... |College of Natural Sciences | | |SCI/245 Version 6 | | |Geology | Copyright © 2011, 2009, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course gives an overview of physical geology by introducing concepts such as plate tectonics and geologic time. Students gain familiarity with the processes that shape the earth's surface and recognize the relevance of studying geology. Topics include the rock cycle, weathering, formation of geological features, and preservation of geological resources. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class...
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...registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Facilitator Information Rodney Higgs rah3@email.phoenix.edu (University of Phoenix) rip14u2@aol.com (Personal) 804.426.5303 (EST) Facilitator Availability During the week, I am online most of the time during the time frame from 4pm-8pm, Mon.- Thurs. and 5pm-9pm, Sunday Eastern Standard Time. I attempt to reserve Saturday for my family. On Saturdays, I tend to be online in the morning only....
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...Associate Level Material Geologic Time Worksheet Use the following table to compare ways of evaluating geologic time. Your description, similarities, and differences must each be at least 50 words. |Time Evaluation Method |Description |Advantages of this Method |Disadvantages of this Method | |Relative dating |The relative dating method is |Advantages of relative dating is|The biggest disadvantage of the | | |the arrangement of numerous |vitally important for helping |relative dating method is that | | |artifacts or events in a |determine the absolute age of an|it does not provide an age in | | |sequence related to each other |unknown object by placing items,|years. Also the relative dating | | |but without ties in a specific |such as rock formations, in a |method can only determine the | | |slot of measured time and uses |proper chronological order. If |sequential order in which a | | |a process of using past events |relative dating was not used, |series of events occurred, not | | |to determine the age of the |there would not be a way of |when they occurred. So this | | |artifact. This process does not |specifying a...
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... 156–170 of Geoscience Laboratory and Appendix F Answer the questions listed in Appendix F from the lab book. Write your responses in Appendix F. Complete ALL of Appendix F. Post the completed Appendix F in the individual forum. Due day 7. ================================================= GLG 101 Assignment Groundwater Lab (UOP) FOR MORE CLASSES VISIT www.glg101tutorial.com Resource: pp. 213–227 of Geoscience Laboratory and Appendix N. Answer the Appendix N questions from your lab book. Write your responses in Appendix N. Complete ALL of Appendix N. Post completed Appendix N to the individual forum. Due day 7 ================================================= GLG 101 Assignment Relative and Absolute Geologic Time Lab (UOP) FOR MORE CLASSES VISIT www.glg101tutorial.com Resources: pp. 4–20 of the lab book and Appendix E Answer the questions in...
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...their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Michael Gutierrez gofiguretravel@email.phoenix.edu (University of Phoenix) gofiguretravel@q.com (Personal) 602-301-2633 (mountain) Facilitator Availability I am available from 10 a.m.-10 p.m. Mountain Time on most days, but I attempt to reserve Saturday for my family. On Sundays, I tend to be online in the late evening only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so. For emergencies, when you are not able to gain access to messages on the Online Learning System...
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...Material Effects of the Motions of Tectonic Plates Worksheet From Visualizing Earth Science, by Merali, Z., and Skinner, B. J, 2009, Hoboken, NJ: Wiley. Copyright 2009 by Wiley. Adapted with permission. Part 1 This diagram was similar to one Alfred Wegener drew to show the distribution of continents 300 million years ago. His theory of continental drift was met with skepticism in the scientific community. 1. Describe three forms of evidence Wegener used to support his ideas of continental drift. • Continental Margins (Visually land masses fit together like a puzzle) • Rock layers (similarity on the coast lines as well in a different continent • Fossil evidence (How some animals were identical on the other side of the world, and how tropical plants were found in Arctic regions. 2. Years later, the continental drift theory reemerged as plate tectonic theory, with two additional pieces of evidence. Refer to the images above. Discuss in detail the two pieces of additional evidence that supported Wegener’s theory, now known as the theory of plate tectonics. • One additional piece of evidence was the mapping of the ocean sea floor. When all these investigations about the ocean sea floor were given to scientist, a new light in the composition of the rocks and their distribution was discovered. Wegener's ideas started now to make sense for most geologists, the saddest part is that at this time Wegener was already dead so he could not see his vindication...
