
Example:
Seattle (47° N) on December 21 (23.5° S) would be:
90° - (47 + 23.5)
90° - (70.5) = 19.5°
Thus the angle of incidence for Seattle on December 21 is 19.5°
Note:
Keep in mind that solar noon is not the same as noon on our clock or watch because we are on standard time and typically, daylight s.
Similar to First, review the purpose of 500mb charts and how to read wind (20)
One of the recent developments facing the public administration of.docxarnit1
One of the recent developments facing the public administration of corrections is that there has been an increasing call by public officials and the citizenry to privatize the prison systems in the United States. Discuss the following in regard to this:
First, from the perspective of a public-sector correctional administrator, make 2 arguments for keeping the jails in public hands.
Second, from the perspective of a private-sector correctional facility manager make 2 arguments for turning the correctional system over to the private correctional industry.
Briefly discuss the types of challenges that each sector—both public and private—may face.
Are there any legal issues, either criminal or civil, that need to be addressed before privatization can occur?
Support your viewpoints from your readings and other appropriate outside sources, in APA format.
Please submit your...
(More)
Reading Assignment:
Peak, Chapters 9, 10, 11
.
One paragraph for each question 1.Discuss the work of Chuck C.docxarnit1
One paragraph for each question:
1.
Discuss the work of Chuck Close as we saw in the film in class. How does he work: show how he takes an image and changes it by the way he interprets it. Philip Glass states in the film: “It is the old idea of form and content, and what our generation did was include process”: apply this idea to Chuck’s work.
Look at EACH of the artists below on the Art 21 website.
Answer the following questions for each artist:
·
How does this artist work? Intuitively or intellectually?
·
How important is process to this artist?
·
What do you think this artist is trying to communicate?
·
Where do they get the ideas for their art ?
Barry McGee and Margaret Kilgallen
James Turrell Gabriel Orzoco
Shahzia Sikander Maya Lin
Ann Hamilton Do Ho Suh
Sally Mann
2.
In your text, pages 104-112, there is a discussion about the different roles of artists across cultures and time. What role do you think artists have in contemporary culture in the United States? What role do you think they should have? How important are the ideas and thoughts of artists to the development, maintenance, and structure of culture? Cite examples from your text about the different roles artists could play in modern culture.
3.
What is creativity (to you)? Find two examples of art you think is really “creative” describe why you think these works are “creative”. Explain why you think they are creative works. Do you exercise creativity? If not, why not? If so, how do you exhibit creative ideas and tendencies? Explain why you think creativity is important to culture.
.
One rich source of fallacies is the media television, radio, magazi.docxarnit1
One rich source of fallacies is the media: television, radio, magazines, and the Internet (including, of course, commercials.) Identify two distinct fallacies you see committed in the media. Do you think it is more likely that you will not be fooled by these fallacies having studied logic? What do you think those presenting these arguments assume about the logical skills of their viewers? Is this a good or bad assumption for them to make? 150 words
.
One Review of two pages is due the tenth week of class. It must be.docxarnit1
One Review
of two pages is due the tenth week of class. It must be a minimum of two typed pages, double spaced.
Your grade will drop significantly if it is less than two pages.
Scan any program, flyer, or ticket stub from the concert. Your grade will be lowered without this proof of attendance.
You must go to the concert during
this quarter!
Concerts attended during any other time frame are unacceptable and will receive an F.
the concert name is under the influence of music.
the singer name is sage the gemini. and the three songs are red nose, gas pedal and college drop.
Reviews should include the following:
1.
Name of the artist or group. Describe the musician(s) and instruments played. Briefly describe the audience and setting. How did the surroundings affect your experience?
2.
What were your expectations before attending the performance? Were those expectations met?
3. Describe two or three of the songs. Discuss any musical elements which stood out. For example:
Mood- what was the mood of the music? Exciting, sad, romantic?
Style- Rock and Roll, R and B, Hip Hop, Grunge, etc.
4.
Which was your favorite song and why? Which was your least favorite and why?
