In 1854, hundreds of people living in London died during a cholera epidemic. The disease spread from India to London.

Transcription

1 The Epidemic (Intro for Poison Pump) In 1854, hundreds of people living in London died during a cholera epidemic. The disease spread from India to London. Cholera is characterized by rapid dehydration resulting from vomiting, diarrhea and sweating. Victims may suffer only mild symptoms or can die in less than an hour. Dr. John Snow, considered the father of epidemiology, is credited with tracking and identifying the source and transmission agent of the 1854 cholera epidemic. Your team has been given the same information that Dr. Snow possessed. As a team your mission is to try to solve the mysterious epidemic. You have been given a Broad Street Area map, a set of victim cards and a marker. Using the information make a chart comparing all common characteristics among the victims. Use the marker to mark the location of the victims. The class will share their conclusions (locating and explaining the source of the epidemic) with the other teams. Additional information uncovered by Dr. Snow will then be provided to all teams. Teams will be given time to confirm or revise their original conclusions. After confirming or revising, teams will again share their conclusions. 1

2 Pollution Two types of pollution Point pollution pollution that comes from a single identifiable source such as a pipe that dumps oil or toxic chemicals from a factory in to a lake, stream, or river. (It is a source you can point to.) Some towns use septic tanks, which can pollute the ground water. Non-point Pollution pollution that cannot be traced to a specific point, but comes from many places We are concerned about non-point pollution; because with the development, this is the main problem in Atlanta. The city of Atlanta is working diligently to repair the damage they have done in the past by allowing factories to dump sewage and other chemicals in the Chattahoochee. Examples of Non-point: Thermal pollution heating the water causes the level of dissolved oxygen to lower. With less oxygen in the water, fish and other aquatic life can be harmed or killed. Caused by: Storm run-off Sediments soil, sand, silt, clay wash from land into the creeks. Caused by poor construction practices. Large quantities are considered pollution. (Silt screens) 1. Cause flow to slow down 2. Suffocate fish and shellfish 3. Darkens the color of water making it attract sunlight, causes the water to heat up (What does this do to level of oxygen?) 4. Slows down plant growth that provides oxygen Metals and Plastics remain in the water, are not biodegradable, can be poisonous for most forms of life 2

3 Nutrients - Concentration of nitrogen and phosphorous these are used for plant growth Ex. Fertilizers, household detergents These cause algae in the water to bloom and multiply As the algae dies, oxygen is needed to decompose the algae. (When the oxygen is depleted, what happens?) Acid Rain - rain that has been affected by pollution in the air, When water becomes too acidic or basic, sensitive fish and other organisms cannot survive Pesticides designed to kill or limit the growth of weeds and insects on crops and lawns. These flow into the creeks or groundwater causing chemical imbalance in the water Dee Shore. Used with permission. 3

4 2006 Dee Shore. Used with permission. 4

5 2006 Dee Shore. Used with permission. 5

6 What s in the Water Pollutants Sediment (brown M&M s) This is caused by run-off from land into the creeks and streams due to construction. This slows down the flow of the river and can suffocate fish and macroinvertebrates. Because sediment turns the water brown, the water is heated and therefore can cause thermal pollution. Organic Wastes (yellow M&M s) Wastewater treatment plants and food processing plants release organic wastes that bacteria consume. If too much waste is released, the bacterial populations increase using up the dissolved oxygen. Fertilizers (red M&M s) This is caused primarily by run-off into streams. During heavy rain, fertilizers from lawns flow into the creeks and streams. Increased amounts are found near agriculture farms. Fertilizers contain nitrogen and phosphorous which cause large amounts of algae to bloom in the water. When the algae die, it decreases the amount of dissolved oxygen in the water. Petroleum Products (green M&M s) Oil and gas travel into the water from ships, oil refineries, auto service stations, and streets. These spills can kill aquatic life, and gasoline and oil can leak into the ground water through damaged underground tanks. Thermal - Heated or Cooled Water (blue M&M s) Heated water, also known as thermal pollution, decreases water s ability to dissolve oxygen. Electric power plants use large quantities of water in their steam turbines. The heated water is often returned to streams. Water is also heated by run-off from hot pavement and asphalt. Water temperature can drop in temperature as well causing problems for fish that require warmer water to survive. Example: Buford Dam lowers the temperature in the Chattahoochee River to 55 degrees (F) because the outtake of water is from the base of the dam. Native trout cannot survive in this temperature. Pesticides, Herbicides, and Fungicides (orange M&M s) This pollution results from man s attempt to limit the pests and weeds that grow in lawns and gardens. The growth in Atlanta has increased the amount of pesticides, herbicides, and fungicides present in the Chattachoochee River watershed. 6

7 Excel Directions for What s in the Water? 1. In Column A-1, write Pollutant 2. In Column A-2, write Organic waste 3. In Column A-3, write Petroleum 4. In Column A-4, write Sediment 5. In Column A-5, write Thermal 6. In Column A-6, write Pesticides 7. In Column A-7, write Fertilizers 8. In Column B-1, write # of Pollutants 6 Fill in the data you gathered on B-2 through B-7 7. Press Save as to save your work. Place work in your number. Example: # of Pollutant pollutants organic waste 10 Petroleum 5 Sediment 22 Thermal 8 Pesticides 14 Fertilizers Highlight your data: A-2 through B-7 9. Go to insert and locate the charts 10. Select the Chart Type: Pie 11. Go to design and select the fifth one. 12. Give a title for your chart. Pollutants found in Creek 13. Insert a text box at the bottom right of the graph. Add your names. 14. Save your work. 15. Print to a color printer. 7

