quantitative characterization of the initiation

presentation preprationIm asking to prepare a point slide presentation based on the article attached. Adding, the slides should include an introduction, conclusion and the other slides that answers these questions with a short paragraphs in notes section for each question:Note:each slide should have a brief paragraph in the note sectionScientific Reports | 6:19259 | DOI: 10.1038/srep19259 1 www.nature.com/scientificreports Seismology-based early identification of dam-formation landquake events Wei-AnChao1, Li Zhao2, Su-ChinChen3, Yih-MinWu1,4, Chi-HsuanChen5 & Hsin-Hua Huang6,7 Flooding resulting from the bursting of dams formed by landquake events such as rock avalanches, landslides and debris flows can lead to serious bank erosion and inundation of populated areas near rivers. Seismic waves can be generated by landquake events which can be described as time-dependent forces (unloading/reloading cycles) acting on the Earth. In this study, we conduct inversions of longperiod (LP, period ≥20s) waveforms for the landquake force histories (LFHs) of ten events, which provide quantitative characterization of the initiation, propagation and termination stages of the slope failures. When the results obtained from LP waveforms are analyzed together with high-frequency (HF, 1–3Hz) seismic signals, we find a relatively strong late-arriving seismic phase (dubbed Dam-forming phase or D-phase) recorded clearly in the HF waveforms at the closest stations, which potentially marks the time when the collapsed masses sliding into river and perhaps even impacting the topographic barrier on the opposite bank. Consequently, our approach to analyzing the LP and HF waveforms developed in this study has a high potential for identifying five dam-forming landquake events (DFLEs) in near real-time using broadband seismic records, which can provide timely warnings of the impending floods to downstream residents. The formation of a landquake dam results from the natural blockage of the river channels by mass wasting from hillslopes. The existence time of a landquake dam directly determines the seriousness of the subsequent dam breaching. In the global catalog of landquake dam failures, 27% of the landquake dams failed within a day after formation1 . Due to the insufficient reaction time, the failure of a landquake dam often results in loss of lives. For example, a catastrophic Shiaolin landquake occurred during the passage of the 2009 Typhoon Morakot across Taiwan, which resulted in 465 deaths in Shiaolin Village and the short-lived (~104 minutes) landquake dam blocking the Chishan River2 . For potentially large landquake dams, early identification of DFLEs is essential to organizing appropriate preventive actions in due time. Seismic sources can be described in the point-source approximation by a symmetric second-order moment tensor (MT) that can be decomposed into pure double-couple (DC), compensated linear vector dipole (CLVD) and isotropic (ISO) components3,4. However, source mechanisms of non-fault earthquakes (i.e. landquakes) cannot be parameterized by a moment tensor (MT). In the past decade, force time functions of sinusoidal shape have been widely used to study Earth surface processes such as glacial earthquakes5,6 and landquakes7–10. Long-period data have been used to deduce the forces on the ground surface with positive and negative peaks related to the acceleration and deceleration stages of the block mass from initial destabilization to its arrest. In contrast, analysis of the short-period (≥1Hz) data provides a more complete understanding on the dynamics of the slope failures11–13. Here we propose a new approach based on analyzing HF and LP waveforms to providing rapid warning when a large landquake is flowing/sliding towards a river, possibly leading to a dam that may subsequently breach and generate destructive flooding downstream. 1Department of Geosciences, National Taiwan University, Taipei 10617, Taiwan. 2Institute of Earth Sciences, Academia Sinica, Nankang, Taipei 11529, Taiwan. 3Department of Soil and Water Conservation, National Chung Hsing University, Taichung 40227, Taiwan. 4National Center for Research on Earthquake Engineering, National Applied Research Laboratories, Taipei 10668, Taiwan. 5Central Geological Survey, MOEA, Taipei 23568, Taiwan. 6Department of Geology and Geophysics, University of Utah, Salt Lake City, USA. 7Seismological Laboratory, California Institute of Technology, Pasadena, CA 91125, USA. Correspondence and requests for materials should be addressed to W.-A.C. (email: [email protected]) received: 30 September 2015 accepted: 04 December 2015 Published: 12 January 2016 OPEN www.nature.com/scientificreports/ Scientific Reports | 6:19259 | DOI: 10.1038/srep19259 2 Results Inversions of LP waveforms. Successful waveform modeling requires good knowledge about the source location. For events studied here, published results13,14 for the locations of landquakes are available. We also carried out an automated detection of the earthquake and/or landquake activity using detection algorithm developed in our previous studies13,15 and then performed a systematic time-frequency analysis to manually identify landquake events with near triangular-shaped spectrograms. Finally, we applied a cross-correlation technique13 to determine the locations of newly detected events. Based on a general source inversion (GSI) approach (see section Methods), we first conduct inversions of the LP waveforms from broadband seismic stations for source mechanisms (including single-force (SF), DC, CLVD and ISO components). Modeling results show that synthetics for a SF mechanism fit the observed seismograms generated by the Shiaolin landquake event best, with a fitness of 0.954 (Fig. 1a). For an aim of automatically identifying landquake source, comparison with waveform fits by tectonic source mechanisms (fitness ≤0.781) demonstrates that in practice landquake source can be simply identified by observing the improvement in waveform fitness values (Fig. 1a) without the manual identification of triangular-shape spectrogram in the procedure of event detection. Aforementioned automatic identification is workable for all landquake events. Figure S1 shows the examples of resulting GSI for two DFLEs and three events without dam-formations. Second, we further inverted the LP seismic data to obtain the landquake force history (LFH) exerted on the Earth by the moving block mass (see section Methods). For these inversions, the modeled waveforms fit the observed seismograms with fitness values typically between 0.791 and 1.596, and the maximum force Fmax spans the range between 0.3 and 61.6× 1010 N (Table S1). Because the LFH approach utilizes full waveforms from each component (north, east and vertical), it can be done with only a few stations with good signalto-noise ratio (SNR) and well azimuth coverage. In case of the Event ID Taimali#2, there are only two stations with good SNR that can be used in waveform modeling, which are sufficient for reaching a reliable solution (Table S1 and Figure S2). The resulting LFH provides three-dimensional (3-D) force vectors along a sliding slope that is Figure 1. General source inversion (GSI) and landquake dynamics for Shiaolin event. (a) Examples of fits at two stations between records (black) and synthetic seismograms calculated for different source mechanisms including landquake force history (LFH, red), single force (SF, blue), and full moment tensor (MT) and its deviatoric moment tensor (CLVD+ DC), double couple (DC), and isotropic (ISO) components plotted with different gray levels. All waveforms are filtered to 0.025–0.05Hz, and the fitness values are typically between 0.746 and 1.421. The normalized cross-correlation coefficient (CC) and variance reduction (VR) are given at the end of each synthetic trace. The station name, epicentral distance, and station azimuth are given at the top. (b) Inferred collapsed-mass trajectory. The colored region shows the collapse area of the Shiaolin event mapped by the Central Geological Survey of Taiwan. Color dots indicate the locations of the center of collapsed-mass along run-out path trajectory. The black dot shows the transition spot from acceleration to deceleration. Maps are created using GMT (Generic Mapping Tools, http://gmt.soest.hawaii.edu/) software. (c) LFH of each component (green: north; blue: east; red: down) and the absolute value of the force vector (dashed line). Timedependent force vectors acting on the Earth are shown in the right panel. (d) Filtered horizontal envelope functions recorded at the closest Station SGSB. Open circles depict the peak ground velocity (PGV) and peak amplitude of D-phase (PAD). The dashed arrow shows the smooth decay of short-period seismic signals. All color dots correspond to those in (b) of the same color during the time progression from 0 to 100 s in the LFH result. The vertical dashed lines indicate the onset of maximum acceleration (ta), maximum deceleration (td), and dam-forming phase (D-phase), respectively. www.nature.com/scientificreports/ Scientific Reports | 6:19259 | DOI: 10.1038/srep19259 3 crucial for understanding landquake dynamics. Assuming a relatively constant block mass, the three-component acceleration time series of the moving block can be obtained by dividing the LFH results by the mass. A subsequent double integration of the acceleration yields the displacement corresponding to the run-out path of the landquake event. However, there is a trade-off between mass and displacement in the aforementioned calculation. In this study, the block mass of the landquake is obtained through a grid-search scheme by fitting the observed run-out distances identified in remote-sensing images13,14. In the case of the Shiaolin landquake event, we estimated the vertical and horizontal total block-mass displacements (Dv and Dh) of 1047m and 2624m, respectively, which leads to a mass of m= 8× 1010kg (Table S1) and the trajectory shown in Fig. 1b. Assuming an average density of 2500kg/m3 , the estimated collapse volume is ~32 million m3 . These estimated values are broadly consistent with field measurements and image mapping results2 . Dynamic landquake processes and identification of DFLEs. The estimated LFH exhibits a roughly sinusoidal shape with a duration of ~100 s (Fig. 1c). In the first 47 s the force vectors point consistently to the east with an upward vertical component (red dots and arrows in Fig. 1c), indicating a reaction to the acceleration of the moving block mass downhill to the west (red dots in Fig. 1b). The force vectors induced by the deceleration reveal a westward direction, in the same direction of the sliding mass (blue dots in Fig. 1b,c and blue arrows in Fig. 1c). Previous works have shown that the seismic signals excited by landquakes are dominated by Rayleigh surface waves and/or S waves12,13,16. Figure S3 clearly shows the peak HF envelope amplitude, which would be associated with the greatest mass impact on the ground, with a propagation velocity of ~2.8km/s close to the S-wave velocity. In order to compare the LFH results with the HF seismic signals, we calculate travel time from the corresponding point source on the resulting trajectory (color dots shown in Fig. 1b) to the closest station. For landquake events occurred in the mountain area of Taiwan, we perform a 3-D ray tracing17 through the shear-speed model18, which minimizes the effect of lateral heterogeneities on travel time predictions in LFH responses from the point sources to the closest station. For the Oso-steelhead event, a regional 1-D layered model19 was used for travel time calculation. The interpretation that follows is insensitive to small discrepancies in the used velocity model. To extract the HF seismic signals recorded at the closest station, we calculate the root-mean-square amplitudes of the filtered (1–3Hz) horizontal-component waveforms to obtain the horizontal envelope functions. Furthermore, a combined analysis of the HF horizontal envelope function with dynamics inferred from LP waveform modeling provides a quantitative characterization of the initiation, propagation and termination stages of the landquake event. At the closest station SGSB for the Shiaolin landquake event (Figure S4a), relatively small and low-frequency seismic amplitudes are generated during the initiation stage (before time ta in Fig. 1d) by both the slow mass movement and failure-slope detachment. Then, higher-frequency amplitudes, which might relate to grain impacts and complex process of block mass movement12,13, are visible in the propagation stage. After the maximum deceleration time (td in Fig. 1d), seismic signals rapidly decay, suggesting that the block mass is no longer moving. However, a strong late-arriving seismic phase (named Dam-forming phase or D-phase) in the HF envelope function can be observed during the termination stage (Fig. 1d). Comparing the timing of D-phase with the corresponding position of the block mass along its trajectory shows that the mass has reached the river channel (Fig. 1b). Thus, this D-phase is likely generated by the collapsed-mass sliding into the river and blocking it, and perhaps even further impacting the opposite river bank. Recent studies noted a similar short-period seismic energy appearing suddenly when the sliding mass reaches a topographic barrier9,10. In this study, our aim is to detect the D-phase in the closest seismic records, which can help identify the DFLEs. We applied our approach to a total of ten events, comprising five DFLEs (Event ID Shiaolin, Taimali, Laonong, Namaxia, and Oso-steelhead in Table S1), which were well recorded by regional broadband seismic networks (Figure S4 and see section Methods). Results of the estimated trajectory and HF envelope functions for four DFLEs and a non-dam-forming are shown in Fig. 2. Clear D-phase signals with bursts of HF radiations consistently appear in the termination stage of DFLEs. However, the relatively weak amplitude of D-phase signal can be contaminated by the large noise signals. Figure S3 shows the HF horizontal envelope functions recorded at BATS stations with a wide range of epicentral distances for DFLEs of Shiaolin and Taimali. Indeed, D-phase signals in the horizontal envelope functions can be observed only on closer stations (source-to-receiver distance ≤40 km). A possible solution to enhance the SNR of D-phase is to use waveform-stacking method that can improve the reliability of the D-phase detection. Therefore, amplitudes in these D-phase signals may be influenced by topographic changes of the river channel and the momentum of the mass sliding into the river. Even more notably, two landquake events (Events Taimali and Taimali#3 in Table S1) recorded by several broadband stations are only two minutes apart in HF envelope functions (Figure S5). Distance between two landquake events is about 2 km (Table S1). Our previous work13 based on HF waveforms has shown that the distance between the mean locations of the associated landquakes determined by satellite-image mapping and seismological means is ~2km. Thus, for correctly identifying and correlating the events with mapped collapse area, which occur closely in space and time, relying on HF seismic signals only is a very challenging problem. Here, modeling of LP waveforms provides crucial information of landquake dynamics (e.g., trajectory) for identifying events occurred in the vicinity (Fig. 2d,e and Table S1). Resulting trajectories of Events Taimali and Taimali#3 show the northwest and southward directions, respectively. For landquake Taimali#3, its trajectory is limited in failure slope and do not extend to the riverside. Consequently, there is no D-phase signal in its HF envelope functions (Fig. 2e). Collapsed mass versus landquake force and magnitude. Based on the aforementioned estimated values, we derive an empirical linear relationship between the estimated collapsed mass (m) and maximum force (Fmax). The results indicate a good linear relationship (m= 0.405Fmax, Fig. 3a). Nevertheless, a small discrepancy can be seen comparing with results derived from twenty-nine catastrophic events using global seismic data (ref. 8; gray line in Fig. 3a). Several factors may contribute to this discrepancy. In general, different source processes are responsible for the radiations of short- and long-period waves. Moreover, the spatial-temporal resolution of LFHs can be www.nature.com/scientificreports/ Scientific Reports | 6:19259 | DOI: 10.1038/srep19259 4 influenced by different frequency bands used in LP waveform modeling. In this study, we have used relatively higher frequency band for the LP signals (0.025–0.05Hz; see section Methods), which is likely to be weak on the Global Seismographic