Last day in computer lab for Great Salt Lake activity. Students also access submit the end of year course evaluation. I suggest that you take a look at the class blog and the topics you have covered so that you can give an honest and informed opinion on the class. You may want to look over the categories and the tags on the right side of this page.
Students work on news article about Great Salt Lake and the salt imbalance. What is the problem? What is a solution? Article is to be shared with Mr. W via Google Docs and be in the form of an online article.
Causeway at GSL--the cause of the problem.
Students take period long assessment for Chapter 10 – Systems, Reservoirs, Residence Time. Tomorrow we are back in Rm 207 to work on the GSL project
Students are assigned to groups and then divide the work on the Great Salt Lake (GSL) Project. Each student takes on either water, human impact, or salinity. At the end of the week an article will be produced using Google Docs about the problems at the GSL and a recommended management plan.
Introduction of residence time. Class calculates residence time for the water in the oceans and for water in the atmosphere. Smartboard notes
Continued discussion of the global water reservoirs and the flux of water in the global water systems. Smartboard notes 4-26-11
Using a systems approach, the class looked at the water cycle and figured out the basic inputs and outputs for each of the major reservoirs.
Watched the second in the “Making Stuff” series on NOVA. On Making Stuff Cleaner the emphasis was on biofuels, cleaner cars, and burning trash to make electricity. Great part about growing parts for cars from fungi and using vegetable oils (like soy) to make foam! Good mentions of closed systems (trash burning) and molecular structure of plastics (carbon chains and sheets). Absent? Watch the video online and take notes.
Students investigated U.S. water usage (over 1200 gallons/person/day). How much comes from surface water vs groundwater?
The following represent the portions of the above that are (not in order) for domestic use, mining and industrial, thermoelectric, and agriculture and irrigation.
The following shows the total amounts used and the color gives an indication of the proportion that comes from surface water vs groundwater. Why the blue vs the green?
