This document appears to be a fieldbook or workbook for students participating in a river project. It includes sections for labeling river features on maps, measuring river characteristics like flow rate, assessing habitat quality, sampling macroinvertebrates, and listing key vocabulary. Students are to complete the various sections and record their observations and data from activities at different stations along the river.
This document contains instructions and worksheets for students participating in a river project. It includes sections on required equipment, vocabulary words to learn, maps to label river features, measurements of river width and flow, and data sheets for recording physical, chemical and biological characteristics observed at different stations along the river. Students are divided into groups that will rotate between stations 1-5 to complete tasks like identifying macroinvertebrates, measuring stream velocity, and assessing habitat and water quality.
1) The document discusses a science project about the regional park of La Pedriza located in the upper course of the River Manzanares. It covers topics like the relief, climate, landscape, vegetation and fauna of the area.
2) The main rock type in La Pedriza is granite, which was formed millions of years ago during the Hercynian orogeny. The climate is Mediterranean with warm, dry summers and mild, wet winters.
3) Features of the river basin such as the source, confluence, tributaries and mouth are identified and labeled on a map. The upper course of the River Manzanares displays characteristics of erosion like interlocking sp
This document contains information about Shuvo Brahma, a lecturer at BUTEX. It includes his contact details, education background of BSc and ongoing MSc from BUTEX, and previous job experience at Epyllion Knitex Ltd and as a lecturer at NITER.
It also includes the syllabus for the course WPE 243 Wet Processing-1 which covers topics like water and its importance in textile processing, detergents and auxiliaries, and pretreatment.
Finally, it discusses water treatment processes in the textile industry, including different water sources, hardness types, units of hardness measurement, effects of hardness on textile processing, and problems associated with hard water like scale formation in
This document summarizes water quality data collected from the Sabana Llana stream in Puerto Rico. Key findings include:
- The average temperature was 26.5°C, turbidity was 45.8 NTU, and pH was 8.2, making the water suitable for most organisms.
- Conductivity was 403 μS/cm and dissolved oxygen was 5.9 mg/L, below levels needed to support some species.
- Nitrate levels were low at 1.3 mg/L NO3–-N, and stream flow was low at 0.034 cfs due to stream characteristics.
- Water quality parameters were analyzed to understand pollution sources and their impacts on the local
Introduction
Water resources of India at a glance
Hydrogeological cycle
Exploration of groundwater
Groundwater potential zone
Indicators
Sensors
Rules for selection of imagery
Conclusion
Reference
Toss time: ____________ Direction of movement: _________________________
Current speed: Slow Medium Fast (circle one)
Toss another object and time it:
Toss time: ____________ Direction of movement: _________________________
Current speed: Slow Medium Fast (circle one)
4. Water Clarity: Use a Secchi Disk to measure water clarity. Lower the disk into the water until it just
disappears from view. Record the depth at which it disappears:
Secchi Disk Depth: _____________cm/inches (circle units)
5. Water Temperature: Use a thermometer to measure the water temperature. Record the temperature in
degrees Celsius (°C) or Fahrenheit (°
Over the last decade, demand for spring management has increased as traditional spring sources have started drying up or becoming contaminated. In response, communities, NGOs and state agencies began dedicated spring protection programmes. In the Himalayas, the State of Sikkim and organizations such as Central Himalayan Action and Research Group (CHIRAG) and People Science Institute (PSI) started identifying and protecting spring recharge areas around 2007. The difference between these programmes and many other previous efforts is that they went beyond supply-side improvements to focus on the use of hydrogeology to map springsheds for targeted interventions.
The Advanced Centre for Water Resources Development and Management (ACWADAM), a research and capacity-building organization comprised of hydrogeologists and other experts began lending their expertise and building capacity of stakeholders. ACWADAM provides technical support, training and materials in hydrogeology to all network partners as well as others in India and the region. Similar programmes began independently in most of the mountain regions of India. Arghyam, a funding organization that was supporting many of these programmes, noticed that these disparate initiatives shared commonalities despite geographic diversity. They thus organized and funded a meeting of these various organizations in June 2014, and the Springs Initiative was born.
The springs initiative aims to tackle the current water crisis and to ensure safe and sustainable access to water for all, by promoting responsible and appropriate management of aquifers, springsheds, and watersheds and conserving ecosystems in partnership with communities, governments and other stakeholders.
This presentation has been developed as a part of the springs initiative to promote an understanding of springs and their role in mountainous areas.
Water supply Engineering Notes by Sudip Khadka.pdfSudip khadka
branch of engineering concerned with the development of sources of supply, transmission, distribution, and treatment of water. The term is used most frequently for municipal water works, but applies also to water systems for industry, irrigation, wastewater reuse, and other purposes
This document contains instructions and worksheets for students participating in a river project. It includes sections on required equipment, vocabulary words to learn, maps to label river features, measurements of river width and flow, and data sheets for recording physical, chemical and biological characteristics observed at different stations along the river. Students are divided into groups that will rotate between stations 1-5 to complete tasks like identifying macroinvertebrates, measuring stream velocity, and assessing habitat and water quality.
1) The document discusses a science project about the regional park of La Pedriza located in the upper course of the River Manzanares. It covers topics like the relief, climate, landscape, vegetation and fauna of the area.