Network due to attenuation. In particular, result from a previous study9 using seismic records of higher and broader frequency band (0.01–0.1Hz) in tracing the dynamics of landquake event follows our relationship (open inverted triangle in Fig. 3a). Most notably, Event Oso-steelhead has an anomalous relationship between m and Fmax, which may be attributable to its geometrical characteristics since this event originated on a gentle slope (<20°) from an elevation of approximately 180m, yet it still traveled a run-out distance of ~1km (ref. 14). The integral of the moment rate yields the total moment which represents the size of earthquake4 . Previous studies have proposed that the amplitude of twice-time-integrated force indicates the overall size of the landquake (ref. 20; MLQ= m× Dt , where Dt h = + D Dv 2 2 is the travel distance along the failure slope). We further establish a linear relationship between mass (m) and landquake magnitude (MLQ). The result of the regression, as shown in Fig. 3b, has a pattern consistent with the scaling result in Fig. 3a. These relationships allow for a rapid determination of the collapse mass after the occurrence of a landquake, thus the trajectory of the sliding block can be calculated directly from the LFH results. Discussion Our results demonstrate that seismic monitoring is a valuable tool for determining landquake source parameters and identifying DFLEs. However, our approach can only be used to study large and rapid landquake sources that Figure 2. Timing of D-phase and the corresponding position of the moving block mass. Results of seismologically determined trajectory and SP envelope functions for four DFLEs: (a) Oso-steelhead, (b) Namaxia, (c) Laonong and (d) Taimali, and for an event without dam-formation: (e) Taimali#3. Station azimuth and epicentral distance are given in the top-right corner of each envelope function. Color dots indicate the locations of the center of collapsed-mass along run-out path trajectory. Black dot shows the transition point from acceleration to deceleration. All colored dots represent the time progression in the LFH result. The color region in each plot shows the collapse area from published satellite-image mapping results13,14. Maps are created using GMT (Generic Mapping Tools, http://gmt.soest.hawaii.edu/) software. www.nature.com/scientificreports/ Scientific Reports | 6:19259 | DOI: 10.1038/srep19259 5 generate LP seismic waves used in waveform modeling with the block model approximation, which may not be appropriate for two events with relatively small fitness (Events Laonong#1 and Namaxia in Table S1). In Taiwan, real-time moment tensor monitoring system (RMT, http://rmt.earth.sinica.edu.tw/) has been developed to provide information of earthquake source parameters in about two minutes after the occurrence of an earthquake, including the event origin time, hypocentral location, moment magnitude and focal mechanism21. In practical applications to landquakes, we can vastly expand the existing real-time broadband seismic networks in Taiwan to provide near-real-time landquake source mechanisms as part of routine operations. This is an important feature for the purpose of alerting relevant entities to the occurrence, location and magnitude of a catastrophic landquake event. Ideally, once the real-time seismograms reach a number of seismic stations, our approach merely takes a few seconds on a desktop computer to perform the LP waveform modeling. The total amount of computational time is proportional to the number of trial landquake sources, a scenario suitable for parallelization. The life span of a landquake dam depends on the stream hydrodynamics, geomorphologic factors, and the geometry and composition of the dam1 . Previous works indicate that longer living dams have relatively high length-to-height ratio (ref. 22; L/H> 20). Here we propose a new parameter which is the ratio between the peak ground velocity (PGV) and the peak amplitude of D-phase (PAD) (Fig. 1e). The PGV value, which may be associated with the greatest mass impact on the failure slope13,23, is estimated from the HF horizontal envelope function. The PAD value can be related to the momentum release of dam formation. We can expect that a high PAD/PGV ratio (R-value) corresponds to a small L/H value. Thus, incorporating R-value into the meteorological data14,24 would therefore allow the early identification of DFLE with higher failure potential. Indeed, the short-lived (~104 minutes) Shiaolin landquake dam can be quickly identified by a relatively high R-value and a low L/H value, coinciding with the most intense and prolonged rainfall (Fig. 4). Our proposed approach to the combined analysis of LP and HF seismic signals is very effective for a rapid determination of the source dynamics and for identifying DFLEs (Fig. 1). It facilitates real-time landquake monitoring and downstream early warning systems, which provide important, useful and timely information for mitigating landquake and dam-breach hazards. Methods Data. Records used for nine landquake events in Taiwan were provided by the Broadband Array in Taiwan for Seismology (BATS, http://bats.earth.sinica.edu.tw/) data center. Broadband records from TA and UW seismic networks (IRIS Data Management Center, http://dx.doi.org/doi:10.7914/SN/II) were used for the 2014 Oso-steelhead landquake event occurred in Washington, USA. Seismic data processing involves deconvolving instrument responses, integrating from ground velocity to displacement, rotating the horizontal components to radial and transverse directions for each station, and an application of fourth-order minimum-phase Butterworth band-pass filter with periods between 0.025Hz and 0.05Hz. Different weightings are assigned in the inversion according to the quality (signal-to-noise ratio, SNR) of the filtered waveforms. General Source Inversion (GSI). A more flexible approach to full-waveform inversion is developed in this study, which models the seismic source as a full moment tensor (MT) plus a single-force (SF). We follow the inversion algorithm of Kikuchi & Kanamori25, which decomposes the MT into five double couples (DCs) and an isotropic (ISO) source. The full MT is then represented by a linear combination of six elementary moment tensors. A SF consists of three orthogonal (north, east and vertical) forces. Thus, the n-th component displacement field un at a position x from a point source at position ξ can be expressed as Figure 3. Regression scaling relations. Estimated mass (m) of sliding block versus (a) maximum force Fmax, and (b) magnitude of landquake event MLQ. The black solid lines show regression lines and the two dashed lines indicate the range of two standard deviation. Symbols of different gray levels indicated different events listed in Extended Data Table 1. Gray solid line in (a) is the regression result of Ekström & Stark8 . Five DFLEs are depicted in solid black symbols. www.nature.com/scientificreports/ Scientific Reports | 6:19259 | DOI: 10.1038/srep19259 6 ( , ) = ∑ ( , ξ , ). = ( ) u x t a g x t 1 n p p np 1 9 The quantity gnp is the n-th component displacement at station x in response to the p-th elementary source (p= 1–6 for the six elementary moment tensors and p= 7–9 for the three orthogonal forces) at position ξ. ap is the excitation of the p-th elementary source. Here, the synthetics are obtained using Green’s functions computed by the propagator matrix approach26 for one-dimensional seismic velocity model19,27. The synthetics are convolved with the source time function and filtered in the same way as the records. The lower corner frequency of 0.025Hz is chosen such that the spatial scale of the sliding block is small enough compared to the wavelength of the seismic waves to satisfy the block model approximation; while the upper corner frequency of 0.05Hz is chosen to minimize the influence from local small-scale structures. Sinusoidal- and triangular-shaped source time functions were applied to the SF and MT responses, respectively. Previous study concluded that the modeled SF seismograms are insensitive to the choice of force time function6 . However, changes in source duration can cause substantial differences in the inverted force magnitudes; thus the estimated force magnitudes should be interpreted with caution. Sinusoidal force time function with a duration of 30 s was used in this study. Due to uncertainties in the event location and origin time and the assumed velocity model, synthetic waveforms do not perfectly align with the records. Therefore, recorded and synthetic waveforms are cross-correlated and the records are shifted with an allowance of ±5 s to maximize the cross-correlation coefficients. The shift is done for each component individually. Finally, the best fit coefficient ap is determined in a least-squares sense, and the fitness is quantified by both the variance reduction (VR; ref. 28) and the normalized cross-correlation coefficient (CC; ref. 29). For the pure DC component, we adopt an automatic and efficient approach29, which is a grid-search scheme based on the genetic algorithm, to determine the fault-plane solutions. Only vertical and radial components were used in the LP waveform modeling for the ISO source component. Landquake Force History (LFH). Seismic waves from a landquake source are generated by time-varying forces acting on the Earth. Following the inversion method developed by Ekström & Stark8 , we parameterize the force time history of each component (north, east and vertical) using a sequence of 50% overlapping isosceles triangles. We use 7–11 triangles in this study, each with a half-duration of 10 s. The magnitudes of the triangles that define the LFH of each force component are solved by minimizing, in a least-squares sense, the misfit between observed and synthetic seismograms. The time history of each force component is constrained to integrate to zero in order to satisfy the condition that the sliding block must be at rest before and after the landquake event. References 1. Costa, J. E. & Schuster, R. L. The formation and failure of natural dams. Geol. Soc. Am. Bull. 100, 1054–1068 (1988). 2. Wu, C.-H., Chen, S.-C. & Feng, Z.-Y. Formation, failure, and consequences of the Xiaolin landslide dam, triggered by extreme rainfall from Typhoon Morakot, Taiwan. Landslides. 11, 357–367 (2014). 3. Julian, B. R., Miller, A. D. & Foulger, G. R. Non-double-couple earthquakes 1. Theory. Rev. Geophys. 36, 525–549 (1998). 4. Aki, K. & Richards, P. G. Quantitative Seismology, 2nd edn, University Science Books, Sausalito, California (2002). 5. Tsai, V. C. & Ekström, G. Analysis of glacial earthquakes. J. Geophys. Res. 112, F03S22 (2007). 6. Tsai, V. C., Rice, J. R. & Fahnestock, M. Possible mechanisms for glacial earthquakes. J. Geophys. Res. 113, F03014 (2008). 7. Allstadt, K. Extracting source characteristics and dynamics of the August 2010 Mount Meager landslide from broadband seismograms. J. Geophys. Res. 118, 1472–1490 (2013). 8. Ekström, G. & Stark, C. P. Simple scaling of catastrophic landslide dynamics. Science 339, 1416–1419 (2013). Figure 4. Identification of high-potential failure DFLEs. Different symbols correspond to different DFLEs listed in Table S1. Gray scale indicates the cumulative rainfall after the event for different time-periods. Names of rain gauge stations used in this study are given to the right of each symbols. L/H values are collected from published results2,30. The dashed line delineates regions of high-potential failure DFLEs. www.nature.com/scientificreports/ Scientific Reports | 6:19259 | DOI: 10.1038/srep19259 7 9. Yamada, M., Kumagai, H., Matsushi, Y. & Matsuzawa, T. Dynamic landslide processes revealed by broadband seismic records. Geophys. Res. Lett. 40, 2998–3002 (2013). 10. Hibert, C., Ekström, G. & Stark, C. P. Dynamics of the Bingham Canyon Mine landslides from seismic signal analysis. Geophys. Res. Lett. 41, 4535–4541 (2014). 11. Deparis, J. et al. Analysis of rock-fall and rock-fall avalanche seismograms in the French Alps. Bull. Seism. Soc. Am. 98, 1781–1796 (2008). 12. Hibert, C., Mangeney, A., Grandjean, G. & Shapiro, N. M. Slope instabilities in Dolomieu crater, Réunion Island: from seismic signals to rockfall characteristics. J. Geophys. Res. 116, F04032 (2011). 13. Chen, C.-H. et al. A seismological study of landquakes using a real-time broadband seismic network. Geophys. J. Int. 194, 885–898 (2013). 14. Keaton, J. R. et al. The 22 March 2014 Oso Landslide, Snohomish County, Washington. GEER report, National Science Foundation (NSF) Geotechnical Extreme Events Reconnaissance. 176 pp. (2014) http://snohomishcountywa.gov/DocumentCenter/View/18180 (Accessed: 22nd July 2014). 15. Chao, W.-A. et al. Seismologically determined bedload flux during the typhoon season. Sci. Rep. 5, 8261 (2015). 16. Lin, C.-H., Kumagai, H., Ando, M. & Shin, T.-C. Detection of landslides and submarine slumps using broadband seismic networks. Geophys. Res. Lett. 37, L22309 (2010). 17. Koketsu, K. & Sekine, S. Pseudo-bending method for three-dimensional seismic ray tracing in a spherical earth with discontinuities. Geophys. J. Int. 132(2), 339–346 (1998). 18. Wu, Y.-M. et al. Improved seismic tomography offshore northeastern Taiwan: implication for subduction and collision processes between Taiwan and the southernmost Ryukyu. Geophys. J. Int. 178, 1042–1054 (2009). 19. Bassin, C., Laske, G. & Masters, G. The current limits of resolution for Surface wave tomography in North America. EOS Trans AGU, 81, F897 (2000). 20. Kawakatsu, H. Centroid single force inversion of seismic waves generated by landslides. J. Geophys. Res. 94, 363–374 (1989). 21. Lee, S.-J. et al. Toward real-time regional earthquake simulation I: Real-time Moment Tensor monitoring (RMT) for regional events in Taiwan. Geophys. J. Int. doi: 10.1093/gji/ggt371 (2013). 22. Chen, S.-C. et al. Landslide dams induced by typhoon Morakot and risk assessment. 5th International Conference on Debris-Flow Hazards Mitigation: Mechanics, Prediction and Assessment, Padua, Italy, 653–660, doi: 10.4408/IJEGE.2011-03.B-071 (2011). 23. Dammeier, F., Moore, J. R., Haslinger, F. & Loew, S. Characterization of Alpine rockslides using statistical analysis of seismic signals. J. Geophys. Res. 116, F04024 (2011). 24. Water Resource Agency (WRA). Hydrological Yearbook of Taiwan Ministry of Economic Affairs, Taipei, Taiwan (ROC) (2008–2009). 25. Kikuchi, M. & Kanamori, H. Inversion of complex body waves – III. Bull. Seism. Soc. Am. 81, 2335–2350 (1991). 26. Zhu, L. & Rivera, L. A. A note on the dynamic and static displacements from a point source in multilayered media. Geophys. J. Int. 148, 619–627 (2002). 27. Chen, Y.-L. & Shin, T.-C. Study of the earthquake location of 3-D velocity structure in Taiwan area. Meteorol. Bull. 42, 135–169 (1998). 28. Dreger, D. S. TDMT_INV: Time Domain Seismic Moment Tensor INVersion. International Handbook of Earthquake and Engineering Seismology. 81B, 1627 (2003). 29. Chao, W.-A., Zhao, L. & Wu, Y.-M. Centroid fault-plane inversion in three-dimensional velocity structure using strong-motion records. Bull. Seism. Soc. Am. 101, 1330–1340 (2011). 30. Dong, J.-J. et al. Deriving landslide dam geometry from remote sensing images for the rapid assessment of critical parameters related to dam-breach hazards. Landslides. 11, 93–105 (2014). Acknowledgements This research has been supported by the Ministry of Science and Technology (MOST), Taiwan. The authors acknowledge the Central Geological Survey (CGS) for providing data for the collapse areas of the landquake events, the Incorporated Research Institutions for Seismology Data Management Center (IRIS DMC), the Central Weather Bureau (CWB) of Taiwan, and Academia Sinica, Taiwan, for providing seismic data. The meteorological data was provided by the Water Resource Agency (WRA), Taiwan. Author Contributions W.-A.C. performed the seismic data processing, waveform inversion and regression analysis, and was responsible for the overall design and operation of this research. L.Z. assisted in implementing the waveform modeling and editing of the manuscript. Y.-M.W. and S.-C.C. participated in the design of the research and were involved in the interpretation of the results. C.-H.C. and H.-H.H. contributed to the data acquisition and interpretation. Additional Information Supplementary information accompanies this paper at http://www.nature.com/srep Competing financial interests: The authors declare no competing financial interests. How to cite this article: Chao, W.-A. et al. Seismology-based early identification of dam-formation landquake events. Sci. Rep. 6, 19259; doi: 10.1038/srep19259 (2016). This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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GEO3020 – Fall 2020 – Laboratory Exercise 9

