Develop A Simple Digital Animation Using Adobe
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Develop A Simple Digital Animation Using Adobe
DIGITAL ANIMATION This question requires you to develop a simple digital animation using Adobe…
DIGITAL ANIMATION This assignment requires you to develop a simple digital animation using Adobe Flash. In the Assignment 1 section of Moodle there is a zip file that is available to download – when unzipped this will produce the following files: • 10 images of digits • a sample .swf file showing the sort of animation which you are required to produce (note: this sample is based on specifications from a previous year, and so does not use the same images and transitions as this year’s assignment – it is simply an indication of the general nature and timing of the animation). To complete the animation you will also need to incorporate the following images: • Your collage created in your lab test; • a background image (an image depicting your favorite item of clothing that you must provide yourself.) • a photograph of yourself
The animation must be 600 pixels wide by 400 pixels high, with an orange background (R-255, G-102, B-0), and run at 15 frames per second. The animation must display the following events, at the specified times, as illustrated in the sample solution (each numbered figure must fill the entire screen). The different components must be entering and leaving the screen simultaneously:
Geotechnology and Earth Catastrophes Case Study Discussion
Geotechnology and Earth Catastrophes. What causes sea level to change explain in details…
Geotechnology and Earth Catastrophes 2010-2011
ASSIGNMENT FEEDBACK SHEET
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Geotechnology & Earth Catastrophes
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Geotechnology and Earth Catastrophes 2010-2011
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Earth Catastrophes
Assignment: Précis, Earthquakes and Weather
Aim
This assignment is designed to test a number of elements using the climate, earthquakes and weather as a background for the technical detail by means of directed research together with understanding of the basic knowledge. You must follow the instructions carefully in order to complete the attached questions.
Please keep your answers concise but ensure that you supply all the necessary details to achieve the grade you require.
NOTE: You will need to print out one of the maps and carry out a construction, this should then be scanned and included in your answer. Scanners are available in the computer laboratories.
Learning Outcomes from the assignment
? Demonstrate a detailed knowledge of aspects of the discipline.
? Critically analyse a variety of ideas, contexts and frameworks associated with Earth Catastrophes
? Apply, question and relate appropriate knowledge/ concepts to a range of activities
? Analyse, apply and interpret data/evidence from a variety of sources.
? Employ a balanced, logical and supported argument in a range of contexts.
? Demonstrate intellectual flexibility and openness to new ideas.
? Can identify key areas of problems and choose appropriate tools/methods for their resolution in a considered manner.
? Able to act with increasing autonomy, with reduced need for supervision and direction, within defined guidelines
Marking Criteria
The University generic marking criteria will be used to assess this assignment.
Submission Date
January 27th 2011
Please submit by electronic submission using the link on blackboard.
Keep a paper/electronic copy of the work for yourself.
ONLY THE ELECTRONIC VERSION WILL BE MARKED.
DO NOT E-MAIL YOUR ANSWERS, THESE WILL NOT BE MARKED.
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Q1
The following extract is from a paper on sea level changes.
Read the article carefully and summarize in your own words the substance of the article. Take care this is not an easy question.
Your summary must be in good English with grammatically correct sentences and punctuation.
You are limited to a word count of 120 words; for every word over this total number in your submission, you will be deducted 2% per word from your final grade.
This question is to test your ability to understand an article and how you précis (condense) an article.
“What causes sea level to change?