2) The main rock type in La Pedriza is granite, which was formed millions of years ago during the Hercynian orogeny. The climate is Mediterranean with warm, dry summers and mild, wet winters.
3) Features of the river basin such as the source, confluence, tributaries and mouth are identified and labeled on a map. The upper course of the River Manzanares displays characteristics of erosion like interlocking sp
This document contains information about Shuvo Brahma, a lecturer at BUTEX. It includes his contact details, education background of BSc and ongoing MSc from BUTEX, and previous job experience at Epyllion Knitex Ltd and as a lecturer at NITER.
It also includes the syllabus for the course WPE 243 Wet Processing-1 which covers topics like water and its importance in textile processing, detergents and auxiliaries, and pretreatment.
Finally, it discusses water treatment processes in the textile industry, including different water sources, hardness types, units of hardness measurement, effects of hardness on textile processing, and problems associated with hard water like scale formation in
This document summarizes water quality data collected from the Sabana Llana stream in Puerto Rico. Key findings include:
- The average temperature was 26.5°C, turbidity was 45.8 NTU, and pH was 8.2, making the water suitable for most organisms.
- Conductivity was 403 μS/cm and dissolved oxygen was 5.9 mg/L, below levels needed to support some species.
- Nitrate levels were low at 1.3 mg/L NO3–-N, and stream flow was low at 0.034 cfs due to stream characteristics.
- Water quality parameters were analyzed to understand pollution sources and their impacts on the local
Introduction
Water resources of India at a glance
Hydrogeological cycle
Exploration of groundwater
Groundwater potential zone
Indicators
Sensors
Rules for selection of imagery
Conclusion
Reference
Toss time: ____________ Direction of movement: _________________________
Current speed: Slow Medium Fast (circle one)
Toss another object and time it:
Toss time: ____________ Direction of movement: _________________________
Current speed: Slow Medium Fast (circle one)
4. Water Clarity: Use a Secchi Disk to measure water clarity. Lower the disk into the water until it just
disappears from view. Record the depth at which it disappears:
Secchi Disk Depth: _____________cm/inches (circle units)
5. Water Temperature: Use a thermometer to measure the water temperature. Record the temperature in
degrees Celsius (°C) or Fahrenheit (°
Over the last decade, demand for spring management has increased as traditional spring sources have started drying up or becoming contaminated. In response, communities, NGOs and state agencies began dedicated spring protection programmes. In the Himalayas, the State of Sikkim and organizations such as Central Himalayan Action and Research Group (CHIRAG) and People Science Institute (PSI) started identifying and protecting spring recharge areas around 2007. The difference between these programmes and many other previous efforts is that they went beyond supply-side improvements to focus on the use of hydrogeology to map springsheds for targeted interventions.
The Advanced Centre for Water Resources Development and Management (ACWADAM), a research and capacity-building organization comprised of hydrogeologists and other experts began lending their expertise and building capacity of stakeholders. ACWADAM provides technical support, training and materials in hydrogeology to all network partners as well as others in India and the region. Similar programmes began independently in most of the mountain regions of India. Arghyam, a funding organization that was supporting many of these programmes, noticed that these disparate initiatives shared commonalities despite geographic diversity. They thus organized and funded a meeting of these various organizations in June 2014, and the Springs Initiative was born.
The springs initiative aims to tackle the current water crisis and to ensure safe and sustainable access to water for all, by promoting responsible and appropriate management of aquifers, springsheds, and watersheds and conserving ecosystems in partnership with communities, governments and other stakeholders.
This presentation has been developed as a part of the springs initiative to promote an understanding of springs and their role in mountainous areas.
Water supply Engineering Notes by Sudip Khadka.pdfSudip khadka
branch of engineering concerned with the development of sources of supply, transmission, distribution, and treatment of water. The term is used most frequently for municipal water works, but applies also to water systems for industry, irrigation, wastewater reuse, and other purposes
1) Varshini the Water Drop introduces herself and explains that water is essential for life and makes up much of the human body and Earth's surface.
2) The document discusses different ways people use water every day and how their actions can affect the availability and cleanliness of water for both people and the environment.
3) It provides examples of lesson plans that teach children about water usage and conservation through activities examining their personal water usage, mapping local water sources, and identifying how communities share and impact river water.
The document discusses the properties and states of water, explaining that water is essential to life on Earth and can be found naturally in its solid, liquid, and gas forms. It moves continuously through the hydrologic cycle of evaporation, precipitation, and flow towards the oceans due to solar energy and gravity. Proper management of water resources is needed to ensure a sustainable supply of fresh water for all uses including human consumption, agriculture, industry, and recreation.
This document summarizes a seminar on water treatment. It discusses the objectives of water treatment as making water safe and clean for health. It describes various sources of drinking water like groundwater, rivers, lakes and reservoirs. It then explains the treatment process which typically involves coagulation, flocculation, sedimentation, filtration and disinfection to remove impurities and pathogens. Specific treatment technologies for surface water include rapid sand filtration while groundwater treatment focuses on precipitation and ion exchange/reverse osmosis for hardness removal and desalination. The overall goal is to produce clean and safe drinking water through engineered water treatment systems.
