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Q1:Find out the Latitude and Longitude of New York from two maps (US Geological Map - Stop #1 and World Map - Stop#2) in Hallway.See Answer
Q2: Identify four major types of non-experimental designs and differentiate them from one another.See Answer
Q3: Ch. 2 Activity: Identifying Plate Boundaries Answer the following questions to test your knowledge of plate boundaries and tectonic hazards. This activity will count for up to 8 activity points. 1. The following map shows the world's key lithospheric plates. Numbers on the map refer to key plate boundaries, where plates are moving in relation to each other. These boundaries can be either convergent, divergent or transform. Juan de Fuca plate Pacific plate Cocos plate North American plate Nazca plate Scotia plate Caribbean plate 2. South American plate Eurasian plate Arabian plate African plate Antarctic plate Philippine plate Australian-Indian plate Pacific plate In relation to each of the locations 1-3 listed below answer the following questions: Location 1: Intersection between the Arabian Plate and the African Plate. Location 2: Intersection between the Nazca Plate and the South American Plate. Location 3: Intersection between the Australian-Indian Plate and the Eurasian Plate. a) What type of boundary is this and how do the plates move in relation to each other? b) What are the key landforms you would you find at this plate boundary? c) What are the key tectonic hazards that are associated with this boundary? 2. The image on the left below is a satellite photograph looking down on a coastal area in northern California with distinctive features on either side of the bay in the centre (see point 4 on the map above for the approximate location). Most of the bay area consists of marine sedimentary rocks that originated in the region. The image on the right shows an outcrop of granite that is found to the west of the bay that matches rock formations found in mountains more than 300 miles to the south. Drawing on your knowledge of plate boundaries and tectonics in this region, explain why this granite outcrop is found here even though it originated elsewhere.See Answer
Q4:What Makes it Rain - Define and Describe the following. Include Diagrams if it is helpful for you 6. Orographic Precipitation 7. Frontal Precipitation (Warm Fronts & Cold Fronts) 8. Convectional Precipitation 2See Answer
Q5:There are two parts to the assignment. Part one is the map template I uploaded with the instructions, and the Second part is planning a vacation which you'll read about in the instructions. The map must be done by hand with the exact blank map that I uploaded. Make the paragraphs using easy words I am in grade 9. Make it sound like I wrote it and follow every instruction that I upload. The mapping assignment, and the vacation are two separate parts to the assignment. You still have to do all the mapping drawing stuff on paper and by hand. Also must be using the exact map which is uploaded.See Answer
Q6:What's Where? Descriptive spatial section Include a relevant figure (as per the assigned theme) Include a properly labelled map (modified APA format) All features of the Earth's surface have a spatial distribution. For the feature/concept, describe the: • Absolute and/or relative location; Site (specific details about the feature/concept) and situation (relationship to other features/concepts); • accessibility: connectivity. Why There? Analytical section Analyze the processes acting on the feature/concept. Analyze the interrelationships that affect the feature/concept. Why Care? Implicational section Discuss the importance of the feature/concept. Discuss the relevance of the feature/concept at a particular scale (or more than one scale). What is the action/reaction? • Are there implications for people? • Are there implications for the environment?/nMap As this is a geography class, a map is required to identify the location of the landform being discussed. The map should come from a credible source and show the location that the hazard occurred. The map is called a figure and should be labelled as a "Figure" (ie. Figure 2) and include a descriptive caption that includes what the map is depicting and the map credit. Definitions It is important to demonstrate your understanding of the terms (landform, geomorphology, etc.) as this is what you are writing about using a geographic lens. If you misinterpret what a landform is and discuss geomorphology in general terms etc., then your grade will be negatively impacted. This is why understanding and defining critical terms are important for written assignment.s Other items that might be defined would include the landform you are discussing. For example, if a picture of a volcano was used for "Figure 1," the definition of a volcano should be discussed. The definitions need to come from a scholarly source (NOT a genera dictionary or encyclopaedia), be incorporated into the discussion in a meaningful, coherent manner, and and must be written in your own words (paraphrased). Simply adding a list of definitions without incorporating them in a meaningful way into the discussion would negatively impact your grade. Why there? Explain why the landform occurs in that particular location. Discuss the characteristics of the landform and primary (endogenic) and secondary (endogenic/geomorphic) processes. Is this landform unusual/unique? Are there any patterns? See Table 1 below for suggestions. Why Care? Discuss why it matters. What's the relevance? What are the implications (local, regional or global), why is it important? What's changing? This is where you would include something on the significance of the landform. See Table 1 below for suggestions./nWhen you have an understanding of the landform concept, choose a credible online picture or a picture you have taken yourself of a specific landform (landform examples include but are not limited to: pingo, arrete, delta, alluvial fan, beach ridge, glacial erratic, cirque, esker and the list goes on etc.). The picture of the landform will form the basis of your assignment The overall topic is a landform and each student is required to find a picture (credible online or personal picture) of a specific landform and discuss it through a geographic lens using the What is where? Why there? Why care? framework. What is Where? Describe what type of landform is depicted in the figure (i.e. type of landform, name of landform, date, location (site, situation)) and give context (see Table 1 below for details). Lin your figure and discussion back to the definition of a landform. This section may be 1-2 paragraphs in length and should include a "call out" to a credible picture (Figure 1) (landform you have chosen to discuss), a call out to a map (Figure 2), a description of the location and type of landform (spatial scale and temporal scales), as well define significant terms. Figure In this section, you are identifying the landform by referring to a picture obtained from a credible webpage or a picture you have taken yourself. Credible pictures (figures) wi have an author and date of when it was taken and will come from a credible website. Your discussion in this section must focus on What is where? by indicating what the landform is and referring to it in the text by using a callout (ie. As seen in Figure 1). The picture is labelled as a "Figure" (ie. Figure 1) and must be labelled as such and include a descriptive caption (indicate what is the picture showing, date, location, image credit). CONSULT: Sample Assignment Submission. Choose a figure (picture) that is clear, relevant, credible and adds value to your assignment.See Answer
Q7:Choose the best bold word/s option for each one given below. Please write out in complete sentences your answers and upload your file. 1. The Earth is a/an open or closed system as far as energy is concerned and a/an open or closed as far as "rocky" material (10 points). 2. Divergent boundaries experience tensional, compressional, or shearing forces creating normal, reverse, or strike-slip faults (10 points). 3. Convergent experience tensional, compressional, or shearing forces creating normal, reverse, or strike-slip faults (10 points). 4. Transform boundaries experience tensional, compressional, or shearing forces creating normal, reverse, or strike-slip faults (10 points). 5. The Himalayas an example of a convergent, divergent, or transform boundary (5 points). 6. The Mid-Atlantic Ridge an example of a convergent, divergent, or transform boundary (5 points). 7. The San Andreas Fault an example of a convergent, divergent, or transform boundary (5 points). 8. The Mount St. Helens (The Cascade Range) an example of a convergent, divergent, or transform boundary (5 points). 9. The Marianas Trench an example of a convergent, divergent, or transform boundary (5 points). 10. The East African Rift Zone (The Red Sea) an example of a convergent, divergent, or transform boundary (5 points). 11. The San Andreas Fault is a right or left-lateral strike-slip fault (5 points). 12. The North Anatolian Fault is a right or left-lateral strike-slip fault (5 points). 13. Give FOUR positive and FOUR negative aspects of controlling water. Use examples from the textbook, the news, and the internet. (20 points).See Answer