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...Associate Level Material Sedimentary Rock Worksheet Use the following table to describe and distinguish between the effects of weathering and erosion. Each response must be at least 200 words. |Effects of Weathering |Effects of Erosion |What are the Differences? | |Weathering breaks down and decomposes |Erosion removes materials from the surface |The difference between weathering and | |rocks. There are chemical and mechanical |and changes it into something else. The |erosion is no movement is involved in | |types of weathering. The mechanical version|hydraulic actions transport solid material |weathering. If an item is loosened | |of weathering breaks down rock material |such as sedimentary rocks from one area to |mechanically or chemically and stays in the| |into smaller pieces with no chemical |another area where it is then deposited. |same place in which it happens the process | |composition of the weathered material. |Erosion degrades the land. When the land or|of weathering has occurred. If the | |Chemical weathering breaks down rocks using|road get better grades are degraded it |weathered item starts to move, for instance| |a chemical agent; acid rain is an example |causes excessive damage over time. Erosion |the movement could be caused by wind, or in| |of chemical weathering. Biological |could cause cities, towns, and tax payers...
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...Environmental Resource Worksheet James Abraham ENV 100 March 13, 2014 Willie Frazier University of Phoenix Material Environmental Resources Worksheet Using the assigned readings for Week Four, write a 50- to 75-word response to each of the following questions. Your responses will be assessed according to the accuracy of the content. Minerals 1. How do minerals affect society? Minerals are dense, nonliving, naturally occurring substances. That have definite chemical formulas and general structure. They vary in color, solidity, crystal form, density, crystal size, transparency, location, composition, and abundance. They have many uses and purposes in society. Almost all chemical elements in the Earth's crust are associated with at least one mineral. This is how we are able to build buildings on ground and not live in floating huts. 2. What is the difference between metallic and nonmetallic minerals? Provide two examples from each category and discuss their uses. Metallic minerals are those minerals which can be melted to obtain new products. Aluminum is one of the most abundant metallic minerals on earth. It is used in the production of automobiles, construction, electrical, machinery materials. Copper also a metallic mineral is used in building construction for things such as cables and heating pipes. Non-metallic minerals are those which do not produce new products upon melting. Clay for example is used in floor and wall tile as an...
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...Chapter 6 Sustainability extra worksheet 4: Changing climate of Antarctica Science Understanding Verbal/Linguistic NAME: CLASS: DATE: In 2009 it was reported by the U.S. Geological Survey that the ice sheets in the southern part of the Antarctic Peninsula (Figure 1) were disappearing and that the change in the amount of ice was significant. Since 1998 approximately 4000 square kilometres of ice has been lost from one area. This area of ice lost is about one and a half times the size of the Australian Capital Territory (ACT). This loss of ice is regarded as very strong evidence of the effects of global warming on the planet. [pic] Figure 1 This map identifies the main areas of Antarctica. However, in the same year it was reported by the Australian Antarctic Division that the ice is expanding in eastern Antarctica (see Figure 1) and parts of eastern Antarctica are becoming cooler. Ice core drilling in the ice off Australia's Davis Station in East Antarctica revealed that in 2008 the ice had a maximum thickness of 1.89 metres. The ice had not been this deep for 10 years. Since the 1950s, when continuous record began, the average thickness of the ice at Davis has been 1.67 metres. Data collected do not provide any evidence of large scale melting of ice over most of Antarctica. The loss of ice in the west over the last 30 years has been more than offset by increases in the Ross Sea Region which is just one part of eastern Antarctica. ...
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...Associate Level Material Comparison Worksheet Use the following table to compare extrusive and intrusive rocks. Describe and compare each type in at least 150 words. Extrusive Rock Intrusive Rock Extrusive rock refers to igneous volcanic rock formation in which hot magma from inside the Earth flows out to the surface as lava or explodes violently into the atmosphere to fall back as pyroclastic. This is different from intrusive rock formation, in which magma does not reach the surface. The main effect of extrusion is that the magma can cool much more quickly in the open air or under seawater, and there is less time for the growth of crystals. Often, some of the lava fails to crystallize at all, becoming an interstitial natural glass or obsidian. If the magma contains abundant volatile components which are released as free gas, then it may cool with large or small vesicles (bubble-shaped cavities) like those found in pumice or scoria. These rocks form many kilometers below the Earth’s surface, as molten rock called magma flows into cracks or underground chambers. There, the magma cools very slowly over thousands to millions of years. As it cools, elements combine to form common silicate minerals, the building blocks of igneous rocks; the mineral crystals can grow quite large if space allows. Rocks that form in this way are called intrusive igneous or plutonic rocks. The mineral crystals within them are large enough to see without a microscope. There are many different...