SILICATE MINERALS I – Nesosilicates and sorosilicates

Material:

You will need to study some of the hand specimens from your mineral kit.

You will also need to download the Lab9.ppt (thin section pictures and videos) and the forsterite.html, epidote.html and kyanite.html from Canvas.

For this lab, you need to complete and the document Lab9-report2020 (no sketch required – all the answers can be entered in Word). 3 sections – 70 points

Also, continue to fill your Min_Table.

I. Introduction:

      In the following three lab exercises you will systematically learn about silicate minerals.  The silicate mineral family is extremely large, but by taking a coordinated approach to learning the mineral structures, formulas, and macroscopic and microscopic characteristics your task will be much easier.

      In this lab you will become familiar with the geometric and chemical nature of silicate structures and the basic “building blocks” from which they are constructed.  Compounds containing silicon and oxygen, the silicates, are the major constituents of the earth’s crust.  Their structures consist of oxygen ions surrounding the silicon ion in what is frequently depicted as a tetrahedron, its corners marking the centers of the oxygen ions.

      The different silicate structures arise from the various ways in which these silicon-oxygen tetrahedron are connected to one another.  They may exist as separate and distinct units, or they may be linked by sharing “corners,” i.e., oxygen.  An oxygen that is bonded to or “shared” with two silicon atoms is called a bridging oxygen.  Silicate classification is therefore based on the types of linkages between silicate tetrahedra.  The basic silicate units are similar to polymers in organic chemistry; more sharing of oxygen leads to larger polymers.

      Silicate minerals are classified into six structural categories based on the ways in which silica tetrahedra are linked together. The categories below are listed in order of increasing polymerization.  The list thus represents the approximate crystallization sequence of silicate types in a cooling magma.  (Keep this list handy, you will refer to it in the next few labs.)

1) Island Silicates

      These silicates are usually called nesosilicates after the Greek work meaning “island”.  These silicates are the first to crystallize from a magma and have Si4+ ions as widely separated as possible.  There is no sharing of oxygen (or “corners”) between tetrahedra and thus the allusion to islands.  Included in the island silicates are the olivine and garnet groups.

2) Double Island Silicates

      Double-island silicates are characterized by two-silica tetrahedra sharing one oxygen.  These silicates are usually called sorosilicates  from the Greek word “soro” meaning sister.

3)  Ring Silicates

      In the structures of the ring silicates the tetrahedra share two oxygen and the angular positions of the tetrahedra are such that closed units of a ring-like structure result.  Structures with three, four, and six-member rings are common.  Ring silicates are usually called cyclosilicates with examples being beryl and tourmaline.

4) Chain Silicates

Single Chain – In the single-chain silicates the silica tetrahedra also share two oxygen.  Their arrangement is such, however, that instead of forming ring-like structures they form a long chain.  The single-chain silicates are sometimes referred to as metasilicates.  The pyroxenes are an example of the single-chain structure.

Double Chain – With increased cooling, crystallization of single-chain silicates is commonly succeeded by that of double-chain silicates.  These double chains consist of equal numbers of alternating tetrahedra:  a) tetrahedra sharing corners with two neighboring tetrahedra, and b) tetrahedra which share corners with three neighboring tetrahedra, forming the link between two single-chains .  The single-, double-, and the rare triple-chain silicates are called inosilicates from the Greek for “thread” or “chain”.  Examples of double-chain silicates are the amphiboles.

5) Layer Silicates

      At even lower temperatures than those necessary for chain silicates, layer silicates may form.  The basic structure in the layer silicates is a sheet where each tetrahedron has one unshared corner and three corners shared with other tetrahedra.  Layers of cations between the sheets bond to the oxygen ions of the sheets immediately above and below, linking one sheet to the other.  Layer silicates are usually called phyllosilicates from the Greek word “phyllo” meaning “sheet”.  Micas are examples of the phyllosilicate structure.

6)  Framework Silicates

      When the temperature is low enough, all of the oxygen in the silica tetrahedra will be shared.  Hence, a three dimensional “framework” of combined tetrahedra will form.  Examples of framework  or tectosilicate  structures are the feldspars and quartz.

