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LE/ESSE 1012 3.0
The Earth Environment
Winter 2024
Lab. Section: 3
Name: Tahman Ahmed
Student Nu
Lab 1: EARTH IN SPACE
DUE: JANUARY 26, 2024, 10:00 PM ET
IMPORTANT: If you have not already done so, you must complete the course policy quiz
on eClass and get all answers correct (multiple tries are okay) before submitting this lab,
otherwise your lab will not be accepted
.
Unless otherwise indicated, show your work for all problems. You can either enter your
answers into this document electronically using a computer or tablet, or you can print this
document, handwrite your answers in the spaces provided, and scan the pages. If you need
additional space, you can insert additional pages or you can add additional space within the
Word document. For all numerical answers, the units should be indicated. Students can
discuss this lab with each other, but copying from each other or copying from other sources
is cheating and is not permitted. You should not share your answer sheets with other
students or look at the answer sheets of other students. You should understand the
concepts well enough to explain your answers in your own words. Your answers for hands-
on portions of the lab should be based on work that you yourself performed in the lab
location. If the lab procedure indicates that you can form groups to complete particular
tasks, then you should still be physically present in the lab location contributing to the
completion of those tasks, and you should write the names of other group members on your
answer sheets. If your work relies on information that is obtained from a legitimate source
other than ESSE 1012 course materials, please indicate the source of that information with
enough detail so that someone else can locate the source. Please see the course outline for
detailed policies.
1.
Understanding Plagiarism
The Wikipedia entry for the origin of water on Earth contains the following text:
In response to a question about the origin of water on Earth, a student submits the following
response:
“It was long believed that Earth’s water didn’t originate from the planet’s region of the
protoplanetary disk. Rather, the predominant view has been that asteroids delivered water to
Earth and those asteroids either contained water in ice form or hydrogen and oxygen that reacted
with each other after impact. Other research has also suggested that some of the hydrogen and
oxygen needed to form water might have come from either Earth itself or from gases from the
solar nebula in the early formation of the solar system.” No quotation marks are included in the student’s response.
a.
On its own, based on just the evidence presented, would the first sentence of the student’s
response be considered plagiarism? Why or why not? (3 points.)
Yes, it would be because there was little to no effort to either paraphrase the sentence or
even cite where the information was taken from. There are some synonyms used to
replace other words but no real evidence of the student understanding and conveying the
information in his/her words.
b.
On its own, based on just the evidence presented, would the second sentence of the
student’s response be considered plagiarism? Why or why not? (3 points.)
It still would be even though in this sentence, it was altered using paraphrasing
techniques, synonyms and a completely different writing style, just because it was not
cited.
c.
Based on the entire response submitted by the student and just the evidence presented,
has the student committed plagiarism? Why or why not? (3 points.)
Yes, he has because even if one sentence of entire paragraph is not cited properly, it still
is plagiarism.
2.
Hands-on Solar Zenith Angle and Obliquity Exercises
Required Materials (provided by the lab):
Flashlight
Globe beach ball fully inflated
Note: If the beach ball is not fully inflated (e.g., wrinkles are visible) ask a TA to pump air into
it. Split into groups of approximately 3-4 and write the names of the other group members below.
Other group members:
Punit Reyat, Pasquale Fioccola, Ngoc Thach Pham
(a)
Ask one group member to hold a flashlight while another classmate holds a globe. Centre
the flashlight beam over Botswana, and tilt the beach ball relative to the flashlight to
resemble noontime summer conditions in Botswana with Earth’s current obliquity. The
flashlight beam represents one portion of the solar radiation traveling toward Earth, and
the flashlight should be parallel to the path taken by rays of the Sun. You can half-push
the flashlight button to find the setting with the brightest steady beam, and you can
extend the flashlight head to make the beam more focused. The orientation of the globe
and flashlight should resemble one of the diagrams below. Where indicated below, please
circle A or B to indicate which diagram closely resembles the way you have oriented the
globe and flashlight. Also circle JULY or DECEMBER below to indicate whether the
diagram you have chosen more closely resembles conditions during July or December.
No further justifications are required. (2 points.)
