Environmental Science Table of Contents
21
Lab 2
Water Quality and Contamination
Water Quality and Contamination
Concepts to Explore
• Usable water
• Ground water
• Surface water
• Ground water contaminates
• Water treatment
• Drinking water quality
Figure 1: At any given moment, 97% of the planet’s water is in the oceans. Only a small fraction
of the remaining freshwater is usable by humans, underscoring the importance of treating our
water supplies with care.
Introduction
It is no secret that water is one of the most valuable resources on planet Earth. Every plant and animal re-
quires water to survive, not only for drinking, but also for food production, shelter creation and many other ne-
cessities. Water has also played a major role in transforming the earth’s surface into the varied topography we
see today.
While more than 70% of our planet is covered in water, only a small percent of this water is usable freshwater.
The other 99% of the water is composed primarily of salt water, with a small percentage being composed of
23
Water Quality and Contamination
glaciers. Due to the high costs involved in transforming salt water into freshwater, the Earth’s population sur-
vives off the less than 1% of freshwater available. Humans obtain freshwater from either surface water or
groundwater.
Surface water is the water that collects on the ground as a result of precipitation. The water that does not
evaporate back into the atmosphere or infiltrate into the ground is typically collected in rivers, lakes, reser-
voirs, and other bodies of water and is easily accessible.
Precipitation
Precipitation Precipitation
Cloud formation
Transpiration
Evaporation
Evaporation
Groundwater
Figure 2: Water is a renewable source, purified and
delivered across the planet by the hydrological cycle.
Groundwater, on the other hand, is precisely as the name suggests; water located underneath the ground.
This water is stored in pores, fractures and other spaces within the soil and rock underneath the ground’s sur-
face. Precipitation, along with snowmelt, infiltrates through the ground and accumulates in available under-
ground spaces.
Aquifers are areas in which water collects in sand, gravel, or permeable rock from which it can be extracted
for usable freshwater. The depth of aquifers vary from less than 50 feet to well over 1,500 feet below the sur-
face of the ground. The water within an aquifer typically does not flow through as it would through a river or
stream, but instead soaks into the underground material, similar to a sponge. As aquifers are depleted by hu-
man use, they are also recharged from precipitation seeping into the ground and restoring the water level.
However, many times the recharge of the aquifers does not equal the amount of water that has been extract-
ed. If that cycle continues, the aquifer ...
Water Quality and Contamina on 22 Usable wate.docxcelenarouzie
Water Quality and Contamina on
22
Usable water
Ground water
Surface water
Ground water contaminates
Water treatment
Drinking water quality
Figure 1: At any given moment, 97% of the planet’s water is in oceans. Only a small fraction of
the remaining freshwater is usable by humans, underscoring the importance of treating our wa-
ter supply with care.
It is no secret that water is one of the most valuable resources on Earth. Every plant and animal requires wa-
ter to survive, not only for drinking, but also for food production, shelter creation, and many other necessities.
Water has also played a major role in transforming the earth’s surface into the varied topography we see to-
day.
While more than 70% of our planet is covered in water, only a small percentage of this water is usable fresh-
water. The other 99% of water is composed primarily of salt water, with a small percentage being composed
23
of glaciers. Due to the high costs involved in transforming salt water into freshwater, the earth’s population
survives off the less than 1% of freshwater available. Humans obtain freshwater from either surface water or
groundwater.
Surface water is the water that collects on the ground as a result of precipitation. The water that does not
evaporate back into the atmosphere or infiltrate into the ground is typically collected in rivers, lakes, reser-
voirs, and other bodies of water, making it easily accessible.
Groundwater, on the other hand, is located underneath the ground. This water is stored in pores, fractures,
and other spaces within the soil and rock underneath the surface. Precipitation, along with snowmelt, infil-
trates through the ground and accumulates in available underground spaces.
Aquifers are areas in which water collects in sand, gravel, or permeable rock from which it can be extracted
for usable freshwater. The depth of aquifers varies from less than 50 feet to over 1,500 feet below the sur-
face. The water within an aquifer typically does not flow through, as it would through a river or stream, but in-
stead soaks into the underground material, similar to a sponge. As aquifers are depleted by human use, they
are also recharged from precipitation seeping into the ground and restoring the water level. However, many
times the recharge of the aquifers does not equal the amount of water that has been extracted. If that cycle
continues, the aquifer will eventually dry up and will no longer be a viable source of groundwater.
