What is the difference between renewable and non-renewable resources? What is environmental degradation? How does affluence impact the environment?

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Environmental problems

Answer one of the following questions:

  • What is the difference between renewable and non-renewable resources?
  • What is environmental degradation? Provide an example.
  • How does affluence impact the environment?
  • Provide an example of an environmental resource that suffers from the Tragedy of the Commons.
  • How is human population growth (and what type of growth is it?) related to environmental problems?

Select a country for your Session Long Project. Describe the sectors within your country that would be most vulnerable to your selected disaster.

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Epidemiology of Disasters

Respond to the following:

Select a country for your Session Long Project. Describe the sectors within your country that would be most vulnerable to your selected disaster.

Complete a Hazard Analysis Table for your selected country (as described below). From your results, select a high-priority disaster for the remainder of your Session Long Project.

Column 1—Disaster: List the disasters of the past 30 years in the Hazard Analysis Table. See the EM-DAT country profile

Column 2—Frequency: Rank the disasters in terms of frequency in the past 30 years (i.e., most frequent to least frequent). Use a numerical scale between 1 and 4, with 1 referring to the most frequent disaster and 4 referring to the least frequent disaster.

Column 3—Killed: Rank the disasters in terms of average number of deaths per disaster in the past 30 years. Use a scale between 1 and 4, with 1 referring to the highest number of deaths per disaster and 4 referring to the lowest number of deaths per disaster.

Column 4—Affected: Rank the disasters in terms of average number of people affected per disaster in the past 30 years. Use a scale between 1 and 4, with 1 referring to the highest number affected per disaster and 4 referring to the lowest number affected per disaster.

Column 5—Cost: Rank the disasters in terms of average cost per disaster in the past 30 years. Use a scale between 1 and 4, with 1 referring to the highest cost per disaster and 4 referring to the lowest cost per disaster.

Column 6—Advance Warning: Rank the disasters in terms of expected warning time as follows: 1) no warning; 2) from 1 hour to 24 hours’ warning; and, 3) more than 24 hours’ warning.

Column 7—Priority: As a disaster manager for this country, how would you rank these disasters in terms of priority? Using the information in the table, rank the disasters in terms of priority, with 1 being the highest priority. Provide a brief justification for your priority rating.

Source-EM-DAT | The international disasters database. (n.d.). Retrieved September 15, 2022, from https://www.emdat.be/index.php In Cite Text-(EM-DchoAT | the International Disasters Database, n.d.)

 

What does the orbit shape look like? How long did it take the planet to orbit the star? What does the orbit shape look like? How long did it take the planet to orbit the star? What does the moon’s orbit shape look like? How long did it take the planet to orbit the star this time? Is this different than in the first time we ran the simulation in part A?

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Stars Exploration Lab

Overview
In Module 2, we saw the Hertzsprung-Russell diagram (H-R diagram). This diagram plots temperature by spectral types with the true brightness as shown by absolute magnitude.
In this lab, working through a series of web-based interactives, you will see this relationship clearly by viewing the life cycles of stars and the effects of dark matter.

Objective
Complete online interactives exploring the Hertzsprung-Russell Diagram to understand the life cycle of stars and the effects of Dark Matter on stellar systems.

Materials
Computer with internet access and screen-shot capabilities.

Pre-Lab Review
Read and understand the concepts presented in Module 2.

Instructions
Complete Parts I and II (below).
Copy all of your work for both procedures into your Lab Report and submit it as a single document file, preferably PDF, to the Stars Exploration dropbox.
Don’t forget the Claim, Evidence, and Reflection sections.
Be sure to include your 3 Sources as well.

You’ll also need to take screen captures of your work as you go; one way is to use your cellphone to take photos and then transfer them to your computer for insertion into the lab report.
A second way is to use the Alt-PrtScn key combination—this combination allows you to capture your screen display and then Paste (Ctrl-V) into your lab report document.

PART 1: EXPLORING THE H-R DIAGRAM & LIFE CYCLES OF STARS
In your browser, open this link: https://starinabox.lco.global/

This is a simulation called Star In A Box, and will allow us to explore the H-R diagram and how our Sun fits into it. Remember that on the H-R diagram, the y-axis gets brighter as you go up (increase), and the x-axis gets hotter as you go from right to left (not an obvious thing to notice).

Your display should look like this:
If not, make sure you have clicked on the “Open the Lid” option on the lower right of the image. This first screen will show how our Sun looks on the H-R diagram. Click on the
Information option at the top right of the image to see how it all works.
Then, look at the symbols located above the Play button area:

These will tell you, any time you stop the simulation, what the size (in comparison to our Sun), temperature, brightness, stage, and mass of the star you’re looking at.