Q8: Part One: Creating a Population Pyramid and Scatter Graph Create a population pyramid on the country of your choice. You will then also create a scatter graph on literacy rates and life expectancy for the same country. Use a graphic organizer like the following example to organize and gather your data. Present your scatter graph and population pyramid on a poster. Part Two: Questions Use the information from your scatter graph and population pyramid to answer the following questions: 1. 2. Identify the correlation in your scatter graph. Is there a positive, negative, strong, weak, or no correlation? Identify the pattern in your population pyramid. Is it expansive, stationary, or constrictive? 3. What do you think the data suggests about the quality of life in the country? 4. Compare and contrast the population pyramid and the scatter graph. Are there any similarities and differences between age, sex, life expectancy, and literacy rates? Submit your poster along with your answered questionsSee Answer
Q9:Name _____________________________________ I.D._______________________________ Project 3 World Geography 2 SSTH 022 062 Evaluation 33 Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Do not forget to put your name and I.D. number at the top of this page! This project is worth 100 points, which will constitute 12% of your final course grade. You need to complete all parts of this project. General Instructions: Make a rough draft of your answers in your word processing program before completing your final copy. Pay attention to spelling, sentence structure, capitalization, and punctuation. Be sure to write in complete sentences. Remember, this is your chance to show what you have learned and how you are able to apply that knowledge. Draw on the information you have gained from your course and textbook, but be sure to use your own words. Essay Writing Guidelines Use the following rules to assist you in writing essays: 1. Limit each paragraph to one central idea. 2. Include a topic sentence within each paragraph. Although a topic sentence is often found at the beginning of well-written paragraphs, they can be just as effective elsewhere in the paragraph (for instance, as a concluding statement). 3. Strive for coherent, unified paragraphs. A paragraph is unified if all the sentences are closely related to the topic sentence. A coherent paragraph is one that is logical in its development of the central idea. 4. End your essay with a strong closing statement. 5. The final rule of good writing is to rewrite, rewrite, rewrite. Identifying Assumptions (25 Points) To determine whether a written article is valid, you need to be able to identify and evaluate its assumptions. To do this, read the article carefully, and determine whether the author is presenting a particular point of view. Then, identify the assumptions upon which the article is based, and decide if they are valid or true. The passage below describes the growing oil economy in Kazakhstan in central Europe. Read the passage carefully. Then, answer the questions that follow. In hazy winter light the newly built capital of Kazakhstan, Astana, appears like a mirage rising from a bleak and windswept plain. Built from metal and glass, dominated by a tall white tower with a golden egg on top, Astana projects Kazakhstan's aspiration to be a modern, rich and powerful country in Central Asia. . . . Few countries among former Soviet republics can boast the rate of growth that Kazakhstan has achieved over the past few years. Its oil-dependent economy has been growing by more than 10 percent a year on average. Much of this growth is the result of investment in the oil sector. Some $28 billion in foreign direct investment has flowed in over the past decade, 80 percent of it in the oil sector. . . . The oil sector, which accounts for some 25 percent of Kazakhstan's gross domestic product and half its exports, has boosted budget revenues and stimulated the growth of construction, transportation and other services. . . . . But the high dependence on oil also poses serious dangers. Like many oil-dependent countries, Kazakhstan is prone to . . . an economic condition where sharp currency appreciation, fueled by revenues from natural resources, makes a country's economy uncompetitive. . . . Capital inflows form the oil sector and rapid economic growth have also sparked a credit boom, with commercial loans up 45 percent last year. There are already signs of overheating. This boom, combined with oil sector investments and public sector expansion, is fueling domestic demand that is outpacing the economy's ability to produce. But while demand for goods could be satisfied by imports, demand for services, housing and infrastructure could raise pressure on wages and inflation. In a recent report on Kazakhstan, the International Monetary Fund outlined the pit-falls facing oil-rich countries[:] “. . . Weak institutions, corruption, lack of transparency and political pressure have often led to serious misuse and misallocation of resources, misguided investment strategies and spending on prestige objects.” . . . If Kazakhstan manages, after all, to build a diversified, competitive economy, the dream symbolized by Astana may become reality. If not, the vision will vanish like a mirage. Arkady Ostrovsky, “Kazakhs Worry Over Nation's Oil Wealth,” The Financial Times Limited, 2005. What