Circle one: A or B
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Circle one: JULY or DECEMBER
(b) Keeping the flashlight beam centred over Botswana, tilt the beach ball relative to the
flashlight to resemble winter noontime conditions in Botswana with Earth’s current
obliquity. Which diagram above (A or B) would more closely resemble winter noontime
conditions in Botswana? Does the diagram you have chosen more closely resemble July
or December conditions? Does the flashlight spot look brighter or dimmer than in part
(a)? What does that tell you about the solar zenith angle in winter compared to summer
over Botswana? What does that tell you about average temperature in Botswana during
winter compared to summer? (5 points.)
Diagram A
December
Dimmer
Solar zenith angle in winter is more than summer.
The average temperature is going to be lower in winter than summer.
(c)
Keep the globe and flashlight in the same positions as in part (b), except tilt the globe so
as to increase Earth’s obliquity. Does the flashlight spot over Botswana become brighter
or dimmer than before? What does this tell you about the effect of increasing obliquity on
winter solar zenith angle and temperature? Conversely, what effect does decreasing
obliquity have on winter solar zenith angle and temperature? (5 points.)
Dimmer
Increasing winter solar zenith angle, it decreases the average temperature.
Decreasing winter solar zenith angle, it increases the average temperature.
3.
Solar Zenith Angle and Obliquity Calculations
The figure below shows a plot of solar zenith angle over the Nodlysstasjonen laboratory (78.2
o
N
latitude) located on the Norwegian island of Svalbard. (Source: Robertson et al., Annales
Geophysicae
, 2006, doi:10.5194/angeo-24-2543-2006.) The plot includes values at midnight and
at noon for each day of the year, assuming a non-leap year. For this problem, assume a non-leap
year and assume that the insolation is 1362 W m
-2
. Note that the y axis decreases upward, and
when the solar zenith angle is greater than 90
o
, the Sun is below the horizon, and it is considered
evening or nighttime. Also, the x axis indicates the day of the year
, ranging from 0 to 365. You
can use the table at the following link to convert between day of the year and date:
https://nsidc.org/support/faq/day-year-doy-calendar
. If a question below asks for a date, you
should give a month and a day of the month as a final answer, not the day of year.
Evening/Nighttime
(a)
In this location, how can summer be warmer than winter if Earth is farther away from the
Sun at that time? Use physical concepts and mathematical expressions to explain your
answer. (7 points.)
The variation in temperature throughout the year is primarily influenced by the tilt of the
Earth's axis and its orbit around the Sun. The axis of the Earth is tilted relative to its
orbital plane, and this tilt causes different parts of the Earth to receive varying amounts of
solar radiation at different times of the year.
During the summer solstice, the Northern Hemisphere is tilted towards the Sun, leading
to more direct sunlight and longer daylight hours.
When the Sun is directly overhead, the solar zenith angle is 0 degrees, and as it moves
towards the horizon, the solar zenith angle increases. At Nodlysstasjonen, the Sun can
remain above the horizon for an extended period during the summer, even at midnight,
due to the tilt of the Earth's axis. This results in a more direct angle of sunlight, and thus,
more solar energy reaching the surface.
solarenergy
=
solarconstant ×
d
p
2
d
2
×
cos
(
solar zenithangle
)
Using the mathematical formula for calculating solar energy, and from our understanding
that the solar zenith angle is 0, gives the maximum solar energy since cos
(
0
)
is equal to
1.
(b) During approximately which date ranges is there a complete lack of daylight at
Nodlysstasjonen? (4 points.)
Approximately, the first and last 50 days of the year, there is a complete lack of sunlight
throughout its 24 hours. This can be translated into mid-October to mid- February as
extrapolated from the above diagram.
(c)
On May 10, the Earth-Sun distance is 1.00975 AU. Use this information and information
from the above figure to approximate the downward solar radiation at Nodlysstasjonen on
May 10. Express your answer to 4 significant digits. (5 points.)
solarenergy
=
solarconstant ×
d
p
2
d
2
×
cos
(
solar zenithangle
)
solarenergy
=
(
1362
Wm
−
2
)
×
(
1
m
)
2
(
1.00975
m
)
2
×
cos
(
1
3
π
)
approximate days
¿
May
10
th
=
131
sotake
130
∧
usingthis ,weget
60
degreesduring solarnoon
change
60
degrees
¿
radians→
60
×
π
180
=
1
3
π
∴
solar energy
=
667.9122183
≈
667.9
Wm
−
2
(d) Compared to your answer in part (c), would you expect your answer to increase or
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decrease if the location were Ottawa instead of Nodlysstasjonen? Why? (4 points.)