Evapora on
Cloud forma on
Precipita on
Groundwater
Evapora on
Transpira on
Precipita on
Precipita on
Figure 2: Water is a renewable source, purified and
delivered across the planet by the hydrological cycle.
24
While the water that precipitates in the form of rain is relatively pure, it does not take long for it to pick up con-
taminants. There are natural, animal, and human-made sources of water pollutants. They c.
Water Quality and Contamina on 22 Usable wate.docxcelenarouzie
Water Quality and Contamina on
22
Usable water
Ground water
Surface water
Ground water contaminates
Water treatment
Drinking water quality
Figure 1: At any given moment, 97% of the planet’s water is in oceans. Only a small fraction of
the remaining freshwater is usable by humans, underscoring the importance of treating our wa-
ter supply with care.
It is no secret that water is one of the most valuable resources on Earth. Every plant and animal requires wa-
ter to survive, not only for drinking, but also for food production, shelter creation, and many other necessities.
Water has also played a major role in transforming the earth’s surface into the varied topography we see to-
day.
While more than 70% of our planet is covered in water, only a small percentage of this water is usable fresh-
water. The other 99% of water is composed primarily of salt water, with a small percentage being composed
23
of glaciers. Due to the high costs involved in transforming salt water into freshwater, the earth’s population
survives off the less than 1% of freshwater available. Humans obtain freshwater from either surface water or
groundwater.
Surface water is the water that collects on the ground as a result of precipitation. The water that does not
evaporate back into the atmosphere or infiltrate into the ground is typically collected in rivers, lakes, reser-
voirs, and other bodies of water, making it easily accessible.
Groundwater, on the other hand, is located underneath the ground. This water is stored in pores, fractures,
and other spaces within the soil and rock underneath the surface. Precipitation, along with snowmelt, infil-
trates through the ground and accumulates in available underground spaces.
Aquifers are areas in which water collects in sand, gravel, or permeable rock from which it can be extracted
for usable freshwater. The depth of aquifers varies from less than 50 feet to over 1,500 feet below the sur-
face. The water within an aquifer typically does not flow through, as it would through a river or stream, but in-
stead soaks into the underground material, similar to a sponge. As aquifers are depleted by human use, they
are also recharged from precipitation seeping into the ground and restoring the water level. However, many
times the recharge of the aquifers does not equal the amount of water that has been extracted. If that cycle
continues, the aquifer will eventually dry up and will no longer be a viable source of groundwater.
Evapora on
Cloud forma on
Precipita on
Groundwater
Evapora on
Transpira on
Precipita on
Precipita on
Figure 2: Water is a renewable source, purified and
delivered across the planet by the hydrological cycle.
24
While the water that precipitates in the form of rain is relatively pure, it does not take long for it to pick up con-
taminants. There are natural, animal, and human-made sources of water pollutants. They c.
Water is very useful for our daily
life. We use it for various purpose like
cocking, washing cloths, cleaning,
drinking, industries and agriculture
etc.Undesirable change in the physical, chemical and
biological characteristics of water that may harmfully
affect the life or create a potential hazard for living
organism is called “water pollution”.
Water is facing a crisis today.
Water scarcity affects all social and economic sectors.
Water footprint measures the consumption and contamination of freshwater resources.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
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Water is very useful for our daily
life. We use it for various purpose like
cocking, washing cloths, cleaning,
drinking, industries and agriculture
etc.Undesirable change in the physical, chemical and
biological characteristics of water that may harmfully
affect the life or create a potential hazard for living
organism is called “water pollution”.
Water is facing a crisis today.
Water scarcity affects all social and economic sectors.
Water footprint measures the consumption and contamination of freshwater resources.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
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Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
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Applying “Evidence-Based Practice”
Population groups with differences determined by culture, religion or ethnicity also show differences in terms of illness behavior and beliefs.
Discuss a patient population that are at risk and apply evidence-based practice guidelines in management of their illnesses across the age continuum.
.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
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dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
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Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
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APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
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APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
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Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Environmental Science Table of Contents 21 L.docx
1. Environmental Science Table of Contents
21
Lab 2
Water Quality and Contamination
Water Quality and Contamination
Concepts to Explore
• Usable water
• Ground water
2. • Surface water
• Ground water contaminates
• Water treatment
• Drinking water quality
Figure 1: At any given moment, 97% of the planet’s water is in
the oceans. Only a small fraction
of the remaining freshwater is usable by humans, underscoring
the importance of treating our
water supplies with care.