Instructions:
1. Click on the speed option and choose ‘Slow” at the lower right area. This will slow down the life cycle of our Sun so you can answer our questions.
2. Click the Play button to start the simulation, and answer the following questions.
3. Take screen captures as you go—you’ll need at least 1 for each Part we do.

Questions: Working with the Sun
1. At the beginning of the simulation, locate our Sun; is it on the Main Sequence? If yes, look at the symbols above the ‘Play’ button and click on those; what are it’s temperature (x-axis), brightness (y-axis), stage, and mass? Make sure you use the correct units, for example, temperature is measured in degrees Kelvin (ºK).

2. How long does it take our Sun to just barely move off the Main Sequence (for example, 5000 million years is 5 billion years, 10,000 would be 10 billion years)? At this point, what are the measurements of temperature, brightness, stage, and mass?

3. Stop the simulation or click on the dotted line at the highest temperature (farthest left of the path)–what is the temperature here? Why?

4. At the end of the life cycle path, what how old is the Sun and what are its measurements (as listed in previous questions)?

 

Questions: Working with a star twice our Sun’s mass
(Remember that mass is the physical space an object occupies, the density is how much mass per volume is present there—two different but related terms). An example is Sirius, the dog star, is a nearby star (8.6 light years away) that is about twice our Sun’s mass.

5. On the lower left of the simulation is the option to set the mass to 2 times our Sun’s; temperature (x-axis), brightness (y-axis), stage, and mass?

6. How long does it take Sirius to just barely move off the Main Sequence (for example, 5000 million years is 5 billion years, 10,000 would be 10 billion years)? At this point, what are the measurements of temperature, brightness, stage, and mass?

7. Stop the simulation or click on the dotted line at the highest temperature (farthest left of the path)–what is the temperature here? Why?

8. At the end of the life cycle path, what how old is Sirius and what are its measurements (as listed in previous questions)?

Part II: Gravity & Orbits
In this section, we’ll explore the relationship between gravity and orbits using our Sun and the Earth as examples.
Gravity is a distortion force exerted by objects with mass on other objects with mass.
For example, stars like our Sun pull on planets and moons, causing them to be attracted, but the velocity (speed) of the planets and moons causes them to be forced away at the same time. This will result in stable orbits (or will it?).
Link for activity:https://phet.colorado.edu/en/simulations/gravity-and-orbits Click on the link above to begin the simulation; follow the directions to answer the
questions below.

Instructions:
1. Go to the link above; it should look something like this: There are many controls we can use to manipulate how gravity affects orbits. In the first part, we’ll use 1 planet and see how that works out—then, later on, we’ll use these options to answer questions.
Go ahead and play with the options until you’re comfortable with the simulation—then Ready for the activity? Let’s start.

A. Using 1 Earth-sized planet and 1 Sun-sized star, make sure you have the options “Path”, “Velocity”, and “Gravity Force” clicked. Answer the questions below.
1. Click the Play button .
What does the orbit shape look like? How long did it take the planet to orbit the star?
2. On the options, click Gravity to turn it off (not Gravity Force, the Gravity option above that)–what happened? Why?

B. Reset the simulation. This time, make the star twice as massive as our Earth and run the simulation again.
3. What does the orbit shape look like? How long did it take the planet to orbit the star?

C. Reset the simulation, with the star size back to 1 and the planet size to Earth- sized. This time, choose the upper right option that adds a moon to the planet. Run the simulation.
5. What does the moon’s orbit shape look like? How long did it take the planet to orbit the star this time? Is this different than in the first time we ran the simulation in part A?
6. Change the planet’s mass to 2 and run the simulation—what happened to the moon?

Describe biodiversity patterns and ecological interactions, including the processes that maintain and modify them. Demonstrate appropriate analysis of ecological data and develop strategies for the effective management of biodiverse environments.

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Ecology and Evolution

Describe biodiversity patterns and ecological interactions, including the processes that maintain and modify them. Demonstrate appropriate analysis of ecological data and develop strategies for the effective management of biodiverse environments.

Present a calculation that shows the annual saving to householder bills, the overall cost of the package of measures, and the annual payback over time.

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Sustainable Design & Construction (Quantity Surveying BSc)

Exploring low energy dwellings – retrofit & design. 5000 words.

Section 1 – Introduction (10%):

• A brief introduction explaining why the work on the chosen house needs to be done in terms of sustainable development and global warming;

• A description of why the house is so energy inefficient and what are the primary reasons the house is at such low EPC rating;

Section 2 – The EPC B upgrade (35%):

• A detailed description of the chosen measures (with appropriate illustrations of the measures or technologies) and how each measure used can be integrated into the building and how they work together to achieve a B rating (including installation details where applicable);

• A calculation that shows the annual saving to householder bills, the overall cost of the package of measures, and the annual payback over time.

