Lesson+1+-5+Weathering

Go To: [add link] now write the explanation Lesson 1://What is a simple system? Let’s look at something we do not generally think of as a system, water.// What we think of as simple system, water, is actually pretty complex. In fact it is so complex that science studies it as a system. Think about it for a minute. Water exists all around you as solid, liquid and gas and each water molecule moves between those states and several places where water is stored. Each molecule of water keeps making this trip through the system. So, the molecule of water you drank this morning may have been part of the water a dinosaur drank millions of years ago. We will begin by finding out what you already know about this system. Go to the assessment section and take the assessment labeled Water Unit Pre Test.Once you have taken and submitted that assessment come back to this point in lesson 1 and continue....[Insert Assessment Image]Let’s examine a system by looking at something familiar...television. Your TV signal comes to you through a system that creates content, uploads it to a provider and then delivers that signal to a system in your home that receives the signal, decodes it and shows it as a TV show. You may have an entertainment system in your home consisting of several different components (speakers, amplifier, TiVo, etc), you have a heating system in your home and you probably have a phone system as well. Log onto the forum titled "1:01 Systems Brainstorm" and post a response to the starter question. You will be brainstorming types of systems with others in this class. We will use this list for our next activity so make sure you post all the systems you can think of.When you finish posting return to this point in the lesson....Now that we have a list-in-development of different types of systems let’s look at systems and come up with a working definition. Begin by examining a system ….. F1.01 Systems Brainstorm This is the systems Brainstorm forum. Please post all your ideas for examples of systems and respond to other student’s posts with more than a simple agreement statement. If you get stuck e-mail or ask your instructor for a few examples. [insert modeling how to write a post video] ….. A1.01 Systems Flow Chart/Graphic You are to select one of the systems in the brainstorm forum and design a flow chart or a graphic to show the parts of a system and how they are connected. Some examples of flow charts can be found at the following web site:@http://en.wikipedia.org/wiki/FlowchartOf course you can create any graphic you want to illustrate the components of your system and how your system is connected. A freeonline tool that can assist you can be found at www.bubbl.usWhen you are finished submit your flow chart or graphic. ……. F1.02 Systems Definition Post to this forum your definition of a system. Use your own words and do not copy from the net. Then, look at posts from other students and offer suggestions for improving their definition or state what you will use from their definition to improve your own definition. At the end of the forum we should have a concise and good descriptive definition of a system. Post early and often! When you have completed reading the forum posts you should post one final time your original definition and the revised definition. ….. L1.01 Making a system: The Water Clock Follow these directions for making a water clock. Your next assignment requires that you reflect on the system you have created. For credit you must include a photo of your water clock in a document, show the constructed clock to your teacher over the ICN or text the photo to your instructor.**The Water ClockMaterials:** 2- 2 liter bottles glass or clear plastic container to collect water; small nailmatches and a candletweezers or pliersmasking tape;markerwaterwristwatch or classroom clock for calibration1. Poke a small hole in the center of the bottom of the 2 liter bottom usingthe nail. You may need to gently heat the nail with a match or candle. If so, be careful and hold the nail with a pair of pliers or tweezers so you donot burn yourself. The heated nail should go through the plastic easily. Youonly want a small hole.2. Cut the narrow part of the top of the other 2 liter bottle so that it is just a clear container with one large opening at the top.3. Over a sink, put some water in the 2 liter bottle with the nail hole. Hold your finger over the hole.4. Place the uncut 2 liter bottle on top of the cut 2 liter bottle. The uncut 2 liter on topmust fit into the cut 2 liter bottle enough so that the top container doesnot fall through its opening and it should sit level in the bottom container.5. Place a strip of masking tape vertically along the side of the clear container, on which we’ll be recording the time required for the water to reach a given level.6. Release your finger from the hole and see how much of the clear containeris filled in one minute. Mark the height of the water at convenient intervals(e.g. minutes) on the masking tape. ….. A 1.02 Water Clock Reflection Answer these questions about your water clock system and then submit them as an assignment. For credit you must also include a photo of your water clock in your document, show the water clock to your teacher over the ICN or text the photo to your instructor. To get credit for this assignment you will need to submit a photo of your water clock or show your completed clock to your teacher. Next, you will have to think about and write answers to the following reflection questions and submit them in the assignment section.
 * __ A1.02: Water Clock Reflections(sc) __**

**__ Review Questions __** 1. How could you make this clock faster or slower? 2. Will a water clock work the same everywhere? Give a detailed example as you explain why or why not. 3. Draw a diagram of the water clock system. What are its components? Explain how the components interact. …..