5. What did you like or dislike about the musicians playing and why?
6. Did you enjoy the performance on the whole? Why or why not?
.
One of the negative aspects of using nuclear power as an alternative.docxarnit1
One of the negative aspects of using nuclear power as an alternative energy source is
Answers available in ...
10
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best on this question.
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Conserving the quality of available water is a high priority world-wide. There are many countries whose water supply is reaching dangerous levels of contamination. For example, the longest river in China, the Yangtze, is less than 5 years from death if nothing changes. The statements below are possible effects on the environment if the Yangtze dies, which one is a positive effect on the environment?
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10
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best on this question.
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What does the endocrine system regulate?
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Which compound is a reusable, complex protein that speeds up chemical reactions?
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10
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best on this question.
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Scientists do not base their conclusions on
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best on this question.
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Environmental agencies have concerns over mineral mining regulations due to
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online 5 weeks. There are Weekly 1- (Reading Assignments 1 – 1.docxarnit1
online 5 weeks. There are Weekly :
1- (Reading Assignments 1 – 14)
28%
2- based reflective writing assignments
(Application Assignments 1 – 14)
28%
3-
Participation
in online discussions (Assignments 1-14)
14%
and one
Research report.
20%
also
Community Engagement/Experiential learning activities report
10%
See the attachment for more details.
.
Online Discussion #6 The Passing of Time2727 unread replies.2929 .docxarnit1
Online Discussion #6: The Passing of Time
2727 unread replies.2929 replies.
Please watch this video in its entirety. It is only about 13 minutes.
https://www.ted.com/talks/stephen_wilkes_the_passing_of_time_caught_in_a_single_photo (Links to an external site.)
Your to dos for this discussion:
1. Now that you have had a bit of photography history, and gained a bit of appreciation for the beauty you can find in everyday images. I'd like you to take 3 photos of something (landscape, building, people, animal, objects, anything) that is outdoors.
·
· Take the 1st photo in the morning
· Take the 2nd photo (of the same image) in the afternoon
· Take the 3rd photo (of the same image) in the evening/night
Same image, same point of view, same angle, same composition (meaning point your camera in the same direction/same distance).
2. Briefly describe 3 new concepts/ideas you learned from this video. The concept/idea can be about photography, art, science, anything. There is no right or wrong answer. I just want to know what are the top 3 things you learned. Number your concepts/ideas 1 through 3. Please briefly describe what is it you learned and why it is a new thing for you.
3. Embed the 3 photos in your post. What have you learned from looking at the 3 photos you took? What have you learned between the photos you took and looking at the photos in the video.
1. Example:I observe how the beauty of nature invite us to appreciate the bright of the day and night and we could join the gorgeous vision with colors and multiples contrast an the same moment mix with material objects at the same time such as nature places, buildings and surround people or animals as a part of the artwork.
2. I also observe ho in the second picture more intense sunlight the in color and also could be observe as the peak of their brightness and I remember how it was related to the video the comparison of daytime in one of the first pictures of rocks and the spectator could see the different of colors with one part less brighter than the other in that place. Also is mention the time guide us and believe is true for example depends of what we see in the day we have an idea of the time it is.
3.-Also Impact to me part of the video when is mentioned how animals understand better than humans that we have to share our resources and they are agree to do it. Also something that I don’t used to appreciate that I believe is a excellent reflex ion that we are observing through the windows of the time is everyday and every moment which allow me to compare the admirable invaluable treasure in these pictures at famous places such as Yosemite .
I like this outdoors pictures due that is something that now helps me to appreciate more the windows time and also that this could guide me to be more observant and encourage me to analyze the infinity ways that I could appreciate more the art pictures with these different colors ,in shadows, in day time and specially in their uniq.
One to two page summary explaining the following 1.A basi.docxarnit1
One to two page summary explaining the following:
1.
A basic explanation of Moral Virtue Theory, Duty Theory, and Utilitarianism.
2.
A comprehensive explanation of which theory you feel best represents your personal ethical viewpoint and why you feel this way.