is the topic of the article? How would you describe the tone of the article? What assumption does the author make concerning the chances that Kazakhstan will be able to build a diversified economy? Is this assumption stated? Does the author assume that countries with large oil reserves are likely to become corrupt? Explain. Understanding Road Maps (25 Points) Road maps are important tools for anyone who travels by car. Road maps vary in the colors and symbols they use, but all provide similar basic information. They show the location of cities, the roads that link the cities, and the distances between the cities. Major roads are identified so that you can connect what you see on the map with the road signs that you see in route. The map below shows the road system around Sydney, Australia. What are the numbers of the three national routes that you could take to reach Sydney? What route would you take to get from Sydney to Cobar, which is in the northwest region of this map? Locate Newcastle on the map. It is north of Sydney. If you traveled northwest from Newcastle on route 15 for 124 kilometers, what town would you reach? Assume you are traveling along state route 94, in the south of the area shown on the map. You are driving east from Griffith to Yass via Wallendbeen. How many kilometers will your journey take? Alternative Sources of Energy (25 Points) Most of the world's energy comes from such nonrenewable resources as oil and natural gas. Because these limited resources will eventually run out, it is important to find ways of producing energy that are either renewable, coming from a source that will never run out, such as the sun, wind, and water, or recycled, coming from materials that are normally thrown away, such as municipal solid wastes. Wind energy can be captured by windmills in areas where there are strong, steady winds. Solar energy, still largely in the developmental stage, can be captured by absorbing and storing the heat of the sun in solar collectors and transforming it into heat or electrical energy. Geothermal energy is produced when water comes into contact with hot rocks under the earth's surface and forms steam. To access the steam, it is necessary to drill wells into the earth's surface. Biofuels are recycled organic fuels made from disposable materials, including wood byproducts and municipal solid waste. They are burned as alternative fuels to oil and natural gas. Hydroelectric power comes from water. Wherever water flows downward to a lower area, the energy of the falling water can be harnessed, usually by means of a dam, to produce electricity. Why is it important to develop renewable energy resources? According to the chart, which type of renewable energy was least used in 2015? Why do you think this was so? Do you see any drawbacks involved in the use of renewable energy? Explain. The Loss of a Species (25 Points) Human activity has led to many changes in the natural environment, including the loss, or extinction, of animal and plant species. As human population increases and people build homes, clear land for agriculture, and erect factories, animals and plants are squeezed out of their natural habitats and are harmed by the effects of pollution. In addition, people have sometimes transported foreign species to habitats where they prey on native plants and animals. According to the World Conservation Union, human activity has driven more than 800 species to extinction over the past 500 years. Among birds, more than 100 species have become extinct over the past 200 years. This is 50 times greater than the rate at which species become extinct from natural, nonhuman causes. Humans have not even identified the vast majority of species in the world and many thousands may become extinct without anyone knowing it. The following chart lists threatened species. These species are not yet extinct, but are in some danger. The table includes information for ten selected countries and six categories of animals and plants. Each column has the number of species in danger in the country. Threatened Species: Country Totals by Type of Organism Country Mammals Birds Fish Mollusks Other Invertebrates Plants Egypt 18 14 59 0 56 8 South Africa 30 54 122 22 186 153 Japan 29 49 77 33 143 50 Ukraine 11 17 24 9 29 22 Malaysia 72 63 89 37 231 729 Portugal 13 15 66 86 118 101 Dominican Republic 7 17 30 0 18 48 United States 39 91 251 311 269 511 Argentina 37 52 41 0 14 71 New Zealand 9 69 15 38 26 21 Source: International Union for Conservation of Nature (IUCN), 2019 Identify the three categories of species that are most threatened according to this chart. Of the countries listed, which two have the greatest number of threatened plants? Which of the countries listed has the fewest threatened species? The United States recognizes a great number of threatened species. What might account for the high number of species listed? Submitting Your Project When you are ready to submit your project, save this project assignment using this title: SSTH022062_YourNameHere_Project3.doc [File types may vary.] Go to your course management system to upload your project file.See Answer