GEO3020 – Lab9_report (Fall 2020). Name: _________________________

Working with Silicate Crystal Structures (20 points)
      The basic unit of most silicate structures is the SiO4 tetrahedron.  The different silicate structures arise from the way in which the tetrahedra are connected.  Silica tetrahedra may exist as separate units bonded together by other cations, or they may be linked (polymerized) by sharing oxygen at their corners.  An oxygen that is bonded to or “shared” between two silicon ions is called a bridging oxygen.  An oxygen that is bonded to only one silicon ion is called a non-bridging oxygen.

1. Silicon is ordinarily coordinated by four oxygen.  Is this what you would predict from the ionic radii?  What explanation can you offer for this result? Show your work. (2 points)

2. Olivine

The olivine group consists of two end members, forsterite and fayalite.  There is complete substitution between magnesium and iron in this series.  Olivines are fairly distinctive optically despite their compositional variation.  They are characterized by high refractive indices and strong birefringence, and they are orthorhombic.

Mg-rich olivine are common in ultramafic and mafic igneous rocks. Pure forsterite is found in limestones of contact metamorphic zones (for example the zone around the Alta Stock in Big Cottonwood Canyon); fayalite is found in granite pegmatites, rhyolitic obsidians (with quartz!), and in metamorphosed ironstones.

Open forsterite.html (silica: blue, Magnesium: orange, oxygen: red) and answer the following questions:

      a. What ions are nearest neighbors to Si?  (1point)

      b. What are the coordination number and polyhedron formed around Si? (1point)

      c.  How are the Si polyhedra bonded to each other? (2points)

      d. What kind of silicate structure does this represent? (1point)

      f. Are all Si ions in equivalent crystallographic sites?  If not, how can the different sites be           recognized?   (2 points)

      g.  Describe the coordination of ions around Mg (1point)

      h. Are all Mg in equivalent polyhedra?  (1 point)

g. Where would sit the iron ions if the structure was not pure forsterite, but a Mg-rich olivine? Explain (3 points)

3. Zircon

Zircon is also a nesosilicate.

a. The ionic radius of Zr is  0.72 A. What coordination number is predicted by ? (2 points)

Zircon is uniaxial positive.

b. Based on this information (only), what can you say regarding its crystal system? (2points)

c. Give the Miller indices of the section that would show the highest interference colors.  (1 points)

d. Give the Miller indices of the section that would show the lowest interference colors. (1 points)

Crystal form (10 points)
1. Epidote

a. Open epidote.html and describe the crystal forms. (3 points)

b. What is the crystal system of epidote? why? (2 points)

2. Kyanite

a. Open kyanite.html and describe the crystal forms. (3 points)

b. What is the crystal system of kyanite? why? (2 points)

Hand sample and thin section diagnostic properties. (40 points)
Using your mineral kit and Lab9.ppt, fill the table below. For grey cell only: If you can’t determine the information from your observations, look for them in mineral databases online and provide your source.

 
Olivine M117slides 2-5
Garnet M75 Slides 6-8
KyaniteM97slides 9-12
Andalusite M10sldies 13-16
StauroliteM160slides 17-21

Chemical formula
     
 
 
 
 

Crystal system
     
 
 
 
 

Color in HS
     
 
 
 
 

Streak
     
 
 
 
 

Luster
     
 
 
 
 

Hardness
     
 
 
 
 

Cleavage (quality and number) in HS
     
 
 
 
 

Cleavage in thin section
 
 
 
 
 

Habit
     
 
 
 
 

Color in TS
       
 
 
 
 

Isotropic(I) /anisotropic (A)
   
 
 
 
 

Relief (–, -, 0, +, ++)
 
 
 
 
 

Interference color and order
       
 
 
 
 

Elongation sign
     
 
 
 
 

Extinction (angle)
       
 
 
 
 