I need this by today midnight eastern standard time. Please advise
.
ONEWAY alcohol BY ratingSTATISTICS DESCRIPTIVES HOMOGENEITY.docxarnit1
ONEWAY alcohol BY rating
/STATISTICS DESCRIPTIVES HOMOGENEITY
/PLOT MEANS
/MISSING ANALYSIS
/POSTHOC=TUKEY ALPHA(0.05).
Oneway
Notes
Output Created
07-JUN-2013 12:39:57
Comments
Input
Data
C:\Users\donn\Documents\GCU Lead fac\Project with Judy for modifying PSY845 to introduce SPSS\drinks database -revised for course applications DH.sav
Active Dataset
DataSet1
File Label
SPSS/PC+
Filter
Weight
Split File
N of Rows in Working Data File
35
Missing Value Handling
Definition of Missing
User-defined missing values are treated as missing.
Cases Used
Statistics for each analysis are based on cases with no missing data for any variable in the analysis.
Syntax
ONEWAY alcohol BY rating
/STATISTICS DESCRIPTIVES HOMOGENEITY
/PLOT MEANS
/MISSING ANALYSIS
/POSTHOC=TUKEY ALPHA(0.05).
Resources
Processor Time
00:00:00.33
Elapsed Time
00:00:00.42
[DataSet1] C:\Users\donn\Documents\GCU Lead fac\Project with Judy for modifying PSY845 to introduce SPSS\drinks database -revised for course applications DH.sav
Descriptives
Alcohol by Volume (in %) for brand
N
Mean
Std. Deviation
Std. Error
95% Confidence Interval for Mean
Lower Bound
Upper Bound
VeryGood
11
4.9000
.17889
.05394
4.7798
5.0202
Good
14
4.6000
.38829
.10377
4.3758
4.8242
Fair
10
4.5100
.34140
.10796
4.2658
4.7542
Total
35
4.6686
.35295
.05966
4.5473
4.7898
Descriptives
Alcohol by Volume (in %) for brand
Minimum
Maximum
VeryGood
4.70
5.20
Good
4.00
5.50
Fair
3.90
5.00
Total
3.90
5.50
Test of Homogeneity of Variances
Alcohol by Volume (in %) for brand
Levene Statistic
df1
df2
Sig.
1.420
2
32
.256
ANOVA
Alcohol by Volume (in %) for brand
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
.906
2
.453
4.357
.021
Within Groups
3.329
32
.104
Total
4.235
34
Post Hoc Tests
Multiple Comparisons
Dependent Variable:
Alcohol by Volume (in %) for brand
Tukey HSD
(I) Rated Quality of Brand
(J) Rated Quality of Brand
Mean Difference (I-J)
Std. Error
Sig.
VeryGood
Good
.30000
.12995
.069
Fair
.39000
*
.14093
.025
Good
VeryGood
-.30000
.12995
.069
Fair
.09000
.13354
.780
Fair
VeryGood
-.39000
*
.14093
.025
Good
-.09000
.13354
.780
Multiple Comparisons
Dependent Variable:
Alcohol by Volume (in %) for brand
Tukey HSD
(I) Rated Quality of Brand
(J) Rated Quality of Brand
95% Confidence Interval
Lower Bound
Upper Bound
VeryGood
Good
-.0193
.6193
Fair
.0437
*
.7363
Good
VeryGood
-.6193
.0193
Fair
-.2382
.4182
Fair
VeryGood
-.7363
*
-.0437
Good
-.4182
.2382
*. The mean difference is significant at the 0.05 level.
Homogeneous Subsets
Alcohol by Volume (in %) for brand
Tukey HSD
a,b
Rated Quality of Brand
N
Subset for alpha = 0.05
1
2
Fair
10
4.5100
Good
14
4.6000
4.6000
VeryGood
11
4.9000
Sig.
.784
.082
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 11.436.
b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.
Mean.
One Paragrapher per question.1) The internet has significantly.docxarnit1
One Paragrapher per question.
