It’s undeniable that moving the lego robot via the computer was a lot of fun. The purpose of this activity or experiment, was to understand computing different measurements while working with technology that is relevant to the field of sustainability and energy, as technology exploration will be of the utmost importance in the future. Each group constructed a robot out of lego based materials. We then used this robot to test measurements of distance and velocity compared to wheel circumference and wheel rotation.

   Represented below are two different data sets taken from the experiment performed with the lego robot. The experiment measured the distance the robot travelled in comparison with the wheels circumference, velocity, and number of wheel turns. The data is represented below in two data sets. Two different wheel diameters were used, one roughly .1619 m and one slightly larger. Unfortunately, the other diameter used was not recorded. The diameter or circumference of a vehicle or in this case, robot, is related to distance. In one wheel turn, the distance the robot has covered is equivalent to the circumference of the wheel. Larger circumferences compared to smaller ones, equate to larger distances if the same amount of power is used. Unfortunately, for our experiment, we did not change the power, which would have shown this correlation. I believe that if the power increased however, then the distance would also increase. The only circumstance in which an increase in power would result in a decrease in distance would be if the circumference of the wheels changed.  What is shown in the data, however, is that the greater number of wheel turns equal greater distances, based off of the computer measurements. For the first data set the three number of wheel turns were 1.51, 1.48, and 1.50. For 1.5,  the correlating distance was 26.45 cm. 1.48 rotations equated to 26.0 cm and for 1.50 rotations the distance was 26.25 cm. I was unsure however, which unit these wheel turns were measured in, however, the importance is, that the greater the rotation rate the greater the distance.  When the wheels of the robot were at 1.51 rotations, the most ground was covered. The same was true for data set 2. Another piece of data that should be pointed out is velocity. If you look at the sets of data, it appears that the velocity shares the same figures as distance. Velocity is a measure of the amount of distance covered (in meters) in a specific amount of time (seconds). Since both velocity and distance share the same numbers, this tells you that the robot was in motion for only 1 second. You can see, based on the data sets that all of the numbers correlate one way or another to each other, which I believe was a very important aspect of this lab; understanding the correlation in technology related measurements.

Another important feature of the data was the distance recorded by a human subject. After the robot ran its course for one second the distance was also measured directly with a ruler, which I must say was difficult in terms of accuracy.  In the second set of data, the human measurement was off by more than 2 cm each time, however, in the first set of data the measurements were closer in accuracy, however still off by a significant amount.  Computers will always be more accurate, because of a humans ability to make accurate measurements.

The experiment introduced basic technology and measurements in the hopes of familiarizing ourselves with technology that will be used in the future of sustainability and energy problems.

Our past trip to the Sawyer Library was a great way to familiarize ourselves with the database tools that Suffolk offers.  Although I had used the database feature prior to the lecture, I did learn of a couple useful tools I had never used previously. One tool in particular, I thought would come in handy was the ability to copy and paste a citation right from the article. This limits the hassle of trying to find information that isn’t readily available.  Another useful feature is the ability to do an advanced search which makes finding relevant information easier. Although I was aware of this search option previously, I did not know of some of its features. The advanced search features the ability to filter the year in which an article was published, and ensure that it was peer reviewed by scholars. You can also filter items that don’t include it’s full text. Another tip I should also keep in mind is the AND word command. If you’re looking for an article that contains two specific words, type AND between the two words you’re looking for.

Specific databases that would be useful to our class were also discussed. Although I’ve discovered these specific databases myself, we were told of sites via the Sawyer Library website like Greenfile and Sciencedirect where we can access good information relative to our Sustainability class. It will be important to implement these tools for future research.

The library in general is a great place to accomplish work. Before our tour of the library I have used it’s quiet space to work on homework. I’ve also taken advantage of its textbooks that can be borrowed which is definitely handy. I’ve even used the library’s coin machine so I could do my laundry. It appears that the library’s resources are endless.

The Library’s Catalog and Database’s can be found here  at https://www2.suffolk.edu/sawlib/sawyer.htm

 

I, myself, don’t feel comfortable concluding that Global Warming, in effect, was the reason for Hurricane Sandy’s being, although I do believe that Hurricane intensity and frequency will increase as the planet warms. Although there might have been contributing factors that climate change induced, or in fact caused, it seems a common theme in articles that a conclusion cannot be made. As of now, there isn’t enough evidence to conclude that Hurricane Sandy was the direct result of Global Warming. There is modern data that can explain why such Hurricanes would increase in both intensity and frequency, however the question is whether this data can be trusted.