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The exam is available from 12:01 am on 10/27 and due by 11:59pm on 11/1. Students will have only three hours once they start the exam in Canvas. To submityour exam, please submit a pdf copy of your answers to the Canvas assignment. The exam isopen book/note, but I will not tolerate plagiarism. Email me if you have clarifying questions.Good Luck!!ProblemsQuestion 1a: Name the four basic elements of all games. (Hint: You do not need to describethem). (4 pts)Question 1b: Describe a scenario that can be modeled by our Prisoners’ Dilemma Game. (2 pts)Question 1c: Identify the four basic elements of all games in the above scenario. (2 pts)Question 1d: Is chess an example of a____________________ game? (1 pt) Fill in the blank bycircling your answer:Static DynamicQuestion 1e: Are we more likely to use an extensive form game to represent a ___game? (1 pt) Fill in the blank by circling your answer:Static DynamicQuestion 2a: Draw an extensive form/ game tree. Make sure your game tree includes an exampleof a noncredible threat. (No credit will be given if you redraw the game from question 3.) (4 pts)Question 2b: What are the three elements that make up a game tree? (Hint: You do not need todescribe them). (3pts)Question 2c: Indicate the three elements in the above game tree. (3 pts)Question 2d: Define a noncredible threat. (2 pts)Question 2e: Provide an example of a noncredible threat in the above game. (Hint: In words,describe the scenario/ interaction between the players.) (3 pts)Use the above game for question 3.Question 3a: Indicate all of the subgames in the above game. (2 pts)Question 3b: Why are rationality and common knowledge necessary for backward induction?(2 pts)Question 3c: Find the Subgame Perfect Nash Equilibrium in the game on the previous page.(2 pts)Assumption for Question 4: All firms have identical marginal costsQuestion 4a: One the same graph, draw the typical BRFs for two Cournot firms. (4 pts)Question 4b: Draw the effect of a third firm entering the market on the graph in 4a. (2pts)Question 4c: Redraw the typical BRFs for two Cournot firms. Pick any level of output for firmone (i.e., besides where the two BRFs intersect) and show how the two firms output levels adjust.(2 pts)Question 4d: In words, why do we see the pattern you drew in 4c. (2 pts)Question 4e: Explain why the point where the two BRFs intersect is a Nash Equilibrium. (3 pts)Question 4f: In a Cournot market, how does a firm’s profits change as we add more firms to themarket? (1 pt) Circle your answer:Increases Decreases Stays the SameQuestion 4g: How does the size of consumer surplus in a Cournot market compare to amonopoly market? (1 pt) Circle your answer:Larger Smaller The sameQuestion 4h: How does the size of consumer surplus in a Cournot market with two firmscompare to a perfectly competitive market? (1 pt) Circle your answer:Larger Smaller The sameQuestion 5a: Compare the assumptions of the Cournot model with those of the Stackelbergmodel. (i.e., List all of the model assumptions and explain how they are the same and different).(2 pts)Question 5b: Why is high output a credible threat for the leader in the Stackelberg model and notfor a Cournot firm? (3 pts)Question 5c: In the Stackelberg model, how does the lead firm generate its residual demandcurve? How does this process compare to firms in our Cournot model? (3 pts)Question 5d: Assuming the same market demand and costs, how does the leader’s outputcompare to a Cournot firm? (1 pt) Circle your answer:Larger Smaller The sameQuestion 5e: Assuming the same market demand and costs, how does the follower’s outputcompare to a Cournot firm? (1 pt) Circle your answer:Larger Smaller The sameQuestion 6a: What assumption differentiates the Bertrand and Cournot models? (2 pts)Question 6b: In the Bertrand model if two firms have the same marginal costs, what is theequilibrium outcome? (2 pts)Question 6c: What is the Bertrand paradox/trap? (2pts)Question 6d: Name a condition that allows firms to avoid the Bertrand paradox/trap? (2 pts)Outline for Week 6 Topics ◦ Game Theory ◦ Normal form games ◦ Nash Equilibriums Readings: ◦ Chapter 7 of Church and Ware Why Game Theory? Our analysis of monopolies and perfectly competitive markets are examples of decision theory ◦ The firms decisions and payoffs were independent of other firms’ behaviors How do we solve cases were this is not true (i.e., payoffs are interdependent)? ◦ Game theory Examples: ◦ Studying for class ◦ Price features of the next iPhone Basic Elements of Games 1. Players: Identifies who is playing the game 2. Rules: a) The timing of all players’ moves b) The actions available to the players in every period c) The information that players have in every period 3. Outcomes: States the outcome/result of every possible combination of actions for every player 4. Payoffs: The value for each possible outcome based on the players’ preferences Rock, Paper, Scissors In class example Four Possible Game Types Static vs. Dynamic: ◦ Static (Simultaneous) Games: Each player move once without knowing the action of the other player ◦ Dynamic (Sequential) Games: The players move sequentially (i.e., take turns). ◦ Player may or may no know the previous action of the other player Incomplete vs. Complete Information ◦ Complete Information: Players know their payoffs and all of the other players’ too ◦ Incomplete Information: Players know their payoffs and some or none of the other players’ payoffs Fundamental Assumptions in Game Theory Rationality: Player want to maximize their payoffs ◦ In our class, we assume firms maximize profits—their payoff Common Knowledge: All the players know the structure of the game and the other players are rational, that all players know that all players know the structure of game and that the other players are rational, and so on Princess Bride Poison Scene: Normal Form A representation of a static game with complete information: 1. A set of players, identified by number: {1,2,…,I} 2. A set of actions or strategies for each player 𝑖, 𝑆𝑖 3. A payoff function for player 𝑖, 𝜋𝑖(𝑠), which gives player 𝑖’s payoff for each strategy profile or play of the game, 𝑠 = (𝑠1, 𝑠2, … , 𝑠𝐼 ), where 𝑠𝑖 is the action taken by player 𝑖. The strategy must come from the list of permissible actions: 𝑠𝑖∊𝑆𝑖 Example of Normal Form Game (player 1’s payoff, player 2’s payoff) Players: • One • Actions are on the vertical axis (left side of the matrix) • Payoffs are the first number in the pairs • Two • Actions are on horizontal axis (top of the matrix) • Payoffs are on the second number in the pairs Players: • One • Actions are on the vertical axis (left side of the matrix) • Payoffs are the first number in the pairs • Two • Actions are on horizontal axis (top of the matrix) • Payoffs are on the second number in the pairs Players: • One • Actions are on the vertical axis (left side of the matrix) • Payoffs are the first number in the pairs • Two • Actions are on horizontal axis (top of the matrix) • Payoffs are on the second number in the pairs Players: • One • Actions are on the vertical axis (left side of the matrix) • Payoffs are the first number in the pairs • Two • Actions are on horizontal axis (top of the matrix) • Payoffs are on the second number in the pairs Players: • One • Actions are on the vertical axis (left side of the matrix) • Payoffs are the first number in the pairs • Two • Actions are on horizontal axis (top of the matrix) • Payoffs are on the second number in the pairs Players: • One • Actions are on the vertical axis (left side of the matrix) • Payoffs are the first number in the pairs • Two • Actions are on horizontal axis (top of the matrix) • Payoffs are on the second number in the pairs If player one plays R1 and player two plays C1, player one receives a 4 and player receives a 3. If player one instead chooses R3, then player one gets 3 and player two gets zero. Dominant Strategies Strictly dominant strategy: a strategy that maximizes player’s payoff regardless of the strategies taken by the other players Formal definition: 𝑠𝑖 is a strictly dominant strategy for player 𝑖 if for all 𝑠′𝑖 ∈ 𝑆𝑖 𝜋𝑖 𝑠𝑖 , 𝑠−𝑖 > 𝜋𝑖(𝑠 ′ 𝑖 , 𝑠−𝑖) Where 𝑠−𝑖 is strategy of every player other than 𝑖 Example of Normal Form Game R1 dominates R2 and R3 C3 dominates C1 and C2 Dominated Strategies Strictly dominated strategy: a strategy where other strategies always lead to higher player payoffs regardless of the strategies taken by the other players Formal definition: 𝑠𝑖 is a strictly dominated strategy for player 𝑖 if for all 𝑠′𝑖 ∈ 𝑆𝑖 𝜋𝑖 𝑠𝑖 , 𝑠−𝑖 < 𝜋𝑖(𝑠 ′ 𝑖 , 𝑠−𝑖) Where 𝑠−𝑖 is strategy of every player other than 𝑖 Example of a Dominated Strategy and Iterative Elimination of Strictly Dominated Strategies R2 is strictly dominated by R1. Therefore, we know player 1 will never play R2 and the strategy can be eliminated using iterative elimination of strictly dominated strategies Example of a Dominated Strategy and Iterative Elimination of Strictly Dominated Strategies If we eliminate R2, C2 is now strictly dominated and can be eliminated Example of a Dominated Strategy and Iterative Elimination of Strictly Dominated Strategies If we eliminate C2, we can also eliminated R3 and then C3 Prisoner’s Dilemma Do the players have a dominant strategy? Overall is this a good outcome or could the players do better? Prisoner’s Dilemma Can they commit to this better outcome? Are there conditions were they could actually commit? British Game Show: Golden Balls https://www.youtube.com/watch?v=p3Uos2fzIJ0 Modified version of the prisoners dilemma Nash Equilibriums Best Response: If the other player does one thing, then the best response is the choice that leads to the highest payoff for the player 𝑖: 𝜋𝑖 𝑠𝑖 , 𝑠−𝑖 ≥ 𝜋𝑖(𝑠 ′ 𝑖 , 𝑠−𝑖) Nash Equilibrium: a strategy profile where every player’s strategy is best response to all of the other players ◦ No player can unilaterally change their strategy and increase their payoff ◦ 𝜋𝑖 𝑠𝑖 ∗ , 𝑠−𝑖 ∗ ≥ 𝜋𝑖 𝑠 ′ 𝑖 , 𝑠−𝑖 ∗ Go through prisoner’s dilemma, matching pennies, and the battle of the sexes with the normal form underlining approach Nash Equilibriums Continued Limitations 1. A game may have multiple equilibriums (i.e., battle of the sexes) 2. A game have no equilibriums (i.e., matching pennies) Focal points can help us solve games with multiple equilibriums ◦ Definition: Attributes or norms known before the players play that guide to one particular NE when there are multiple Battle of the Sexes Matching PenniesOutline for Week 7Topics◦ Game Theory◦ Extensive form games◦ Subgame Perfect Nash EquilibriumsReadings:◦ Chapter 7 of Church and WareExtensive Form Games• The second major type of games• Generally sequential in a nature (i.e., not like oursimultaneous/normal form games)• Structure: Player 1 does this, then player 2 does this, then player 1…• Normal form games can be represented in extensive form and vice versa• Games are represented by game trees• Provide similar information as normal form matrix but in a very differentstructureInformation Provided in Extensive FormGamesIdentifies the identity and number of playersIdentifies when each player can move or make a decisionIdentifies the choices or actions available to each playerwhen it is their turn to moveIdentifies the information a player has about the previousmoves by other playersIdentifies the payoffs over all possible outcomes of thegamesElements of a Game TreeDecision Nodes: Indicate a player’s turn to move. Numberin circles corresponds to the player who is making thedecision at the nodeBranches: Emanate from decision nodes. Each branchcorresponds to an actionTerminal Nodes: Node that indicate the completion of thegame and provides payoffsExample of a GameTree• Game starts with adecision node forplayer 1Example of a GameTree• Game starts with adecision node forplayer 1• Player 1 has twopossible actions: u andd (i.e. two branches)Example of a GameTree• Game starts with adecision node forplayer 1• Player 1 has twopossible actions: u andd (i.e. two branches)• Player 2 has twodecision nodesExample of a GameTree• Game starts with a decisionnode for player 1• Player 1 has two possibleactions: u and d (i.e. twobranches)• Player 2 has two decisionnodes and two actions ateach node: U and DExample of a GameTree• Game starts with a decisionnode for player 1• Player 1 has two possibleactions: u and d (i.e. twobranches)• Player 2 has two decisionnodes and two actions ateach node: U and D• There are 4 terminal nodes/sets of payoffsExtensive Form of thePrisoners’ DilemmaThe game is similar to the previousextensive form game with one majordifference:• Player 2 does not know player 1’saction• We represent this lack of informationwith a dashed lineExtensive Form of thePrisoners’ DilemmaThe game is similar to the previousextensive form game with onemajor difference:• Player 2 does not know player 1’saction• We represent this lack ofinformation with a dashed line• Player 2 does not know which ofthe two decision nodes they areatNoncredible Threats and Backward Induction• Similar to iterative elimination of dominated strategies: we can userational behavior and common knowledge assumptions to eliminateunrealistic outcomes• A player can always threaten to take an action that leads to a lowerpayoff to the other player• Example: Player 2 can say I will do down if you (player1) select up…• Yes player 1 is worse off ifplayer 2 plays D after u: 1vs. 5So it is a threat!• Should player 1 believe thethreat though?No, because playing Dwould lead to a 0 instead 2for player 2Therefore, this anoncredible threatNoncredible Threats and Backward Induction• Similar to iterative elimination of dominate we can use rationalbehavior and common knowledge to eliminate unrealistic outcomes• A player can always threaten to take an action that leads to a lowerpayoff to the other player• Example: Player 2 can say I will do down if you (player1) select up…• Using rationality and common knowledge we can eliminatedominated strategies in each subgame• Subgame is an “embedded” game in a complete game. Starts with decisionnodes and includes all subsequent nodes• Process is referred to as backward inductionEach Box Represents aSubgameThere are five subgamesin this gameUsing backwardsinduction to solve thesubgames in the blueboxes leads to this gameShould player 2 play U orD?Using backwardsinduction to solve thesubgames in the greenboxes leads to thisgame.Should player 1 play uor d?Subgame-Perfect-Nash-Equilibrium (SPNE)• With backwards induction we now know how the previous game willplay out: player one gets 4, player two gets 3, and player three gets 3with strategies: 𝑑,𝑈,𝐷′• The formal SPNE:Player 1 plays dPlayer 2 plays U if player 1 plays d and player 2 plays D if player 1 plays u.Player 3 plays D’ if player 1 plays d and player 2 plays U. Player 3 plays U’ ifplayer 1 plays d and player 2 plays DFinitely Repeated Games• In games that repeat a finite number of times (i.e., 10 times or10,000,000 times), players always go to the SPNE.• Example: If we played the prisoners’ dilemma game ten times, bothhave a dominate strategy in the final game—talk.