Lesson 2 Lesson 2 Introduction You now know a bit more about systems. Each system has component parts and some of those parts interact. There are all sorts of systems that we study in science. It is interesting that we have always studied these interacting groups as systems. But, it is only recently that science has begun to study the whole earth as a system. There are actually several systems within systems on this planet. We used terms like open and closed, input and output, and sub systems. We will add those terms to the glossary as we move along. To start let’s look at the earth’s systems. Begin your work with a web walk on the “spheres”. That will guide you through the earth’s systems. ….. W2.01: Earth Spheres Begin your web walk by reading a quick introduction to the spheres. Make sure you learn the names for each sphere. [] Natural disasters like floods and fires have an impact on more than one sphere. This next site teaches you how scientists analyze these impacts. You will use this web site to help you with a short assignment. [] A2.01: Earth Systems Science Analysis Go back to the web site on earth systems science. [] There were two earth systems science analyses of the fires in Yellowstone. Find the two green boxes on the page. In the first box they identify the sphere that was involved ; in the second box they give some information on the event-sphere interactions impact). There are lots of impacts from these large events. For example, if I was studying the systems analysis of the floods in Iowa in 2011 I would have the following as one of my interactions: The second green box shows how they analyze interactions between the spheres (sphere-sphere interactions). An example from the floods might look like this: Your task is to think back through the floods of 2011 and do an event analysis. You should explain at least 3 event-sphere interactions and at least 3 sphere-sphere interactions. When you finish submit this to the assignment section (A2.01: Earth Systems Science Analysis). 1.
 * Event←→ Biosphere:** The increased water and humidity provided a perfect breeding ground for mosquitoes and these pests became think enough to make soup after the flood.
 * Hydrosphere←→Biosphere**: An increase in the moisture everywhere in the flood zone led to more mold and that has made people and animals ill.
 * Earth System Science Analysis of the Midwest Floods of 2011 **
 * Event<->Sphere interactions:**

2.

3.

1.
 * Sphere<-> Sphere Interactions**

2.

3.