The level of the sea at the shoreline is determined by many factors in the global environment that operate on a great range of time-scales, from hours (tidal) to millions of years (ocean basin changes due to tectonics and sedimentation). On the time-scale of decades to centuries, some of the largest influences on the average levels of the sea are linked to climate and climate change processes. Firstly, as ocean water warms, it expands. Based on observations of ocean temperatures and model results, thermal expansion is believed to be one of the major contributors to historical sea level changes. Further, thermal expansion is expected to contribute the largest component to sea level rise over the next hundred years. Deep ocean temperatures change only slowly; therefore, thermal expansion would continue for many centuries even if the atmospheric concentrations of greenhouse gases were to stabilize. The amount of warming and the depth of water affected vary with location. In addition, warmer water expands more than colder water for a given change in temperature. The geographical distribution of sea level change results from the geographical variation of thermal expansion, changes in salinity, winds, and ocean circulation. The range of regional variation is substantial compared with the global average sea level rise. Sea level also changes when the mass of water in the ocean increases or decreases. This occurs when ocean water is exchanged with the water stored on land. The major land store is the water frozen in glaciers or ice sheets. Indeed, the main reason for the lower sea level during the last glacial period was the amount of water stored in the large extension of the ice sheets on the continents of the Northern Hemisphere. After thermal expansion, the melting of mountain glaciers and ice caps is expected to make the largest contribution to the rise of sea level over the next hundred years. These glaciers and ice caps make up only a few per cent of the world’s land-ice area, but they are more sensitive to climate change than the larger ice sheets in Greenland and Antarctica, because the ice sheets are in colder climates with low precipitation and low melting rates. Consequently, the large ice sheets are expected to make only a small net contribution to sea level change in the coming decades. Sea level is also influenced by processes that are not explicitly related to climate change. Terrestrial water storage (and hence, sea level) can be altered by extraction of ground water, building of reservoirs, changes in surface runoff, and seepage into deep aquifers from reservoirs and irrigation. These factors may be offsetting a significant fraction of the expected acceleration in sea level rise
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from thermal expansion and glacial melting. In addition, coastal subsidence in river delta regions can also influence local sea level. Vertical land movements caused by natural geological processes, such as slow movements in the Earth’s mantle and tectonic displacements of the crust, can have effects on local sea level that are comparable to climate-related impacts. Lastly, on seasonal, inter-annual, and decadal time-scales, sea level responds to changes in atmospheric and ocean dynamics, with the most striking example occurring during El Niño events.”
Word Count for this article 534
[Marks 25]
Q2
a) Shown below in Figure 1 are three seismograms that show the records of a small earthquake somewhere in California. Time is marked on each seismogram by offsets in the records. Each offset corresponds to the passage of 1 minute. The records are read from left to right. Both P and S wave arrivals are recorded.
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Shown below in Figure 2 are travel time curves for P and S waves determined from local earthquakes in California. Also shown is a curve (line) labeled S-P, which is travel time of the S wave minus the travel time of the P wave.
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I. From Figure 1, first carefully determine the time interval between the arrival of the first S wave and the arrival of the first P wave at each seismographic station. It is important that you determine these S-P intervals as precisely as possible.
II. From Figure 2, determine the distance of each seismographic station from the earthquake; again, it is important that you be as precise as possible.
III. Then, using the map below in Figure 3, and a drawing compass, locate the epicentre of this earthquake.
IV. On which fault did the earthquake most likely occur?
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b. On October 17, 1989, just prior to game I of the World Series between the San Francisco Giants and the Oakland Athletics, a magnitude 7.1 Earthquake struck northern California (This earthquake is known as the Loma Prieta Earthquake). The earthquake occurred in the mountains west of San Jose California on the San Andreas Fault. As a result of the earthquake, 41 people were killed when a double-decked section of the Nimitz Freeway in Oakland collapsed, crushing people in the cars on the lower deck. A geologic map showing the various rock types present in the Oakland area and the location of the collapsed portion of the freeway (shown as a short-dashed line) is depicted below in Figure 4. Between the thick bars is the area where the freeway was double-decked.
On the map, the areas marked as Holocene mud are areas that were formerly occupied by San Francisco Bay, but have been filled with loose sediment in the last 100 years; the mud contains lots of water in the pore spaces between the grains. The areas marked Quaternary Alluvium are areas underlain by unconsolidated sediment deposited by streams over the last 2 million years. The area marked Franciscan Formation is underlain by solid sedimentary, igneous, and metamorphic rocks with a thin cover of soil.
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Several days after the magnitude 7.1 earthquake, small aftershocks shook the area. All had epicentres near the main shock of October 17. Seismologists placed several portable seismometers at stations S1, S3, and S4 (as shown on the map) and recorded these aftershocks. Seismographic recordings for one of these aftershocks, a magnitude 4.1 earthquake, for each of the three stations are shown in Figure 5, below. Note that the epicentre of the aftershock was far enough away that all of the recording stations could be considered to be about the same distance from the earthquake.
i. What observations can you make about the seismic response (degree of shaking) on the three types of materials underlying the area?
ii. What conditions were likely responsible for the double-decked Nimitz Freeway to collapse where it did?)
iii. New Orleans in Louisiana is built on water-saturated river muds; how do you think New Orleans would fare if there were a major earthquake nearby?
