Category: Geology

First page is an outline 
Including introduction so what k will be discussing and why this topic is important, 2 main points with facts included, and a conclusion
The other pages i need to have is the actual annotated bibliography I need 5 sources to be annotated and cited in APA format. Each source needs 2 paragraphs first paragraph is a summary of what was read and second paragraph is evaluating the source used such as was it useful. Also include the source type (popular, scholarly, or government. Should be in alphabetical order. 

Introduction and Description of Activity
Most of us now access the majority of our news and other information in online formats. Scientists also often rely on online sources to stay updated on the latest research and discoveries. In addition to scientific news websites (e.g. Live ScienceLinks to an external site.), online podcasts and videos are also becoming increasingly more common. All of these digital sources present information in new and exciting ways and can be accessed easily on the Internet.
The goal of this lab is to immerse you in the process of exploring and critically evaluating digital sources relvant to this course. Through this hands-on experience you will choose a topic of which to learn something new. You will then enhance your fact-checking skills and develop a deeper understanding of the reliability and quality of online information. And, finally, reflect on what you have learned about the topic and how effectively your source presented that information. In the process, you will be given the option of choosing to share with the class, through the course discussion forum, your thoughts and findings. Once you complete the assignment, hopefully you will have found a potentially good resource of information for use in the future.
To help you begin looking for good sources of information on the Internet, at the bottom of this webpage is a list of websites, podcasts, and video sources that give insights and/or different perspectives on the topics presented in the class.
Learning Objectives
At the conclusion of this activity, students will be able to . . .
Explore Digital Sources: Engage with online news articles, videos, or podcasts related to topics relevant to this course. Choose a source that piques your interest and aligns with the themes discussed in the course.
Enhance Fact-Checking Skills: Develop and apply fact-checking techniques to assess the accuracy, credibility, and reliability of the chosen source. Actively seek supporting or alternative articles to corroborate the information presented.
Critical Analysis: Conduct a critical analysis of the source, considering factors such as the author’s expertise, potential biases, and the methodology used to gather information. Explore the implications and applications of the information within the geoscience field.
Procedure
Part 1: Source Exploration
Choose a Digital Source: Select an online news article, video, or podcast that aligns with any of the topics presented in this course and interests you. Ensure the source provides enough information for a detailed analysis.
Detailed Exploration: Read, watch, or listen to your chosen material carefully. Take detailed notes, paying attention to key facts, data, and the overall presentation.
Engage with Peers: Active engagement with fellow classmates on this course discussion board is highly encouraged. Here you can share thoughts, pose questions about each module’s content, and seek input from your peers. It is essential to emphasize that, unlike the graded Lab 9: Digital Source Paper assignment, participation in the discussion board is optional and not a formal requirement. This platform serves as an informal space for open dialogue on course topics, offering students the flexibility to contribute voluntarily and at their own discretion and pace. Additionally, please be mindful that the discussion board is exclusively intended for student interactions. Any queries directed to the course instructor should be communicated directly.
Part 2: Fact-Checking and Critical Analysis
Evaluate Source Credibility: Conduct a thorough fact-checking process. Investigate the reputation of the source, author credentials, and the publication platform. Look for supporting or contrasting viewpoints. Ask yourself questions such as:
How reputable is the source?
From where do they get their information?
Are there references (citations) for their sources, or do they interview their sources directly?
Assess the Effectiveness of the Presentation: Examine the quality and effectivness of the presentation. Assess efforts to make the information easily understood by the audience (you). Ask yourself questions such as:
Do they have an agenda? In other words, are they secretly trying to achieve, cause, or support a particular thing to happen, while appearing to be doing something else?
How skilled where the presenters?
How effective was the overall presentation quality?
Was the information explained in a way that was easy to understand?
If it was a video, were the graphics or images meaningful and/or useful?
Consider Potential Bias: Analyze potential biases in the source. Explore any affiliations, motivations, or agendas that may influence the presentation of information. Ask yourself questions such as:
Was the article, podcast, or video engaging, funny, and/or intriguing? If so, why?
Are they trying clearly trying to sell me something, or do they have other motives for providing me the information?
Check for Supporting Articles: Actively search for additional articles or sources that support or challenge the findings of your chosen material. Assess the consistency and reliability of these supporting documents.
Peer Review Considerations: If the source is a scientific article, explore whether it underwent peer review. Consider the significance of the peer-review process in scientific research.
Part 3: Summary, Reflection, and Synthesis 
Summarize Your Source: Summarize the information presented in your chosen source.
Reflect on Key Findings: Reflect on how on your source whether it influenced your perceptions or understanding of the topics addressed. Ask yourself questions such as:
How did this article, podcast, or video make me feel and why?
By reading, listening, and/or watching this article, podcast, or video, do I think it impacted me, my behaviors, and/or my choices in the future in any way? If so, explain how.
Synthesize Information: Integrate findings from your fact-checking process and supporting articles into a cohesive analysis. Discuss any uncertainties or limitations you encountered during the fact-checking process.
Part 4: Citation Links
Provide links to the digital source reviewed and links and/or citations to any other resources refereced in your paper. You also may use any citation style (e.g. APA, MLA, etc.).
Potential Digital Sources for Use in Completing this Lab
BBC NatureLinks to an external site.
BBC News Science and EnvironmentLinks to an external site.
BBC ScienceLinks to an external site.
Khan AcademyLinks to an external site.
Live ScienceLinks to an external site.
NBC News LearnLinks to an external site.
NOVALinks to an external site.
NOVA EducationLinks to an external site.
NOVA LabsLinks to an external site.
NOVA NextLinks to an external site.
NOVA ScienceNowLinks to an external site.
NOVA on YouTubeLinks to an external site.
NPR ScienceLinks to an external site.
RadiolabLinks to an external site.
Scientific AmericanLinks to an external site.
Science FridayLinks to an external site.
TED TalksLinks to an external site.
TED-Ed on YouTubeLinks to an external site.