Lesson 3: Breaking News….: Residents in Hamburg Iowa are advised that city water is not safe to drink. We are advising that all residents boil their water. Each morning when we turned on the tap we hardly gave a thought to where that water came from. We count on the water being pure and drinkable. Worldwide, most people do not have that luxury. Have you ever had the experience of not having good clean water flow from your tap? Maybe there was a water main break or a repair that shut off your water for a short time? If so, was it uncomfortable? Think about the water you use every day and how difficult it would be if you had to carry that water to your house each week. When you flush the toilet it take a gallon or more of water, when you brush your teeth, clean the dishes or get a drink it all takes water. In some parts of the world children spend their days hiking to a distant well and carrying water back each morning for their family. We simply turn on the faucet. The interesting part is that the water we drink comes from the same hydrosphere as the water in 3rd world countries. In the United States and many other developed countries we have a complex system of water purification and delivery that walks to the well every second for us. In this unit you will break down that system and learn how each part works, purify some water in the lab and learn how to measure and understand “micro amounts” of things in the water. Begin with the web walk on your water system. ….. W3.01 Water Systems Web Walk The first website gives you an overview of the water system’s components. [] Now watch a short slide show on how to do a lab that takes you through the steps of water purification. [] When you finish watching the slide show download the lab sheet //__add link__// (L3.01 Water Purification) and with your teacher’s permission you can start the lab. When you finish downloading, complete and submit the lab reflection questions (A3.01 Purification Lab Reflections) and submit them. ….. L3.01:Water Purification Lab BACKGROUND: Water in lakes, rivers, and swamps often contains impurities that make it look and smell bad. The water may also contain bacteria and other microbiological organisms that can cause disease. Consequently, water from most surface sources must be “cleaned” before it can be consumed by people. Water treatment plants typically clean water by taking it through the following processes: (1) **aeration **; (2) **coagulation **; (3) **sedimentation **; (4) **filtration **; and (5) **disinfection **. Demonstration projects for the first four processes are included below. - OBJECTIVE: To demonstrate the procedures that municipal water plants may use to purify water for drinking. MATERIALS NEEDED: 2 **<span style="font-family: 'ApexSansBoldT','sans-serif';">Liters of “swamp water” **<span style="font-family: 'ApexSansBookT','sans-serif';">(or add 2 1/2 cups of dirt or mud to 5 liters of water) **<span style="font-family: 'ApexSansBoldT','sans-serif';">1 Two liter plastic soft drink bottle **<span style="font-family: 'ApexSansBookT','sans-serif';">with its cap (or cork that fits tightly into the neck) **<span style="font-family: 'ApexSansBoldT','sans-serif';">2 Two liter plastic soft drink bottles **<span style="font-family: 'ApexSansBookT','sans-serif';">, one with its bottom cut off and one with the top cut off **<span style="font-family: 'ApexSansBoldT','sans-serif';">1 large beaker (2 cups) or measuring bowl **<span style="font-family: 'ApexSansBookT','sans-serif';">that will hold the inverted two liter bottle or you can use <span style="font-family: 'ApexSansBookT','sans-serif';">another two liter plastic soft drink bottle with its top cut off so the other bottle will fit inside of it. **<span style="font-family: 'ApexSansBoldT','sans-serif';">2 tablespoons of alum **<span style="font-family: 'ApexSansBookT','sans-serif';">(potassium aluminum sulfate available in the spice isle at grocery stores) **<span style="font-family: 'ApexSansBoldT','sans-serif';">1/2 cups fine sand **<span style="font-family: 'ApexSansBookT','sans-serif';">(white play sand or beach sand) **<span style="font-family: 'ApexSansBoldT','sans-serif';">1/2 cups coarse sand **<span style="font-family: 'ApexSansBookT','sans-serif';">(multi-purpose sand) 4 **<span style="font-family: 'ApexSansBoldT','sans-serif';">1 cup small pebbles **<span style="font-family: 'ApexSansBookT','sans-serif';">(washed, natural color aquarium rocks work best) 4 **<span style="font-family: 'ApexSansBoldT','sans-serif';">1 coffee filter ** 4 **<span style="font-family: 'ApexSansBoldT','sans-serif';">1 rubber band ** 4 **<span style="font-family: 'ApexSansBoldT','sans-serif';">1 tablespoon **<span style="font-family: 'ApexSansBookT','sans-serif';">(for the alum) 4 **<span style="font-family: 'ApexSansBoldT','sans-serif';">1 large spoon **<span style="font-family: 'ApexSansBookT','sans-serif';">(for stirring) 4 **<span style="font-family: 'ApexSansBoldT','sans-serif';">A clock **<span style="font-family: 'ApexSansBookT','sans-serif';">with a second hand or a stopwatch <span style="font-family: 'ApexSansBookT','sans-serif';">Office of Water (4606M) • EPA 816-F-04-021 • 06/2004 • www.epa.gov/safewater PROCEDURE: <span style="font-family: 'ApexSansBookT','sans-serif';">1. Pour your “Swamp Water” into the two liter bottle with a cap. Describe the <span style="font-family: 'ApexSansBookT','sans-serif';"> appearance and smell of the water to your lab partner. <span style="font-family: 'ApexSansBookT','sans-serif';">2. **<span style="font-family: 'ApexSansBoldT','sans-serif';">Aeration **<span style="font-family: 'ApexSansBookT','sans-serif';">the first step in the treatment process, adds air to water. It allows gases trapped in  <span style="font-family: 'ApexSansBookT','sans-serif';"> the water to escape and adds oxygen to the water. Place the cap on the bottle and vigorously <span style="font-family: 'ApexSansBookT','sans-serif';"> shake the bottle for 30 seconds. <span style="font-family: 'ApexSansBookT','sans-serif';"> Continue the aeration process by pouring the water into another bottle or the beaker, then <span style="font-family: 'ApexSansBookT','sans-serif';"> pouring the <span style="font-family: 'ApexSansBookT','sans-serif';"> water back and forth between them about 10 times. Once aerated, gases have escaped <span style="font-family: 'ApexSansBookT','sans-serif';"> (bubbles should be gone). Pour your aerated water into your bottle with its top cut off. <span style="font-family: 'ApexSansBookT','sans-serif';">3. **<span style="font-family: 'ApexSansBoldT','sans-serif';">Coagulation **<span style="font-family: 'ApexSansBookT','sans-serif';">is the process by which dirt and other suspended solid particles to chemically “stick together” <span style="font-family: 'ApexSansBookT','sans-serif';"> into floc (clumps of alum and sediment) so they can easily be removed from water. Add two tablespoons of  <span style="font-family: 'ApexSansBookT','sans-serif';"> alum to the aerated water. Slowly stir the mixture for 5 minutes. You will see particles in the water clinging <span style="font-family: 'ApexSansBookT','sans-serif';"> together to make larger clumps. This makes it harder for them to get through a filter at the plant. <span style="font-family: 'ApexSansBookT','sans-serif';">4. **<span style="font-family: 'ApexSansBoldT','sans-serif';">Sedimentation **<span style="font-family: 'ApexSansBookT','sans-serif';">is the process that occurs when gravity pulls the particles of floc to the bottom of the <span style="font-family: 'ApexSansBookT','sans-serif';"> cylinder. <span style="font-family: 'ApexSansBookT','sans-serif';"> Allow the water to stand undisturbed in the cylinder. Observe the water at 5 minute intervals for a total <span style="font-family: 'ApexSansBookT','sans-serif';"> of 20 minutes. Write down what you see - what is the appearance of the water now? At a treatment plant, <span style="font-family: 'ApexSansBookT','sans-serif';"> there are settling beds that collect floc that floats to the bottom, allowing the clear water to be drained from <span style="font-family: 'ApexSansBookT','sans-serif';"> the top of the bed and continue through the process. <span style="font-family: 'ApexSansBookT','sans-serif';">5. Construct a filter from the bottle with its bottom cut off as follows (see illustration below): <span style="font-family: 'ApexSansBookT','sans-serif';"> a. Attach the coffee filter to the outside neck of the bottle with a rubber band. <span style="font-family: 'ApexSansBookT','sans-serif';"> Turn the bottle upside down placing it in a beaker or cut-off bottom of a two liter bottle. Pour a layer <span style="font-family: 'ApexSansBookT','sans-serif';"> of pebbles into the bottle - the filter will prevent the pebbles from falling out of the neck. <span style="font-family: 'ApexSansBookT','sans-serif';"> b. Pour the coarse sand on top of the pebbles. <span style="font-family: 