If we consider the location to be Ottawa instead, we would generally expect the solar
energy to increase. Ottawa (45.4 °N), being at a lower latitude than Nodlysstasjonen
(78.2°N), receives more direct sunlight throughout the year. Higher latitudes, like
Nodlysstasjonen, tend to experience lower solar energy levels due to the lower angle of
the Sun in the sky even during the daytime.
Refer to the figure below from the lecture slides, which shows the downward component of the incoming solar radiation (
Q
) as a function of latitude averaged over all years (green), the day of the northern summer solstice (
red) and the day of the northern winter solstice (blue). Confusingly, this is sometimes referred to as “insolation” (as in the figure), even though strictly speaking, it is the downward component
of the insolation.
(e)
Assuming no absorption or reflection of solar radiation by the atmosphere, and assuming
an efficiency of 60%, how much solar power would a 10 m by 10 m solar panel centred
over Nodlysstasjonen generate on average over the course of the year? Assume that the
solar panel is oriented parallel to the ground. Express your answer to three significant
digits. (5 points.)
annual average insolationat
78.2
° N
:
average insolation
=
(
180
Wm
−
2
)
×
(
100
m
2
)
×
(
.60
)
Usingapproximately
80
° N ,
the average dailyinsolationis about
180
Wm
−
2
∴
solar power
generated
a
course of the year
¿
10800
W
(f)
If you wished to generate more power (on average) than in part (e), would you tilt the
solar panel to face more toward the south or the north? Why? (4 points.)
Tilt the solar panels south because it is related to the tilt of the Earth's axis and the path of
the Sun in the sky. In high latitudes, the Sun's path across the sky can be at a lower angle
compared to equatorial regions. Tilting the solar panels toward the south optimizes their
exposure to sunlight throughout the day. When panels face south, they can capture more
sunlight during the Sun's journey across the southern part of the sky, maximizing the
solar energy harvested.
4.
Geographic Coordinates
Required materials (provided by the lab):
Globe beach ball
Measuring tape
Note: make sure that the globe is fully inflated (no visible wrinkles). If it requires more air,
please ask a TA for assistance to pump additional air into the beach ball. Split into groups of
approximately 3-4 and write the names of the other group members below.
Other group members:
Punit Reyat, Pasquale Fioccola, Ngoc Thach Pham
(a) Locate the legend on the globe beach ball. Measure in mm the length corresponding to
1000 km. Do your best to estimate to one decimal place. Write this value below. and use
this conversion factor for subsequent problems. No additional explanation is required. (2
points.)
21.5 mm
For the following questions, assume that the Earth is a sphere of radius r
e
= 6378.1
km. Calculate
the distance along the surface between the points following the shortest possible path that
adheres to the specified requirements. For distance, only the absolute value matters, and none of
your answers should have a negative sign. First measure the distance on the globe beach ball,
then calculate it theoretically assuming that the Earth is a perfect sphere. Then calculate the
percent difference and discuss possible reasons for differences. Note that the solid latitude and
longitude lines on the globe are printed in increments of 10
o
.
(b) Consider two points on the equator at coordinates (latitude, longitude) of (0
0
N, 20
0
E) and
(0
0
N, 20
0
W). (7 points.)
Measured distance on globe (in mm to one decimal place, no need to show work):
96.5 mm
Measured distance converted (to nearest km):
21.5:1000
96.5:
x
x
=
4488.3720930232
≈
4488
km
Theoretical calculation (to nearest km):
2
π
9
×
cos
(
0
)
×
6378.1
=
4452.753801
≈
4453
km
Percent difference between measured and theoretical (to one decimal place):
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4488
−
4453
4453
×
100
=
0.7859869751
≈
0.8
Discuss any difference between measured and theoretical values:
The difference is very small because of the very small percentage difference hence it is accurate.
(c) Consider two points with the same longitudes as in part (b) but at latitude 40
o
N. (7
points.)