1) The internet has significantly changed the way that organizations conduct their business operations in breaking down barriers that previously existed. In what ways do organizations have to change their business models and operations due to the effects of the internet? Use specific examples to justify your conclusions.
2)
The content up to this point covered microeconomics. Are there any concepts covered that you found most useful or interesting, or some concepts you find difficult?
3) Find an article on a current event related to microeconomics. Briefly summarize the article.
.
Online Dating and its effects on our Interpersonal Communication..docxarnit1
Online Dating and its effects on our Interpersonal Communication.
Are we closer, or further apart?
1-
Summarize new ideas on the topic (positive and negative effect on Interpersonal Communication)
and
conclude with how online dating relates to Interpersonal Communication
2
-
In the second portion of the paper you will discuss how learning to function within a Small Group is an essential part of the larger human experience (use your own life, work, pop culture, research, etc to elaborate your position)
*Page count for the paper is 4 double spaced pages* MLA style
You are required to use 2 outside sources for this major paper.
Please be sure to include formal citations.
(You can use our text, popular press (newspaper/magazines), academic articles, etc)
Due Tuesday June 25th at 8PM-Original work only
.
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docxarnit1
ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
THIS IS MY LAST CHANCE HELP
Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging.
Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
Rising to the challenge stimulates professional gro.
Once the training analysis is completed, the organization and employ.docxarnit1
Once the training analysis is completed, the organization and employee development human resources specialist uses adult learning theories to turn the training needs into training materials, courses, and instructional design.
Address the following elements of understanding the adult learning model:
Explain the theories of adult learning principles.
Compare the differences between child/adolescent and adult learning models (pedagogy and andragogy).
Discuss the concept of learning styles, personalities, and how these concepts are combined with adult learning in organizational training and development programs.
Explore the options that organizations have in applying adult learning to a comprehensive training and development program.
.
Once each individual selects their own feature topic, then each pers.docxarnit1
Once each individual selects their own feature topic, then each person should prepare their own
2 page text report that explains and presents the essence of the particular WSJ feature they are reviewing, plus some appendices as noted below
. The objective of each member’s individual 2 page report is to efficiently & effectively communicate a GENERAL message regarding what the WSJ feature section is about, as well as key and interesting insights presented in the section and gained through your work.
An example is provided at the end of this document.
.
Once the Application has started up and you are at the Start Page, s.docxarnit1
Once the Application has started up and you are at the Start Page, select the create a new project option. When presented with the New Project window like the one below, be sure that you have highlighted Console Application under the Templates window. Now give the new project the name INV_GRAB in the Name field, and have the location field pointing to the F:\SAI430 folder you have on the F: drive. The diagram below depicts what your New Project window should look similar to.
Once you have done this, select OK to complete this operation. You may get a "Microsoft Development Environment" message box stating that the project location is not a fully trusted .NET runtime location. You can ignore this and just select OK. You should now see your new project listed in the
Solution
Explorer window on the upper right hand corner of the editor window. You are now ready to begin setting up your form.
STEP 2: Setting Up a Database Connection
Back to Top
The first step now is to set up a database connection with Access and then a data set that can be used to transport the data from the database to the application to be written to a file. For the purposes of this lab and your project, you will only need data from two columns in the ITEMS table of the INVENTORY database, but we will control that with the code written later. The following steps will lead you through the process of setting up the connection.
To begin, you need to add the following three namespaces to the top of your application code:
using System.IO;
using System.Data;
using System.Data.OleDb;
Since you are going to be not only connecting to a database but also writing data to a file, you will need all three of these listed.
Now you can set up the connection to your Access database that you downloaded and put in your folder. The actual connection string is @"Provider=Microsoft.JET.OLEDB.4.0; data source=F:\inventory.mdb". This is a standard connection string for MS Access. You will want to precede this with the command - string conString = so that the finished connection looks like this.
string conString = @"Provider=Microsoft.JET.OLEDB.4.0; data source=F:\SAI430\inventory.mdb";
This is simply defining a string variable named conString and assigning the connection string to it. We will use this variable later.