Q10:SFT 110 – INTRODUCTION TO SOFT SKILSS SFT 110 Assignment#1 (Group) 15% Semester : Spring Year : 2024 Course Title : INTRODUCTION TO SOFT SKILSS Course Code : SFT 110 Section Instructors : Date : Time : Total Marks : 100 No. of Pages* : *Please Verify. To be completed by students Student Name ID# 1. 2. 3. 4. 5. MARKS Total Marks Instructor Signature OVERVIEW Group Size: maximum 4-5 students. Objective: Using your teamwork and critical thinking skills honed in SFT110, advise the government on whether to invest in sending humans to the moon or prioritize sustainability projects on Earth. Scenario: NASA, along with international partners, plans to establish a moon colony for science, research, and future missions to Mars. While this presents exciting scientific opportunities, critics argue the resources would be better spent tackling problems like water scarcity, poverty, and climate change, here on Earth. Your Task: Form a team of space explorers (a.k.a. your group) and act as policy advisors to the government. Consider both sides of the debate. ASSIGNMENT-1 (INFOGRAPHIC-15%): STEP-1: Create a visually compelling infographic that communicates your group's recommendation (Moon or Earth) and the key arguments supporting it. Use charts, graphs, and impactful visuals to present your findings clearly and concisely. (Think space suits, dollar signs, green Earth!). STEP-2: Prepare a minimum 3 and maximum 5-minute video presentation that summarizes your infographic, persuasively advocating for your position. Practice clear communication, effective visuals, and engagement. All members of the group should appear in the video. Voiceover is NOT enough. While creating your infographic poster, your group should adhere do the following important notes: Focus on a single, big message It`s ideal to focus on a single, coherent, big message that the whole infographic aims at conveying through metaphors, visuals etc. Blending visuals and colors with text Using eye-catching colors and visuals without losing the richness of reading materials. Try to choose some primary colors and visuals to enrich the texture and design. Think of a strategy for using the space Aligning your elements properly depends on the usage of space; you should decide on which information to use that matches to best background of your choice. The reader should be guided throughout the steps until they get to the final destination point you want them to reach at. Selecting the right fonts Since you are not going to use too much text; you may come up with three main fonts for title/header, main body and a third to enrich the texture in general. Design an eye-catching sketch You need to think of a storyline that flows from one point to another by attracting the reader with an-eye catching layout. IMPORTANT NOTES Infographics and posters, while both are visual representations of information, they have some key differences in their purpose, content, and design: Purpose: Infographic: Primarily aims to explain a complex topic or data set in a clear and concise way. It uses visuals to simplify information and make it easily digestible for a wider audience. Poster: Serves multiple purposes, including informing, persuading, promoting, or simply showcasing information. It can be more subjective and creative in its approach, aiming to grab attention and convey a specific message. Content: Infographic: Usually focuses on data visualization, such as charts, graphs, and icons. Text is minimal and mainly functions as labels or explanations. Poster: Often incorporates a wider range of elements, including images, text, logos, and slogans. While it may use some data visualization, it places more emphasis on compelling visuals and clear messaging. Design: Infographic: Typically follows a structured layout with a logical flow of information. It prioritizes clarity and readability, using consistent color schemes and fonts. Poster: Can be more flexible in design, utilizing creative layouts, bold colors, and eye-catching visuals. It may prioritize aesthetics and emotional impact over absolute clarity. SUBMISSION REQUIREMENTS You will need to make two (2) submissions for this assignment. Infographic submission on Turnitin link provided on Moodle. Video submission on submission link provided on Moodle. Use the cover page given in this template as your first page. Base your information on your theory from your textbook, our class discussions, the material uploaded on Moodle, and your own research. Do not copy parts from the textbook / slides / websites. Insert your infographic on this template or on a blank MS Word document using the cover page and submit the PDF file