...For my GCSE controlled assessment I will be investigating the hypothesis ‘long shore drift at Holderness means the coastline requires management’. Throughout this investigation I will be looking at these key processes in details: The process of Erosion; Long shore drift; transport of sediment along the coast; Coastal Management; and Hard Engineering. On the 18th of November our year 11 Geography class went to visit the East coast of England. We went there to collect data and evidence about coastal management along the Holderness coastline. We visited Mappleton and Withernsea and observed the sea defences there; afterwards we visited Spurn Point to look at the affect old sea defences how there and see a spit formation. To start off my investigation I went to Mappleton first. Mappleton is a small village and a civil parish in the East Riding of Yorkshire. It is approximately 3 miles south from the seaside resort, Hornsea. It has many sea defences protecting the coast from erosion with its population increasing to 342, there may be a demand in more sea defences. After Mappleton, I went to Withernsea and then spurn point. Mapleton and Withernsea both have chalk cliffs that are eroding away, the sediment is then being deposited at Spurn point. The five key terms that I will be focusing on are the process of erosion, long shore drift, transport of sediment along the coast, coastal management and hard engineering. Holderness coast Holderness coast We compared the data we collected...
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...Waves Waves are generated by wind blowing over the sea. The characteristics of waves are determined by the strength of the wind, its duration and fetch (distance a wave travels). The stronger the wind the greater the friction on the surface of the sea and therefore the bigger the wave. Constructive waves Constructive waves are flat and low in height and have a long wave length. Their strong swash carries material up the beach, forming a berm. They have a low frequency of between 6 and 8 waves per minute. The wave energy dissipates over a wide area which results in a weak backwash. Destructive waves Destructive waves have a large wave height and short wave length. They have tall breakers that have a high downward force and a strong backwash. Their frequency is high with between 13 and 15 waves per minute. Their strong downward energy helps erode beach material and cliffs. The strong backwash results in narrow beach profiles. Tides Tides are the rise and fall of sea levels. Tides are caused by the gravitational pull of the moon and to a lesser extent the sun. When the earth, the moon and sun are aligned the gravitational pull is at it’s greatest. This creates a Spring tide. A Spring tide results in a high, high tide and low, low tide. This creates a high tidal range (difference between the highest and lowest tide) and results in stronger tidal currents than normal. Spring tides usually occur twice a month when there is a full moon. When the sun and moon are at a right angle to...
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... 12, 14 * Flood probability is constant over time while risk of future eq is very low right after major eq and then will increase slowly as pressure builds CLIMATE CHANGE Climate- Long term average of daily weather conditions. Extremes * Early Earth = Very Warm * End of Paleozoic = Very Cold * End of Mesozoic = Very Cold * End of Ceonzoic = climate oscillations from very cold to very ward Importance of Studying Climate Change A.) Effect on sea level- * If current glaciers were to melt, that water would drain into oceans and cause sea levels to rise (result in flooding) Alternatively if glaciers were to become much larger, water from oceans gets transferred to ice on leand and reduces sea level B.) Large Change in Climate- * If significant global warming occurs, some areas will become much drier (others wetter) causing deserts and also possibly worse severe weather and greater disease. If glaciers advance over large areas, it will force some people to migrate C.) Glaciers’ effect on landscapes/floods- * formed great lakes, flattens landscapes in other areas, rich soil of Midwest due to deposition of glacial debris. Can cause catastrophic floods. D.) Predict Future Climate- * Understand geologic past to help predict future (Inverse uniformitarianism) * Gas by abundance * Nitrogen, Oxygen, Argon, Carbon Dioxide, Others * All objects emit e-m radiation, nature of which depends on their temperature. With >...