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...------------------------------------------------- University of Phoenix Material Earth and Earth Materials I Worksheet From Visualizing Earth Science, by Merali, Z., and Skinner, B. J, 2009, Hoboken, NJ: Wiley. Copyright 2009 by Wiley. Adapted with permission. Part 1 Complete the WileyPLUS® GeoDiscoveries Earth Drag and Drop from Chapter 1. Label and describe each letter in the space below. A B C D E F G H A. Ocean | B. Continental crust | C. Oceanic crust | D. Solid inner core | E. Liquid outer core | F. Mesosphere | G. Anthenosphere | H. Lithosphere | Part 2 Resources: Minerals Drag and Drop (Chapter 2) Virtual Rock Lab (Chapter 2) * * Complete the following WileyPLUS® GeoDiscoveries and answer the following questions: What is the difference between a rock and a mineral? A mineral is a naturally going on the non-living compound with a unique chemical structure and the physical properties. An the rock is a solid, rocky mass composed of a combination of minerals or other organic complex. 1. 2. What types of tests are used to identify minerals? The type of test that are used to identify a mineral is I think depending on the colour,luster, and the hardness and as well the gravity. Also by the event test the chemical of the mineral they can see what type it is. 3. Part 3 1. Label the part and mineral resource that compose each part of this lightbulb. Refer...
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...National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement LIFE SCIENCES Further Education and Training Phase Grades 10-12 basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA CurriCulum and assessment PoliCy statement Grades 10-12 life sCienCes CAPS LIFE SCIENCES GRADES 10-12 department of Basic education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 department of Basic education isBn: 978-1-4315-0578-4 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SCIENCES GRADES 10-12 FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; improve the quality of life of all citizens and free the potential of each person; lay the foundations for a democratic and open society in which...
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...Coursehero >> Florida >> FAU >> ACG 3341 Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support. 18: CHAPTER SPOILAGE, REWORKED UNITS, AND SCRAP TRUE/FALSE 1. Reducing defects helps to reduce costs, but does not make the business more competitive. Answer: False Difficulty: 2 Reducing defects does make the business more competitive. 2. Objective: 1 Reworked goods are unacceptable units of production usually not capable of being repaired or converted into a salable product. Answer: False Difficulty: 2 Objective: 1 Reworked goods are unacceptable units of production that can be repaired into a salable product. 3. The value of scrap material can have either a high or low sales value relative to the product with which it is associated. Answer: False Difficulty: 2 Scrap material by definition has a low sales value. Objective: 1 4. Normal spoilage adds to the cost of the job to which it is attributed in a job order costing system. Answer: True Difficulty: 2 Objective: 2 5. When calculating normal spoilage rates, the base should be actual units started in production. Answer: False Difficulty: 2 The base should be good units started into production. Objective: 2 6. Abnormal spoilage is spoilage that should arise under efficient operating conditions. Answer: False Difficulty: 2 Objective: Abnormal spoilage should not arise under efficient operating...
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...Photovoltaic Power Systems Compiled by Tracy Dahl Overview Photovoltaic (PV) technology converts one form of energy (sunlight) into another form of energy (electricity) using no moving parts, consuming no conventional fossil fuels, creating no pollution, and lasting for decades with very little maintenance. The use of a widely available and reasonably reliable fuel source—the sun—with no associated storage or transportation difficulties and no emissions makes this technology eminently practicable for powering remote scientific research platforms. Indeed, numerous examples of successfully deployed systems are already available. The completely scaleable nature of the technology also lends itself well to varying power requirements–from the smallest autonomous research platforms to infrastructure-based systems. This technology can be limited, however, by annual fluctuations in solar insolation, especially at extreme latitudes. Based on semiconductor technology, solar cells operate on the principle that electricity will flow between two semiconductors when they are put into contact with each other and exposed to light (photons). This phenomenon, known as the photovoltaic effect, was first discovered by Edmund Becquerel in 1839. Actual development of PV technology began in the 1950s and gained greater impetus through the NASA space program during the 1960s. Research continues today at national laboratories and within private industry, focusing on increasing conversion efficiencies...
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...ADVANCED COMPUTER APPLICATIONS MODULE DEFINE A COMPUTER * An electronic machine that works under the control of stored programs to accept, process & output data/information for use by the operator. * A device that accepts data, processes the data in accordance with a stored program, generates results, and usually consists of input, output, storage, and arithmetic, logic, and control units. * A functional unit that can perform substantial computation, including numerous arithmetic operations or logic operations, without human intervention during a run. * It is an electronic device/machine that accepts data (raw facts & figures) as input and processes (works on it) to produce information (data converted to meaningful form) as output. The computer is made up of hardware, software and peripheral devices. Hardware- refers to the tangible, physical and mechanical components of a computer. Software- refers to the intangible computer components, which are the programs or instructions of the computer. Everything that a computer does, it acts under instructions written out as computer programs. The hardware needs these instructions to function Computer program: * A set of instructions, written in a specific programming language, which a computer follows in processing data, performing an operation, or solving a logical problem. See also software. * A computer program is a set of statements or instructions to be used directly or indirectly in a computer...
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