'ApexSansBookT','sans-serif';"> c. Pour the fine sand on top of the coarse sand. <span style="font-family: 'ApexSansBookT','sans-serif';"> d. Clean the filter by slowly and carefully pouring through 3 L (or more) of clean tap water. <span style="font-family: 'ApexSansBookT','sans-serif';"> Try not to disturb the top layer of sand as you pour the water. <span style="font-family: 'ApexSansBookT','sans-serif';">6. **<span style="font-family: 'ApexSansBoldT','sans-serif';">Filtration **<span style="font-family: 'ApexSansBookT','sans-serif';">through a sand and pebble filter removes most of the impurities remaining in water after Coagulation and sedimentation have taken place. After a large amount of sediment have settled on the bottom of the bottle of swamp water, carefully - without disturbing the sediment - pour the top two-thirds of the swamp water through the filter. Collect the filtered water in the beaker. Pour the remaining (one-third bottle) of swamp water back into the collection container. Compare the treated and untreated water. Do you think treatment has changed the appearance and smell of the water? **<span style="font-family: 'ApexSansBoldT','sans-serif';">Students!!! the final step at the treatment ** **<span style="font-family: 'ApexSansBoldT','sans-serif';">plant is to add disinfectants to the water to ** **<span style="font-family: 'ApexSansBoldT','sans-serif';">purify it and kill any organisms that may be harmful. ** **<span style="font-family: 'ApexSansBoldT','sans-serif';">Because the disinfectants are caustic and ** **<span style="font-family: 'ApexSansBoldT','sans-serif';">must be handled carefully, it is not presented in ** **<span style="font-family: 'ApexSansBoldT','sans-serif';">this experiment. The water that was just filtered ** **<span style="font-family: 'ApexSansBoldT','sans-serif';">is therefore __unfit to drink__ and can cause adverse ** …… A3.01 Purification Lab Reflections (**move to online text)** Name__________________________ Date __________________ Please look back over your lab and answer the following questions: 1. Describe the 4 water purification processes. 2. Which process seems to remove the greatest amount of visible material from the water and why do you think this step seems to remove more than the others? 3. What do you think would happen if the coagulation step was skipped? Describe what would the water look like? 4. What do you think would happen if the aeration step was skipped? Describe what the water look like? 5. What issues are there, besides cost, for a city to do this on a massive scale to produce enough water for every resident? Remember we each use about 180 gallons of water each per day. …… Imagine someone putting one tiny amount of some taste as strong as chile pepper oil in a one liter bottle of water. Most people would taste that tiny amount. In fact, lots of things can be present in tiny amounts and alter the taste of water. There are poisons and chemicals that are toxic that do occur in very small amounts in the surface water of our planet. Scientists from the Environmental Protection Agency determine acceptable amounts of dangerous chemicals. They make our drinking water providers test and make certain that our water stays below these levels of contamination. Acceptable amounts are sometimes so small that we have to use the unit “parts per million” or “parts per billion” to measure them. In this activity you will explore what those terms mean. Download the lab L3.02 Measuring parts per million and get permission from your teacher to begin. ….. **<span style="font-family: 'Times New Roman','serif'; font-size: 18px;">Investigating Parts Per Million (PPM) ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">BACKGROUND <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How much toxin can destroy a population? What is a lethal dose/lethal concentration? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This investigation is designed to help the student conceptualize one part of a million - a concept boggling to most adults! The exercise will allow students to visualize succesive dilutions of a 10% solution of food coloring or dye until 1 ppm is established. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From that point, continued dilutions will be completed to simulate the conditions which would be toxic enough to kill at least 50% of a given population over a period of time. The relative concentrations derived will be corresponded with current EPA standards for common heavy metals often produced as by-products of industry. NaCL (table salt), an ingredient in ice-melting crystals used on our wintery roads and often found in "run off" that enters our waterways will be considered as well. ([|Lab Sheet 1].) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Lab Sheet 2] includes EPA figures representing "lethal concentrations" of various substances. A lethal concentration is the amount considered capable of killing 50% of a population over a period of time. The term "concentration" is used rather than "dose" because we are considering the concentrations of a liquid solution. "Dose" is typically used to refer to solids. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The EPA concentrations represent mg/l. A milligram is 1/1000 of a gram, and there are 1000 ml in a liter. Since water is the solvent we are considering, and one liter of water has a mass of 1000 grams (density of water is 1 g/ml), we can calculate 1 mg/l to equal 1 ppm. (See Lab Sheet 2.) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grade Level: Junior High - High School <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objectives: · Students will develop operational definitions of "ppm" and "lethal concentrations." <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: For each group of two students you will need: **<span style="font-family: 'Times New Roman','serif'; font-size: 18px;">Investigating Parts Per Million Student Lab Sheet #1 ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedure: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Place clear plastic cups on sheet where they can be clearly labeled A-J. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Place 10 ml of 10% colored solution in the first cup (A). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. Using an eyedropper, remove 1 ml of solution and place in the next cup (B). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. Add 9 ml of water to cup B. Observe color and record in Data Table. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. Using the eyedropper, take 1 ml of solution from cup B and place in cup C. Observe. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Repeat steps 4 and 5 for cups D through I. Observe and record. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Indicate which cup represents a lethal concentration of :
 * <span style="font-family: 'ApexSansBoldT','sans-serif';">effects. __It is not safe to drink!__ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand the concept of successive dilutions.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will refine appropriate lab procedures and techniques.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will relate information presented to local and global pollution concerns.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Powdered dye such as Rit or liquid food coloring of approximately a 10% solution
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Water in 500 ml beaker (or similar-sized container.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Medicine dropper - pre-calibrated by teacher (see above).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10 small clear pre-calibrated medicine dispensing cups or plastic beverage cups (pre- calibrated).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10 ml graduated cylinder (or calibrated cups)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lab sheets.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> CUP ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> COLOR   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> CONCENTRATION   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 0.1 (100,000 ppm)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> B ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 0.01 (10,000 ppm)  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> C ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> D ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> E ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> F ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> G ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> H ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> J ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> NaCl (salt) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Iron  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Silver  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Mercury  ||