I completed the assignment but it was flagged for me using chat gbt and not giving any in cite citations I really need your help corretly orgainizing and citing this paper with no forms of chatgbt.

What are Mesozoic plants? 
USE ONLY  googlescholar or https://www.sciencedaily.com/releases/2023/11/231116135005.htm PLEASE!! 
1) Format your essay with 1″ margins, 12 pt font (Calibri, Tahoma, Arial, Times New Roman or Garamond). Double Space. No more than a single line header. Header should say just your name and the date. No need to write the class or assignment name. 
2) In both your essay and presentation, be sure to cover each of the following points for each article chosen. Use the Outline questions and answers as your resource when summarizing the three research articles. 
If writing an essay, devote on paragraph per article. If doing slides or a video, just be sure to cover all points and provide your resources in some way (either on a slide or in the video) 
Article URL
Article Name
What university/museum/college etc. conducted the research?
What is the name of the scientist(s) who conducted the research? 
When was the research conducted or when was the article published? 
Which week & topic of our class most closely relates to the article’s research (refer to the schedule on syllabus) 
What was the article about (summarize in your own words)
What made this article interesting to you? 
3) After your three articles are summarized, give a statement in the final paragraph of your essay and at the end of your presentation on which of the three research articles you would want to help continue research on and why, Can be as simple as wanting to visit the place the research took place in or more tailored to what your favorite dinosaur or subtopic is. 
4) For the essay, list all 3 paper citations on a separate page tilted “Works Cited”. You can use whatever format you want. I’ll accept simple copied/pasted URLs for each. For presentation slides, provide a “Works Cited” slide at the end. For a video, give works cited either on screen or in the video’s description/posting.
Rubric 

The final exam is an asynchronous exam, which means that it can be taken any time between 9:00am on May 13th and 11:59pm on May 17th. It consists of two parts (Part A and Part B), which must both be completed. This page is for Part B of the final exam, which will consist of short answer, long answer, calculations, drawing figures, etc.
You can start Part B of the final at any time during the weeklong exam period and there is no time limit. You must download the attached PDF document and re-upload the document with your responses by 11:59pm on May 17th. You can either print the exam and complete it manually or use PDF editing software to complete it electronically, but all responses must be legible in your submission to receive full credit! Also keep in mind that the expectation for a take-home exam is for students to provide detailed responses. Answers lacking sufficient detail will not receive full credit.
While taking Part B of the final please do not use the internet. This is for your own protection! Google is not your friend in this class and will likely give you the wrong answer. Yes, it is very obvious when an answer is Googled, and yes, it is considered cheating. You will receive a zero on this exam if you are caught cheating. You are able to use the lecture videos, PDF lecture slides, and your own personal notes, assignments, or quizzes, but do not discuss the exam with anyone until after the deadline.