Section 3 – The new build (35%):

• A detailed appraisal of the process which must be undertaken by the company in order to ensure that it can secure the desired BRE Home Quality Mark One Technical Standard level 1 (The minimum pass level) for its new build development.

• Advise the company on how the Home Quality Mark One Technical Standard includes assessments of the surroundings around any proposed development and how this might ultimately influence the company’s choice of site if the level 1 rating is to be achieved, bearing in mind the expectation that the site will be brownfield and located in a city centre.

Section 4 – Behaviour change (10%):

This section should explain how additional energy saving might be made by the way both the retrofitted house and the new build house are managed and the range of ways that behaviour alone can reduce energy consumption.

Whats the effects of temperature and diet on the physiology, morphology and behaviour of spiders (Araneae). How is this influenced by urbanisation?

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Effects of temperature and diet on spiders (Araneae)

Whats the effects of temperature and diet on the physiology, morphology and behaviour of spiders (Araneae). How is this influenced by urbanisation?

Identify a species to create a 2-3 paragraph report. Choose an endangered, keystone or invasive species. Create a word document about the species, it’s role in an ecosystem, how it interacts with humans and others and some general facts.

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Principles of sustainability-invasive specie discussion

Based on Chapters 7 & 11  use textbook for reference material

Part 1

  1. Identify a species to create a 2-3 paragraph report. Choose an endangered, keystone or invasive species … try to choose something out of the ordinary
    1. Create a word document about the species, it’s role in an ecosystem, how it interacts with humans and others and some general facts.

 

  1. Send part 1 for posting.  Client will post and get a peer discussion to respond to.
    1. It must be posted before you can receive material to respond to
    2. Both parts must be done before deadline. Assignment IS NOT complete when part 1 is sent to client you must wait for part 2

Part 2

Respond to: a peer posting, from your classmate about what they taught you! This is a discussion engage do not evaluate.

Water treatment plants – are they in good conditions, are they efficient? Do they need a better standard of wastewater before releasing to the environment?

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 Wastewater treatment in South Africa – technological approaches to dealing with wastewater in the next decade.

– The report should consist of an executive summary which provides key information from your main report including your suggestions for the future.
– Three sections of the report.

1) An introduction, it should include information on the geography, land mass, water resources including river systems, population with proportions living in urban and rural areas (page and a half maximum), climate – is that have a high rainfall or is it a dry? What water resources does this country have available to them, is it one of the water stress areas of the world, does it have a lot of rivers and good ground water?
Climate and any water resources and pollution issue should be explored, including incidents of waterborne disease. Any specific issues in terms of water pollution – for instance, mining wastewater pollute the rivers, no treatment- it is going directly to the water courses and how much problem is that or the country doesn’t have very much in the way of an established sewage treatment approach, then you know what are the key pollution problems that related to public health for this nation. Any statistical information available to support your report and recommendation should be included.

2) Background information
– Information on the range of wastewater treatment currently being employed with additional information on a range of other options for dealing with wastewater.
– You may be looking at different approach for cities and rural areas, diagrams may be useful additions.
– Water treatment plants – are they in good conditions, are they efficient?
– Do they need a better standard of wastewater before releasing to the environment?
– Relatively small city centers and a lot of rural areas on the outskirts and they may need a different approach.
– Growing population in cities, do they need to do something drastic there?

3) Your assessment of future needs and recommendations as to the options available – along with your rationale for your recommendations. These should also consider feasibility and costs. This section of the report has higher weighting with regards to marks.

4) References – 25 including grey literature, such as companies reports.

What are the impacts of climate change on meteorological patterns? What pieces of evidence presented that proved or reinforce the connection between climate change and the changing meteorological patterns? How did the documentary affect your personal beliefs and actions toward protecting the environment?

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Essay: Typhoon Haiyan

Watch the following link and answer the following questions:

–

1. What are the impacts of climate change on meteorological patterns?

2. What pieces of evidence presented that proved or reinforce the connection between climate change and the changing meteorological patterns?

3. How did the documentary affect your personal beliefs and actions toward protecting the environment?

Critically evaluate the success or otherwise of the approaches that may be taken to facilitate behaviour change in an environmental health related work situation and how these might be modified to improve the outcome.

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Smoking Cessation

Critically evaluate the success or otherwise of the approaches that may be taken to facilitate behaviour change in an environmental health related work situation and how these might be modified to improve the outcome.