**<span style="font-family: 'Times New Roman','serif'; font-size: 18px;">Investigating Parts Per Million Student Lab Sheet #2 ** **<span style="font-family: 'Times New Roman','serif'; font-size: 18px;">Information and Inquiry ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lethal concentrations of common heavy metals and salt. Compiled from 1996 EPA quotations. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Think About It! <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Does a dissolved toxin ever disappear? Completely? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. If 50% of the population of the organism you studied was killed, how might that affect the ecosystem? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. When the color disappeared from the cups, was there any colored solution still in the cup? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. Is dilution the solution to pollution? Be specific. If we just keep adding water to toxins, will the organisms be safe?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> MERCURY || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 0.0005 mg/l  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> You will need to dilute cup F 4 more times.  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SILVER || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 0.005 mg/l  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> You will need to dilute cup F 3 more times  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> IRON || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 1.0 mg/l  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cup F - 1 ppm  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">NaCl (Salt) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 200.0 mg/l  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">200 ppm = 1/5 of a gram  ||
 * ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (1 gram mass of a small paper clip)  ||

Lesson 4 The Big Idea in this lesson is where does our water come from and where does it go? Remember that we mentioned that the water you drank today may have been some of the same molecules a dinosaur drank billions of years ago.There is a short answer. It goes around. There is a long answer involving the water cycle. That is where we are going. First, we need to review a little bit about solids, liquids and gasses and the properties of matter. Review your lessons from Matter lessons 1, 2 and 3. Here you learned about the phases of matter. Next, to review those concepts go to this site and work your way through the topics on the right hand side of the page from “states” down to “gasses”. [] Next let’s get comfortable with the water cycle- where our water circulates through the global hydrosphere. Download the water cycle scavenger hunt (A4.01 Water Cycle Scavenger Hunt). This assignment will guide you to the water cycle site and provide all the instructions. // ??Should we have kids design the hunt questions?? Should we add an activity where we ask the students to design a brochure for a lower grade? //

