Separation of hydrographs into event and pre-event fractions based on measurements and data, rather than arbitrary formulae, was a revolutionary technique in watershed hydrology in the 1970s and has continued to be widely used. Hydrograph separation showed that Hortonian overland flow and rapid delivery of "new" event water to streams during storms was not as widely applicable as had been previously thought. Instead, most water in streams during storms in humid, forested watersheds is typically "old", pre-event water. In most cases, hydrograph separations are conducted using the stable isotopes of water, since they are ideal, conservative tracers. In this exercise, we will be conducting a classic isotope hydrograph separation for a forested watershed in northeastern Ohio.

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This assignment offers students several problems that help them understand the basic of mixing models and their use in understanding the controls on water quality in the environment. The purpose of the assignment is to help students integrate across the various topics in environmental chemistry in the context of flow and transport. Students will hopefully learn how reactive and non-reactive tracers can be used in conjunction to fully understand a chemical system.

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The students will use activities to understand atomic mass and isotopes and stable isotopic fractionation in the hydrologic system.

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In this video-based activity, students learn that sea level is an average measurement of the height of the ocean, and sea level changes with the seasons and over time. El Niño and La Ninña events are compared, demonstrating that sea height is a function of temperature.Summary background information, data and images supporting the activity are available on the Earth Update data site. To complete the activity, students will need to access the Space Update multimedia collection, which is available for download and purchase for use in the classroom.

There are billions of galaxies filled with billions of stars. Each star has the potential to have planets orbiting it. Does life exist on some of those planets? Explore the question, “Is there life in space?” Discover how scientists find planets and other astronomical bodies through the wobble (also known as Doppler spectroscopy or radial-velocity) and transit methods. Compare zones of habitability around different star types, discovering the zone of liquid water possibility around each star type. Explore how scientists use spectroscopy to learn about atmospheres on distant planets. You will not be able to answer the module's framing question at the end of the module, but you will be able to explain how scientists find distant planets and moons and how they determine whether those astronomical bodies could be habitable.

The student engineers will design and build a new water filtration system for an overpopulated, poverty-stricken community that is drinking contaminated water from wells, rivers or springs not treated by municipal water systems. Students will be involved in planning, designing, building, collaborating, calculating, budgeting, analyzing, and reflecting on a real-world design challenge. This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

Our students will be studying and exploring the human impact on groundwater. They will study the water deprivation impacts both locally and in the San Joaquin Valley. Students will explore and come to understand the benefits of collecting rainwater. We partnered with the City of Eugene and had the wonderful Jackie come in. Our students brought in many of the materials including cardboard boxes, empty plastic containers (sour cream, water bottles,etc), tin foil, wax paper, duct tape,etc. We as teachers provided the underground sprinkler tubing cutting material, more tape and supplies. We tested this project with our 5th graders so we could make improvements and continue this project next year. In order to complete this project, we needed a full three weeks of working for an hour plus every day. We incorporated this project into our reading and science timeline.

Student teams model the Earth's greenhouse effect using modeling clay, ice chunks, water, aluminum pie tins and plastic wrap. They observe and record what happens in this closed environment and discuss the implications of global warming theory for engineers, themselves and the Earth.

O Perguntados das Ambientais é um jogo de cartas no formato de perguntas e respostas cujo objetivo é abordar de forma lúdica e interdisciplinar o tema “água”, na tentativa de despertar o interesse dos alunos, minimizar dificuldades e consolidar conceitos científicos e aspectos sociais que envolvem a temática.

O Perguntados das Ambientais é um jogo de cartas no formato de perguntas e respostas, cujo objetivo é abordar de forma lúdica e interdisciplinar o tema “água”, na tentativa de despertar o interesse dos alunos, minimizar dificuldades e consolidar conceitos científicos e aspectos socioambientais que envolvem a temática.
Esperamos que este material possa auxiliar na prática docente dos professores e que, a partir dele, os alunos sejam levados a refletir e adotar um pensamento críticos acerca das questões ambientais, especificamente da água.