Measured distance on globe (in mm to one decimal place, no need to show work):
87.5 mm
Measured distance converted (to nearest km):
21.5:1000
87.5:
x
x
=
4069.7674418604
≈
4070
km
Theoretical calculation (to nearest km):
2
π
9
×
cos
(
40
)
×
6378.1
=
3411.007306
≈
3411
km
Percent difference between measured and theoretical (to one decimal place):
4070
−
3411
3411
×
100
=
19.31984755
≈
19.3
Discuss any difference between measured and theoretical values:
The difference is big because of the large percentage difference hence it is not as
accurate.
(d) Compare your answers to parts (b) and (c). Did you expect the answers to be
approximately the same or different? Why? If you expected the answers to be the same,
explain any difference. (4 points.)
Same, because the measurements were done repeatedly hence accurate. The answer in (b)
is accurate while the answer in (c) is not. This may be because the beach ball is not a
perfect sphere. And we assumed that it is.
(e)
Now consider two points on the same meridian of longitude, but with different latitudes,
specifically (20
o
N, 120
o
W) and (40
o
N, 120
o
W). (7 points.)
Measured distance on globe (in mm to one decimal place, no need to show work):
49.5 mm
Measured distance converted (to nearest km):
21.5:1000
49.5:
xx
=
2302.3255813953
≈
2302
km
Theoretical calculation (to nearest km):
π
9
×
6378.1
=
2226.3769
≈
2226
km
Percent difference between measured and theoretical (to one decimal place):
2303
−
2226
2226
×
100
=
3.4591194968553
≈
3.5
Discuss any difference between measured and theoretical values:
The difference is small because of the very small percentage difference hence it is accurate.
(f)
Repeat for (20
o
N, 20
o
W) and (40
o
N, 20
o
W). (7 points.)
Measured distance on globe (in mm to one decimal place, no need to show work):
51.0 mm
Measured distance converted (to nearest km):
21.5:1000
51.0:
xx
=
2372.0930232558
≈
2372
km
Theoretical calculation (to nearest km):
π
9
×
6378.1
=
2226.3769
≈
2226
km
Percent difference between measured and theoretical (to one decimal place):
2372
−
2226
2226
×
100
=
6.6037735849056
≈
6.6
Discuss any difference between measured and theoretical values:
The difference is small because of the very small percentage difference hence it is accurate.
(g) Compare your answers for parts (e) and (f). Do you expect the answers to be
approximately the same or different? Why? If you expected the answers to be
approximately the same, discuss any difference. (4 points.)
Same, they are approximately the same because their percentage difference is close.
5.
The Density of the Earth
(a) Assume that Earth is spherical with radius of 6378.1 km. What is the volume of Earth?
Express your answer to 4 significant digits. (4 points.)
Volumeof sphere,V
=
4
3
πr
3
V
=
4
3
(
π
)
(
6.3781
×
10
8
cm
)
3
change km
¿
cm ,becausethat canbe seen
∈
part
(
b
)
6378.1
km→
6.3781
×
10
8
cm
∴
volumeof the Earth
=
1.0886832412
×
10
8
cm
3
≈
1.089
×
10
8
cm
3
(b) If the mass of Earth is 5.972 x 10
24
kg, use your answer to part (a) to compute the average
density of Earth. Express your answer to 4 significant digits in units of g cm
-3
. (4 points.)
De nsity ,ρ
=
m
V
ρ
=
5.972
×
10
27
g
1.0886832412
×
10
8
cm
3
change
5.972
×
10
24
kg
¿
g→
5.972
×
10
27
g
∴
density of the Earth
=
5.49486741
gcm
−
3
≈
5.495
g cm
−
3
(c) How does this mean density for the whole Earth compare with the density of minerals
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found in rock samples from the upper mantle (olivine, pyroxene, garnet)? Reference
density values are provided below. Does the comparison surprise you or not? Why or
why not? (4 points.)
Densities of upper mantle minerals (g cm
-3
)
Olivine
Pyroxene
Garnet
Typical Mix (40% Olivine, 50% Pyoxene, 10%
Garnet)
3.31
3.34
4.16
3.39
The mean density of the whole Earth is higher compared to the density of minerals found
in rock samples from the upper mantle. It does not surprise me because it makes sense,
the Earth's structure consists of different layers with varying compositions and densities.
The dense metallic core, which is composed mainly of iron and nickel, significantly
influences the mean density of the entire planet. The crust and upper mantle, where
minerals like olivine, pyroxene, and garnet are found, have lower densities in
comparison.
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