Science Homework Help

Introduction

For the required signature assignment for this course, you are going to analyze a hazard in your area and create an online map and disaster response plan. The area of interest is up to you (e.g. neighborhood, school, work, etc.) along with who your intended audience is (local community, retirement home, employers and employees, daycare, etc.).

Explore Potential Hazards

After determining the area you want to analyze for this assignment, research the various hazards that could occur. Consider looking at a variety of the geologic, weather, and climatic hazards that you have studied throughout the course.

Research Potential Hazard

Once you have chosen the hazard you want to focus on for your area along with the determined audience, consider the following:

• Analyze the science behind the hazard you have chosen.
• Determine where geographically the hazard could potentially occur and why it is a concern for that area and your intended audience.
• Examine are the potential magnitudes, frequency, or cycles that occur with the hazard.
• Determine what would be the primary and secondary effects of the hazard event and who would be most impacted by the event? Why?

• Examine if the hazard would it be considered a disaster or catastrophe.
• Research what is currently being done to prepare for or mitigate the hazard and by who.

Now is the time to research your hazard using credible sources. Consider looking at governmental or non profit organization to find reliable data and information. If you are not sure where to find information on your chosen hazard, consider looking at the Resource pages within each module of Canvas. You should also consider the spatial relationships of your chosen hazard and the area of interest. Consider using online mapping resources such as ArcGIS Online, Google Maps, or Bing Maps. Your goal is to research the science of the hazard, along with analyzing various types of data and mapping technologies.

How to Determine if a Source is Credible

We often hear about the importance of critical thinking, quantitative literacy, and communication, but acquiring “information literacy” is becoming just as important for an educated and literate citizen. It is often said that we live in the “information age,” but studies are finding that people are having a harder time determining what is either a primary or creditable source. The term “fake news” has become a new buzzword, where people are acquiring supposed data and information and crafting opinions from organizations that make literally make up current and historical events.

It is important now more than ever to develop a strong skill set in information literacy, which means having an ability to determine biased versus unbiased data and information, primary versus secondary information, facts or opinions, and more. The American Library Association (ALA) has developed the “Information Literacy Competency Standards for Higher Education,” which are outlined below.

Standard 1: The information literate student determines the nature and extent of the information needed.

• The information literate student defines and articulates the need for information.
• The information literate student identifies a variety of types and formats of potential sources for information.
• The information literate student considers the costs and benefits of acquiring the needed information.
• The information literate student reevaluates the nature and extent of the information need.

Standard 2: The information literate student accesses needed information effectively and efficiently.

• The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
• The information literate student constructs and implements effectively designed search strategies.
• The information literate student retrieves information online or in person using a variety of methods.
• The information literate student refines the search strategy if necessary.
• The information literate student extracts, records, and manages the information and its sources.

Standard 3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

• The information literate student summarizes the main ideas to be extracted from the information gathered.
• The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
• The information literate student synthesizes main ideas to construct new concepts.
• The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
• The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
• The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
• The information literate student determines whether the initial query should be revised.

Standard 4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

• The information literate student applies new and prior information to the planning and creation of a particular product or performance.
• The information literate student revises the development process for the product or performance.
• The information literate student communicates the product or performance effectively to others.

Standard 5: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

• The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
• The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
• The information literate student acknowledges the use of information sources in communicating the product or performance.

For this course, you will be required to use APA citation in-text and within the bibliography. Also, make sure you review the syllabus on what your instructor’s rules on cheating and plagiarism.

As you research the information for your disaster plan, consider the five competencies outlined by the ALA. You will be graded on your disaster plan based on an information literacy rubric.

Explain Potential Hazard

Your goal is to provide well analyzed information to your intended audience about the potential hazard that could occur within the area. Using the data and information you gathered from your research, and considering your audience, create a disaster plan on your ePortfolio that addresses the research questions you learned about above.

Within your ePortfolio, your Disaster Plan should include the following information in separate tabs or pages:

• Science of the hazard
• Geography of the hazard
• Impacts of the hazard
• Mitigation and preparedness
• Story Map (instructions are below)
• References

For each of these tabs or pages, you should use a combination of text, images, maps, and video to explain your disaster plan.

Disaster Preparedness

Document potentials hazards using some kind of map (Google Earth is awesome!). Provide images of geographic locations and events that have occurred, or can occur.