• In game 9, both players know they going to talk in the next game so theyfollow their dominant strategy and talk in the 9th game…• Backwards induction insures no cooperation in the prisoners’dilemma game as long as players know exactly when the games willendEcon 121: Industrial Organization Week Nine Outline Oligopoly Markets ◦ Cournot ◦ Stackelberg ◦ Bertrand Stackelberg Markets Based on research by Heinrich von Stackelberg in 1952 Assumptions ◦ Products are homogeneous ◦ Firms choose output (i.e., q) ◦ Firms compete with each other once ◦ There is no entry by other producers ◦ Many small buyers ◦ One firm is a leader and the others are followers: One firm picks its output and the second firm decides their output (after learning what the leader produced) Firm 1’s profits are a function of both firms quantities: 𝜋1 = 𝑃 𝑞1 + 𝑞2 𝑞1 − 𝐶 𝑞1 ◦ Where 𝑃 𝑞1 + 𝑞2 is the inverse demand function and 𝐶 𝑞1 is firm 1’s cost function Stackelberg Markets Continued The Stackelberg model is identical to the Cournot example except for the sequential pattern of the quantity decision—leader then the followers This allows the leader to make a credible threat in terms of production unlike the firms in the Cournot model: ◦ In Cournot, firms could say they were going to produce a high quantity, but competitors know its not in the firm’s best interest/best response function (i.e., a noncredible threat) ◦ In Stackelberg, the leader produces the high quantity and forces their competitors (i.e., follower) to adapt (i.e., a credible threat) This pattern is referred to as first moved advantage The leader knows the follower’s best response function and uses against them—the leader produces a high output knowing the follower will respond by producing a small quantity Example of Stackelberg Behavior: Telkom in South Africa The leader subtracts the follower’s best response function (the lower graph) from the market demand curve to generate their residual demand curve The leader generates their MR curve from the residual demand curve be acting like a monopoly The leader produces where the MC=MR We can use our Extensive Form to Solve a Revision of the Game with Discrete Quantities Bertrand Competition Based on research by Joseph Bertrand in 1880s Assumptions ◦ Products are homogeneous ◦ Firms choose price (i.e., p) ◦ Firms compete with each other once ◦ Decisions are made simultaneously ◦ There is no entry by other producers ◦ Many small buyers Firm 1’s profits are a function of both firms quantities: 𝜋1 = 𝑝1𝐷(𝑝1, 𝑝2) − 𝐶 𝑞1 ◦ Where 𝑝1 is price firm one charges, 𝐶 𝑞1 is firm 1’s cost function and Bertrand Competition Continued Firm 1’s profits are a function of both firms prices and demand they face given their prices: The demand firm one faces depends on their price, 𝑝1, and its relationship with firm two’s price, 𝑝2. There three possibilities: 1. Firm one’s price is lower than firm two’s. Consumer only buy from firm one. 2. Firm one’s price is equal to firm two’s. Consumer split their equally between the two firms 3. Firm one’s price is higher than firm two’s. Consumers buy nothing from firm one Bertrand Equilibrium To find the Nash Equilibrium, we will consider the firm’s strategies in all four potential scenarios: ◦ Notes: 𝑐 is marginal cost and ɛ is epsilon. Think of epsilon as a penny, $.01, in our model 1. 𝑝1 > 𝑝2 > 𝑐: Does either firm have an incentive to change their? Yes! Therefore, this not an equilibrium. ◦ Firm one should under cut firm two’s price by a penny (i.e., $5.00 vs. $4.99) and capture the whole market ◦ 𝝅1 = 𝐷 𝑝2 − ɛ 𝑝2 − ɛ − 𝑐 > 0 Bertrand Equilibrium Continued 2. 𝑝1 > 𝑝2 = 𝑐: Does either firm have an incentive to change their? Yes! Therefore, this not an equilibrium. ◦ Firm two should increase its price to a penny less than firm one (i.e., $5.00 vs. $4.99). ◦ 𝝅2 = 𝐷 𝑝1 − ɛ 𝑝1 − ɛ − 𝑐 > 0 3. 𝑝1 = 𝑝2 > 𝑐: Does either firm have an incentive to change their? Yes! Therefore, this not an equilibrium. ◦ Either firm should cut their price by a penny (i.e., $5.00 vs. $4.99). Instead of splitting the market, the lower price firm will now capture the whole market ◦ 𝝅2 = 𝐷 𝑝1 − ɛ 𝑝1 − ɛ − 𝑐 > 1 2 𝐷(𝑝1)(𝑝1 − 𝑐) Bertrand Equilibrium Continued 4. 𝑝1 = 𝑝2 = 𝑐: Does either firm have an incentive to change their? No! Therefore, this is our Nash Equilibrium. ◦ If firm two increases its price by a penny above cost and firm one’s price (i.e., $5.00 vs. $5.01), quantity is zero and profits are still zero. If firm two decreases its price by a penny below cost and firm one’s price (i.e., $4.99 vs. $5.00), firm two captures the market, but takes a loss. The Graphical Representation of the Firm’s Best Response Functions Price Ranges: Firms never charge above the monopoly price or the below marginal cost Discussion of Bertrand NE Two significant takeaways from our Nash Equilibrium in the Bertrand game: 1. Two firms are enough to eliminate market power (i.e., price equals marginal cost in our equilibrium) 2. Price competition was able to dissipate profits in the market This results is sometimes called the Bertrand paradox or trap and explains why firms generally avoid “price wars.” We will discus the conditions where this equilibrium breaks down ◦ Asymmetric costs (i.e., the firms’ marginal costs are not equal to each other) ◦ Product differentiation ◦ Capacity Constraints Asymmetric Costs: 𝑀𝐶1 < 𝑀𝐶2 Suppose firm one’s marginal costs are lower than firm two’s ◦ Will firm one still charge a price equal to their marginal cost? ◦ Well think back to the scenario 𝑝1 > 𝑝2 > 𝑐: ◦ plugin firm one’s marginal (i.e., 𝑝1 > 𝑝2 > 𝑚𝑐1) ◦ Assume firm two has already set price equal to their marginal cost (i.e., 𝑝1 > 𝑝2 = 𝑚𝑐2 > 𝑚𝑐1) At 𝑝1> 𝑝2 = 𝑚𝑐2 > 𝑚𝑐1 ◦ Firm one is in scenario 1. and should charge 𝑝1 = 𝑝2 − ɛ ◦ Firm two is in a scenario like 4. where charging a lower price leads to a loss Best Response Function Under Asymmetric Costs: 𝑀𝐶1 < 𝑀𝐶2 Asymmetric Costs: 𝑀𝐶1 < 𝑀𝐶2 cont. Suppose firm one’s marginal costs are lower than firm two’s ◦ Will firm one still charge a price equal to their marginal cost? ◦ Well think back to the scenario 𝑝1 > 𝑝2 > 𝑐: ◦ plugin firm one’s marginal (i.e., 𝑝1 > 𝑝2 > 𝑚𝑐1) ◦ Assume firm two has already set price equal to their marginal cost (i.e., 𝑝1 > 𝑝2 = 𝑚𝑐2 > 𝑚𝑐1) At 𝑝1> 𝑝2 = 𝑚𝑐2 > 𝑚𝑐1 ◦ Firm one is in scenario 1. and should charge 𝑝1 = 𝑝2 − ɛ ◦ Firm two is in scenario like 4. where charging a lower price leads to a loss Because 𝑝1 = 𝑝2 − ɛ > 𝑚𝑐1, firm one will capture the market and make a profit in this scenario. Firm two does not produce and simply limits the price firm one can charge. Product Differentiation One of the assumption of the Bertrand model is homogeneous goods (i.e., consumers can not differentiate between the output of one firm versus another) However, if firms can convenience consumers the products are different (even if they are not), then the firms will be able to charge a price above marginal cost. Examples: ◦ Coca-Cola vs. Pepsi vs. store brand cola ◦ Apple iPhone vs. Samsung Galaxy We will discuss the topic in more detail later in the course Firms Best Response Functions Under Product Differentiation and Bertrand The Best Response Functions now cross at a price higher than marginal cost. Why? • Consumers no longer treat the products as identical • The cross price elasticity is no longer infinite: If Coca-Cola charges a price below Pepsi’s, some consumers will switch from Pepsi to Coca-Cola, but not everyone. Capacity Constraint Suppose the firms in our Bertrand Market can not satisfy the demand given the price and marginal cost (i.e., there is a shortage): In this scenario, the two firms will produce as much as they can. What price do they charge? ◦ Marginal Cost? No, because consumers want more at that price than the producer can make ◦ The price that consumers are willing to pay for the total quantity produced by all firms (assuming all firms are at capacity) Comparisons of Our Markets Assuming the Same Demand and Marginal CostsEcon 121: Industrial Organization WeekEight OutlineOligopoly Markets◦ CournotOligopoliesMarkets with a few large firms that supply the market◦ The firms are large enough to have output choices affect the market supply (i.e.,prices)◦ Firm’s profits/payoffs depend on their decisions but also those of their peers◦ This property is called Payoff Interdependence◦ Not true of our perfectly competitive markets or monopolyOligopoly markets will vary by:◦ Product type: homogeneous vs. heterogeneous products (i.e., crude oil vs. cars)◦ Timing of decisions: simultaneous vs. sequential◦ Choice variable: firm picks price or quantityCournot MarketBased on a discussion by Augustin Cournot in 1838 on two mineral waterproducersAssumptions◦ Products are homogeneous◦ Firms choose output (i.e., q)◦ Firms compete with each other once◦ Decisions are made simultaneously◦ There is no entry by other producers◦ Many small buyersFirm 1’s profits are a function of both firms quantities: 𝜋1 = 𝑃 𝑞1 + 𝑞2 𝑞1 − 𝐶 𝑞1◦ Where 𝑃 𝑞1 + 𝑞2 is the inverse demand function and 𝐶 𝑞1 is firm 1’s cost functionMarket DemandCurveIf firm 2 produces 𝑞2𝑎andfirm 1 does not produce,then the market price is𝑃(0, 𝑞2𝑎)ResidualDemand CurveFirm 1 treats the demand notsatisfied by firm 2’s output asthe demand curve they faceThis curve is referred to as theresidual demand curve𝑃 𝑄 represents the marketdemand curve and the pinkcurve is firm 1’s residualdemand curve when firm 2produces 𝑞2𝑏QuestionsIf firm 2 already picked to produce 𝑞2𝑏, does firm 1 have anycompetitors for the residual demand? Remember there are only twofirms in this market.Answer: NoWhat kind of market are we in when there a single firm?Answer: MonopolyDo we know how monopolies pick their output? Assume a lineardemand curve.Answer: Yes!Marginal RevenueCurves for Firm 1’sTwo PotentialResidual DemandCurvesRemember: For a linear demandcurve, a monopoly’s marginalrevenue curve is twice as steep—double the slope of the demandcurve.Assuming a constant marginal costcurve (i.e., a horizontal line at price= c) Set MC=MR to find the profitmaximizing quantity (i.e., where theMC and MR curves intersect eachother)If firm 2 produces 𝑞2𝑎, then firm 1profit maximizing quantity is 𝑞1𝑎. Iffirm 2 produces 𝑞2𝑏, then firm 1profit maximizing quantity is 𝑞1𝑏Best Response FunctionThe previous slide shows how firm 1 decides how much to producegiven firm 2 produces 𝑞2𝑎 or 𝑞2𝑏.Does a firm two have only have two possible quantities they canproduce? No, firm two has an infinite number of choices! (if weallow fractional levels of output)Is there a clean way to describe what firm 1 should do in all of thesecases? Yes, firm one’s best response function: 𝑞1 = 𝑅1 𝑞2◦ Firm 1’s best response function says “firm 2 does this, so I should do this (asfirm 1)”◦ We can represent the best response function as a curveBest ResponseFunctionsThe functions based on firm 1and 2’s output levelsTherefore, the vertical axis is nolonger price. It is firm 2’s outputlevelThe functions range fromquantity =0 to the monopolylevel of quantityIntuition for the range from firm1’s perspective: If firm 2 doesnot produce anything, then Ican maximize my profits byacting as a monopoly. Firm 2 isproducing at the point thatMR=MC=P. If I produceanything, I will reduce the pricebelow my MC, so I would lossmoney by producing.Tying Together Our SectionsOur Oligopoly section is simply a more complex specific example of our game theory sectionBest response: “If the other player does this, I should do this”◦ Prisoners’ Dilemma◦ Cournot when quantity can only take on two valuesDifferences:◦ We are given the table values in the Prisoners’ Dilemma◦ For the Cournot, we have to calculate the values( i.e., generate the residual demand and act like amonopoly)◦ In practice, firms can produce at an infinite number of quantity levels, so we need better way tovisualize all of the best responses = the best response function. However, the intuition is actually thesameBest ResponseFunctionsThe functions based on firm 1and 2’s output levelsTherefore, the vertical axis is nolonger price. It is firm 2’s outputlevelThe functions range fromquantity =0 to the monopolylevel of quantityIntuition for the range from firm1’s perspective: If firm 2 doesnot produce anything, then Ican maximize my profits byacting as a monopoly. Firm 2 isproducing at the point thatMR=MC=P. If I produceanything, I will reduce the pricebelow my MC, so I would lossmoney by producing.Tying Together Our Sections cont.Our Oligopoly section is simply a more complex specific example of our game theory sectionNash Equilibrium◦ Prisoner’s Dilemma◦ Cournot when quantity can only take on two valuesDifferences:◦ In practice, firms can produce at an infinite number of quantity levels, so we need to rely on bestresponse functions and not our underlining approach.◦ The Nash Equilibrium is now where the two best response functions intercept each other (i.e., the sameas a square where we have two lines). However, the intuition is the same—both players are bestresponding to each other’s strategy and can not deviate by themselves to be better off.Equilibrium inCournotWe use the two bestresponse functions tofind the marketequilibrium:On the board, gothrough firm responsesto an arbitrary startingquantity…The equilibrium occurswhere the two bestresponse functionsintersectWhat Happensif Firm 1’sMarginal CostsDrop?Our approach does not change:Start with a residual demand curveDraw the MR curveDraw a lower MC curveUpdating Firm1’s BestResponseFunctionThe reduction in firm 1’smarginal costs has two effectson their output:Firm 1 increases theiroutput to 𝑞1𝑎′from 𝑞1𝑎: thedirect effectFirm 2 decreases theiroutput in response to 1. Thedecrease in firm 2’s quantityencourages firm 1 toincrease their quantityfurther from 𝑞1𝑎′ to 𝑞1𝑏: theindirect effectConsumerWelfare inCournot MarketsAssuming our constantmarginal cost that equalsATC:There is a dead weight lossand industry profitsHowever, both are smallerthan the monopoly caseWith our MC assumption,both equal zero in theperfectly competitive marketWhat Happens as We Change theNumber of Firms in Cournot Market?If industryprofits arelargest at themonopolyoutput level, canour two firmsagree tocollude? Whatdo we think?Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 1 of 11 Instructions to Student • Answer all questions. • Deadline of submission: 2/12/2020 23:59 • The marks received on the assignment will be scaled down to the actual weightage of the assignment which is 50 marks • Formative feedback on the complete assignment draft will be provided if the draft is submitted at least 10 days before the final submission date. • Feedback after final evaluation will be provided by after two weeks. Module Learning Outcomes 1) Identify, install, work and troubleshoot with computer accessories. 