Now we need to define an OleDbConnection that will be used to connect to the database. To do this you will need to define a connection variable as a new OleDbConnection and point it to the connection string defined in the previous step. Your code should look like the following.
OleDbConnection conn = new OleDbConnection(conString);
Now you can connect and open the database with the following command entered right below the line above.
conn.Open();
Last, we need to declare a variable that will be used later on. Although this really has nothing to do with setting up the database connection, this is as good a place as any to do this. You need to define a single variable named rowCount as an.
Once an individual has become a victim of a crime, there is the myst.docxarnit1
Once an individual has become a victim of a crime, there is the mystique of the victim not knowing how the criminal justice system operates and what role the victim plays in the system. The police chief of Anytown Police Department has compiled a group of staff members to put together an instructional document that would explain to a victim about the criminal justice system. You and your group are the team tasked with compiling this document.
As a group, draft a paper that depicts the various roles and responsibilities of the criminal justice system components: law enforcement, the courts, and corrections. Include what civil proceedings a victim can seek against an offender. Finally, include a section that describes a victim’s advocacy program, as well as highlights the services and activities provided to crime victims.
Group Project Portion (1)
As a group, determine how the following sections of the paper will be divided among the members with regard to victims, roles, and responsibilities:
Law enforcement
Courts
Corrections
Civil Court proceedings
Victim’s advocacy programs
Be sure to divide the above sections equally among members.
Individual Portion
Conduct your research, and write your portion of the comprehensive document that was assigned to you during the Group Portion (1).
Be sure to reference all sources using APA style.
Group Portion (2)
Meet as a group and compile your Individual Portions into the final comprehensive group submission.
Read through the final group document, and post a comment for each section in the Small Group Discussion Area.
The comments should explain one of the following to the individual writers:
Important information that was missed and why it should be included in the final document
Which part of the writer's Individual Portion is most significant to the value of the group document
Be sure that all responses are of high quality and offer valuable feedback.
.
Once again, open and read aboutMuseo Nacional de Banco Centr.docxarnit1
Once
again
,
open and read about
Museo Nacional de Banco Central de Ecuador
and the
Fundación Guayasamín
.
Write about upcoming shows and exhibitions at either of these museums. Use the future tense and
ir
+
a
+
infinitivo
in your answer.
.
One function of a leader is to provide the vision for the organiza.docxarnit1
One function of a leader is to provide the vision for the organization they lead. Being a role model and leading the way forward are important aspects of leadership. If you were leading an internet retailer or other organization that involves innovative technology and organizational flexibility, describe the process you would engage to create a vision for the organization and how you would get employees involved in that vision.
.
One afternoon at work, Natalie received a phone call from her daught.docxarnit1
One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind!
At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior.
Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework.
Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys.
Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment.
Based on the scenario, your readings and research, respond to the following:
How could Brandi’s behavior be explained using differential association theory?
How could Brandi’s behavior be explained using social learning theory?
What are the strengths and limitations of these two theories as applied to this example?
Be sure to support your responses using the selected resources.
Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources.
.
One of the key aspects of developing a strategy for the human elemen.docxarnit1
One of the key aspects of developing a strategy for the human elements in information technology (IT) project is to identify the roles and responsibilities of those affected by and involved with the projects. These people are called the
stakeholders
, and they will be the ones who determine the success of the projects. The key aspects of a project's success include the identification of the stakeholders and planning and preparing for the strategies of communication between those stakeholders.
For this assignment, you will continue to work on the Human Elements in IT Strategy document by identifying the stakeholders and defining their roles and responsibilities within the IT projects. You will then establish a strategy for communication between these stakeholders, including the methods of communication and identification of the key artifacts of project information that must be communicated during project execution. This is the Key Assignment First Draft.
The project deliverables are as follows:
Update the Human Elements in IT Strategy document title page with a new date.
Update the previously completed sections based on instructor feedback.
IT Project Stakeholders
Stakeholder Identification, Roles, and Responsibilities
Create a list of the key stakeholders in your organization’s IT projects.
