Analyze the code contained in the FishTank tab in order to determine what you must implement in the Fish class.

Using Processing and the provided template, implement the Fish class. You may only make changes to the Fish class. Modifications to the FishTank code is not allowed!

You should analyze the code contained in the FishTank tab in order to determine what you must implement in the Fish class.

The design of the fish is your choice.

Grading:

60 points – Implementation of each required item in the Fish class
40 points – Complexity and creativity of the Fish

note: I attachment the Fils for the fish Tank.

Write a brief summary of the results of your salinity-density and temperature -density experiments, then proceed to the questions below.

Deep-Ocean Circulation Lab Activity

In this activity, you will experiment with the salinity and temperature of water to observe the effect they have on water density

Part A: Introduction

Before completing the lab, please read over Chapter 15 of the textbook.

Ocean circulation has two primary components: surface ocean currents and deep-ocean circulation. While surface currents such as the famous Gulf Stream are driven primarily by the prevailing winds, deep-ocean circulation is largely the result of differences in ocean water density (the ratio of mass to volume). A density current is the movement of one body of water over, under or through another caused by density differences and gravity. High-density seawater sinks below low-density seawater.

The most important factors in creating these density differences are variations in salinity and temperature. High-salinity water is more dense than lower-salinity water. Cold water is more dense than warm water.

Salinity is the amount of dissolved solid material in water, expressed as parts per thousand parts of water. The symbol for parts per thousand is 0/00. Although there are many dissolved salts in seawater, sodium chloride (table salt) is the most abundant.

The main control of the salinity of seawater is the removal or addition of fresh water. When water is removed, such as by evaporation or freezing, any dissolved salts are left behind and the salinity of the remaining water is increased. Alternatively, when fresh water is added to seawater, the seawater is diluted and salinity is lowered. So:
• In regions where evaporation is high (very hot or dry areas) or where seawater freezes (at high latitudes), fresh water is removed, particularly near the surface of the ocean, and salinity is increased.
• In areas of high precipitation or influx of fresh water (such as near the mouth of a river), the additional fresh water dilutes seawater and lowers the salinity.

The factors that determine the concentration of salts in seawater are not constant from the equator to the poles, or with depth in the ocean, so the salinity of seawater also varies with latitude and depth.

Temperature is the most extensively determined variable of the oceans because it is easily measured and has an important influence on marine life. Like salinity, ocean water temperatures vary from the equator to poles and also changes with depth. Temperature, like salinity, also affects the density of seawater. Lower temperatures result in higher densities. The density of seawater is more sensitive to temperature fluctuations than salinity.

Part B: Salinity and Temperature Experiments

Lab Materials:
Clear glass drinking cup, small container such as a shot glass, measuring spoons, blue food coloring, salt, spoon to stir, typing paper.

Salinity Experiment
1. Begin by gathering the materials listed above.
2. Fill the glass to within 1 cm of the top with cold tap water. In the shot glass, combine ¼ teaspoon of salt, 1 tablespoon of cold water and one drop of food coloring and stir.
3. Slowly pour the contents of the shot glass down the side of the glass containing cold water and observe what happens to the salt water as it is introduced to pure water. It may help to hold a piece of white paper behind the glass to make observations.
4. Clean all materials and run the experiment a second time.

Temperature Experiment
1. Fill the glass to within 1 cm from the top with cold tap water (you may even want to put in some ice to drop the temperature; if you do, remove the ice before running the experiment).
2. In the shot glass combine 1 tablespoon of HOT tap water with 1 drop of food coloring and stir.
3. Carefully pour the contents of the shot glass down the side of the glass containing cold water slowly and observe what happens when hot water is introduced to cold water.
4. Clean all materials and run the experiment a second time.

Write a brief summary of the results of your salinity-density and temperature -density experiments, then proceed to the questions below.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part C: Interpreting Salinity and Temperature Data

Answer the questions below using what you have learned so far in the lab combined with information from the tables and graphs that you will construct

1. Construct two salinity curves, one for the Atlantic and one for the Pacific. Use a different colored pencil for each. Use your graph to answer questions 2 through 5.

Ocean Surface Water Salinity in Parts per Thousand (0/00) at Various Latitudes in the Atlantic and Pacific Ocean

Do you have someone that can do BIS Excel Course work?