ANALYSIS THE DEFICIT OF DISSOLVED OXYGEN IN AL_HILLA RIVER ACCORDING TO WASTE...IAEME Publication
The dissolved oxygen levels and quality of water play an important role in supporting aquatic life. In this paper we collected number of samples from AL_Hilla River near AL-Hilla city center about 40 km from the beginning of the river to investigate the deficit of the DO concentration in the river and the pollution level in it.
This document outlines the key concepts and activities to be covered in a geography exam on water. Students are expected to define key terms related to the hydrosphere, water cycle, oceans, seas, rivers, lakes, and human water usage. They should understand the characteristics and differences between water bodies. Several map activities are included to locate major oceans, seas, rivers and lakes around the world, in Europe, and in Spain. Graphical analysis and comparison of Spanish and European rivers are also listed.
Landscaping refers to any activity that modifies the visible features of an area of land. The elements of landscape design include focal points, lines, forms, textures, and scale. Natural elements include plants, vegetation, water, earthforms, timber, and stone. Manmade elements include brick, metal, and glass. Process of landscape design considers these elements and concepts to enhance the landscape.
Landscaping refers to any activity that modifies the visible features of an area of land. The elements of landscape design include focal points, lines, forms, textures, and scale. Natural elements include plants, vegetation, water, earthforms, timber, and stone. Manmade elements include brick, metal, and glass. Process of landscape design considers these elements and concepts to enhance the landscape.
This document discusses water on the land and how rivers change from their source to their mouth. It explains that rivers have a steep gradient and narrow channels near their source, carrying large angular material. Downstream, the gradient gentles, channels widen and deepen, and material transported is smaller and more rounded. Floodplains also become wider and flatter towards the river mouth as the channel capacity increases.
sciencepowerpoint.com delivers a four part 2150+ slide PowerPoint slideshow becomes the roadmap for an amazing and interactive science experience. Complete with bundled homework package, many built-in quizzes, hands-on activities with directions, unit notes, answer keys, video links, rubrics, review games, and much more.
This unit aligns with the Next Generation Science Standards and Common Core Standards for ELA and Literacy in Science and Technical Subjects. See preview for more information.
Areas of Focus within The Rivers Unit -Watersheds, Rivers of the United States, Sections of a River, Parts of River (Vocabulary), Stream Order, Erosion and Deposition, Water Quality, Chemical Properties of Water, Bio-Indicators of Water Quality (EPT richness), Physical Properties of Water Quality, Rivers and Flooding, Factors that Control Flooding, Types of Flooding, Tsunami's, Wetlands, Flood Prevention, Levees, Dams and Ecosystem, Importance of Dams, Impacts of Dams, Hydropower, Parts of Dam, Salmon (Life Cycle), Systems of Help Salmon, Fish (General), Layering in a Lake, Lake Turnover, Nutrients and Lakes.
Teaching Duration = 4+ Weeks + PowerPoint Review Games
Ryan Murphy M.Ed
www.sciencepowerpoint.com
sciencepowerpoint.com delivers a four part 2150+ slide PowerPoint slideshow becomes the roadmap for an amazing and interactive science experience. Complete with bundled homework package, many built-in quizzes, hands-on activities with directions, unit notes, answer keys, video links, rubrics, review games, and much more.
This unit aligns with the Next Generation Science Standards and Common Core Standards for ELA and Literacy in Science and Technical Subjects. See preview for more information.
Areas of Focus within The Rivers Unit -Watersheds, Rivers of the United States, Sections of a River, Parts of River (Vocabulary), Stream Order, Erosion and Deposition, Water Quality, Chemical Properties of Water, Bio-Indicators of Water Quality (EPT richness), Physical Properties of Water Quality, Rivers and Flooding, Factors that Control Flooding, Types of Flooding, Tsunami's, Wetlands, Flood Prevention, Levees, Dams and Ecosystem, Importance of Dams, Impacts of Dams, Hydropower, Parts of Dam, Salmon (Life Cycle), Systems of Help Salmon, Fish (General), Layering in a Lake, Lake Turnover, Nutrients and Lakes.
Teaching Duration = 4+ Weeks + PowerPoint Review Games
Ryan Murphy M.Ed
www.sciencepowerpoint.com
The document contains incomplete sentences about water infrastructure terms that need to be filled in, including: dam, reservoir, underground, aquifer, Lagunas de Ruidera, ocean, aquifer, well. It also lists the oceans and provides a water flow sequence and coloring instructions for a related drawing.
Lab 06_ FLUVIAL PROCESSES AND LANDSCAPESLAB 06 FLUVIAL PR.docxVinaOconner450
This document provides an overview of a lab module on fluvial processes and landforms. It introduces key terms and learning objectives related to topics like watersheds, drainage patterns, stream ordering, meandering rivers, and alluvial fans. The document describes how to navigate the accompanying Google Earth file to view examples of these concepts and answer questions to test understanding.
Quality and purification of domestic water supplyBrijesh Kumar
The document analyzes water samples from different sources to determine their suitability for domestic water supply. Samples were collected from a pond, Ghaghra river, and two groundwater sources. The samples were tested for physical, chemical and biological properties. Test results found the pond water to have high turbidity and color, making it unsuitable for drinking. Ghaghra river and groundwater samples met standards for parameters like pH, turbidity, fluoride and dissolved oxygen, indicating they could be used for drinking. Based on the population data, designs were proposed for intake, conduits, screens, sedimentation and other treatment units required for a water treatment plant.
