BIOGRAPHY OF A RIVER

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E..Have students examine various microbes with a microscope for possible identification oftype.RESOURCESArms, Karen, Environmental Science, Holt, Rinehart, and Winston, Inc., Austin, TX, 1996.Chiras, Daniel D. , Environmental Science, High School Edition, Addison-Wesley,Menlo Park, CA 1989.Nebel, Bernard J. and Richard T. Wright, Environmental Science: The Way The World Works,4th Edition, Prentice-Hall, Englewood Cliffs, NJ, 1993.3-54
POLLUTANTS: HOW MUCH TOTALOR HOW MUCH PER UNIT <strong>OF</strong> WATER?9-12OBJECTIVESThe student will do the following:1. Define the concept of concentration as different froman expression of total amount.2. Explain that chemicals may be present in water orwastewater in concentrations so low that they areundetected.3. Demonstrate changing concentrations through aserial dilution.4. Distinguish between loading and concentration a sthese terms apply to wastewater effluents dischargedinto a receiving stream.5. Calculate concentration and loading.SUBJECTS:Math, Science (Chemistry)TIME:1 class periodMATERIALS:red food coloringtoothpicks2 medicine droppers, 1 for color,1 for waterbeaker or jar of water1 bottle that will hold 10 mlone 2-liter soda bottle10 ml pipette1 liter graduated cylinderwhite foam egg cartonsspectrophotometer if available(to measure dilution)BACKGROUND INFORMATIONOften, consumers must think not only in terms of the total amounts, but also in terms of “unit perunit” measurements. An example of this is unit pricing, where product costs for groceries are expressedin terms of total cost and cost per unit weight (e.g., cost per ounce or cost per gram). This same “unit perunit” i.e., units of pollutant per unit of water, concept is applied to water and wastewater quality3-55
Page 4: B. Read descriptions of rivers in l
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Page 10 and 11: III.Depending on the units used for
Page 13 and 14: . Be sure that the water supply pai
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Page 17 and 18: 1. the littoral zone: shallow water
Page 19 and 20: profundal zone: a zone in a lake ex
Page 21 and 22: 5. Alternative to this would be to:
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Page 27 and 28: algal bloom: a sudden increase in t
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Page 31 and 32: manufacturing and for removing the
Page 33 and 34: 2. Group 2- Wide Range of Tolerance
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Page 45 and 46: so that the forests can continue to
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Page 53: was incubated naturally at atmosphe
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Page 69 and 70: lactose: a type of simple sugar tha
Page 71 and 72: A. Students could research the diff
Page 73 and 74: 3-73Student /Teacher Sheet
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Page 77 and 78: E. The disc should be lowered until
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BIOGRAPHY OF A RIVER

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