Introduction
It is no secret that water is one of the most valuable resources
on planet Earth. Every plant and animal re-
quires water to survive, not only for drinking, but also for food
production, shelter creation and many other ne-
cessities. Water has also played a major role in transforming the
earth’s surface into the varied topography we
see today.
While more than 70% of our planet is covered in water, only a
small percent of this water is usable freshwater.
The other 99% of the water is composed primarily of salt water,
with a small percentage being composed of
3. 23
Water Quality and Contamination
glaciers. Due to the high costs involved in transforming salt
water into freshwater, the Earth’s population sur-
vives off the less than 1% of freshwater available. Humans
obtain freshwater from either surface water or
groundwater.
Surface water is the water that collects on the ground as a result
of precipitation. The water that does not
evaporate back into the atmosphere or infiltrate into the ground
is typically collected in rivers, lakes, reser-
voirs, and other bodies of water and is easily accessible.
Precipitation
Precipitation Precipitation
Cloud formation
Transpiration
Evaporation
4. Evaporation
Groundwater
Figure 2: Water is a renewable source, purified and
delivered across the planet by the hydrological cycle.
Groundwater, on the other hand, is precisely as the name
suggests; water located underneath the ground.
This water is stored in pores, fractures and other spaces within
the soil and rock underneath the ground’s sur-
face. Precipitation, along with snowmelt, infiltrates through the
ground and accumulates in available under-
ground spaces.
Aquifers are areas in which water collects in sand, gravel, or
permeable rock from which it can be extracted
for usable freshwater. The depth of aquifers vary from less than
50 feet to well over 1,500 feet below the sur-
face of the ground. The water within an aquifer typically does
5. not flow through as it would through a river or
stream, but instead soaks into the underground material, similar
to a sponge. As aquifers are depleted by hu-
man use, they are also recharged from precipitation seeping into
the ground and restoring the water level.
However, many times the recharge of the aquifers does not
equal the amount of water that has been extract-
ed. If that cycle continues, the aquifer will eventually dry up
and will no longer be a viable source of groundwa-
ter.
24
Water Quality and Contamination
Water is the only substance
that is found naturally in
three forms: solid, liquid,
and gas
If the entire world’s supply
of water could fit into a one-
gallon jug, the fresh water
available to use would equal
less than one tablespoon
Approximately 66% of the
human body consists of wa-
ter - it exists within every
6. organ and is essential for its
function
While the water that precipitates down in the form of rain is
relatively pure, it does not take long for water to
pick up contaminants. There are natural, animal, and human-
made sources of water pollutants. They can
travel freely from one location to another via streams, rivers,
and even groundwater. Pollutants can also trav-
el from land or air into the water. Groundwater contamination
most often occurs when human-made products
such as motor oil, gasoline, acidic chemicals and other
substances leak into aquifers and other groundwater
storage areas. The most common source of contaminants come
from leaking storage tanks, poorly main-
tained landfills, and septic tanks, hazardous waste sites and the
common use of chemicals such as pesti-
cides and road salts.
The dangers of consuming contaminated water are
high. Many deadly diseases, poisons and toxins can
reside in the contaminated water supplies and severely
affect the health of those who drink the water. It is also
believed that an increased risk of cancer may result
from ingesting contaminated groundwater.
With the many contaminants that can infiltrate our wa-
7. ter supply, it is crucial that there be a thorough water
treatment plan in place to purify the water and make it
drinkable. While each municipality has its own water
treatment facility, the process is much the same at each
location.
Figure 3: Sedimentation tanks, such as those shown
above, are used to settle the sludge and remove oils
and fats in sewage. This step can remove a good por-
tion of the biological oxygen demand from the sew-
age, a key step before progressing with the treat-
ments and eventually releasing into the ground or
body of water.
