Water Temperature, Turbidity, and Fecal Coliform
May 31, 2017
Last week my class did an activity where we answered 10 questions about Temperature, Turbidity, and Fecal Coliform. I observed that the temperature affects the amount of the dissolved oxygen because photosynthesis adds DO (dissolved oxygen) to the water. However plant growth can increase to much. The plants will eventually die, then decomposing bacteria will use up the DO. If cold-blooded fish/ reptiles got put into warm water they would die because it says it in the name COLD-blooded, they would need to live in cold water and vice-versa.
We also learned about Thermal pollution. Thermal pollution is when the temperature is off balance such as too hot and too cold. Scientists test temperature by measuring the temperature of the river, lake, or stream at its source. To see how much turbidity is in the water, is too see how healthy or unhealthy the water is. The materials that cause turbidity is clay, silt, organic and inorganic matter and microscopic organisms can be suspended in water.
How fecal coliform ends up in a river is that the fecal coliform naturally occurs in animals’ digestive tracts. The human role in alternating temperature, turbidity, and fecal coliform is, when humans put substances in the water that pollute the earth affects the the temperature, turbidity, and fecal coliform. The substances that pollute the water that humans have a role in is oil from boats, machines nearby, runoff, and when you don’t clean the bottom off your boat when you go into a new body of water that can cause milfoil in the water.
Inquiry Set Up
This week my class was doing an experiment with duckweed. Some of us have a test tube with two drops of liquid fertilizer and some have one drop. Then we put our duckweed fronds into the water and liquid fertilizer. The first step we did was we put 10 ml. of water into 4 test tubes. The second step we did was we put 2 small teat drops of liquid fertilizer into our test tubes. The third step is we counted how many duckweed fronds we had to put in. We had to put in about 4 fronds. My group pu tin different amounts, they were 4,7,9,13 duckweed fronds. The fourth step is next we labeled how many fronds we have in the test tubes. The fifth step is we put the test tubes into a table that we can hold them in and collect data.
We read an article called Where Phosphorus in Lake comes from. The Environment protection Agency has estimated that forest lands account for about 16 percent of the phosphorus going into Lake Champlain for the entire Vermont portion of the lake. State wide estimated phosphorus contributions from forest land can run as high as 35 percent for the Missisquoi Bay lake segment and as low as 0 percent for the Cumberland Bay lake segment. Agriculture, 49 percent. Forest Lands, 17.1 percent. Stream Erosion, 16.4 percent. Developed lands (parking lots, road both paved and unpaved, roofs, large athletic fields), 14.4 percent. Waste water treatment facilities, 3.2 percent. there hasn't been a lot of research done on phosphorus contribution from forest land. For most watersheds including Otter Creek, the Vermont Total Maximum Daily Load (TMDL) Implementation plan requires a 5 percent reduction in phosphorus from forest lands. Murphee G. (2016. November 17). Where phosphorus in lake comes from, Addison Independent. p.23
This week we did a test that had 2 samples A and B. The samples were both water, the first sample was water from Cedar Lake and the second sample was water from our class's guppy tank. We tested if there was enough oxygen in the water and if the lake was healthy or not. Cedar Lake is not healthy because there is milfoil. Milfoil is bad to be in water because it eats the aquatic plants and animals. The chemicals we put in the 2 samples were Manganous sulfate and iodide-azide, Sulfamic acid, Sodium thiosulfate. The first chemicals we put in were for when we created the flocculate. The second chemicals we used for when we dissolved floc. And the final chemicals we used were for drops that we added until the water was clear. When we put the chemicals in the samples the first sample turned an orange color and was chunky like orange pulp. The second sample turned a greenish color with not a lot of chunks in it.
Last week my class did an assignment that had two lists. The first list was Non point source, point source and how do land and water interact. The second list was five sources of nonpoint source and point source. Another subject on the second list was pollution at home, school, in the community etc... We had to bring our science journals home and over the four day weekend we all did the assignment. I wrote down, How land and water interact and Pollution at home, school or in the community etc... What I wrote for How land and water interact is: I saw land and water interact outside when it rained was some places the water pooled up and kind of flowed and in other places it didn't pool. I have a dirt driveway and the rain made a lot of mud and potholes. I also have a little stream in the driveway into a ditch to somewhere. What I wrote for Pollution at home, school, in the community etc.. : I saw pollution at my grandparents house. They have tarps, and some different sizes of recycling on the back of the house. But I didn't see it get placed there but accept for the recycling I sometimes throw recycling in the garage. It is bad to put recycling in the garage because if the door is open and the wind picks up the recycling and then the recycling will go outside and it will pollute the earth. Another reason it is bad because if it gets stuck on a animal or anything the is in the environment.
What I Did For Science This Week
This week my class has been looking at two different types of land use. Agricultural and Residential areas. The first one we looked at was a construction site. The second one we looked at was a neighborhood. On the construction site the problems we say and thought of were presence of litter, construction vehicle exhaust and drain dumping. On the neighborhood site we also talked about the problems that occurred to us. Some of the problems were, drain dumping, oil leaking, washing car on an Impervious surface, sprinkler run-off and littering. We all made two columns that were named point source and nonpoint source. Point source means we can point at it and we see that they did it. Nonpoint source means when you don’t see who did the problem. The washing car on an Impervious surface site we talked about what is bad about on a slanted paved driveway near a drain. It is bad because every soap has bad chemicals in the ocean or wherever your water goes. This is what I learned this week.