[Marks 15]
Q3.
Using your knowledge of the Earth’s Climate and how the various elements interact, predict the weather for the six days (Tuesday through to Sunday) using the jet
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stream forecast and barometric pressure maps(see Appendix) for the northern hemisphere during a six day period during the summer months.
I will expect you to say something about the possible temperatures (not specific values), the likely positions of the Highs and Lows, the wind speed and direction and the general climate over the Northern and Southern parts of Britain.
Note only the first FOUR days of barometric pressure maps are supplied and therefore you must use the jet stream prediction maps to complete the six day prediction. [Marks 50]
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Appendix A
Question 3
Isobar Pressure Maps.
Tuesday
Tuesday
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Wednesday
Wednesday
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Thursday
Thursday
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Friday
Friday
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Jet Stream Maps
Time 06Z = 06.00 hrs
18Z = 18.00 hrs
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Geotechnology and Earth Catastrophes 2010-2011
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Note: These maps show the wind direction (arrows) and their speed, together with the position of the jet stream (grey); they do NOT show position of High and Low pressure.
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symbols
Cold front
The leading edge of an advancing colder air mass. Its passage is usually marked by cloud and precipitation, followed by a drop in temperature and/or humidity.
Warm front
The leading edge of an advancing warmer air mass, the passage of which commonly brings cloud and precipitation followed by increasing temperature and/or humidity.
Occluded front (or ‘occlusion’)
Occlusions form when the cold front of a depression catches up with the warm front, lifting the warm air between the fronts into a narrow wedge above the surface. Occluded fronts bring cloud and precipitation.
Developing cold/warm front (frontogenesis)
Represents a front that is forming due to increase in temperature gradient at the surface.
Weakening cold/warm front (frontolysis)
Represents a front that is losing its identity, usually due to rising pressure. Cloud and precipitation becomes increasingly fragmented.
Upper cold/warm front
Upper fronts represent the boundaries between air masses at levels above the surface. For instance, the passage of an upper warm front may bring warmer air at an altitude of 10,000 ft, without bringing a change of air mass at the surface.
Quasi-stationary front
A stationary or slow-moving boundary between two air masses. Cloud and precipitation are usually associated.
Isobars
Contours of equal mean sea-level pressure (MSLP), measured in hectopascals (hPa). MSLP maxima (anticyclones) and minima (depressions) are marked by the letters H (High) and L (Low) on weather charts.
Thickness lines
Pressure decreases with altitude, and thickness measures the difference in height
Trough
An elongated area of relatively low surface pressure. The troughs marked on weather
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between two standard pressure levels in the atmosphere. It is proportional to the mean temperature of this layer of air, so is a useful way of describing the temperature of an airmass.
Weather charts commonly show contour lines of 1,000-500 hPa thickness, which represent the depth (in decametres, where 1 dam = 10 m) of the layer between the 1,000 hPa and 500 hPa pressure levels. Cold, polar air has low thickness, and values of 528 dam or less frequently bring snow to the UK. Conversely, warm, tropical air has high thickness, and values in excess of 564 dam across the UK often indicate a heatwave.
charts may also represent an area of low thickness (thickness trough), or a perturbation in the upper troposphere (upper trough). All are associated with increasing cloud and risk of precipitation.
Convergence line
A slow-moving trough, which is parallel to the isobars and tends to be persistent over many hours or days. They are quite common in cold northerly outbreaks down the Irish Sea, affecting west Wales, Devon and Cornwall in particular, but can be found in other areas also. This convergence line can gives hours of persistent precipitation over very localised areas, whilst a few miles down the road it is relatively dry, leading to some heavy snowfall/rainfall. In summer the convergence lines are not as easy to forecast, but then can still occur due to sea-breeze convergence, and are over the land, whilst in winter they are over the sea.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). 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APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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