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...Coastal Management at Barcelona/Catalonia Location: Barcelona is located in the east of Spain on the coast near the Mediterranean Sea. It has a population of 5 million Background: Many Catalan beaches are losing their sand. The November storms have starkly revealed this problem and the long term solution is a complex one involving a range of environmental, economic and social issues. The estimated costs of 1.690 million ptas to restore the damaged beaches and promenades are overshadowed by concerns regarding future sustainability, not just of the beaches, but of the coastal fringe in general and the tourist industry in particular. Both money and beach sediment are scarce resources in Catalonia, and conflict between competing resorts all looking to bolster their share of the tourist cake may be difficult to reconcile. Sea levels are rising. Maximum wave heights have been steadily increasing during the last decade, from 8.22 metres in 1991 to 9.92 metres on 9th November 2001. The best defence against coastal erosion and rising sea levels is the humble beach, cheaper than traditional hard defences in both the short and long term. But the creation of sustainable artificial beaches is more complex than simply dumping sand or shingle on the shore and the organisation responsible for these operations estimates annual sand loss at 10% of the amount spread. Causes: Alarmingly, the Catalan supply appears to be running out. Rivers such as the Llobregat and Besòs now barely reach...
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...Topic 12 – The Nature and Properties of Water Hydrosphere | The combined mass of water found on, under, and over the surface of a planet; the liquid water component of the earth – includes atmospheric water vapor, ground water, lakes, rivers, polar icecaps, oceans * Oceans 87.54% * Ice caps 1.81% * Groundwater .63% * Everything else .02% | Condensation | The conversion of water from the vapor to the liquid state. When it occurs, the energy required to vaporize the water is released into the atmosphere. This is about 585 calories per gram of water at 20°C | Viscosity | A property of a substance to offer resistance to flow caused by internal friction | Latent heat | The quantity of heat gained or lost per unit of mass as a substance undergoes a change of state (such as liquid to solid) at a given temperature and pressure | Icecap | Ice mass that covers less than 50,000 km2 of land area | Dissolved solids | Cl, Na, SO4, Mg, Ca, K; Salinity is a measure of amount of dissolved material in water after correcting for gases and organic material | Dissolved gases | At the ocean/atmosphere interface, gases are added to seawater by diffusion and wave action. Gas composition at the ocean surface is in equilibrium with atmosphere. Gas composition changes with time and depth in the oceans | Hydrologic cycle | The cycle of water exchange among the atmosphere, land, and ocean through the processes of evaporation, precipitation, runoff, and subsurface percolation. Also...
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...Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape Specification: GCSE Geography Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape |Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources | |The Drainage Basin: A |Students should be able to: | | | |Component of the Water Cycle | | | | | |demonstrate knowledge and understanding of|The two websites listed here give clear animations of the hydrological cycle |www.epa.gov/ogwdw/kids/flash/ flashwatercycle.html | | |the components of the drainage basin cycle|which students can watch and discuss. |www.sweetwater.org/education/ watercycle.swf | | |and their interrelationships: | | ...
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...Study Guide: Final Exam Concentrate your studies in the following areas. Questions for the Final Exam will come principally from this material. Lutgens and Tarbuck Textbook: Earthquakes and Structures (Chapter 6) * Know the definition of an earthquake (pg. 190). --ground shaking caused by the sudden and rapid movement of one block of rock slipping past another along fractures in Earth’s crust called faults * Know the difference between the focus and epicenter of an earthquake. Which is located at the source of the earthquake? Which is located on the surface of the earth directly above the source? --Focus=Earthquakes tend to occur along preexisting faults where internal stresses have caused the crustal rocks to rupture or break into two or more units. The location where slippage begins is called the hypocenter, or focus. --Epicenter=The point on Earth’s surface directly above the hypocenter * Understand the concept of elastic rebound. What is it? How are earthquakes produced via elastic rebound? * --Elastic rebound=At some point, the stress along the fault overcomes the frictional resistance, and slip initiates. Slippage allows the deformed ( bent) rock to “ snap back” to its original, stress- free, shape; a series of earthquake waves radiate as it slides. Reid termed the “ spring-ing back” elastic rebound because the rock behaves elastically, much like a stretched rubber band does when it is released. * Know the three basic types of seismic waves...