or Word Document to Turnitin. Handwritten submissions are NOT eligible for review. ONLY typed or digitally created submissions will be accepted. Try to remove the instructions from your Turnitin submission to prevent them from affecting your similarity grade. References and citations are NOT required for your infographic; however, your work must be entirely original. Any similarity to external sources without proper attribution will be considered plagiarism and may result in point deductions or disciplinary action (misconduct policy applies). To prevent duplicates, ONLY one group member should submit the final work. Plagiarism Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to ask the student to verify her/his work. This can be done through, but not limited to, repeating the work, oral examination or discussion, alternative or similar on spot class assignment, quiz, or any other action deemed necessary. If the student fails to prove the authenticity of the work, then the instructor will apply the academic misconduct rules as mentioned in the AUM Student Handbook which may include awarding the work a zero grade. For a detailed description of academic misconduct please refer to your course syllabus and AUM Student Handbook. Late Submission After the submission deadline, students have a maximum 2-days grace period for late submissions with the following penalty (excluding Fridays): first day, within 24h from the deadline, 40% deduction second day, within 48h from the deadline, 60% deduction. Failing to submit within two days after notification means that the assessment will be awarded 0. WRONG OR CORRUPTED FILE: As per the course syllabus, it is the responsibility of the student(s) to verify that the correct files are submitted and that the files are not corrupted. In case of a wrong submission or corrupted file detected by the faculty after the submission deadline, late submission penalties apply. Faculty will send an email to the student to resubmit his/her work, using the below sample. Some Samples of Infographics on various topics: Criteria Excellent (15-20 points) Good (10-15 points) Fair (5-10 points) Poor (0-5 points) Missing (0-3 points) Content Accuracy and Depth (20%) Information is comprehensive, accurate, and relevant to the chosen position (Moon or Earth). Data and statistics are credible. Information is mostly accurate and relevant, but may lack some depth or specificity. Some data or statistics might be missing or poorly cited. Information is somewhat accurate but may contain minor inaccuracies or lack depth. Data and statistics may be partially incorrect or missing citations. Information is inaccurate, irrelevant, or incomplete. Data and statistics are unreliable or missing. Infographic lacks substantial content or information is completely inaccurate. Visual Communication (20%) Visuals are clear, engaging, and effectively communicate the key arguments and data. Charts and graphs are accurate and easy to understand. Color scheme and design are consistent and aesthetically pleasing. Visuals are mostly clear and relevant, but may lack some polish or effectiveness. Charts and graphs are generally accurate and understandable. Color scheme and design are somewhat consistent. Visuals are somewhat clear but may be confusing or distracting. Charts and graphs may be difficult to understand or inaccurate. Color scheme and design are inconsistent or unattractive. Visuals are unclear, unengaging, or irrelevant. Charts and graphs are inaccurate or difficult to interpret. Color scheme and design are poor or distracting. Infographic lacks visuals or visuals are unusable. Information Hierarchy and Flow (20%) Content is organized logically with a clear flow of information that guides the reader through the key points. Infographic is easy to navigate and understand. Content is mostly organized logically, but the flow of information may be slightly confusing or require more effort to follow. Content is somewhat organized, but the flow of information may be confusing or difficult to follow. Content is poorly organized and difficult to follow. Infographic is confusing and lacks a clear structure. Infographic lacks organization and information flow is nonsensical. Creativity and Originality (20%) Infographic utilizes innovative design elements and visuals that grab attention and enhance the message. Infographic uses some creative elements and visuals. Infographic uses few creative elements and visuals. Infographic lacks creativity and relies on generic visuals. Infographic visually unappealing and lacks effort. Overall Effectiveness (20%) Infographic effectively communicates the chosen position (Moon or Earth) in a clear, engaging, and persuasive manner. Infographic mostly communicates the chosen position, but may lack some clarity or persuasiveness. Infographic partially communicates the chosen position, but may be confusing or unpersuasive. Infographic fails to effectively communicate the chosen position. Infographic does not fulfill its purpose. TOTAL Grading Rubric CriteriaSee Answer