8 Temperature Water temperature is extremely important to a waterway. It can +affect the waterway by changing it physically, biologically, and chemically. The ways humans change the temperature in waterways: Thermal pollution (most serious) o Industries discharging water used to cool machinery o Storm water runoff from warmed paved surfaces o Cutting down trees reduces shade o Soil erosion makes water turbid causing the sun s rays to be absorbed. Results from temperature change: As the temperature rises, photosynthesis and plant growth increase. The plants become overcrowded and die. The bacteria decomposing the decaying material consume more oxygen. Procedure: 1. Open the kit over a grassy area. Carefully, take the thermometer out of the backpack. 2. Take the air temperature first. (Celcius and Fahrenheit) 3. Take the water temperature. Select a place in the center of the creek where the thermometers will not be disturbed. Use the same location and depth of water each week to keep this assessment consistent. Place the thermometers in the water one at a time. Be gentle with these. They can break easily and we do not want to cause any damage to the creek. 4. Wait 5 minutes for each. 5. Record your results. Air Temperature: F C Water Temperature F C 2006 Dee Shore. Used with permission. 8

9 1. What is thermal pollution? 2. How does soil erosion cause a change in temperature? 3. What could cause a change in the temperature of a creek? a. b. c. 4. Why is storm water runoff a problem for our creeks and streams? Explain how it impacts the temperature of the water? 2006 Dee Shore. Used with permission. 9

10 Velocity Team A stream s velocity is the speed or flow of the stream s water. Velocity is affected by the amount of rainfall and number of riffles found in the stream. A riffle is shallow water flowing rapidly over rocks creating waves and small whitecaps. Procedure: 1. Measure 25 feet along the creek s bank. Mark both places. 2. Have one team member in the creek where each place is marked. 3. The student standing upstream is to let go of the ping-pong ball. The third member starts the stopwatch. 4. The team member standing at the other end yells when the ping-pong ball reaches them. The third member stops the watch and records the time. 5. This test is to be repeated two more times. A. Record times and convert to seconds. Test 1 time mins. seconds = seconds Test 1 time mins. seconds = seconds Test 1 time mins. seconds = seconds Total seconds B. Add the three scores and divide by 3 to find the average. Total 3 = seconds (Use the round up rule if.5 or higher, round up.) Average: seconds (rounded) C. Divide the distance by average seconds to determine the number of feet the ball traveled per second. 25 = feet per second Velocity test results: The ball traveled feet per second Dee Shore. Used with permission. 10

11 River Kids.We have a problem It has come to our attention that a Mr. Cashew is redoing his cabin along the Tallulah River. He is dumping all the trash on a hill not very far from the river. Something needs to be done and we are the group to do it. MISSION: Analyze the pictures List ideas for a letter Write a persuasive letter to Mr. Cashew trying to convince him to remove the trash from the hill. Step One: Analyze the pictures and make a list of the things you observe in the trash pile. What can you determine from the evidence? Step Two: Create a list of ideas for your letter. Your letter will have 3 paragraphs: Paragraph One will state your goal. What is the point of your letter? Why are you writing this letter? State your opinion of the situation. Paragraph Two will give three or more reasons explaining your opinion. Your reasons should convince the reader to agree with your opinion and/or get him to change. Provide a detailed explanation. Paragraph Three is your conclusion. It summarizes the most important points you want the reader to understand and remember. Give them a charge something to walk away with that will motivate them to do what you want them to do. Step Three: 11

12 You will be writing your letter to Mr. Cashew using the ideas you brainstormed last week. Here is some information you will need about this man: 1. His first name is Andrew 2. He works at Habersham Electric Company 3. His title at work is Head Engineer 4. He has a home on the Tallulah River 5. His address is 321 Bambridge Lane, Clayton, GA Your address is 4435 Post Oak Tritt, Marietta, GA You will be using the computer to draft a letter to Mr. Cashew. Follow these steps to create your letter: Log in using your id number Click on Microsoft Word Set the font to 16 Set the tab to align to the right and write your address, press enter Skip a line and write the date Set the tab to align to the left and write Mr. Andrew Cashew, press enter, save work in your folder (Look for student number) Write his title, press enter] Write his company, press enter Write his street address, press enter Write his city, state and zip code, press enter Skip a line Write your greeting followed by a comma, press enter Write the body of your letter. Remember your letter must have three paragraphs: 1. State your goal or point of your letter and your opinion of what he is doing. 2. Give 3 or more reasons, with details, explaining your opinion and expressing your concern. Why is what he is doing wrong? What problems might occur because of this trash? 3. Summarize the important points in your letter, things you want him to remember Print your letter and use the rubric to evaluate your letter Turn your letter and rubric in to be further evaluated by the teacher 12