The document provides an overview of water supply in Annaba, Algeria. It notes that Annaba faces water scarcity issues despite average annual rainfall of 700mm. Surface water comes from three dams - Cheffia, Mexa, and the ongoing Bougous dam project. Groundwater is supplied by 81 drillings, with overexploitation causing water quality and flow issues in some aquifers. The document also provides background on Annaba's geography, climate, administrative divisions, industries, and water infrastructure projects aimed at improving supply.
Water Supply and Sanitation Management in Annaba: Constraints and Perspectiveslotfi19031966
Water Supply and Sanitation Management in Annaba:
Constraints and Perspectives
lessons learned from: Delegate Management Attributed To German Operator ”GELESENWASSAR”
Presentation on Pagla sewage treatment plant and Saidabad water treatment pla...MDNayeemMuktadirZiha
Group 2 from the university presented to WASA on their industrial training. They provided an introduction to WASA and discussed its mission to improve water services. They then detailed the processes at the PSTP wastewater treatment plant and Saidabad water treatment plant. At PSTP, wastewater undergoes screening, grit removal, sedimentation, chlorination before discharge. At Saidabad, water is treated through pretreatment, clarification, filtration and chlorination. Laboratory tests are conducted to monitor water quality throughout the treatment processes.
This presentation discusses the environment, water, and pollution. It defines key terms like environment, pollution, contamination, and describes the four main environmental segments - atmosphere, hydrosphere, lithosphere, and biosphere. It then focuses on water, explaining water treatment plants, effluent treatment, and wastewater characterization. Finally, it covers marine pollution, the major pollutants worldwide, their impacts, and potential solutions to prevent further damage to marine ecosystems.
1) Varshini the Water Drop introduces herself and explains that water is essential for life and makes up much of the human body and Earth's surface.
2) The document discusses different ways people use water every day and how their actions can affect the availability and cleanliness of water for both people and the environment.
3) It provides examples of lesson plans that teach children about water usage and conservation through activities examining their personal water usage, mapping local water sources, and identifying how communities share and impact river water.
The document discusses the properties and states of water, explaining that water is essential to life on Earth and can be found naturally in its solid, liquid, and gas forms. It moves continuously through the hydrologic cycle of evaporation, precipitation, and flow towards the oceans due to solar energy and gravity. Proper management of water resources is needed to ensure a sustainable supply of fresh water for all uses including human consumption, agriculture, industry, and recreation.
This document summarizes a seminar on water treatment. It discusses the objectives of water treatment as making water safe and clean for health. It describes various sources of drinking water like groundwater, rivers, lakes and reservoirs. It then explains the treatment process which typically involves coagulation, flocculation, sedimentation, filtration and disinfection to remove impurities and pathogens. Specific treatment technologies for surface water include rapid sand filtration while groundwater treatment focuses on precipitation and ion exchange/reverse osmosis for hardness removal and desalination. The overall goal is to produce clean and safe drinking water through engineered water treatment systems.
ANALYSIS THE DEFICIT OF DISSOLVED OXYGEN IN AL_HILLA RIVER ACCORDING TO WASTE...IAEME Publication
The dissolved oxygen levels and quality of water play an important role in supporting aquatic life. In this paper we collected number of samples from AL_Hilla River near AL-Hilla city center about 40 km from the beginning of the river to investigate the deficit of the DO concentration in the river and the pollution level in it.
This document outlines the key concepts and activities to be covered in a geography exam on water. Students are expected to define key terms related to the hydrosphere, water cycle, oceans, seas, rivers, lakes, and human water usage. They should understand the characteristics and differences between water bodies. Several map activities are included to locate major oceans, seas, rivers and lakes around the world, in Europe, and in Spain. Graphical analysis and comparison of Spanish and European rivers are also listed.
Landscaping refers to any activity that modifies the visible features of an area of land. The elements of landscape design include focal points, lines, forms, textures, and scale. Natural elements include plants, vegetation, water, earthforms, timber, and stone. Manmade elements include brick, metal, and glass. Process of landscape design considers these elements and concepts to enhance the landscape.
Landscaping refers to any activity that modifies the visible features of an area of land. The elements of landscape design include focal points, lines, forms, textures, and scale. Natural elements include plants, vegetation, water, earthforms, timber, and stone. Manmade elements include brick, metal, and glass. Process of landscape design considers these elements and concepts to enhance the landscape.
This document discusses water on the land and how rivers change from their source to their mouth. It explains that rivers have a steep gradient and narrow channels near their source, carrying large angular material. Downstream, the gradient gentles, channels widen and deepen, and material transported is smaller and more rounded. Floodplains also become wider and flatter towards the river mouth as the channel capacity increases.
sciencepowerpoint.com delivers a four part 2150+ slide PowerPoint slideshow becomes the roadmap for an amazing and interactive science experience. Complete with bundled homework package, many built-in quizzes, hands-on activities with directions, unit notes, answer keys, video links, rubrics, review games, and much more.