25
Water Quality and Contamination
The process begins with aeration in which air is added to the
water to let trapped gases escape while increasing the
amount of oxygen within the water. The next step is called
coagulation or flocculation, in which chemicals, such as filter
alum, are added to the incoming water and then stirred vigor-
ously in a powerful mixer. The alum causes compounds such
as carbonates and hydroxides to form tiny, sticky clumps
called floc that attract dirt and other small particles. When the
sticky clumps combine with the dirt they become heavy and
8. sink to the bottom. In the next step, known as sedimentation,
the heavy particles that sank to the bottom during coagula-
tion are separated out and the remaining water is sent on to
filtration. During filtration, the water passes through filters
made of layers of sand, charcoal, gravel and pebbles that
help filter out the smaller particles that have passed through
until this point. The last step is called disinfection in which
chlorine and/or other disinfectants are added to kill any bac-
Figure 4: Fresh water is essen-
tial to humans and other land-
based life. Contaminated water
must be treated before it can be
released into the water supply.
teria that may still be in the water. At this point the water is
stored until it is distributed through
various pipes to city residents and businesses.
After the water goes through the treatment process, it must also
pass the guidelines stated in
the Safe Drinking Water Act in which various components are
tested to ensure that the quality
of the water is sufficient for drinking. There are currently over
65 contaminants that must be
monitored and maintained on a regular basis to keep local
drinking water safe for the public.
Some of these chemical regulations include lead, chromium,
selenium and arsenic. Other com-
ponents such as smell, color, pH and metals are also monitored
to ensure residents are provid-
ed clean and safe drinking water.
26
9. Water Quality and Contamination
Experiment 1: Effects of Groundwater Contamination
In this lab you will test the effects of common pollutants on
groundwater. When mixed with water, everyday
items such as laundry detergent, oil, and vinegar can alter the
color, smell, and taste of water. You have likely
observed these changes through everyday activities such as
adding laundry detergent to water in the washing
machine, or noticing oil within a puddle on the street. Many of
these chemicals end up dispersing throughout
our environment, and while soil bacteria can reduce many of
these contaminants, they may not be able to
stop them from reaching our groundwater sources located
beneath the soil. In Experiment 1 you will test the
ability of soil to remove oil, vinegar, and laundry detergent
from the environment before it reaches groundwa-
ter. Follow the procedure below to complete Experiment 1 on
the effects of groundwater contamination.
Materials
(8) 250 mL Beakers
Permanent marker
3 Wooden stir sticks
10. 100 mL Graduated cylinder
10 mL Vegetable oil
10 mL Vinegar
10 mL Liquid laundry detergent
100 mL Beaker
240 mL Soil
Funnel
Cheesecloth
*Scissors
*Water
*You must provide
Procedure
1. Download the Week 2 Lab Reporting Form from the course
instructions. As you conduct all 3 experi-
11. ments, record hypotheses, observations, and data on that form.
2. Read through the Experiment 1 procedure and then record
your hypotheses on the ability of oil, vinegar,
and laundry detergent to contaminate groundwater on the Week
2 Lab Reporting Form. You should pro-
vide one hypothesis for each situation.
3. Use the permanent marker to label the beakers 1 - 8.
4. Set Beakers 5 - 8 aside. Fill Beakers 1 - 4 with 100 mL of
water using your 100 mL graduated cylinder.
5. Record your observations of the water in Beaker 1 in Table 1
on the Week 2 Lab Reporting Form. Re-
member to use a safe wafting technique to smell the solutions.
27
Water Quality and Contamination
6. Add 10 mL of vegetable oil to Beaker 2. Mix thoroughly with
a wooden stir stick. Record your observations
of the water in Beaker 2 in Table 1 on your Week 2 Lab
12. Reporting Form. (Don’t forget to wash the gradu-
ated cylinder between use!)
7. Add 10 mL vinegar to beaker 3. Mix thoroughly with a
wooden stir stick. Record your observations of the
water in Beaker 3 in Table 1 on your Week 2 Lab Reporting
Form.
8. Add 10 mL of liquid laundry detergent to beaker 4. Mix
thoroughly with a wooden stir stick. Record your
observations of the water in Beaker 4 in Table 1 on your Week
2 Lab Reporting Form.
9. Cut your piece of cheesecloth into five different pieces
(reserve one piece for the next experiment). Fold
one piece of the cheesecloth so that you have a piece 4 layers
thick and big enough to line the funnel.
Place it inside the funnel.
10. Measure out 60 mL of soil using the 100 mL beaker and
place it into the cheesecloth-lined funnel.