Q11:INSTRUCTIONS The numbers in this chart correspond to the numbers in Lab 3a. For each location, answer the following questions in Lab 3a. Do NOT include the units (°F, ºN or °S, or ft/feet). S imply answer with the numeric answer minus the units. Latitude should only be in degrees (not minutes or seconds). Monthly High (°F) Monthly Low (°F) Annual Average Average Annual Range Latitude Elevation Need to find the above entitiesSee Answer
Q12:Surface Water, Rivers and Floods Lab 1. On a worldwide basis, has more water evaporated into the atmosphere from oceans or from land? 2. Approximately what percent of the total water evaporated into the atmosphere comes from the oceans? Percent from oceans = (ocean evaporation ÷ total evaporation) x 100 = _______________ % Notice in the figure that more water evaporates from the oceans than is returned directly to them by precipitation. 3. Since sea level is not dropping, what are the other sources of water for the oceans in addition to precipitation? Over most of Earth, the quantity of precipitation that falls on the land must eventually be accounted for by the sum total of evaporation, transpiration (the release of water vapor by vegetation), runoff, and infiltration. 4. Define each of the following four variables. Evaporation: Transpiration: Runoff: Infiltration: 5. On a worldwide basis, about (37, 58, 79) percent of the precipitation that falls on the land becomes runoff. Select what you think is the correct answer. 6. At high elevations or high latitudes, some of the water that falls on the land does not immediately soak in, run off, evaporate, or transpire. Where is this water being temporarily stored? 7. Based on Figure 2, does urbanization increase or decrease the peak, or maximum, stream flow? 8. What is the effect that urbanization has on the lag time between the time of the rainfall and the time of peak stream discharge? 9. Does total runoff occur over a longer or shorter period of time in an area that has been urbanized? 10. Based on what you have learned from the hydrographs, explain why urban areas often experience flash-flooding during intense rainfalls. 11. Rank the peak flood discharges for Data Set 1 in order of magnitude, starting with 1 for the largest and ending with 11 for the smallest. Write these results in the "Rank" column. 12. Use the formula T = (n+ 1) / m and determine the recurrence interval of each of the 11 floods in Data Set 1. Write the results for each year in the "Recurrence Interval (RI)" column. 13. Plot the discharge and recurrence interval for each of your 11 floods in Data Set 1 using the graph show in Figure 3. Then draw a best-fit straight line, not a dot-to-dot curve, through the data points and extend your line to the right side of the graph. This is your flood frequency curve. 14. Based on your flood frequency curve, what is the predicted discharge for a 100-year flood for Data Set 1? 15. Rank the peak flood discharges for Data Set 2 in order of magnitude, starting with 1 for the largest and ending with 11 for the smallest. Write these results in the "Rank" column. 16. Use the formula T = (n+ 1) / m and determine the recurrence interval of each of the 11 floods in Data Set 2. Write the results for each year in the "Recurrence Interval (RI)" column. 17. Plot the discharge and recurrence interval for each of your 11 floods in Data Set 2 using the graph show in Figure 3. Then draw a best-fit straight line, not a dot-to-dot curve, through the data points and extend your line to the right side of the graph. This is your flood frequency curve. 18. Based on your flood frequency curve, what is the predicted discharge for a 100-year flood for Data Set 2? 19. How do the two predicted discharges for a 100-year flood compare. 20. Suggest possible human activities in the watershed that could have caused the differences in predicted floods that result from the two sets of data.See Answer
Q13: 1. Go to Environment Canada Air Quality page @ https://weather.gc.ca/mainmenu/airquality_menu_e.html 2. Go to Air Quality Health Index → Quebec → Montreal (in the table showing provincial summary of current air quality health index values and forecast maximums). a) What are the maximum forecasts for Montreal for the ‘tomorrow's' date? (please, note the date) b) What is the related 'health message'? What do the various 'risk' levels represent? c) Who (what part of the population) is most at risk over this period, and more ] precisely, when? d) What do you think could account for differing ‘risks' within a 24-hr period? e) Return to this page 24 hours later, and note the 'today's' maximum (please, note the date). How this value compares to the forecast from yesterday? 