Do you have someone that can do BIS Excel Course work? The book required for this would be:

Succeeding in Business with Microsoft Excel 2013: A Problem-Solving Approach (New Perspectives)Author: Debra Gross, Frank Akaiwa, Karleen Nordquist
3 Customer Product Reviews
ISBN-13: 9781285099149
ISBN: 1285099141
Edition: 1
Pub Date: 2013
Publisher: Cengage Learning

It requires Level 1, 2, and 3 course work for each week. I have attached one of the weekly coursework for your review to know what is required, you must know the assignments from the book. It would take place each week as assignment instructions are sent out. It is 8 weeks of work. If someone has this book it will be helpful, though I can scan copies. I will just need an overall quote for each week with the time frame of 48 to 72 hours.
Comments from Support Team: This is an example of week 1, the instructions do not come until each week. I have the sheets but no instructions as of yet. The book has instructions but may not be the same as what is required. I need a ballpark figure and an idea to know whether or not I should figure another alternative

What kind of 85-year old do you want to be?

This essay assignment (3-4 pages) encourages you to consider factors that may affect your experience of aging. You will write an essay that answers the question: What kind of 85-year old do you want to be? You will be using material from class lectures and the textbook. This exercise assesses critical thinking, inquiry-based learning, and inter-relations among disciplines. The essay require to use three of theis five factors (physically, social, psychological, culture/ethinc, economic and environmental). You might also wish to consider an individual who might serve as your role model-positive or negative- as you ponder this self portrait. Please consider using the chapters (1 to 17) of this book as a source to support the paper: Hooyman, N. R., & Kiyak, H. A. (2010). Social Gerontology, (9th ed.). Boston, MA: Allyn & Bacon. ISBN-10: 0-205-76835-0 ISBN-13: 978-0-205-76313-9. you can add more sources as long as you site them (no wikipedia please). thank yo

What suggestions might help individuals who work closely with others to avoid initiating or being affected negatively by emotional contagion?

Briefly define emotional contagion. Think about situations in which you have experienced or observed the phenomenon of emotional contagion. How might this phenomenon affect individuals in their work or careers, both positively or negatively? What suggestions might help individuals who work closely with others to avoid initiating or being affected negatively by emotional contagion?

Textbook
Baron,r.a.,& branscombe,n.r.(2012 social psychology 13th ed boston:pearson
ISBN-13;978-02052055

Identify trends in your food choices that might affect your fiber intakes.

Enter your food intake for 3 full days in iProfile by following the WileyPLUS® iProfile instructions. Save this information. Click on the Access to iProfile link. Write a 750- to 1,050-word paper that addresses the following points about your 3-day food intake: Recorded intake of protein, carbohydrates, and lipids Which foods in your recorded daily intake provide protein? Which provide carbohydrates? Which provide lipids? Review how your recorded protein, carbohydrate, and lipid intake compares with the recommendations of the dietary reference intake. If your recorded protein-carbohydrate-fat intake was too high or too low, which foods might you add or remove to achieve your goal and keep other nutrients in balance? Is the protein in each food you ate complete or incomplete, combining to become complementary? Why is this important? How much of your daily recommended protein, carbohydrates, and lipid intake did you achieve? If your macronutrient intake is insufficient or excessive, what might you do to bring it into the recommended range? Provide specific recommendations. Macronutrient intake ranges Is macronutrient intake within the recommended range important? What are the effects of too much or too little of a macronutrient? What happens if you consistently eat too little protein? What happens if you eat too few carbohydrates? What happens if you eat too few lipids? Fiber intake ranges Does your fiber total meet 100% of the recommendation for you, as calculated at iProfile? Does your diet meet the minimum number of servings of foods from each fiber-containing group? If not, which of the fiber-containing groups–fruits and vegetables–fell short of the recommended intake? Which specific foods provide the most fiber in your meals? Which provide the least? Identify trends in your food choices that might affect your fiber intakes. Dietary modifications What changes might you make to increase the fiber in your diet? How might insufficient or excessive amounts of proteins, carbohydrates, fats, or fiber contribute to health or illness? Provide examples. What have you learned about your diet? Cite three references other than the course text. Format your paper consistent with APA guidelines. Click the Assignment Files tab to submit your assignment.