11. Place the funnel inside Beaker 5.
12. Pour the contents of Beaker 1 (water) through the funnel so
13. that it filters into Beaker 5 for one minute.
Record your observations of the filtered water in the beaker in
Table 1 on your Week 2 Lab Reporting
Form.
13. Discard the cheesecloth and soil from the funnel.
14. Repeat Steps 9 - 13 for Beakers 2, 3, and 4 and complete the
Post-Lab questions on the Week 2 Lab Re-
porting Form. (Filter the contents of Beaker 2 into Beaker 6, the
contents of Beaker 3 into Beaker 7, and
the contents of Beaker 4 into Beaker 8).
28
Water Quality and Contamination
Experiment 2: Water Treatment
With the many pollutants that are added to our water supply
from daily human activity, it is important that we
have a way to filter our water to make it safe for drinking.
Wastewater treatment plants use sophisticated
techniques to make water potable. In Experiment 2, you will use
a similar technique to test the effectiveness
of one filtering method on the ability to purify contaminated
14. water. Follow the procedure below to complete
Experiment 2 on the effects of one method of water treatment.
Materials
100 mL Potting soil
(2) 250 mL Beakers
(2) 100 mL Beakers
100 mL Graduated cylinder
40 mL Sand
20 mL Activated charcoal
60 mL Gravel
1 Wooden stir stick
Alum
Funnel
Cheesecloth
Bleach
Stopwatch
15. *Water
*You must provide
Procedure
1. Read through the Experiment 2 procedure and then record
your hypothesis on the ability of your filtration
technique to remove contaminants on your Week 2 Lab
Reporting Form.
2. Add 100 mL of soil to the 250 mL beaker. Fill to the 200 mL
mark with water.
3. Pour the soil solution back and forth between the two 250 mL
beakers for a total of 15 times.
4. After the solution is created, pour 10 mL of the now
“contaminated” water into a clean 100 mL beaker.
This sample will be used to compare to the “treated” water at
16. the end of the filtration process.
5. Add 10 grams of alum (all of the contents in the bag you have
been given) to the 250 mL beaker contain-
ing the “contaminated” water. Slowly stir the mixture with a
wooden stir stick for 1-2 minutes. Let the so-
lution sit for 15 minutes.
6. In the meantime, rinse out the empty 250 mL beaker. Place
the funnel into the clean 250 mL beaker. Fold
a piece of cheesecloth so that you have a piece 4 layers thick
that is big enough to line the funnel. Place
29
Water Quality and Contamination
it inside the funnel.
7. Begin layering the funnel, starting by pouring 40 mL of sand
into the cheesecloth-lined funnel, then 20 mL
activated charcoal, then 40 mL gravel. Use a 100 mL beaker to
measure these amounts.
17. 8. To solidify the filter, slowly pour clean tap water through the
filter until the funnel is full. Discard the rinse
water from the beaker and repeat four more times. Return the
funnel to the top of the beaker and let sit for
5 minutes before emptying the beaker and continuing the
experiment.
9. Now, without mixing up the current sediment in the
“contaminated” water jar, pour about 3/4 of the
“contaminated” water into the funnel. Let it filter through the
funnel into the beaker for 5 minutes.
10. Note the smell of the filtered water, comparing it to the 10
mL sample taken from the mixture in Step 3.
11. Remove the filter and add a few drops of bleach solution to
the filtered water within the beaker. Stir the
water and bleach combination slowly for about 1 minute.
12. The “contaminated” water has now been filtered. Compare
the newly created “treated” water with the 10
mL sample of the initial “contaminated” water and answer the
Post-Lab questions on the Week 2 Lab Re-
porting Form.
30
18. Water Quality and Contamination
Experiment 3: Drinking Water Quality
Bottled water is a billion dollar industry within the United
States alone. Still, various reports have shown that
many bottled water products contain the same chemical
contaminants as our tap water. In Experiment 3, you
will test the quality of two separate bottled waters and your tap
water by measuring a variety of chemical com-
ponents within the water. Follow the procedure below to
complete Experiment 3 on drinking water quality.