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...Study Guide: Final Exam Concentrate your studies in the following areas. Questions for the Final Exam will come principally from this material. Lutgens and Tarbuck Textbook: Earthquakes and Structures (Chapter 6) * Know the definition of an earthquake (pg. 190). * Know the difference between the focus and epicenter of an earthquake. Which is located at the source of the earthquake? Which is located on the surface of the earth directly above the source? * Understand the concept of elastic rebound. What is it? How are earthquakes produced via elastic rebound? * Know the three basic types of seismic waves * Body waves - P waves (push/pull-- motion parallel - travel through solids/liquids/gas) * Body waves - S waves ("shake" -- motion perpendicular - travel through solids -- slower velocity than P waves) * surface waves (complex motion -- causes greatest destruction -- * ). What is the particle motion in each type of wave (e.g., particles move parallel to the direction of travel in P waves)? Which type of wave travels the fastest? Which type of wave is the slowest? Which type of wave arrives first at a seismic station? Which type of wave is the last to arrive at a seismic station? Which type of wave causes the most damage? Know which mediums each type of wave will move through (e.g., S waves will only move through solids). * Know the difference between a magnitude scale and an intensity scale. - Intensity: measure of the degree of earthquake...
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...Earthquakes I Earth’s composition Earth is a dense, stratified planet with many layers: core (inner and outer), mantle and crust Inner core: most dense material, solid iron and nickel Outer core: second most dense, liquid, iron and nickel Mantle: composed of oxygen, silicon, magnesium, aluminum Crust: composed of sodium and potassium rich silicate rocks Upper 100-350 km of upper mantle makes up asthenosphere: fluid layer due to heating from core Plate tectonics Earth’s uppermost layer, the lithosphere, broken up into 7 plates due to movement of asthenosphere underneath Plate tectonics- name for dynamic interactions of these plates Plate boundaries 3 types: divergent, covergent, and transform Divergent boundaries: tension from deep earth pulls two plates away from each other, allowing lava to upwell through the cracks and create new seafloor Covergent boundaries: two plates coming together as stress pushes plates toward each other- one plate forced under another in a subduction zone Transform boundaries: two plates slide past each other horizontally-frequent cause of destructive forces like earthquakes The nature of earthquakes Cause = abrupt movements on faults Fractures in earths lithosphere Normal fault- block above the fault has moved downward relative to the black below Reverse fault- upper block, above the fault plane, moves up and over the lower block (aka thrust fault) Right lateral strike slip fault- two blocks slide past one another Earths crustal...
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...Master Diver Diving Equipment Open circuit demand scuba is the most commonly used by recreational divers, but closed circuit and semi-closed rebreathers are now available. Test Pressure: the pressure to which the cylinder is subjected to during hydrostatic testing. For a 200 bar cylinder it is 300 bars, for a 232 bar cylinder it is 348 bars. If internal inspection reveals corrosion, it may have to be cleaned by tumbling. The tumbling process involves filling the cylinder approximately half full of an abrasive material such as carbide chips, or aluminum oxide chips, and rotating it for a number of hours. A dual valve for a single cylinder, known as a Y-valve, or an H-valve, allows a diver to mount 2 regulator systems on a single cylinder. The first stage reduces cylinder pressure to an intermediate pressure (or low pressure) of approximately 90-150 psi (6 to 10 bar). The second stage reduces the intermediate (low) pressure to ambient pressure. Because of their tendency to fail in a closed position, upstream valves are rare in modern scuba regulators. In a Balanced Valve regulator the operation of the regulator is independent of the cylinder or applied pressure. (Breathes the same at low tank pressure) The internal valves of scuba regulator first stages are available in 2 basic types, diaphragm and piston. The main valve of a Pilot Valve regulator is opened and closed with air pressure, rather than mechanical leverage. Some regulators may...
