BIOGRAPHY OF A RIVER

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with breeding activities and egg and larval development of many organisms including amphibians andinsects.Termsconcentration: strength or density, as of a solution, as in amount of solute per volume of solutiondissolved oxygen (DO): oxygen gas (O ) dissolved in water2kinetic energy: the energy of a body resulting from its motionparts per million (ppm): a measurement of concentration of 1 unit of material dispersed in 1 million unitsof another (for water, same as mg/l)specific heat: the number of calories needed to raise the temperature of one gram of a givenosubstance 1 C, relative to the number of calories (one calorie) needed to raise the temperature of1 gram of water 1 o CADVANCE PREPARATIONRead carefully and practice the procedure for the DO kit ahead of time. Two can do it moreeasily than one. The manipulations take some practice.PROCEDUREI. Setting the stageA. The procedure can be done first without explanation, asking students to infer theproblems with thermal pollution. The teacher may wish to give the explanationsfirst.B. The method used for determining oxygen in water is one widely used in waterlaboratories. The greatest problem for accuracy is introduction of air bubbles inbottles during the procedure by agitation.C. In this experiment, agitation will be done deliberately as a way of demonstratingthe differences in oxygen holding capacities of water at different temperatures.3-92
D. The teacher should do the agitation and then have the students work in pairson each DO determination.II.ActivityA. Fill the four bottles with water: 2 with water that has been cooled with ice, 2 withhot water out of the tap or that has been warmed (boiling is optional). Try to fillslowly and carefully, with little force or agitation. Leave an air pocket at the top ofeach bottle.B. Cap and agitate by shaking one of the cold bottles and one of the warm bottles.Then uncap and allow all four bottles to sit uncapped while the tests are done.C. Follow the instructions to get a DO value for each of the four bottles.III. Follow-upAsk students to discuss the following:A. Based on the results of the activity, what effect does increased temperature haveon dissolved oxygen? Try to explain why.B. What is the normal percentage of oxygen in air and in water? (21% in air, and0.0007% in water, by volume)C. Is there a limit to how much oxygen may be good for organisms? (People can diefrom too high of a percentage of oxygen.)D. What happens to the heat in cooling towers? Is that a form of air pollution? Heat isgreatly increased in the air over cities. Should clean air regulations regulate therelease of heat from air conditioners?E. What compounds are more efficient absorbers of heat than water? (Freon, alcohol)F. When fast-running streams are dammed or naturally slow down, what happens tothe oxygen content? Why? Does that affect the species of fish living in that area?Explain.3-93
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. Be sure that the water supply pai
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1. the littoral zone: shallow water
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BIOGRAPHY OF A RIVER

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