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Expert help when you need it- Q1:1. Explain why bulk density is higher in coarse-textured (sandy) soils compared to fine-textured (silt, clay) soils. If it helps to include a diagram to support your answer, please do so.See Answer
- Q2:2. ChatGPT is an amazing tool, but has its limitations. Below is the response of ChatG PT to the question "Why do sandy soils have higher bulk densities than clay soils?" Highlight and explain the errors in this ChatGPT response. The differences in particle size and packing characteristics between sandy and clay soils are the primary reasons for the variation in bulk density. Sandy soils have larger particles and looser packing, resulting in more extensive pore spaces and higher bulk density, while clay soils have finer particles and denser packing, leading to less pore space and lower bulk density. These differences in bulk density can have significant implications for soil properties, water retention, and plant growth.See Answer
- Q3:3. Diagram the structure of a water molecule, label the atoms in the molecule, and identify locations of the partial '+' and partial regions. Diagram one water molecule adhering to a soil particle surface and a second molecule cohering to the first. Make sure orientations of these water molecules are correct.See Answer
- Q4:4. Identify and briefly define/describe at least five very important behaviors or properties of water that arise from its polar nature. You should draw on learnings from sections on soil water and soil temperature to answer this question.See Answer
- Q5:5. Why are we interested in characterizing the potential energy status of water at any given point in the soil-plant-atmosphere continuum? Ultimately, what is the driving force or the most significant water potential term along this continuum? Explain.See Answer
- Q6:6. Explain/discuss two real-world implication of water movement in stratified soils (i.e., soil profiles with horizons that have different soil textures and hydraulic conductivities).See Answer
- Q7:9. Calculate the gravimetric water content (water content by weight, or em) of this soil ing water/g dry soil, or %.See Answer
- Q8:10. Calculate the bulk density (Db) of the sample. Is this a good bulk density? Explain.See Answer
- Q9:11. Calculate the volumetric water content (ev) of the sample in cm³/cm³ or %.See Answer
- Q10:12. Calculate the equivalent depth of water (De) in a 100 cm depth of this soil.See Answer
- Q11: 2:44 PM Tue Mar 26 < Back to Content .... Background III learning.k12.com < 3 76% ..... Print Download > Ecosystems are not necessarily remote places such as mountains, forests, and other exotic places. You live in an ecosystem. You can probably find one or more analyzable ecosystems just by stepping out your door. Ecosystems are defined by their limits, so pick an ecosystem you can study and define its limits. You may, for example, choose a park in the town you live in. You do not have to go to every place in that park to define its limits and study its biotic and abiotic factors. Part 1: Select an ecosystem to study and define its limits during the lesson Field Study: Ecosystems 1. Procedure 1. Select an ecosystem that you can get to easily and that has limits you can easily define. 2. Bring a notebook large enough to take notes, draw maps, and make sketches. Take some pictures that document your findings (these will be required for your report). 3. Name the ecosystem and describe it in your notebook. 4. Describe the location and limits of the ecosystem. It may be useful to draw a map. You may also note the latitude and longitude of the ecosystem if you have access to a global positioning system (GPS). 5. Note that nearly all ecosystems are open systems. Write down any examples you notice of energy or matter entering or leaving the ecosystem. 6. Answer Question 1 in the Field Study Report. Part 2: List and comment on the abiotic factors in your chosen ecosystem during the lesson Field Study: Ecosystems 2. Procedure 1. List all the abiotic factors you can observe or infer in your chosen ecosystem, including soil, rocks, bedrock, temperature, water, topography, and the amount of sunlight. You may use the table below, but do not restrict yourself to these factors. Bodies of water Rock types Soil types Unique features Climate varia (temperature precipitation, 2:44 PM Tue Mar 26 < Back to Content III learning.k12.com Print ..... Download 76% Part 2: List and comment on the abiotic factors in your chosen ecosystem during the lesson Field Study: Ecosystems 2. Procedure 1. List all the abiotic factors you can observe or infer in your chosen ecosystem, including soil, rocks, bedrock, temperature, water, topography, and the amount of sunlight. You may use the table below, but do not restrict yourself to these factors. > Bodies of water Rock types Soil types Unique features Climate varial (temperature, precipitation, 2. Do some research on the Internet to find the names of soil and types of rocks and bedrock in the area. 3. Use the Internet to find the average rainfall and seasonal temperatures and add those to your report. 4. Draw a map of the topography of the area. Include any water standing in or flowing through the ecosystem. 5. Answer Question 2 in the Field Study Report. Part 3: List and comment on the biotic factors in your chosen ecosystem during the lesson Field Study: Ecosystems 3. Procedure 1. List all the biotic factors you can observe or infer in your chosen ecosystem, including plants, animals, fungi, bacteria, and other kinds of organisms. You may use the table below. You may add additional rows, since you will almost certainly describe more than four organisms. Biotic factor Name Attributes Sketch/Photo 2:44 PM Tue Mar 26 < Back to Content III learning.k12.com < ..... 