This unit aligns with the Next Generation Science Standards and Common Core Standards for ELA and Literacy in Science and Technical Subjects. See preview for more information.
Areas of Focus within The Rivers Unit -Watersheds, Rivers of the United States, Sections of a River, Parts of River (Vocabulary), Stream Order, Erosion and Deposition, Water Quality, Chemical Properties of Water, Bio-Indicators of Water Quality (EPT richness), Physical Properties of Water Quality, Rivers and Flooding, Factors that Control Flooding, Types of Flooding, Tsunami's, Wetlands, Flood Prevention, Levees, Dams and Ecosystem, Importance of Dams, Impacts of Dams, Hydropower, Parts of Dam, Salmon (Life Cycle), Systems of Help Salmon, Fish (General), Layering in a Lake, Lake Turnover, Nutrients and Lakes.
Teaching Duration = 4+ Weeks + PowerPoint Review Games
Ryan Murphy M.Ed
www.sciencepowerpoint.com
sciencepowerpoint.com delivers a four part 2150+ slide PowerPoint slideshow becomes the roadmap for an amazing and interactive science experience. Complete with bundled homework package, many built-in quizzes, hands-on activities with directions, unit notes, answer keys, video links, rubrics, review games, and much more.
This unit aligns with the Next Generation Science Standards and Common Core Standards for ELA and Literacy in Science and Technical Subjects. See preview for more information.
Areas of Focus within The Rivers Unit -Watersheds, Rivers of the United States, Sections of a River, Parts of River (Vocabulary), Stream Order, Erosion and Deposition, Water Quality, Chemical Properties of Water, Bio-Indicators of Water Quality (EPT richness), Physical Properties of Water Quality, Rivers and Flooding, Factors that Control Flooding, Types of Flooding, Tsunami's, Wetlands, Flood Prevention, Levees, Dams and Ecosystem, Importance of Dams, Impacts of Dams, Hydropower, Parts of Dam, Salmon (Life Cycle), Systems of Help Salmon, Fish (General), Layering in a Lake, Lake Turnover, Nutrients and Lakes.
Teaching Duration = 4+ Weeks + PowerPoint Review Games
Ryan Murphy M.Ed
www.sciencepowerpoint.com
The document contains incomplete sentences about water infrastructure terms that need to be filled in, including: dam, reservoir, underground, aquifer, Lagunas de Ruidera, ocean, aquifer, well. It also lists the oceans and provides a water flow sequence and coloring instructions for a related drawing.
Lab 06_ FLUVIAL PROCESSES AND LANDSCAPESLAB 06 FLUVIAL PR.docxVinaOconner450
This document provides an overview of a lab module on fluvial processes and landforms. It introduces key terms and learning objectives related to topics like watersheds, drainage patterns, stream ordering, meandering rivers, and alluvial fans. The document describes how to navigate the accompanying Google Earth file to view examples of these concepts and answer questions to test understanding.
Quality and purification of domestic water supplyBrijesh Kumar
The document analyzes water samples from different sources to determine their suitability for domestic water supply. Samples were collected from a pond, Ghaghra river, and two groundwater sources. The samples were tested for physical, chemical and biological properties. Test results found the pond water to have high turbidity and color, making it unsuitable for drinking. Ghaghra river and groundwater samples met standards for parameters like pH, turbidity, fluoride and dissolved oxygen, indicating they could be used for drinking. Based on the population data, designs were proposed for intake, conduits, screens, sedimentation and other treatment units required for a water treatment plant.
The document provides an overview of water supply in Annaba, Algeria. It notes that Annaba faces water scarcity issues despite average annual rainfall of 700mm. Surface water comes from three dams - Cheffia, Mexa, and the ongoing Bougous dam project. Groundwater is supplied by 81 drillings, with overexploitation causing water quality and flow issues in some aquifers. The document also provides background on Annaba's geography, climate, administrative divisions, industries, and water infrastructure projects aimed at improving supply.
Water Supply and Sanitation Management in Annaba: Constraints and Perspectiveslotfi19031966
Water Supply and Sanitation Management in Annaba:
Constraints and Perspectives
lessons learned from: Delegate Management Attributed To German Operator ”GELESENWASSAR”
Presentation on Pagla sewage treatment plant and Saidabad water treatment pla...MDNayeemMuktadirZiha
Group 2 from the university presented to WASA on their industrial training. They provided an introduction to WASA and discussed its mission to improve water services. They then detailed the processes at the PSTP wastewater treatment plant and Saidabad water treatment plant. At PSTP, wastewater undergoes screening, grit removal, sedimentation, chlorination before discharge. At Saidabad, water is treated through pretreatment, clarification, filtration and chlorination. Laboratory tests are conducted to monitor water quality throughout the treatment processes.
This presentation discusses the environment, water, and pollution. It defines key terms like environment, pollution, contamination, and describes the four main environmental segments - atmosphere, hydrosphere, lithosphere, and biosphere. It then focuses on water, explaining water treatment plants, effluent treatment, and wastewater characterization. Finally, it covers marine pollution, the major pollutants worldwide, their impacts, and potential solutions to prevent further damage to marine ecosystems.