This assignment involves participating in the online 2 Encinitas-Beach Profiling Virtual Lab Read the website from start to finish and complete the WEB-LAB at the end of the lab. Please clip in questions before your answers.
Note: Some people have a problem with one of the graphs not showing up, it some kind of computer gremlin thing. If this happens to you, try a different browser or computer. You can’t do the lab without all the data.
Description: This exercise will familiarize students with the processes that sculpt the beach in our local area. It will require more thought on some aspects of the lab as it represents actual field conditions, which are not always as straight forward as textbook examples. A bit of struggling is not always bad, but if you are having problems let me know and I will help as much as possible.

This assignment involves participating in the online 2 Encinitas-Beach Profiling Virtual Lab Read the website from start to finish and complete the WEB-LAB at the end of the lab. Please clip in questions before your answers.
Note: Some people have a problem with one of the graphs not showing up, it some kind of computer gremlin thing. If this happens to you, try a different browser or computer. You can’t do the lab without all the data.
Description: This exercise will familiarize students with the processes that sculpt the beach in our local area. It will require more thought on some aspects of the lab as it represents actual field conditions, which are not always as straight forward as textbook examples. A bit of struggling is not always bad, but if you are having problems let me know and I will help as much as possible.
Questions to answer: 
Part 1: Use the Beach Dynamics Section answer the following questions.
a.       Which general direction do the waves come from in the winter vs. the summer?
b.      Which direction is the longshore current in the winter vs. the summer?
c.       Which is the most dominant longshore transport/drift direction (north or south)?
d.      Describe the differences in the wave and current energy in the winter vs. the summer.
e.       Describe the materials found on the beach in terms of grain size (ie: sand, gravel, and cobbles) in the summer vs. the winter.
f.        Describe the sand transport differences (on and offshore) in the summer vs. the winter.
g.       The beach nourishment program dumped sand that was coarser than the existing beach sand.  Why would they want to do this?
h.       How do tidal changes from summer to winter effect coastal erosion?  Be specific.
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Part 2: Using the data and plots generated in the Data Analysis Section answer the following questions.
1) Using Figure #2a (2001-2004 data) in the Data Analysis Section, on average is the beach larger or smaller during this period than when measured in the summer of 2001 (before the beach nourishment project was begun)? 
b) For the summer data, describe the maximum height (in centimeters) above or below the 2001 data.
c) For the winter data describe the maximum height (in centimeters) above or below the 2001 data.
2) Using Figure #2b (2004-present data) in the Data Analysis Section, is the beach larger or smaller during this period than when measured in the summer of 2001 (before the beach nourishment project was begun)? 
b) For the summer data, describe the maximum height (in centimeters) above or below the 2001 data.
c) For the winter data describe the maximum height (in centimeters) above or below the 2001 data.
3) For the period 2001 to 2004, explain why you think dumping the extra sand on the beach has been successful or not. Support your conclusions using data supplied on Figure #2a and information from the Beach Nourishment Section.
4) For the period 2004 to present, explain why you think dumping the extra sand on the beach has been successful or not. Support your conclusions using data supplied on Figure #2b and information from the Beach Nourishment Section.
5) Is there any part of this Web-lab you would improve?  Did you find any specific parts hard to follow or understand?

I’m attaching the schools link to be used for research and will include login information. Everything regarding assignment is screenshot on attachments and highlighted as well.

For your final report you will be writing an informational research paper on a particular earthquake in
recorded history. It should be typed, between 1000 – 2000 words, and double spaced with 12 pt font.
Your report should include topics such as the geological characteristics of the area, the seismological
implications of the earthquake, the shaking, seismic models, etc. You can also include information on
additional hazards that were caused by the earthquake (landslides, liquefaction, tsunamis, etc.).
Although you can include some information on random facts like the fatalities and damage to structures,
it should not be the primary focus of your report. This report should be focused on geologic and
geophysical topics! You are encouraged to include figures and images, including shake maps, fault
models, images of damage/destruction, seismograms, etc. These can be great visual aids to get your
point across!
Be sure to make use of various sources and resources! There is an attached resource list on the next two
pages to help get you started.  

Find 3 rocks that are used in the environment around you. Examples: kitchen counter top, garden
border, rocky paths, building floors, decorative rocks…etc. You will have to prepare a poster or a
document or a slide deck presentation reporting for each rock:
Rock picture with scale
Full description of the rock
Rock classification
Geological context in which the rock was formed
Attempt to reconstruct the sequences of processes for the formation of each rock
The 3 rocks identified needs to be different one from the other.
1 igneous, 1 sedimentary and 1 metamorphic rock is preferable, but not mandatory.”
As mentioned the format can be a text file, a presentation or a poster, as you like.