3 76% Print Download Part 3: List and comment on the biotic factors in your chosen ecosystem during the lesson Field Study: Ecosystems 3. Procedure 1. List all the biotic factors you can observe or infer in your chosen ecosystem, including plants, animals, fungi, bacteria, and other kinds of organisms. You may use the table below. You may add additional rows, since you will almost certainly describe more than four organisms. Biotic factor Plant types Animal types Fungi/bacteria Other Name Attributes Sketch/Photo 2. Use a field guide or the Internet to identify any organisms you don't know the names of. If identify an organism, draw a sketch or take a photograph of it and add it to your notebook. 3. Answer Question 3 in the Field Study Report. Analyze Answer Question 4 in the Field Study Report thoroughly. > you cannot 2:45 PM Tue Mar 26 < Back to Content .... III learning.k12.com 3 75% Print Download > Field Study Report Answer each question, using complete sentences. When you have finished, submit this assignment to your teacher by the due date for full credit. (20 points) 1. In two to three paragraphs, name your ecosystem, tell where it is (including state and nearest town), state its limits, discuss why defining limits is important, and include any data you collected during your study of the physical limits of the ecosystem. Explain why this ecosystem is an open system. You MUST include photographic evidence of your investigation of the ecosystem as well as a map of the area. Be clear, thorough, and scientifically accurate. Answer: Score (10 points) 2. In one to three paragraphs, list and discuss all the abiotic factors you noted in your study. Include but do not limit yourself to temperature, precipitation, soils, and water flow. Be clear, thorough, and scientifically accurate. Include maps that show abiotic conditions, such as local soils, if possible. Answer: Score 2:45 PM Tue Mar 26 < Back to Content ||| learning.k12.com Print 3 75% Download to meo purnyruptio, not CITY MIO LITO སཅIVIS I༥པ་པ་པ དཅས ༔དཔ་པས "༔ དཅ༥༔ study. Include but do not limit yourself to temperature, precipitation, soils, and water flow. Be clear, thorough, and scientifically accurate. Include maps that show abiotic conditions, such as local soils, if possible. Answer: Score (10 points) 3. In one to three paragraphs, list and discuss all the biotic factors you noted in your study. Include animals, plants, and other organisms. Be clear, thorough, and scientifically accurate. Answer: (10 points) Score Your Score of 50 4. In one to three paragraphs, describe dynamic changes that have occurred in the ecosystem you Score chose. Consider whether your ecosystem is degraded, restored, or neither, and list organisms that were once in the ecosystem but are no longer there. Answer: © Stride, Inc. All rights reserved. >See Answer
- Q12:8:37 AM Thu May 2 learning.k12.com Identify the ecosystem you investigated and state its geographic limits. Make sure to clearly identify the location (name, town, state, etc.) for others in the class. Write a short summary of the abiotic and biotic factors that you found. Include at least one interesting thing you noticed about the ecosystem. In the same post, choose a plant or animal species that is not currently in your ecosystem, and think of a scenario in which this species might realistically migrate into the ecosystem you studied. Describe some of the abiotic and biotic factors in the ecosystem that would affect the species. Do you think this species would become extinct or thrive in your ecosystem? Next read the posts of two or more people. Review and comment on their analysis in a respectful manner. Comment on the parts of their analysis that you find interesting and suggest areas of improvement. You must start a thread before you can read and reply to other threads 18% 0 (See Answer
- Q13: ✓ Details There are many methods to deciding what aspects of nature to focus on, two methods are to focus on hotspots (areas of high biodiversity) and individual species, particularly those with wide impact. Today, you will have the opportunity to look at both. Details Go to the Critical Ecosystem Partnership Fund's list of hotspots, and choose the hotspot you want to research. You are welcome to choose any hotspot, but I recommend you choose a hotspot that CEPF has invested in or is planning to invest in soon, as there will be more information on the location. If a PDF exists for your hotspot, it is probably worth looking at. Additionally, you will research one species from the chosen hotpot on IUCN's Red List B. Critical Ecosystem Partnership Fund List of Hotspots IUCN's Red List B Requirements Develop a report or Powerpoint presentation with the information listed below. Use CEPF and IUCN'S Red List as your sources. If you create a presentation, keep in mind that you must explain your ideas clearly. This may go against typical advice to keep information brief on a slide. You should be able to find everything you need from the two websites, but if you feel you need outside sources, get them approved by your instructor. • Describe your location • Where is it? 。 