One of James Gordon Bennett's perennial editorial campaigns against the Catholic bishop of New York John Hughes is the subject of "Jamie & the Bishop." On the left Scottish-born "Jamie" Bennett, a quill pen behind his ear, shoots a clyster at the archbishop, saying, "Hoot awa mon, this is the best weapon in the College of Pharmacy, & mickle dirty water can I fling with it mon!" "Dirty water" is probably a reference to the notoriously squalid form of journalism practiced by Bennett in his newspaper, the New York "Herald." Hughes retaliates with a swing of his crozier, saying, "With all the power of Holy Church will I assail thee, most reprobate & contemptible viper." Behind Hughes stands an Irishman, a gin bottle in his pocket and club in his hand. He growls, "Be Jasus shtand back! your honor's worship, & let me have a shlap at him wid the shillaly!" Bennett is offered support by another Scotsman, who scratches his back against a nearby lamp-post, "Wait a bit, Jamie, till I've scratched my bock & I'll lend yees a hand, mon."|Entered . . . 1844 by James Baillie.|Lithography & print coloring on reasonable terms by James Baillie No. 33 Spruce St. New York.|Signed: H. Bucholzer.|Title appears as it is written on the item.|The Library's impression of the print was deposited for copyright on July 5, 1844.|Weitenkampf, p. 83-84.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1844-30.

This essay provides context for the Japanese Tea Ceremony. The Way of Tea is composed of a series of acts such as building a fire in the hearth, boiling the water, whisking the green tea powder in a tea bowl, and serving it along with some sweets. Simply put, it is an act in which the host invites the guest to share a bowl of tea together. Indeed, it began as a simple act of making and drinking tea. Over the centuries, however, it was influenced by Zen Buddhism philosophy and became a highly stylized form of art.

Imagining the unthinkable, the art of a Cold War atomic scientist. Jess (Burgess Franklin Collins), If All the World Were Paper and All the Water Sink, 1962, oil on canvas, 96.5 x 142.2 cm (Fine Arts Museums of San Francisco), © estate of the artist, a Seeing America video Speakers: Emma Acker Associate Curator of American Art, Fine Arts Museums of San Francisco and Beth Harris. Find learning related resources here: https://smarthistory.org/seeing-america-2/

1) What are some of the biological effects of dam removal (good and bad)?

2) What are some of the more pressing/compelling reasons to remove a dam? Explain.

3) The Stanley and Doyle (2003) article states that, "dam removal cannot be avoided." Hypothetically, let's say you are placed on a committee to oversee the removal of the Aswan High Dam, since Doyle et al. (2003) states that, "the functional lifespan of most dams is approximately 60-120 years." What scientific studies would you conduct before/during/after dam removal? Why?

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An anti-British satire, reflecting American enragement at Britain's tightening of restrictions on territorial waters open to American fishermen off the coast of Canada. In July 1852, England notified the United States of its intention, contrary to previous understandings, to curtail American fishing within a three-mile limit of the Canadian provinces, and to close off the Gulf of St. Lawrence and much of the Bay of Fundy altogether. This threat to their fishing industry was particularly alarming to Americans in the northeastern United States. Clay's cartoon features a stout figure of John Bull (center) draped with lines of fish, confronted by Brother Jonathan near the home of an unemployed fisherman. Jonathan holds out a document "Treaty of Ghent. Right of fishing in the Bay of Fundy" toward John Bull, and snarls, "Why consarn you, you tarnal old critter, looke'e here, you wont deny your own hand writin will you--And haven't we been fishin in the Bay for thirty years without any muss--I want to know--Du tell?" John Bull replies, "Don't talk to me about treaties and rights! When did I ever keep a treaty when it suited me to break it? and as to other peoples rights, they may look out for themselves, I can take care of my own!" To the right of John Bull stand a gentleman and frontiersman. The gentleman holds his nose, commenting on the Englishman's scent, "A very ancient and fish like smell! About as musty as his claim for the Navigation of the Mississippi:" The frontiersman wears buckskins and a coonskin cap, and holds a long rifle. He expounds, "May I be kicked to death by grasshoppers if he aint the greediest old shark I ever saw. By the Eternal! as the old General [i.e., Andrew Jackson] used to say, he'll want another New-Orleans lesson!" On the left, a sailor sits forlorn near the door to his cottage, his wife and child consoling him. His nets are hung out. He laments, "There goes my poor old fishing smack; taken by that d--d Britisher--All I can do, Sally, is to go on board a man [of] war, and pay them back in bullets!" Beyond, two ships sail on the water.|Pubd. by John Childs, 84 Nassau St. N. York.|Signed with monogram: EWC (Edward Williams Clay).|Title appears as it is written on the item.|Davison, no. 207.|Weitenkampf, p. 111.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1852-4.