…. GO TO: a great site for a scavenger hunt that will help you learn about the water cycle. There are facts and figures in the hunt that can be found by clicking on a part of the cycle graphic. Each time you find a required fact or figure record it in the chart below and make sure you record the heading at the top of the web page. For example if the scavenger hunt asked you to find: If all glaciers melted today how much would sea level rise? Uuse some deductive reasoning to figure out where you would most likely find this information. Rule out lots of places like “condensation” and “evaporation. Since glaciers are ice and snow check there first. Click on “ice and snow” and read through the site that comes up. There in the fact section find the answer which is 230 feet. Record the answer, 230 feet, and the title at the top of the page which is ”The Water Cycle: Water Storage in Ice and Snow”. Now, keep your scavenger hunt sheet open and go to this site and begin the hunt. [] What percentage of the evaporated water that goes into the water cycle is provided by oceans? What is the Kuroshio Current? What is the difference in velocity in feet per second (meters per second) between drizzle and heavy rain? What year was the highest rate of stream flow for the North Fork American River? Where was there massive flooding in January of 1996? What are the two ways that aquifers may be recharged artificially? What is the difference between a confined and an unconfined aquifer? How does pumping affect the level of the water table? Where in the United States does evaporative cooling work the best? If a cloud can weigh as much as an airplane why doesn’t it fall? How much does a basic everyday cumulus cloud weigh? What are 5 atmospheric factors affecting transpiration? Name 4 of the 9 physical characteristics affecting runoff. Stream flow in rivers accounts for what percentage of the fresh water on earth? Find a bar graph graphic of the distribution of earth’s water and tell us of the 3% that is fresh water what percentage (of that 3%) is found in swamps? Does sublimation occur more at higher or lower altitudes?
 * Water Cycle Graphic Scavenger Hunt **
 * //Modeling video Insert//**
 * //Create 3 statements each of which connects two pieces of the cycle. For example….//**
 * //Write a correct or incorrect statement…about the water cycle You add two statements one correct and one incorrect. Your partner has to use the graphic to explain which is the correct one and what is incorrect about the other.You should have them in any order…correct/incorrect or incorrect/correct.//**
 * Water Cycle Scavenger hunt:**

Lesson 5 [needs revision] Possibly replace the flash floods presentation and rework Now that you have an understanding of the phases of matter (solid, liquid and gasses) and the water cycle you are ready to apply the ideas to a big phenomenon, floods. Many folks in Iowa have been touched by floods in the last few years and we know there will be more in the future. In lesson 5 you will learn more about this natural process. To Do: download assignment 5.01 “Great Rivers Student Question Sheet”. Answer these questions as you work through the web site. Submit the assignment to the assignment section. [] ……. Great Rivers e-curr. (sc) []


 * || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">to **The Nature of Great Rivers** and read the "Why Don't Rivers Run Dry?" section. Once you have finished that section, go to the [|**Hydrologic Cycle**], where you can go through an excellent, animated visual guide to the processes of the hydrologic cycle. Rivers depend on all parts of the cycle. After you go through the water cycle, you should be able to answer these questions:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What parts of the hydrologic cycle put water into the river?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What parts take water out of the river?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Can people increase or decrease any parts of the cycle? How?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Is there anything in your neighborhood that changes the water cycle? (Hint: think especially about runoff and how things such as pavement or vegetation might change it). ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Check with your teacher before continuing.  ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Now go back to **The Nature of Great Rivers** and read the "Why Do Rivers Carry Stuff?" section. As you are reading, think about answers to these questions:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Where does the stuff that rivers carry come from?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What kinds of landscapes produce the most eroded materials?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What happens when river water slows down?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Which particles settle out first?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What is the river bed?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How do rivers make their beds?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What is the energy source for all of this bed-making work?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What kind of river bed would you expect in the upland portions of a river, and why? What is the floodplain?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">When the river gets out of its banks, what kinds of materials are likely to be deposited on the floodplain? ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Check with your teacher before continuing.  ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Now, go back to **The Nature of Great Rivers** and read the "How Do Rivers Make Their Beds?" and the "How Do Humans Influence River Beds?" sections. Think about answers to these questions as you are reading:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How can humans change the normal balance between the natural processes of erosion and deposition?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What happens to the river when humans take these actions?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What is "hungry water" and how does it affect the river?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How do humans change the timing of river flow patterns? || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How can humans change the normal balance between the natural processes of erosion and deposition?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What happens to the river when humans take these actions?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What is "hungry water" and how does it affect the river?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How do humans change the timing of river flow patterns? || ||