What type of specific ecosystems are there? • Provide an illustrative photo or map of the area Explain why the location is a hotspot. Give specific statistics. • How is biodiversity higher than average? • Discuss the parameters that define a hotspot ■ Endemic species (particularly producers) ■ Vegetation loss • Are there multiple monotypic species? (Monotypic species are the sole species in their genus. CEPF may tell you if they exist in the hotspot. If there are none listed, you are not required to research further.) • Why is this place threatened? What are the ongoing problems? • Pick at least one species listed in this location and look them up on the Red List. • Include the conservation status of the organism, as listed on the Red List. • Provide other information about the organism from the other sections (geographic range, habitat and ecology, etc.). If the Red List does not have much information on that species, choose a different one. • Include one photo. • What conservation efforts are taking place to protect or help the hotspot and/or the species in it? (You can get this information from both CEPF and IUCN. The Red List has more information on threats and conservation if you scroll down to "threats in detail" or "conservation actions in detail.") Your report/presentation should be very visual (map of the location, landscape, species that live there, etc.). Upload your project when you are finished. Note: Your submission will be checked for plagiarism. If you use the CEPF's or the Red List's wording, make sure you put it in quotation marks. Otherwise, paraphrase the information! Description of hotspot No Marks 6 to >5 pts 5 to >3 pts 3 to >1 pts Full Marks Above average Average 1 to >0 pts Poor O pts Both the location and It is clear where the hotspot is located and what type of ecosystems exist in the area. At least one informative picture is given ecosystem types are given but some information is unclear or missing (e.g., what type of forest?). The location is clear but the type of ecosystems are missing (or vice versa) OR both pieces of information are present but vague A vague location description is given OR a vague list of ecosystem types is given No description of the area is given Informative picture may be missing. Hotspot justification 6 to >5 pts Excellent 5 to >4 pts Average 4 to >2 pts Average 2 to >0 pts Poor O pts It is clear why the area is considered a hotspot because specific statistics are given A justification for why the area is a hotspot is given but it is not supported by statistics or other evidence A justification for why the area is a hotspot is given but the reasoning is vague It is vaguely mentioned that the area has high biodiversity, but the concept is unexplained No Marks No justification for why the area is a hotspot is given Threats/ongoing problems 6 to >5 pts Full Marks Threats or ongoing problems are well-explained. The reader gets a clear impression of why the area is in danger 5 to >4 pts Average A list of threats of given but 4 to >2 pts Below average A list of threats or ongoing 2 to >0 pts Poor One threat or problem is O pts No Marks No information about threats or ongoing BREN minor questions exist about why the area is in danger problems is given but it remains unclear why the area is in danger vaguely mentioned problems are listed. Species description 6 to >5 pts Full Marks One species from the area is described. The reader gets a good sense of what type of species is being discussed. Photo is provided 5 to >4 pts Above average One species from the area is described. The reader gets a good sense of what type of species is being discussed. Photo is missing. 4 to >2 pts Average 2 to >0 pts Poor O pts Information about a species from the area is given, but the reader is uncertain about the type of species being described A species from the area is vaguely mentioned, but the details are missing No Marks No species is described / 6 pts 1 6 pts / 6 pts / 6 pts Conservation efforts 6 to >5 pts Full Marks Conservation efforts for the area or chosen species are clear. This may include a succinct and informative list OR a few items thoroughly explained 5 to >4 pts Above average Conservation efforts are explained in either a short list or a vague description that leaves the reader with minor questions. 4 to >2 pts Average 2 to >0 pts O pts Poor No Marks Conservation Conservation efforts are explained in either a short list or a vague description that leaves the reader with important questions. efforts are only vaguely mentioned without explanation / 6 pts Total Points: 0See Answer
- Q14: Describe the grading of the North sample from the uniformity coefficient.See Answer
- Q15: In the table below fill in the plastic limit for each soil sample. According to the plastic limits the has a higher clay content. Based on the information above which soil is more cohesive?See Answer
- Q16: Classify South soil sample based on the grading curves you have completed and the scale on the graph. O silty sand poorly graded fine sand well graded fine sand poorly graded coarse sand well graded silty sand well graded gravel sand poorly graded silt O clay poorly graded gravelSee Answer
- Q17: Finally, since you are the head engineer and make all of the final decisions, based on the data and calculations you have completed above, which location are you going to build the Prime Minister's new storage facility, if you are going to build at all? Briefly justify your choice.See Answer
- Q18: Describe which of these soils will be a better draining material (Hint: in order to drain properly, a soil should have good porosity and permeability).See Answer
- Q19: Several questions that will follow involve analyzing and interpreting the particle size distribution curves for the North and South sides of the Prime Minister's residence on the provided blank particle size distribution graph. You must download the particle size distribution graph, plot the sieve data from the North and South sides of the PM's residence ON THE SAME GRAPH. You must also determine the percent of each grain size from your completed curves and record them in the appropriate space below the graph. Once you have completed both of these tasks, upload your COMPLETED graph here. You can upload as an image or document file but please makes sure that both curves are labelled and the text is legible or it will not be graded. Again, you will need these data for other questions in this lab.See Answer
- Q20: Describe the grading of the South sample from the uniformity coefficient. O well graded O uniformSee Answer
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