Activities offer students the opportunity to learn about multiple facets of waterbodies and pollution, including aquatic life (indicator species), local concerns, and public outreach through research, teamwork, and role-playing exercises.

Joints are very important to problems in applied geology (fluid flow, slope stability), but three-dimensional exposures of simple joint sets are not readily accessible from my campus. I developed this exercise based on the experiments of Miller (2001) to give students hands-on practice describing and interpreting joints.

For the exercise, I prepare a cornstarch-water mixture a few days in advance and pour it into plastic petri dishes. I add a "flaw" to each dish (typically a small pebble). As the cornstarch dries, vertical joints develop.

In class, each group of 3-4 students is provided a petri dish of desiccated cornstarch. Students are asked to draw a map of the joints, paying particular attention to intersection angles. (The joints curve to intersect at 90 degrees.) They determine relative ages of the joints using abutting relationships. (Typically 3-6 generations of joints.) Students next dissect the sample and describe the surface textures of the larger joints and the location of the flaw. The cornstarch produces beautiful plumose structure (hackles). Students then interpret the joint propagation direction from the surface textures, and note the origin of the joint. (Typically, a first- or second-generation joint initiates at the flaw.) Students discuss the role of flaws in the initiation of joints in their groups.

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Tammany Hall's political manipulation of the New York Fire Department is the artist's obvious target here, although the print's precise meaning is unclear. The frame of reference may be the creation, in 1839, of a number of "paper" fire companies by the Tammany-controlled city council, a measure devised to give them a significant number of new voting representatives on the Board of Foremen and Assistants. The companies were organized by loyal Tammanyites during June of that year and nicknamed "June Bugs" by an indignant public. The artist shows a number of firemen spraying water on a fire in the building of "Willis, Nichols, Howe, Timpson, Lee & Co." On the backs of their coats symbols, indicative of their trades or businesses (including a druggist's mortar and pestle, a poundcake, a mason's trowel), have been painted by a man who runs off to the right announcing, "24 new Companies. Mr. Chief at your service." Conspicuous on the far left is a man, possibly Democratic mayor Isaac Varian, who watches saying, "This 'werry' plan I recommended in my Message." From the new "firemen" come the following remarks: "Collecting taxes pays better than this." "I must be either Commissioner or property saver." "I'll bet $100 he'll be Chief." "I didn't know there was to be an election tomorrow night" (possibly alluding to the controversial 1839 election of a new chief engineer of the Fire Department). "James I think they'l get enough this time." Two firemen on the right hold amplifying horns. One says, "Lay it on the table eh! John we must pay 'em for that if we don't I'll be damned." The other, with a wagon wheel on the back of his coat, says, "Up with her up to the hub by J--s." A fireman leaning from a window shouts, "Play away no. 140 we want your assistance we can't get down."|H.R. Robinson's Lith; 52 Cortlandt, & no. 2 Wall St. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 52.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1839-16.

Through multi-trial experiments, students are able to see and measure something that is otherwise invisible to them seeing plants breathe. Student groups are given two small plants of native species and materials to enclose them after watering with colored water. After being enclosed for 5, 10 and 15 minutes, teams collect and measure the condensed water from the plants' "breathing," and then calculate the rates at which the plants breathe. A plant's breath is known as transpiration, which is the flow of water from the ground where it is taken up by roots (plant uptake) and then lost through the leaves. Students plot volume/time data for three different native plant species, determine and compare their transpiration rates to see which had the highest reaction rate and consider how a plant's unique characteristics (leaf surface area, transpiration rate) might figure into engineers' designs for neighborhood stormwater management plans.

Using ordinary household materials, student “biomedical engineering” teams design prototype models that demonstrate semipermeability under the hypothetical scenario that they are creating a teaching tool for medical students. Working within material constraints, each model consists of two layers of a medium separated by material acting as the membrane. The competing groups must each demonstrate how water (or another substance) passes through the first layer of the medium, through the membrane, and into the second layer of the medium. After a few test/evaluate/redesign cycles, teams present their best prototypes to the rest of the class. Then student teams collaborate as a class to create one optimal design that reflects what they learned from the group design successes and failures. A pre/post-quiz, worksheet and rubric are provided.