Materials
Dasani® bottled water
Fiji® bottled water
Ammonia test strips
Chloride test strips
4 in 1 test strips
Phosphate test strips
Iron test strips
(3) 250 mL Beakers
19. Permanent marker
Stopwatch
Parafilm®
Pipettes
(3) Foil packets of reducing powder
*Tap water
*You must provide
Procedure
1. Read through the Experiment 3 procedure and then record
your hypothesis on which water source you
believe will have the most and least contaminants on the Week
2 Lab Reporting Form.
2. Label three 250 mL beakers Tap Water, Dasani® and Fiji®.
Pour 100 mL of the each type of water into
20. the corresponding beakers.
Ammonia Test Strip
3. Locate the ammonia test strips. Begin by placing the test
strip into the tap water sample and vigorously
moving the strip up and down in the water for 30 seconds,
making sure that the pads on the test strip are
always submerged.
4. Remove the test strip from the water and shake off the excess
water.
5. Hold the test strip level, with the pad side up, for 30 seconds.
31
Water Quality and Contamination
6. Read the results by turning the test strip so the pads are
facing away from you. Compare the color of the
small pad to the color chart at the end of the lab. Record your
results in Table 2 on the Week 2 Lab Re-
21. porting Form.
7. Repeat the procedure for both Dasani® and Fiji|® bottled
water. Record your results for both in Table 2
on the Week 2 Lab Reporting Form.
Chloride Test Strip
8. Locate the chloride test strips. Begin by immersing all the
reaction zones (the pads) of the test strip in to
the tap water sample for 1 second.
9. Shake off the excess liquid from the test strip and after 1
minute, determine which color row the test strip
most noticeably coincides with on the color chart at the end of
the lab. Record your results in Table 3 on
the Week 2 Lab Reporting Form.
10. Repeat the procedure for both Dasani® and Fiji® Bottled
Water. Record your results for both in Table 3.
22. 4 in 1 Test Strip
11. Locate the 4 in 1 test strips. Begin by dipping the test strip
in the tap water for 5 seconds with a gentle
back and forth motion.
12. Remove the test strip from the water and shake once,
briskly, to remove the excess water.
13. Wait 20 seconds and then using the color chart at the end of
this lab, match the test strip to the pH, Total
Alkalinity, Total Chlorine, and Total Hardness on the color
chart. Be sure to do all of the readings within
seconds of each other. Record your results in Table 4 on the
Week 2 Lab Reporting Form.
14. Repeat the procedure for both Dasani® and Fiji® Bottled
Water. Record your results for both in Table
4.
Phosphate Test Strip
15. Locate the phosphate test strips. Being by dipping the test
strip into the tap water for 5 seconds.
23. 16. Remove the test strip from the water and hold horizontal,
with the pad side up, for 45 seconds. Do not
shake the excess water from the test strip.
32
Water Quality and Contamination
17. Compare the results on the pad of the test strip with the
color chart at the end of this lab. Record your
results in Table 5 on the Week 2 Lab Reporting Form.
18. Repeat the procedure for both Dasani® and Fiji® bottled
water. Record your results for both in Table 5.
Iron Test Strip
19. Locate the iron test strips. Begin by removing 70 mL of
water from each beaker and discarding it, leaving
a total of 30 mL within each of the three beakers.
24. 20. Beginning with the tap water, open one foil packet and add
the powder contents to the beaker. Cover the
beaker with a piece of Parafilm® and shake the beaker
vigorously for 15 seconds.
21. Remove the Parafilm® and dip the test pad of the iron test
strip into the tap water sample, rapidly moving
it back and forth under the water for 5 seconds.
22. Remove the strip and shake the excess water off. After 10
seconds, compare the test pad to the color
chart at the end of this lab. If the color falls between two colors
in the color chart, estimate your result.
Record your results in Table 6 on the Week 2 Lab Reporting
Form.
23. Repeat the procedure for both Dasani® and Fiji® Bottled
Water. Record your results for both in Table 6
on the Week 2 Lab Reporting Form and then answer all of the
post lab questions on the Week 2 Lab Re-
porting Form.
33
Water Quality and Contamination
25. Test Strip Key:
Ammonia (mg/L):
Chloride (mg/L):
4 in 1 Test Strip:
0 10 30 60 100 200 400
0
26. 500
1000
1500
2000
≥3000
*Note there are four pads on this test strip. From top to bottom
(with the bottom of the strip being the handle),
the pads test for pH, Chlorine, Alkalinity, and Hardness.