…… ** A5.01:Great Rivers Student Question Sheet: ** ** Name_________________________________ ** ** Hydrologic Cycle ** …….. Go To: the River Flooding web site: [] Download the River Flooding student sheet and use it as an assignment for this section. When you finish, submit the assignment to the assignment section. ….. River Flooding student Sheet (Online) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">and read the "What Is a Flood?" section. Once you have finished that section, view the **San Diego River annual hydrograph** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">for an example of a river with very flashy flooding behavior. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">As you are looking at these resources, think about answers to these questions. You can record your answers on the [|**River Flooding**] student sheet. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Your teacher will divide the class into small research teams. Your team should search the Web for information on well-known flash floods. You may use the examples below, or others that you have heard of or can find in a Web search. Your research team should find the answers to the questions on the [|**Flash Floods**] student sheet. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Your team should prepare a brief report on "your" flash flood. It might be illustrated with maps, photos or drawings, and bulleted points. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Example Flash Floods: ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Optional: Get some safety information from the NOAA National Weather Service **Flash Flood site** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">and the NOAA **Flash Flood Safety: What You Need to Know Now**. The latter site includes advice on what to do if you are camping, in a car, outside, or trapped by a flash flood. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">As you are reading and looking at these websites, think about answers to these questions: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Be prepared to answer these questions. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">[] || ||
 * What parts of the hydrologic cycle put water into the river?
 * What parts take water out of the river?
 * Can people increase or decrease any parts of the cycle? Explain how?
 * Is there anything in your neighborhood that changes the water cycle? (Hint: think especially about runoff and how things such as pavement or vegetation might change it).
 * Nature of great Rivers part 1 ** :
 * Where does the stuff that rivers carry come from?
 * What kinds of landscapes produce the most eroded materials?
 * What happens when river water slows down?
 * Which particles settle out first?
 * What is the river bed?
 * How do rivers make their beds?
 * What is the energy source for all of this bed-making work?
 * What kind of river bed would you expect in the upland portions of a river, and why? What is the floodplain?
 * When the river gets out of its banks, what kinds of materials are likely to be deposited on the floodplain?
 * Nature of Great Rivers part 2 **
 * What parts of the hydrologic cycle put water into the river?
 * What parts take water out of the river?
 * Can people increase or decrease any parts of the cycle? How?
 * Is there anything in your neighborhood that changes the water cycle? (Hint: think especially about runoff and how things such as pavement or vegetation might change it).
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Go to **The Ups and Downs of River Flooding**(sc)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Why is the hydrograph (flood pattern) of a river much like a signature?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Are small rivers flashier than large ones? Why or why not?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Are seasonal floods regular events and do they occur on a schedule?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What might happen if the Amazon failed to flood for one year? What about for 10 years? ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Check with your teacher before continuing.  ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Go to The Ups and Downs of River Flooding and read the "**What Is a Flash Flood?**" section.
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Go to The Ups and Downs of River Flooding and read the "**What Is a Flash Flood?**" section.
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Go to The Ups and Downs of River Flooding and read the "**What Is a Flash Flood?**" section.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Cheyenne, Wyoming; August 1, 1985
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Shadyside, Ohio; June 14, 1990
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">New Braunfels, Texas; August 2002
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Madison County, Virginia; June 25-27, 1995
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Fort Collins, Colorado; July 28, 1997
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Rapid City, South Dakota; June 9, 1972
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Johnstown, Pennsylvania; May 31, 1889
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Big Thompson Canyon, Colorado; July 31, 1976
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Check with your teacher before continuing.  ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Go to The Ups and Downs of River Flooding and read the "**What Is a Great Flood**?" section. Once you have finished that section, take a visual tour of the [|**Grand Forks Flood of 1997**] and visit the PBS **Journey to Planet Earth** site and read about the great flood of 1993 and how it affected Grafton, Illinois.
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Go to The Ups and Downs of River Flooding and read the "**What Is a Great Flood**?" section. Once you have finished that section, take a visual tour of the [|**Grand Forks Flood of 1997**] and visit the PBS **Journey to Planet Earth** site and read about the great flood of 1993 and how it affected Grafton, Illinois.
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Go to The Ups and Downs of River Flooding and read the "**What Is a Great Flood**?" section. Once you have finished that section, take a visual tour of the [|**Grand Forks Flood of 1997**] and visit the PBS **Journey to Planet Earth** site and read about the great flood of 1993 and how it affected Grafton, Illinois.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How is a great flood different from a seasonal flood?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Are great floods predictable? ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Check with your teacher before continuing.  ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Now, go to the "**How Are Floods Good?**" section, read it, and then take a short visit to the Nile River at the World Resources Institute **Watersheds of the World: Africa-Nile Watershed**. Study the map and the map description statistics below it and be prepared to answer these questions:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Where are most of the cities?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How many major cities are in the watershed?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What proportion of the watershed is forest, grassland, cropland, or barren?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Is this an arid watershed?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">How might these factors influence flooding in the watershed? ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Check with your teacher before continuing.  ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Floods are not always good. Sometimes they are very very bad for humans. Go to the "**How Are Floods Bad?**" section and read it. Now visit the **Fatal Flood** website and work your way through some of the available resources describing how the Mississippi Flood of 1927 affected people. The transcript of the film "Fatal Flood" as well as some of the primary sources used in making the film are particularly interesting.
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Check with your teacher before continuing.  ||
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Floods are not always good. Sometimes they are very very bad for humans. Go to the "**How Are Floods Bad?**" section and read it. Now visit the **Fatal Flood** website and work your way through some of the available resources describing how the Mississippi Flood of 1927 affected people. The transcript of the film "Fatal Flood" as well as some of the primary sources used in making the film are particularly interesting.
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Floods are not always good. Sometimes they are very very bad for humans. Go to the "**How Are Floods Bad?**" section and read it. Now visit the **Fatal Flood** website and work your way through some of the available resources describing how the Mississippi Flood of 1927 affected people. The transcript of the film "Fatal Flood" as well as some of the primary sources used in making the film are particularly interesting.
 * ||  ||   || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14px;">Floods are not always good. Sometimes they are very very bad for humans. Go to the "**How Are Floods Bad?**" section and read it. Now visit the **Fatal Flood** website and work your way through some of the available resources describing how the Mississippi Flood of 1927 affected people. The transcript of the film "Fatal Flood" as well as some of the primary sources used in making the film are particularly interesting.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Can a great river like the Mississippi be controlled by humans?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">Can humans work hand-in-hand with natural flood-dissipation processes to protect their towns and property?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What are some of the causes of catastrophic floods?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14px;">What are some of the effects of catastrophic floods on humans?

…. Now let’s examine an event closer to home. The floods of 2011 in the Midwest decimated towns along the Missouri river. Work in teams to gather articles and artifacts and use them to create a multimedia presentation on the great floods of 2011. Include causes, effects with possible solutions or preparations to help minimize the damage from the next great flood.
 * Flash flood team presentation **