2) Describe different hardware devices and explain how they work Assignment Objective Understand the working principles of the hardware components, acquire enough knowledge on how to troubleshoot the computer system. Assignment Tasks 1) Task 1 – Submit a work proposal for this assignment on or before 26/10/2020 (23:59) which must include: • Understanding of deliverables – a detail description of deliverables. • General overview of proposed plan – initial understanding of solution to task2. • Timeline for completion of the given tasks. The work proposal must be submitted in a word file through the link available in Moodle. (10 Marks) IN SEMESTER (INDIVIDUAL) ASSIGNMENT Module Code: COMP10002.1 Module Name: Fundamentals of Computer Hardware Level: 1 Max. Marks: 100 Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 2 of 11 2) Task 2 (90 Marks) The student is required to refer to appropriate resources (PowerPoint Slides, Videos of A+ certificate, Journal papers from E-library, etc.) and answer the following questions: a. The hardware printers are very similar between Impact and Non-impact. But there are some differences in the functions form factor. Those unique differences are found in printers used in office than home than the markets is very different. Further, the components that we use to connect the printers are also quite different. Based on the above, discuss the differences between the Impact & Non-impact printers with discussing the parts of the printers and how they are different in the functionality. (30 Marks) b. The diagnostic of the problem first will help you to identify the source of the issue and how to solve it. As the main tasks of the Information Technology Technician is troubleshooting witch mean Identifying the Hardware and Software problems and find what are the solution it may use to solve the issue. Suppose your Personal computer is not working at all , It start-up the operating system in seconds then computer shutdown automatically , you tried many times bus the issue still , You have to find what are the causes that keep the computer off and what are the solutions you may need to implement it. (20 Marks) Not: you need to mention at least two causes with their detailed solutions. c. Based on Technical Support Fundamentals course (The MOOC course which you started from week 2 on Coursera by using the link: https://www.coursera.org/learn/technical-support-fundamentals), answer the following question: i. Discuss the functionality of the Central Process Unit with suitable diagrams and examples of process functions. (20 Marks) ii. Compare between the networking device Router & Switch in the functionality and the hardware structure. (20 Marks) Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 3 of 11 Rules & Regulations: • All resources should be cited using CU Harvard style. • The final assignment must have a Title page, Table of Contents, References/ bibliography using CU Harvard Style and page numbers. • Title Page must have Assignment Name, Module name, Session, your name, ID, and the name of the faculty. • Softcopy in word format is to be submitted through Turnitin link on Moodle. • Viva will be conducted after the assignment submission as per the dates informed earlier. Guidelines: • Assignment must be computer typed. ➢ Font – Times New Roman ➢ Font – Style – Regular ➢ Font – Size – 12 ➢ Heading should be with Font Size 14, Bold, Capital and Underline. • Explain with suitable diagrams wherever required. Diagrams must be drawn using suitable software or by pencil. • Each student has to do the assignment individually / Students have to do the assignment collaboratively and each student should write a brief reflection on their contribution and learnings from group work. • You can refer books in E-Library or use internet resource. But you should not cut and paste material from internet nor provide photocopied material from books. The assignment answers should be in your own words after understanding the matter from the above resources. Assessment Evaluation Criteria Classification And % Range Reflection and critical analysis. Knowledge and Understanding/ Application of Theory Evidence of Reading Referencing and Bibliography Presentation, Grammar and Spelling Outstanding 91-100 Highly competent analytical skills and reflective practice, demonstrating personal learning and growth, insight into required professional values and principles and professional development planning. Extensive knowledge and depth of understanding of principles and concepts and /or outstanding application of theory in practice. Evidence of reading an extensive range of educational literature/research and where applicable workplace strategies, policies and procedures. Accurate referencing and bibliography correctly using appropriate referencing style Excellent presentation, logically structured, using correct grammar and spelling, excellent crossreferencing and links to supporting evidence Excellent 81–90 Strong analytical skills and reflective practice used, demonstrating personal learning and growth, insight into required professional values, principles and competencies and professional development planning. Excellent knowledge and understanding of principles and concepts and /or excellent knowledge and understanding of the application of theory in practice Evidence of reading a wide range of educational literature/research and where applicable, workplace strategies, policies and procedures. Appropriate referencing and bibliography correctly using appropriate referencing style Good presentation, competently structured, using correct grammar and spelling, clear and easy to use links to supporting evidence Very Good Quality Good use of analytical skills and reflective practice Good knowledge or key principles and concepts Evidence of reading a good range of educational Generally well referenced with correct use of the Reasonable presentation, completely structured, Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 4 of 11 71-80 demonstrating personal learning and growth, insight into required professional values, principles and competencies and professional development planning. and/or good knowledge of the application of theory in practice literature/research and where applicable workplace strategies, policies and procedures. appropriate referencing style acceptable grammar and spelling, acceptable links to supporting evidence Good (Acceptable) 61-70 Acceptable use of analytical skills and reflective practice demonstrating personal learning and growth, insight into required professional values, principles and competencies and professional development planning. Acceptable knowledge of key principles and concepts and/or knowledge of the application of theory in practice Evidence of reading an appropriate range of educational literature/research and where applicable, relevant workplace policies and procedures Adequate referencing. Generally accurate use of appropriate referencing style Adequate presentation and structure, acceptable grammar and spelling, adequate links to supporting evidence Adequate/ Satisfactory 51-60 Adequate use of analytical skills and reflective practice demonstrating personal learning and growth, insight into required professional values, principles and competencies and professional development planning. Adequate knowledge of key principles and concepts and/or satisfactory evidence of the application of theory in practice. Evidence of minimal reading of educational literature/research and where applicable relevant workplace policies and procedures Adequate referencing. Appropriate referencing style used but may contain some inaccuracies. Weak presentation , satisfactory structure, grammar and spelling, links to supporting evidence Weak /Poor (all learning outcomes not adequately met) 0-50 Little use of analytical skills and reflective practice demonstrating personal learning and growth, insight into required competencies and/or professional development planning. Professional values and principles not reflected in the submission. and/or Insufficient/no use of analytical skills and reflective practice demonstrating personal learning and growth, insight into required competencies and professional development planning Little evidence of knowledge of key principles or concepts and/or little evidence of the application of theory in practice and/or No evidence of knowledge of key principles or concepts and/or no evidence of application of theory in practice Little or no evidence of reading outside of the course textbook and/or reference to relevant work place policies and procedures and/or No evidence of reading outside of the course textbook and/or reference to relevant workplace policies and procedures Little or no referencing, incorrect style, or very inaccurate use of appropriate referencing style Poor presentation, grammar and spelling, links to supporting evidence and/or Unacceptable presentation, grammar and spelling, structure is very poor, links to supporting evidence Important Policies to be followed 1. Student Academic Integrity Policy*: • MEC upholds the spirit of academic integrity in all forms of academic work and any form of violation of academic integrity shall invite severe penalty. Any benefit obtained by indulging in the act of violation of academic integrity shall be cancelled. • MEC also reserves the right to notify the appropriate law enforcement authorities of any unlawful activity and to cooperate thereafter in any investigation of such activity. Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 5 of 11 • Faculty can conduct a viva to investigate and ascertain that the work submitted is student’s own work as per the guidelines for the same. A student can be given a maximum of 2 chances to attend the viva in such cases. It is expected that the student attends the viva during the first chance itself unless due to extenuating circumstances. If the student does not attend the viva in spite of being given 2 chances and fails to submit valid reasons, he/she will be awarded a fail in the module and this shall be counted as a case of academic integrity violation. All cases of violation of academic integrity on the part of the student shall fall under any of the below mentioned categories: 1. Plagiarism 2. Malpractice 3. Ghost Writing 4. Collusion 5. Other cases If the student fails a module and has a proven case of academic integrity violation in this module, the student is required to re-register the module. This is applicable to first and second offence of academic integrity violation of plagiarism type 1.1. First Offence of Academic Integrity Violation: 1.1.1. Plagiarism a. If a student is caught first time in an act of academic integrity violation during his/her course of study in any assignment other than project work and if the type of violation is plagiarism, then the student will be allowed to re-submit the assignment once as per the period allowed for re submission However, a penalty of deduction of 25% of the marks obtained for the resubmitted work will be imposed. b. Period of re-submission: The student will have to re-submit the work within one week (5 working days) from the date he or she is advised to re-submit. c. Re-submission of the work beyond the allowed period of resubmission will not be accepted and the assessment will be awarded a zero mark. d. If the re-submitted work (within the allowed period of resubmission) is also found to be plagiarized, then that assessment component will be awarded a zero mark. Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 6 of 11 It shall also contribute to the total count of academic integrity violation for that student. e. If plagiarism is detected in UG Project work (Project 1, Project Planning and Project Design and Implementation), the above clauses do not apply, and the work will be summarily rejected. In these cases the student will be awarded a fail (F) grade and is required to reregister the module. 1.1.2. Malpractice / Ghostwriting / Collusion If a student is caught first time in an act academic integrity violation during his/her course of study for an assessment component irrespective of coursework or end semester and if the type of violation is Malpractice/Ghostwriting/Collusion, then the student shall fail the module. 1.2. Second Offence of Academic Integrity Violation: 1.2.1. Plagiarism a. If any student is caught second time in an act of academic integrity violation during his/her course of study and if the type of violation is plagiarism, then the student will not be allowed to resubmit the work, and s/he will directly be awarded zero for the work in which plagiarism is detected. b. The student shall also receive a warning of suspension in such cases. 1.2.2. Malpractice/Ghostwriting/Collusion a. If a student is caught a second time in an act academic integrity violation for an assessment component irrespective of coursework or end semester and if the type of violation is Malpractice/Ghostwriting/Collusion, then the student shall fail the module. b. The student shall also receive a warning of suspension in such cases. 1.3. Third Offence of Academic Integrity Violation: a. If a student is caught a third time in an act of academic integrity violation for an assessment component irrespective of coursework or end semester then the student shall fail the module and also shall be suspended for one semester from the College, once the academic integrity violation case is confirmed by Institutional Assessment Review Committee. b. The student shall be suspended for the immediate subsequent semester and can register for modules only after having served the suspension period fully. This is also applicable for semesters offered in block mode. c. During the suspension period, the student shall have to mandatorily complete a course on academic integrity/writing before s/he can register for any modules. Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 7 of 11 d. During the period of suspension, the student shall be allowed to attempt supplementary examinations if s/he is eligible for the same. S/he shall also be allowed access to all college facilities permitted for a regular student except for registering the modules. 1.4. Fourth Offence of Academic Integrity Violation: a. If a student is caught a fourth time in an act of academic integrity violation for an assessment component irrespective of coursework or end semester, the student shall fail the module and also shall be expelled from the College, once the case is confirmed by Institutional Assessment Review Committee. b. The student shall be expelled from the college and all access to the college facilities and premises shall cease to exist. The documents shall be released only after getting the NOC (No Objection Certificate) from Registration Office. c. `On termination, the student shall not be refunded any fees paid for the academic semester in which academic integrity violation was observed. 1.5. Other cases If a student commits an act of academic integrity violation as per the definition of “other cases” mentioned in the previous section or of a different nature, student’s case shall be forwarded to an Institutional Assessment Review Committee, Chaired by the Associate Dean, Academic Affairs. The committee shall investigate the case by means of a viva and/or a hearing of the parties concerned if required and shall take appropriate decision. The penalty that can be granted to a proven case of academic integrity violation which falls in this category of “other cases” can be a warning/component zero/ module fail/suspension/expulsion depending on the nature and gravity of the offence. 