Example:
pH:
pH Chlor. Alk. Hard
(test strip handle)
27. Total Chlorine (mg/L):
Total Alkalinity (mg/L):
Total Hardness (mg/L):
0 0.2 1.0 4.0 10.0
0 40 80 120 180 240 500
0 50 120 250 425 1000
Soft Hard Very Hard
28. 34
Water Quality and Contamination
Test Strip Key (cont.):
Phosphate (ppm):
0 10 25 50 100
Total Iron (ppm): 0 0.15 0.3 0.6 1 2 5
1. Form based on your observations.
35
Weather and Climate Change
Appendix
Good Lab Techniques
36
29. Good Lab Techniques
Good Laboratory Techniques
Science labs, whether at universities or in your home, are places
of adventure and discovery. One of the first
things scientists learn is how exciting experiments can be.
However, they must also realize science can be
dangerous without some instruction on good laboratory
practices.
• Read the protocol thoroughly before starting any new
experiment.
You should be familiar with the action required every step of
the
way.
• Keep all work spaces free from clutter and dirty dishes.
• Read the labels on all chemicals, and note the chemical safety
rating
on each container. Read all Material Safety Data Sheets
(provided
on www.eScienceLabs.com).
30. • Thoroughly rinse lab ware (test tubes, beakers, etc.) between
experi-
ments. To do so, wash with a soap and hot water solution using
a
bottle brush to scrub. Rinse completely at least four times. Let
air
dry
• Use a new pipet for each chemical dispensed.
• Wipe up any chemical spills immediately. Check MSDSs for
special
handling instructions (provided on www.eScienceLabs.com).
• Use test tube caps or stoppers to cover test tubes when shaking
or
mixing – not your finger!
A B C
Figure 1: A underpad will
prevent any spilled liquids
from contaminating the sur-
face you work on.
Figure 2: Special measuring tools in make experimentation
easier and more accu- rate in
the lab. A shows a beaker, B graduated cylinders, and C test
tubes in a test tube rack.
31. 67
Good Lab Techniques
• When preparing a solution, refer to a protocol for any specific
instructions on preparation. Weigh out the desired amount of
chemicals, and transfer to a beaker or graduated cylinder.
Add LESS than the required amount of water. Swirl or stir to
dissolve the chemical (you can also pour the solution back
and forth between two test tubes), and once dissolved, trans-
fer to a graduated cylinder and add the required amount of
liquid to achieve the final volume.
• A molar solution is one in which one liter (1L) of solution
con-
tains the number of grams equal to its molecular weight.
For example:
1M = 110 g CaCl x 110 g CaCl/mol CaCl
(The formula weight of CaCl is 110 g/mol)
32. Figure 3: Disposable pipettes aid in ac-
curate measuring of small volumes of
liquids. It is important to use a new pi-
pette for each chemical to avoid con-
tamination.
• A percent solution can be prepared by percentage of weight of
chemical to 100ml of solvent (w/v) , or
volume of chemical in 100ml of solvent (v/v).
For example:
20 g NaCl + 80 mL H2O = 20% w/v NaCl solution
• Concentrated solutions, such as 10X, or ten times the normal
strength, are diluted such that the final
concentration of the solution is 1X.
For example:
To make a 100 mL solution of 1X TBE from a 10X solution:
10 mL 10X TBE + 90 mL water = 100ml 1X TBE
• Always read the MSDS before disposing of a chemical to
insure it does not require extra measures.
(provided on www.eScienceLabs.com)
• Avoid prolonged exposure of chemicals to direct sunlight and
33. extreme temperatures. Immediately se-
cure the lid of a chemical after use.
• Prepare a dilution using the following equation:
c1v1 = c2v2
Where c1 is the concentration of the original solution, v1 is the
volume of the original solution, and
c2 and v2 are the corresponding concentration and volume of
the final solution. Since you know c1,
68
Good Lab Techniques
c2, and v2, you solve for v1 to figure out how much of the
original solution is needed to make a cer-
tain volume of a diluted concentration.
• If you are ever required to smell a chemical, always waft a gas
toward you, as shown in the figure
below.. This means to wave your hand over the chemical
towards you. Never directly smell a
chemical. Never smell a gas that is toxic or otherwise
dangerous.
34. • Use only the chemicals needed for the activity.
• Keep lids closed when a chemical is not being used.
• When diluting an acid, always slowly pour the acid into the
water. Never pour water into an acid,
as this could cause both splashing and/or an explosion.