This document provides instructions for a school project where students work in groups to build model volcanoes. It outlines the roles and timing of each group member. Participant 1 introduces the project and lists materials. Participant 2 provides instructions for constructing the volcano. Participant 3 describes the different parts of a volcano. The final report template prompts students to reflect on their experience with the project.
This document provides instructions for building a homemade volcano that erupts. It lists the necessary materials, which include a plastic bottle, baking powder, vinegar, food coloring, play dough, and other common household items. The instructions are in 5 steps: 1) making the cone shape with the bottle and play dough, 2) adding newspaper and tin foil for the volcano's sides, 3) preparing the activation fluid of vinegar, soap and food coloring, 4) loading the baking powder into the crater, and 5) erupting the volcano by slowly pouring in the activation fluid. An explanation is given that the baking soda and vinegar react to produce carbon dioxide gas, which causes the eruption. Suggestions are made for variations to change
The document describes a river project conducted by three students - Mara Neira Conde, María Méndez Lorenzo, and Cédric Diego Daumas. At their station, they examined the biological quality of the river by identifying macroinvertebrates and discussing biodiversity with elementary school children. They introduced materials like nets and magnifying glasses. The students explained invasive and native species, showed macroinvertebrates up close, and let the children find organisms in the river. They felt the activity went well and that the children participated actively and learned about macroinvertebrates.
The document summarizes a student project measuring various aspects of water quality in a river. A group of three students - Noelia, Claudia, and Marius - measured temperature, transparency or turbidity, nitrates, dissolved oxygen, saturation, and pH in the river water. They used materials like a thermometer, test tubes, and indicator pills. First they measured temperature with the thermometer. Then they took water samples in test tubes, added indicator pills, and shook them to develop results. Finally, they compared the results to charts to get measurements of the various aspects of water quality.
This document summarizes a student project about measuring various aspects of a local river. A group of three students - Paola, Alberto, and Andy - measured the river's hydromorphological quality, riparian forest, and flow rate. To calculate the flow rate, they measured the river width and depth in three locations and timed how long oranges floated over 10 meters to determine velocity. They had some issues with time constraints but completed all measurements. The students concluded it was an informative, fun activity, and one student who couldn't participate previously enjoyed learning about the local Baíña river.
This document describes a river project conducted by students Aldara, Denise, and Marcos at the Baíña river in Galicia, Spain. The project involved assessing the river's hydromorphological qualities, physic-chemical water quality, and biological quality. The students presented information about the river project program, characteristics of the Baíña river basin, and key features of river morphology. They concluded that participating students learned about rivers and had fun conducting the project, though noise from the river flow made communication difficult at times.
Este documento presenta las instrucciones para completar un herbario digital, incluyendo la identificación de especies mediante fotos y datos taxonómicos, y la clasificación de las especies según su zona mareal y frecuencia. Se proporcionan plantillas para cada página del herbario y preguntas para resumir los resultados en tablas y explicar la naturaleza de los líquenes.
Plan Proxecta: proxecto Ríos. Saída ao río Baíña. Actividade bilingüe galego-inglés co alumnado de 2º e 3º da ESO do IES Primeiro de Marzo de Baiona (Pontevedra)
This document provides a template for designing a CLIL didactic unit on the topic of landforms and surface processes for a secondary level geology course. The unit aims to teach students about exogenous geological processes, weathering, erosion, transportation and deposition, and how wind, water and ice shape different landforms. Students will learn to explain patterns and features of fluvial, karst, coastal, glacier and desert landforms using local examples, and identify human impacts on landform processes. A variety of activities are outlined, including brainstorming, presentations, reading, worksheets, field work, lab work and report writing.
The document describes various landforms created by different geologic processes. It discusses weathering and erosion landforms such as hoodoos, badlands, and karst topography formed by water or ice. Fluvial landforms created by river processes are also described like meanders, oxbow lakes, deltas, and estuaries. Coastal landforms from erosive and sedimentary processes include cliffs, arches, beaches, sand dunes, lagoons and salt marshes. Volcanic and plutonic landforms such as lava flows, stratovolcanoes, tors and pitons are also listed.
Los transgénicos son organismos cuyos genes han sido modificados en laboratorio mediante la introducción de genes de otras especies. Esto plantea riesgos para la salud humana y el medio ambiente que requieren más investigación, como la posible aparición de enfermedades y la contaminación de cultivos nativos. Se debe exigir la etiquetación de productos transgénicos y promover alternativas como la agricultura ecológica para proteger la biodiversidad y la salud pública.
More from IES Primeiro de Marzo-Xunta de Galicia (19)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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2. A.Label every structure you know HOMEWORK
B. RIVER COURSES.Put each word on the suitable arrow STATION 1
lower, delta-estuary, river mouth, oxbow lake, tributary, middle, flood plain,
waterfall, marsh, upper, meander,
3. LIST OF COMPULSORY AND RECOMMENDED EQUIPMENT
AND CLOTHING.CLASS TIME
Complete these two lists below. The first is the clothing and equipment that is
compulsory (minimum) for all outdoor activities. Please consider your own specific
needs and bring additional items if you will need them. The second list is
recommended equipment (not compulsory but useful)
-Compulsory clothing and equipment.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
-Recommended equipment (bring if you can)
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
4. C.MAP WITH LOCATIONS
D.CROSS RIVER SECTION. Label every structure STATION 1
Put each word on the suitable place: river bed, river bank, river channel, river
level
5. RIVER PROJECT 21-22
TIMETABLE 2022
STATION 1 STATION 2 STATION 3 STATION 4 STATION 5 STATION 6
1st
shift All groups
2nd
shift Group 1 Group 2 Group 3 Group 5
3rd
shift Group 5 Group 1 Group 2 Group 3
4th
shift Group 3 Group 5 Group 1 Group 2
5th
shift Group 2 Group 3 Group 5 Group 1
6th
shift All groups
Groups (underline the group you belong to)
• Group 1. [participant1:……..…., participant2:…………,
participant3:…………..]