3. Return to the Environment Canada Air Quality page. 4. Go to Air Quality Index → Quebec INFO-SMOG 4. Go to Air Quality Index → Quebec INFO-SMOG What is the forecast for Metro Montreal-Laval for the 'tomorrow's date'? (give a summary). 5. Return to the Environment Canada Air Quality page. 6. Go to Charts →→ Air Quality Forecast Model → 4-panel maps (PM2.5, PM10, 03 near the surface, O3 near 500 metres) →→→ Eastern Canada g) Choose model forecast for tomorrow's date' (T+24), and compare the ozone (03) concentrations near surface and at 500 m altitude (make a screenshot and include in the report). Are there any differences between the two altitudes? What do you think could account for the variability between these altitudes? What are the units for O₂? h) Return to this page 24 hours later, and chose the 'today's' values (Animation, 00 UTC). Make a screenshot and include in the report, note the date. How the values compare to the forecast from yesterday? What is the UTC? 7. Go to the World Air Quality Index project page @ http://aqicn.org/city/montreal/, andlook at the Air Quality Forecast table. i) What are the maximum forecasts for Montreal for the 'tomorrow's' date? j) What variables other than Air Quality variables have been shown in the table? Why do you think these may be important? 8. Go to the World Air Quality Index project → FAQ k) What do the colours and numbers in this AQI scale mean? (Read the full article and briefly explain the scale here in your own words.) 1) Read the full article about the 'Nitrogen dioxide (NO₂) in our atmosphere'. Consider, how the seasonal day lengths change may affect NO₂ concentration in the lower atmosphere? m) Read the full article ‘Air Quality Scale in Quebec and Montreal'. Consider, whether US EPA or Environment Canada AQI better accounts for the combined effects of various air pollutants?See Answer
Q14: Air with a dry bulb temperature of 75 F and a wet bulb temperature of 65 F is at a barometric pressure of 14.2 psia. Using the program PSYCH, find (a) the relative humidity of the air,(b) enthalpy, (c) dew point, (d) humidity ratio, and (e) the mass density of the dry air.See Answer
Q15: The inside surface temperature of a window in a room is 40 F (4 C) where the air has a temperature of 72 F (22 C) db, 50 percent relative humidity, and a pressure of 14.696 psia (100 kPa)pressure. Will moisture condense on the window glass? 3. Continue problem 3-5. What is the high relative humidity to avoid condensation(10) (10)4. Problem 3-9 of the textbook (change barometric pressure to 14.7Psi and use equations rather than PSYCH to calculate them) (50)See Answer
Q16: Base flow is a portion of stream flow that is not directly generated from the excess rainfall (i.e.the volume of rainfall available for direct surface runoff and which is not evapotranspired)during a storm event. In other words, base flow describes the flow conditions that would exist in the stream without the contribution of hill slope runoff resulting from the rainfall via fast hill slope runoff delivery mechanisms. What is the baseflow(https://en.wikipedia.org/wiki/Baseflow) level in the stream right before the first storm begins (i.e. at the inflection point of the first storm's rising limb)? Based on our hydrology lectures, what are the likely hydrological mechanisms (pathways) that contribute base flow to the Speed River (4 marks)See Answer
Q17: 5.The inside surface temperature of a window in a room is 40 F (4 C) where the air has a temperature of 72 F (22 C) db, 50 percent relative humidity, and a pressure of 14.696 psia (100 kPa)pressure. Will moisture condense on the window glass? 3. Continue problem 3-5. What is the high relative humidity to avoid condensation 4. Problem 3-9 of the textbook (change barometric pressure to 14.7Psi and use equations rather than PSYCH to calculate them) (50)See Answer
Q18: 1. At standard sea level, calculate required moist air properties based on two given properties only using equations and the water saturated temperature and pressure table and then compare your results with psychrometric chart. Do not forget units. a) Calculate specific volume, relative humidity, and enthalpy of moist air with the dry bulb temperature of 85F and humidity ratio of 0.013 lbmv/lbma. (30) b) Calculate relative humidity of moist air with the dry bulb temperature of 85F and dew point of 6OF. (20) c) Calculate humidity ratio of moist air with the dry bulb temperature of 85F and wet bulb temperature of 70F. (20) d) Calculate humidity ratio of moist air with the dry bulb temperature of 75F and enthalpy of 28.01Btu/lbma. (10) e) Calculate humidity ratio of moist air with dry bulb temperature of 75F andrelative humidity of 45.1% (20) Mark all points with the letter (a to e) on the psychrometric chart and compare thecalculated properties with the properties that are obtained from the chart. Giveyour conclusions. (5x7) See Answer

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