• Never return excess chemical back to the original bottle. This
can contaminate the chemical sup-
ply.
• Be careful not to interchange lids between different chemical
bottles.
• When pouring a chemical, always hold the lid of the chemical
bottle between your fingers. Never
lay the lid down on a surface. This can contaminate the
chemical supply.
• When using knives or blades, always cut away from yourself.
69
36. note the following important information:
1. Carefully review the Final Lab Report instructions before you
begin this assignment
2. The Final Lab Report should cover all 3 experiments from
your Week Two Lab
3. As you plan your final paper, think about how you can
combine these laboratories to tell a fact-based story about water
quality. For example, consider how your experiments can be
linked to issues at water treatment plants or the amount of
bottled water people purchase.
4. For further help see the Sample Final Lab Report for an
example of a final product on a different topic.
5. You may simply replace the text following the bold terms
with the appropriate outline information to complete this
assignment. Make sure to pay close attention to the information
called for and provide all necessary material.
Title
Introduction
Body Paragraph #1 - Background: The outline of the
introduction should describe the background of water quality
and related issues using cited examples. You should include
scholarly sources in this section to help explain why water
quality research is important to society. When outlining this
section, make sure to at least list relevant resources in APA
format that will be used in the final paper to develop the
background for your experiment.
Body Paragraph # 2 - Objective: The outline of the introduction
should also contain the objective for your study. This objective
is the reason why the experiment is being done. Your outline
37. should provide an objective that describes why we want to know
the answer to the questions we are asking.
Body Paragraph # 3 - Hypotheses: Finally, the introduction
should end with your hypotheses. The outline should include a
hypothesis for each one of the three experiments. These
hypotheses should be the same ones posed before you began
your experiments. You may reword them following feedback
from your instructor to illustrate a proper hypothesis, however,
you should not adjust them to reflect the “right” answer. You
do not lose points for an incorrect hypothesis; scientists often
revise their hypotheses based on scientific evidence following
an experiment.
Materials and Methods
Body Paragraph # 1: The outline of the materials and methods
section should provide a brief description of the specialized
materials used in your experiment and how they were used. This
section needs to summarize the instructions with enough detail
so that an outsider who does not have a copy of the lab
instructions knows what you did. However, this does not mean
writing every little step like “dip the pH test strip in the water,
then shake the test strips,” these steps can be simplified to read
“we used pH test strips to measure water pH”, etc.
Additionally, this section should be written in the past tense and
in your own words and not copied and pasted from the lab
manual.
Results
Tables: The outline of the results section should include all
tables used in your experiment. All values within the tables
should be in numerical form and contain units. For instance, if
measuring the amount of chloride in water you should report as
2 mg/L or 0 mg/L not as two or none.
Body Paragraph # 1: The outline of the results section should
also describe important results in paragraph form, referring to
the appropriate tables when mentioned. This section should
only state the results as no personal opinions should be
included. A description of what the results really mean should
38. be saved for the discussion. For example, you may report,
0mg/L of chlorine were found in the water, but should avoid
personal opinions and interpretations such as, no chlorine was
found in the water showing it is cleaner than the others samples.
Discussion
Body Paragraph #1 - Hypotheses: The outline of the discussion
section should interpret your data and provide conclusions. Start
by discussing if each hypothesis was confirmed or denied and
how you know this.
Body Paragraph # 2 - Context: The outline of your discussion
should also relate your results to the bigger water concerns and
challenges. For example, based on your experiments you might
discuss how various bottled water companies use different
filtrations systems. Or, you could discuss the billion dollar
bottled water industry. For example, do you think it is worth it
to buy bottled water? Why or why not? Your outline should at
least list some of the resources that you plan to utilize in your
final paper to put your results into context.
Body Paragraph #3 – Variables and Future Experiments:
Finally, the outline of your results section should also address
any possible factors that affected your results, such as possible
contamination in the experiments or any outside factors (i.e.,
temperature, contaminants, time of day) that affected your
results? If so, how could you control for these in the future?
You should also propose some new questions that have arisen
from your results and what kind of experiment might be
proposed to answer these questions.
Conclusions
Body Paragraph #1: This section of your outline should briefly
summarize the key points of your experiments. What main
message would you like people to have from this report?
References
Include at least 4 scholarly sources and your lab manual here in
APA format.