Considered the satellite era ( last 30 to 40 years), reliable technology for recording hurricanes was not available. Different techniques for analyzing hurricanes also varied from region to region, which could alter the data (Easterling et al., 159 year, 2012). Even trends of the past 40 years, IPCC admits, are not particularly significant, at least on a global scale (Easterling et al., 159 year 2012). This is not to say however that there is not evidence supporting climate change and hurricane activity. Possibly due to an increase in ocean temperature, in the last 25 years, power dissipation has increased in the North Atlantic, although still, only a miniscule trend when considering the entire history of hurricane activity. The effects of heating oceans are very complicated. (Easterling et al., 159 year 2012). Relationships between both the atmosphere and heating of the ocean need to be taken into consideration. In order for a Hurricane to take place, the ocean temperature needs to be, as the IPCC puts it “roughly 26 degrees Celsius” for what is called tropical cyclogenesis. Along with the ocean heating up however, the atmosphere is undergoing change which can affect this ideal temperature; the ideal temperature possibly rises along with the ocean temperature. (Easterling et al., 160 year 2012).  Again, there are many things to consider. 15% of heat is believed to be the result of climate change affecting Hurricane Sandy, not taking into consideration other natural heat sources (Superstorm Sandy and Climate Change, 1).  Therefore climate change might of given the storm a push, however it can’t be concluded that climate change caused the storm. Another effect to consider on increasing oceanic temperatures is wind shear. Vertical wind shear will decrease Hurricane Activity, and increase with oceanic heating (Mallard, Lackmann, Aiyyer, Hill 4876, year 2013). There’s a possibility then that ocean heating is counterproductive to Hurricane activity.

Although not a direct result of Hurricane activity, with the level of sea’s rising it makes events like Hurricane Sandy more likely to occur. Specifically the flooding (Not the Hurricane itself (Chang A6). If ocean levels rise, then the odds of a Hurricane Sandy like events also increase in likelihood. Therefore, climate change can affect storms, however in this case only indirectly. will

It’s undeniable that there is evidence out there suggesting the connection between extreme weather and climate change. Whether Global Warming caused Hurricane Sandy is another question, that at this point in time can’t be answered.

Works Cited

Chang, Kenneth. “Research Cites Role of Warming in Extremes.” New York Times (blog). N.p., 5 Sept. 2013. Web. 21 Sept. 2013.

Grunwald, Michael. “Sandy Ends the Silence.” Time 19 Nov. 2012: 32. Academic Search Premier. Web. 15 Sept. 2013. <http://ehis.ebscohost.com.ezproxy.lib.uconn.edu/ehost/detail?sid=940ceab5-cb6a-4692-8c22-67df96062725%40sessionmgr112&vid=1&hid=107&bdata=JnNpdGU

9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=83372039>.

Kevin Hill, et al. “Atlantic Hurricanes And Climate Change. Part I: Experimental Design And Isolation Of Thermodynamic Effects.” Journal Of Climate 26.13 (2013): 4876-4893. Academic Search Complete. Web. 21 Sept. 2013.

Seneviratne, S.I., N. Nicholls, D. Easterling, C.M. Goodess, S. Kanae, J. Kossin, Y. Luo, J. Marengo, K. McInnes, M. Rahimi,M. Reichstein, A. Sorteberg, C. Vera, and X. Zhang, 2012: Changes in climate extremes and their impacts on the natural physical environment. In: Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation [Field, C.B., V. Barros, T.F. Stocker, D. Qin, D.J. Dokken, K.L. Ebi, M.D. Mastrandrea, K.J. Mach, G.-K. Plattner, S.K. Allen,M. Tignor, and P.M. Midgley (eds.)]. A Special Report of Working Groups I and II of the Intergovernmental Panel on Climate Change (IPCC). Cambridge University Press, Cambridge, UK, and New York, NY, USA, pp. 109-230.

“Superstorm Sandy and Climate Change.” New York State Conservationist 1 Feb. 2013: 25. Print.

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