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...comment on the economic and political consequences of populationchange | Describe and suggest reasons for regional variations in morbidity in the UK. | Jan 10 | Discuss the advantages and disadvantages of hard engineering as a floodmanagement strategy | Explain the causes of sea level change and the formation of resultant coastal landforms. | For any two of the following types of area, summarise the contrasts between themand explain the implications of these contrasts for social welfare: * inner city * suburban * rural–urban fringe * rural settlement.Chosen areas: | Discuss the impact of obesity on people’s health and the strategies adopted to care for people with obesity | June 10 | Compare and comment on the economic and social effects of flooding in two contrasting areas of the world. | Discuss issues relating to a coastal area where soft engineering management strategies have been adopted. | Comment on the impact of different population structures on the balance between population and resources. | With reference to a local case study, assess the relative importance of age, gender and wealth for the...
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...Version 2 General Certificate of Education (A-level) June 2011 Geography GEOG1 (Specification 2030) Unit 1: Physical and Human Geography Post-Standardisation Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from:...
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...Lithology-based sequence-stratigraphic framework of a mixed carbonate-siliciclastic succession, Lower Cretaceous, Atlantic coastal plain Brian P. Coffey and Richard F. Sunde AUTHORS Brian P. Coffey ∼ Earth Sciences, Simon Fraser University, Burnaby, British Columbia, Canada, present address: Apache Corporation, Houston, 2000 Post Oak Boulevard, Texas 77056; bpcoffey@ gmail.com Brian Coffey received his B.Sc. degree in geology from the University of North Carolina at Chapel Hill in 1995 and his Ph.D. in geology at Virginia Polytechnic Institute and State University in 1999. He has worked at ExxonMobil, Simon Fraser University, and Maersk Oil and has been a private consultant specializing in carbonate reservoir characterization. He currently works as a carbonate specialist at Apache Corporation in Houston. Richard F. Sunde ∼ EnCana, 500 Centre Street, Calgary, Alberta, Canada T2G1A6; richard.sunde@encana.com Richard Sunde earned a D.E.C. degree (Diplôme dietudes Collégiales) at Dawson College, Montreal, in 2000 and a B.Sc. degree in geology at McGill University, Montreal, in 2004. He then completed an M.Sc. degree at Simon Fraser University, British Columbia, in 2008; his thesis research focused on the content presented in this article. Richard currently is employed as a Geoscientist at Encana Corporation in Calgary. ACKNOWLEDGEMENTS ABSTRACT This study presents a lithology-based sequence-stratigraphic framework and depositional model for Lower Cretaceous, mixed siliciclastic-carbonate...
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...Edition: 1.1 February 2002 Distance Education Course ML–302.5 Marine Terminal Operations Unit 1 Marine Terminals The three lessons in this unit will cover the topics of: • the role and function of marine terminals • terminal development • operational planning • civil engineering aspects of terminal design. Module B: Certificate in Maritime Logistics Diploma in Shipping Logistics—Jamaica Maritime Institute 1−1 Unit 1: Marine terminals Marine Terminal Operations Unit 1 ...........Activities and expectations Agenda To complete this unit, you will: • Read and study the text in this unit and any assigned passages in the Student Reader. • Apply the information by performing the Activities • Test yourself by doing the Practice Exercises and checking your answers. Resources There is no textbook for this course. All the information you require is in this Study Guide. In addition, your Student Manual lists some books that you may wish to read to expand your knowledge. Learning outcomes When you have completed this unit you will be able to: • • Explain some of the considerations in equipment selection. • Discuss the needs for storage areas. • Discuss safety and emergency response considerations. • 1−2 Describe the role and functions of marine terminals. List the broad categories of studies that are needed in planning a new terminal. Module B: Certificate in Maritime Logistics (Course...
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