• Group 2 [participant1:……..…., participant2:…………,
participant3:…………..]
• Group 3. [participant1:……..…., participant2:…………,
participant3:……...…..]
• Group 4. [participant1:……..…., participant2:…………,
participant3:……...…..]
Stations Write the members of the station
• STATION 1: …………………………………….
• STATION 2: …………………………………….
• STATION 3: …………………………………….
• STATION 4: …………………………………….
• STATION 5: …………………………………….
• STATION 5: …………………………………….
7. 7
E.GALICIAN RIVERS AND DRAINAGE BASINS. STATION 1
Where are you? Write our situation and draw our river at the right place on the map.
• Our river is________________ and it is located on________ of Galicia and leads
to_____________ocean.
8. 8
F.PARTS OF A WATERSHED. STATION 1
Put each word on the suitable arrow:main river channel, watershed, mouth,
source of the river, tributary, tributary, confluence
G.STREAM SECTIONS: MEASUREMENTS STATION 3
Group 1
Group 2
Group 3
Group 4
H.STREAM VELOCITY: THE FLOATING LEMON. STATION 3
• Time 1:
• Time 2:
• Time 3:
9. 9
10. Fieldsheet to study the river STATION 1
Date:____/______/_______ Time: :_________________ River: :__Baíña____
Basin: :_________________ Council: :_________________
Inspectors: :____________________________________________________________
Today’s weather: :_________________last 48-hour-weather: :___________________
UTM coordinates (x) start: 513322 UTM coordinates (y) start: 4662429
UTM coordinates (x) end: : 513045 UTM coordinates (y) end: 4661978
UTM coordinates (x) sample: 513133 UTM coordinates (y) sample: 466267
10.1. HYDROMORPHOLOGICAL QUALITY. STATION 2
A. Habitat
• Is the water flowing?
Yes No
• Is the water level at the average of the season?
Yes No
• Frequency of rapids in the sample unit
High 10 points
Medium 8 points
Occasional 6 points
Water flowing, without rapids 4 points
Stagnant 2 points
• Number of categories (see the chart below)
CATEGORIES IN THE SECTION
• Rough and shallow water
• Rough and deep water
• Gentle and shallow water
• Gentle and deep water
1 4 points
2 6 points
3 8 points
all 10 points
• Riverbed substrate
Blocks and rocks % <10% 2 points
>10% 5 points
Cobble and gravel % <10% 2 points
>10% 5 points
Sand % <10% 2 points
>10% 5 points
Mud and clay % <10% 2 points
>10% 5 points
• Shade on the river
Completely shaded 7 points
Shaded with openings 10 points
Many openings 5 points
Unshaded 3 points
• Heterogeneity
Canopy scarce 2 points
moderate 4 points
excessive 6 points
Logs/branches 2 points
Exposed roots 2 points
Natural dams 2 points
• Aquatic vegetation coverage scarce <10% moderate>10% high>50%
Moss and filamentous algae 5 points 10 points 5 points
Algae attached to rocks 5 points 10 points 5 points
Aquatic plants 5 points 10 points 5 points
Final value:_____
Symbol IHF value Interpretation
dry
> 60 Healthy habitat. Excellent for development of macroinvertebrate communities. Total applicability of
biological indexes.
40-60 Habitat can cope with a good macroinvertebrate community, but due to man or natural reasons, some
elements are non-represented. Some restrictions in applicability of biological indexes will be found.
< 40 Poor habitat. Very likely to obtain low values in biological indexes. Careful interpretation of biological
values should be made.
10. 10
B. Riparian forest (river forest) STATION 3
• Write down the riparian forest quality given by QRISI index
L (left riverbed)* R (right riverbed) *
Good
Moderate
Poor
*Downwards view
C. Flow rate (volume of water) STATION 3
Stream width (m) _______ stream section (m2
) _________ stream flow rate (m3
/s) _______
Steam depth (m) ________ stream velocity (m/s) _______
D. Disturbances STATION 4
• Water colour
transparent
murky
muddy
others ______
• Detected disturbances
erosion
oil
foam
legal effluent discharge
illegal effluent discharge
extractions
water treatment plant
vegetation removal
material dumping
canals
weirs
dams
hydroelectric station
irrigation canals
sewage pipes
others ______
• Water smell
no smell
rotten eggs
sewage smell
petrol smell
others ______
• Field uses L* R*
With trees
Riparian forest
bush land
beaches
reforestation
wetland
Rock field
Crops
Plantation
Poplar plantation
Abandoned crops
Man-disturbed areas
Fires
Lumbering
Urban areas
Leisure areas
Roads
Mining
Others _______
*Downwards view
• Sewage pipe
Number of pipes in the section_______
Colour of the effluent______________
Smell of the effluent_______________
• Rubbish/ garbage
plastics
paper
tins/cans
glass
tyres
metals
electrical appliances
Others______
• Acoustic pollution
punctual noise
continuous noise
origin/type___________
• Luminic pollution
low
medium
high
origin/type___________
12. 12
Fento real
Fontinalis antypyretica
Glicerapio
Lentella de auga
Lirio amarelo
Pé de boi
Platanaria
Ranúnculo acúatico
Others______________
Trees..............................................................................................................