Describe the roles and responsibilities of each stakeholder with respect to IT projects.
Summarize the issues related to the organization's IT projects that are important to each stakeholder.
Stakeholder Communication
Develop a strategy for communication between the stakeholders identified in the first part of the assignment.
The communication strategy should identify the major communication that should occur during the project and the key artifacts that should be communicated.
For example, a design document should be one of the key artifacts, and it should be communicated to specific project stakeholders.
A communication matrix would be appropriate for this part of the assignment.
Be sure to update your table of contents before submission.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1.4 modern child centered education - mahatma gandhi-2.pptx
First, review the purpose of 500mb charts and how to read wind
1. First, review the purpose of 500mb charts and how to read wind
barbs.
1 (+1): Analyze the 500mb chart above. If a low -pressure
system is located in Texas (find the yellow “X”), what direction
will the low-pressure system most likely move: East, North,
South, or West?
2 (+1): Over California, examine the movement of air using the
500mb chart.
What direction will the low-pressure system (marked by the
yellow “X” in the image) most likely move: Northeast,
Southeast, Southwest, or Northwest?
3 (+1): Now let us connect Module 5’s work on air masses to
this week’s work. Identify the air mass (marked by the yellow
“X” in the image) that will be moving over California.
Hint: go back to the last module for this and connect the topics
4 (+1): Using the characteristics of the air mass you indicated in
the question above, make a general weather prediction for
California (rainy or clear, hot or cold will be good enough, no
more detail is needed).
Part 2 Surface Map Analysis
This is a surface weather map:
See all the symbols? They tell a story about the weather at each
2. location. First, we have to decide what they mean.
Examine the following table (all temperatures in Celsius)
Station 1
Station 2
Station 3
4 (+1): The temperature at station 1 is __________
5 (+1): The dew point at station 2 is __________
6 (+1): The air pressure at station 1 is __________
Hint, it is not 986, go watch the video lesson
7 (+1): The air pressure at station 3 is __________
Hint, it is not 002, go watch the video lesson
8 (+1): What is the wind direction at station 3?
Hint: remember, we name winds based on where they come from
9 (+1): Think back to relative humidity and the relationship
between temperature and dew point. Which station has the
highest relative humidity?
10 (+1): The wind speed at station 1 is __________
Examine the following image
11 (+1): Identify which location is closest to the center of the
3. low-pressure system AND indicate the pressure reading.
Hint: the location with the lowest pressure will be closest to the
center of the low-pressure system
12 (+1): Identify which location is closest to the cold front and
describe your reasoning in one or two sentences.
13 (+1): Identify which location is closest to the warm front and
describe your reasoning in one or two sentences.
14 (+1): You are a forecaster and handed the map above. Which
of the four locations would most likely experience strong
thunderstorms? Identify the location and describe your
reasoning in one or two sentences.
Hint, think back to cold and warm fronts.
Part 3 Hurricane Forecasting
In hurricane season, Floridians are very familiar with these
types of images often called "spaghetti models."
15 (+1): "Spaghetti models" represent a type of forecasting
called __________________.
16 (+1): Describe how these types of forecasts are made and
describe their importance in weather forecasting, especially
hurricanes.
Part 4: Optical phenomena
17 (+1): Most tornadoes in the United States move towards the
east due to the movement of mid-latitude cyclones and
prevailing wind patterns. Assume it is nearly 4:30 pm (Note, the
time is important, think about where the sun would be in the
sky) and you walk outside and see the following:
4. Using your knowledge about how rainbows form and the
movement of tornadoes (usually move towards the east),
identify if the tornado is heading away from you, towards you,
or can you not determine the direction of the tornado based on
this image and describe your reasoning in one or two sentences?
18 (+1): Provide a general description of rainbow formation.
19 (+1): Examine the image below:
This image shows the optical phenomenon of (a/an)
_________________.
20 (+1): Review how the optical phenomena shown in #19
forms. Identify which season this image was most likely taken (
choose: Spring, Summer, Fall or Winter)
and describe your reasoning in one or two sentences.