1.6. Types/Variations of cases of Plagiarism and associated actions Type 1: In case plagiarism is detected in any component or part submission (submitted at different times) of one assessment (assignment), the deduction in marks will be applicable for the whole assessment (assignment), even if only the component or part submission alone needs to be resubmitted. Type 2: In case plagiarism is detected in a group assessment, all students of the group will be considered as having committed an act of plagiarism irrespective of whether plagiarism is on account of the act of all or a few or only one member. The policy will then be applied to all students. If some students in the group are eligible to re-submit (first offence) and others are not eligible, only eligible students will be allowed to re-submit within a period of one week and the penalty will be applied as per the policy for each student according to his / her history of violations. Type 3: Combination of Type 1 and Type 2: In case plagiarism is detected in any component or part submission (submitted at different times) of a group assessment (assignment), the deduction in marks will be applicable for the whole assessment (assignment), even if only the component or part submission alone needs to be resubmitted. All students of the group would be considered as having committed an act of plagiarism irrespective of whether Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 8 of 11 plagiarism is on account of the act of all or a few or only one member. The policy will then be applied to all the students of the group. If some students in the group are eligible to re-submit (first offence) and others are not eligible, only eligible students will be allowed to re-submit within a period of one week and the penalty will be applied as per the policy for each student according to his / her history of violation. Type 4: Variation of Type 1 and Type 2: In cases where the assessment consists of components or part submissions that could be a group assessment component (e.g. group assignment) and an individual assessment component (e.g. individual reflection), the following will be applicable: a. If plagiarism is detected in the group assessment component, all students of the group will be considered as having committed an act of plagiarism, irrespective of whether plagiarism is on account of the act of all or a few or only one member. The policy will then be applied to all students of the group. In such cases the group assessment component will be resubmitted. If some students in the group are eligible to re-submit (first offence) and others are not eligible, only eligible students will be allowed to re-submit within a period of one week and the penalty will be applied for each student according to his / her history of violation. b. If plagiarism is detected in the individual assessment component, the individual assessment component will be resubmitted – if the student is eligible for resubmission-. The policy will then be applied to that student alone. c. In both cases (a) and/or (b), the deduction in marks will be applicable for the whole assessment (assignment). 1.7. Types/Variation of Cases of Multiple Offences If student is caught with multiple violations of same or different nature in different modules of the same semester, they will be considered as one offence and student will be penalized for each violation according to the type of the offence. If student is caught with multiple violations of same or different nature in the same module of the same semester, then they will be considered as different offences and each will contribute to the overall count of AIV. The student then shall be penalized for each violation according to the count and type of each offence. * For further details Refer to MEC Student Academic Integrity Policy in Student Handbook. 2. Late Submission Regulations: It is the students’ responsibility to check all relevant timelines related to assessments. As per the Assessment Policy at MEC, late submissions are allowed for one week (5 working days) for all UG modules with a penalty. In such cases, a deduction of 5% of the marks obtained for the Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 9 of 11 submitted work shall be imposed for each working day following the last date of submission till the date of actual submission. Assessment documents submitted beyond a period of one week (5 working days) after the last date of submission will not be accepted and will be awarded a zero for that assessment. In cases where the submission has been delayed due to extenuating circumstances, the student may be permitted to submit the work without imposing the late submission policy stated above. The extended period of submission will be one week from the original last date of submission. In such cases, the student is expected to submit the supporting certificates on or before the original last date of submission of the assessment and the decision of extension rests with faculty responsible for the assessment .The late submission policy shall be applied if the student fails to submit the work within one week of the original last date of submission. Students may contact their teachers for clarification on specific details of the submission time if required. 3. Research Ethics and Biosafety Policy To protect and respect the rights, dignity, health, safety, and privacy of research subjects involved including the welfare of animals and the integrity of environment, all student projects are expected to be undertaken as per the MEC Research Ethics and Biosafety Policy. Accordingly the following shall apply. • Research and other enterprise activities shall be conducted by maintaining the high ethical standards consistent with national and international standards and conventions. • Any research at MEC that is categorized as high-risk research shall be subject to review and approval by the Research Ethics and Biosafety Committee. • Research activities involving collection of human or animal tissues and manipulation of microbial, animal or plant cells shall be subject to review and approval by the Research Ethics and Biosafety Committee. • Participants involved in research must be informed about the purpose of research and intended uses of research findings. Written consent must be obtained from people involved prior to the commencement of research. • Data obtained from participants must be treated with high confidence and should be used only for the intended purpose of research. Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 10 of 11 Fundamentals of Computer Hardware (COMP 10002.1) Fall 20 Student ID: Student Name: Assessment Evaluation Sheet Task1 0-10 Marks (Work Proposal) Complete work proposal with all the requirements of work plan and clear objectives Task2 0-5 5-10 10-15 15-30 A. Incomplete answer with No references and improper explanation. No evidence of knowledge about the question Little knowledge about the question with less number of references. Little evidence of theoretical concepts with lack of explanation Good use of references skills and reflective practical knowledge. Good level of understanding the concepts. Covers most of the aspects. Strong skills and reflective practice used, required professional knowledge. Accurate referencing and bibliography correctly using appropriate referencing style. Excellent presentation of the answers. Task2 0-5 5-10 10-15 15-20 B. Incomplete answer with No references and improper explanation. No evidence of knowledge about the question Little knowledge about the question with less number of references. Little evidence of theoretical concepts with lack of explanation Good use of references skills and reflective practical knowledge. Good level of understanding the concepts. Covers most of the aspects. Strong skills and reflective practice used, required professional knowledge. Accurate referencing and bibliography correctly using appropriate referencing style. Excellent presentation of the answers. Task 2 C 0-5 5-10 10-15 15-20 I Incomplete answer with No references and improper explanation. No evidence of Little knowledge about the question with less number of references. Little evidence of Good use of references skills and reflective practical knowledge. Good level of understanding Strong skills and reflective practice used, required professional knowledge. Accurate Fundamentals of Computer Hardware (COMP10002.1) – Fall -20 – CW1 (Assignment1) – All – QP MEC_AMO_TEM_035_02 Page 11 of 11 knowledge about the question theoretical concepts with lack of explanation the concepts. Covers most of the aspects. referencing and bibliography correctly using appropriate referencing style. Excellent presentation of the answers. Task 2 C 0-5 5-10 10-15 15-20 ii Incomplete answer with No references and improper explanation. No evidence of knowledge about the question Little knowledge about the question with less number of references. Little evidence of theoretical concepts with lack of explanation Good use of references skills and reflective practical knowledge. Good level of understanding the concepts. Covers most of the aspects. Strong skills and reflective practice used, required professional knowledge. Accurate referencing and bibliography correctly using appropriate referencing style. Excellent presentation of the answers. Signature of Teacher Student ID Student Name Similarity Index Penalty Viva and General Comments Final Marks<!– /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:””; margin:0in; margin-bottom:.0001pt; mso-pagination:none; text-autospace:none; font-size:11.0pt; font-family:”Arial”,”sans-serif”; mso-fareast-font-family:Arial;} p.MsoBodyText, li.MsoBodyText, div.MsoBodyText {mso-style-priority:1; mso-style-unhide:no; mso-style-qformat:yes; mso-style-link:”Body Text Char”; margin-top:0in; margin-right:0in; margin-bottom:0in; margin-left:12.05pt; margin-bottom:.0001pt; mso-pagination:none; text-autospace:none; font-size:11.0pt; font-family:”Arial”,”sans-serif”; mso-fareast-font-family:Arial;} span.BodyTextChar {mso-style-name:”Body Text Char”; mso-style-priority:1; mso-style-unhide:no; mso-style-locked:yes; mso-style-link:”Body Text”; mso-ansi-font-size:11.0pt; mso-bidi-font-size:11.0pt; font-family:”Arial”,”sans-serif”; mso-ascii-font-family:Arial; mso-fareast-font-family:Arial; mso-hansi-font-family:Arial; mso-bidi-font-family:Arial;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:12.0pt; mso-ansi-font-size:12.0pt; mso-bidi-font-size:12.0pt; font-family:”Calibri”,”sans-serif”; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:”Times New Roman”; mso-bidi-theme-font:minor-bidi;} @page WordSection1 {size:8.5in 11.0in; margin:44.0pt .25in 14.0pt 42.0pt; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} –>Privilege Peggy McIntosh, Associate Director of the Wellesley College Center for Research on Women, describes privilege as “an invisible package of unearned assets, which I can count on cashing in each day, but about which I was ‘meant’ to remain oblivious.                        Privilege is like an invisibleweightless knapsack of special provisions, maps, passports, code books, visas, clothes, tools, andblank checks” (McIntosh, 1989). The following are examples of ways      individuals may experience racial privilege. At the end, try to list at least two more ways you have experienced privilege (either as the beneficiary of/ or object of bias) based on your race.         1.    I can arrange to be in the company of people of my race most of the time.         2. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.         3. I can turn on the television or open to the front page of the paper and see people of myrace widely represented.         4. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is.         5. I can be sure that my children will be given curricular materials that testify to theexistence of their race.              .         6. Whether I use checks, credit cards, or cash, I can count on my skin color not to work against the appearance of financial responsibility.          7. I can take a job or enroll in a college with an affirmative action policy without having myco-workers or peers assume I got it because of my race.          8. I can be late to a meeting without having the lateness reflect on my race.          9. I can choose public accommodation with out fearing that people of my race cannot get in or will be mistreated.          10. I am never asked to speak for all of the people of my racial group.          11. I can be pretty sure that if I ask to talk with the “person in charge” I will be facing aperson of my race.          12. If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven’tbeen singled out because of my race.          13. I can easily b uy posters, postcards, picture books, greeting cards, dolls, toys, andchildren’s magazines featuring people of my race.                            14. I can do well in a challenging situation without being called a credit to my race. x      15. I can walk into a classroom and know I will not be the only member of my race.          16. I can enroll in a class at college and be sure that the majority of my professors will be ofmy race. PART BRacial privilege is only one form of privilege       – other examples of privilege? (e.g., privilege based ongender, sexual orientation, class, and religion). Can you think of ways one might have privilege based on these factors? (e.g., that you do not have to worry about being verbally or physically harassed because of your sexual orientation; or you can be sure that your religious holiday will be acknowledged and represented instore  displays,  classroom discussions, etc.).  What aspects of your identity do you benefit from privilege? What aspectsof your identity do you experience negative bias from? Minimum ½ page    PART C Pulling from our lectures, chapters, and discussion posts to this point in the semester – discuss the role you think good communication plays in addressing issues of privilege. How is the discourse (conversation) currently framed? and how can we use communication to advance equity. Minimum ½ page <!– /* Font Definitions */ @font-face {font-family:Wingdings; panose-1:5 0 0 0 0 0 0 0 0 0; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 268435456 0 0 -2147483648 0;} @font-face {font-family:Wingdings; panose-1:5 0 0 0 0 0 0 0 0 0; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 268435456 0 0 -2147483648 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1073743103 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536870145 1073786111 1 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; 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mso-level-text:; mso-level-tab-stop:3.0in; mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} @list l0:level7 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:3.5in; mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} @list l0:level8 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:4.0in; mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} @list l0:level9 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:4.5in; mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} ol {margin-bottom:0in;} ul {margin-bottom:0in;} –>Get professional assignment help cheaplyAre you busy and do not have time to handle your assignment? 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