Abelaira
Ailanto
Ameneiro
Bidueiro
Carballo
Chopo branco
Chopo negro
Eucalipto
Falsa acacia
Freixo
Lamiagueiro
Loureiro
Plátano
Pradairo
Sabugueiro
Sanguiño
Salgueiro
Salgueiro branco
Salgueiro común
Ulmeiro
Vimbieira
Others______________
Reptiles..............................................................................................................
Cobra de colar
Cobra sapeira
Lagarto das silveiras
Sapoconcho común
Tartaruga de Florida
Others______________
Mammals..............................................................................................................
Auganeiro
Lontra
Musgaño acuático
Rata de auga
Visón americano
Others______________
Amphibian..............................................................................................................
Limpafontes común
Limpafontes palmado
Larvas de limpafontes
Ovos de sapo
Ovos de ra
Píntega
Píntega verde
Ra patilonga
Ra de San Antón
Ra verde
Ra vermella
Sapiño comadrón
Sapo corriqueiro
Sapo de esporóns
Sapiño pintoxo
Sapo das veigas
Saramaganta
Others______________
Fish..............................................................................................................
Anguía Eel
Barbo
Bermelliña
Boga
Carpa
Escalo
Espiñento
Gambusia
Gobio Gubgeon
Lamprea Lamprey
Perca americana
Reo
Sábalo
Salmón Salmon
Troita Trout
Zamborca
Others______________
Birds..............................................................................................................
Alvanco real
Bilurico bailón
Cerceta común
Corvo mariño
Gaivota
Galiñola negra
Garza real
Lavandeira branca
Lavandeira real
Martiño peixeiro
Merlo rieiro
Parrulo cristado
Pita de auga
Porrón común
Reiseñor de auga
Others______________
Invasive species..............................................................................................................
• Fauna
Ameixa asiática
Caranguexo sinal americano
Caranguexo vermello
americano
Carpa
Gambusia
Mexillón de Nova Zelandia
Perca americana
Sapoconcho de Florida
Troita arco-iris
Visón americano
Others______________
• Flora
Acacia negra
Ailanto
Cala
Campaíña
Cana
Egeria densa
Elodea canadensis
Eucalipto
Falsa acacia
Fento de auga
Herba da pampa
Herba tintureira
Mimosa
Pasto mel
Sebes
Tradescantia
Tritonia
Others______________
NOTES:______________________________________________________________________
13. 13
At the lab: macroinvertebrates STATION 5
Check the main groups of macroinvertebrates you watch with the aid of lab identification sheets
and lens. Choose the more appropriated drawing and write I or N if they are insects or not.
INSECTS OR NON-INSECT GROUPS
An insect is an invertebrate (an animal with no spine) that has three-pairs of legs and
three body divisions: the head is where the mouth, antenna and eyes are located; the
thorax is the attachment site for the legs and wing pads; and the abdomen, which often
has a variety of structures attached including filaments gills and tails. Gills are usually
leaf-like, plate-like, or thin filaments. Non-insect groups are a big variety of different
invertebrates without these characteristics.
❑ ❑ ❑ ❑ ❑ ❑
❑ ❑ ❑ ❑ ❑ ❑
❑ ❑ ❑ ❑ ❑ ❑
❑ ❑ ❑ ❑ ❑
14. 14
TYPES OF LEAVES STATION 5
Paste or draw here the leaves that you picked and write the name of the
tree/bush/weed in Galician with its scientific name. (At least 5 species)
e.g. Galician name Ameneiro
Scientific name (Alnus glutinosa)
Galician name:__________________
Scientific name: _________________
Galician name:__________________
Scientific name: _________________
Galician name:__________________
Scientific name: _________________
15. 15
TYPES OF LEAVES STATION 5
Guess who game STATION 5
Write a short description of the living organism you role-played in this game. The
description should include the main characteristics you need to identify it.
I am a _____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Galician name:__________________
Scientific name: _________________
Galician name:__________________
Scientific name: _________________
16. 16
The Alphabetical Game “Pasapalabra” STATION 6
-Write down the correct word to each letter. e.g. river
A
B
C
D
E
F
G
H
I
J
K
L
M
N
Ñ
O
P
Q
R
S
T
U
V
W
X
Y
Z
17. 17
Final Reflections HOMEWORK
Answer the following questions when you finished all the activities.
1. What is River-project?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Which rivers are studied at our school?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What is the main objective of this project?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Which activity did you like the most? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Which activity did you like the least? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
18. 18
CHECK WHAT YOU HAVE LEARNT . HOMEWORK
Paint these two pictures and label as many structures as you can!