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Week 1: Hydrology & Aquatic Ecology

The class text is Hauer and Lamberti: Methods in Stream Ecology.  Through the required text and peer-reviewed literature articles, we will learn how to integrate the concepts of ecology and hydrology together.  Literature readings are available on PROWL and listed in the References pages.

Text: Hauer and Lamberti (HL), Methods in Stream Ecology, Academic Press, 2006.

Day 1:

HL Ch. 1: Landscapes & Riverscapes (describes much of what was done in the GIS exercises)

Rosgen, D. L. (1994). "A Classification of Natural Rivers." Catena 22: 169-199. (available on PROWL)

 

Day 2: Arkansas Field Trip

HL Ch. 3: Discharge Measurements & Stream Flow

HL Ch. 4: Dynamics of Flow

 

Day 3: Arkansas Field Trip

Vannote, R.L., G.W. Minshall, K.W. Cummins, J.R. Sedell, & C.E. Cushing. 1980. The River Continuum Concept. Can. J. Fish. Aquat. Sci.

37:130-137.  (available on PROWL)

 

Day 4: Arkansas Field Trip

Linneman lecture: Paul Watson

 

Day 5:

Chalk Creek Project (in groups of three students)

Week 2: Aquatic Chemistry & Ecology

We will use the HL text, several journal articles relating to the daily topic and the Acid Rain Module written about acid rain to learn about various aspects of aquatic chemistry and how it relates to aquatic ecosystem ecology.  The acid rain module was written by George Lisensky at Beloit College as part of the NSF-funded ChemLinks project which seeks to help students learn about chemistry by approaching real-world problems as chemists do. The readings and topics in the module are provided below along with daily journal articles accessible on PROWL.

Chalk Creek Projects Due (9 AM in groups)

Day 6: River Continuum-Headwaters streams and the control of dissolved oxygen

HL Ch. 5: Temperature, Light & Oxygen

Journal Article:

Review: Vannote, R.L., G.W. Minshall, K.W. Cummins, J.R. Sedell, & C.E. Cushing. 1980. The River Continuum Concept. Can. J. Fish. Aquat. Sci.

37:130-137.  (available on PROWL)

Acid Rain module reading and assignments:

Exploration 3A: How do systems respond to stress?

Chemical equilibrium and Le Châtelier's Principle

Homework (due 9 AM Tuesday morning)

Acid Rain Module questions: 3A: 6-10 (individually)

Homework problems on conductivity (in groups)

In the field we measured both conductivity and specific conductance at each site. The attached spreadsheet has these values. 

a) What is the definition of conductivity and specific conductance?

 

b) Using regression analysis, determine whether there is a significant correlation between conductivity and specific conductance for the available values. Using the results of p (from F-test) and r2 values as your basis explain whether there is a relation or not.  If you only measured conductivity, could you calculate specific conductance? Explain how.  If so, fill in the missing values for specific conductance.

c) Do the conductivity and specific conductance correlate with temperature? Why should this be?

d) Do the conductivity and specific conductance correlate with pH? Why should this be?

Day 7: Aquatic Respiration and Biochemical Oxygen Demand

Journal Article:

Minshall, G. W., R. C. Petersen, et al. (1983). "Interbiome Comparison of Stream Ecosystem Dynamics." Ecological Monographs 53(1): 2-25.

HL Ch. 28: Primary Productivity & Community Respiration

Supplementary Article:

Minshall, G. W. (1978). "Autotrophy in Stream Ecosystems." BioScience 28(12): 767-771.

Class Notes on BOD

Acid Rain module reading and assignments:

Session 1: How is acid rain formed?

Exploration 1A: How is acid rain formed?

The two major components of acid rain are sulfuric acid (H2SO4) and nitric acid (HNO3). The sources of the acids are explained on pp. 9-10 in the Acid Rain module. A more detailed explanation of the atmospheric formation is described in Jacobs (Ch. 13). Briefly, the major anthropogenic source of H2SO4 is from the combustion of sulfur impurities in coal while the major anthropogenic source of HNO3 is from combustion of air with fuel in vehicles. The production of NOx from vehicles was covered extensively as a topic in Energy & the Environment class in Block 5, 2002. The web notes are provided in the link: Pollution from Energy Use.

The most effective technological method for reducing NOx is through the use of catalytic converters on vehicle exhaust systems. The most effective technological methods for reducing SOx is through the use of scrubbers in power plants. The reactions describing these processes are provided on pp. 9-10 of the Acid Rain module.

Discussion Question: Will stopping deposition of sulfuric acid stop the problem of acid rain?

Session 2: What is an acid?

If you need more chemistry background, you can read pp. 2-14 from the introduction to acids and bases by Stephen Lower (PROWL) or you can access an on-line chemistry text.

Exploration 2B: How do we identify acids from a chemical formula?

One of the more difficult aspects of acid-base chemistry for beginning students is the ability to identify a substance as an acid or a base. Some helpful information is found on pp. 24-26 of the module. Briefly, a Bronsted-Lowry acid is a proton donor and a Bronsted-Lowry base is a proton acceptor. In the Lewis formalism, an acid is an electron acceptor and a base is an electron donor. Exploration 2B provides examples to do after class that will give you practice in identifying acids and bases.

In addition, we will answer the following questions based on the in-class demonstration.

Does the light bulb light differently for the following solutions: 0.1 M HCl, 0.1 M CH3COOH, 10^-6 M HCl; H2O? Explain.

Prepare models of water and show a reaction when two water molecules collide. In a pure water solution, how often does this happen?

Repeat this with HCl and H2O.

Repeat again with CH3COOH and H2O.

 

Exploration 2C: What is pH?

 

Homework Questions

1. Acid Rain Module: 2B: 6; 3A: 8-10

We measured DO (in ppm) in the field with a meter and in the lab by the Winkler titration method.  The attached spreadsheet has these values as well as pH. 

 

2. pH Calculations

Calculate the [H+] and [OH-] in each sample from the longitudinal analysis.  Use a spreadsheet to make your life easier.

 

3. DO Calculations

a) Plot the meter method for DO vs. the Winkler method results.  Use a residual plot to determine the most significant outliers?  Which measurement do you think is better in each case? Which method would you guess is more precise? Why?  Which method do you think is more accurate, Winkler or meter?  Explain. 

 

b) Use Equation 1 in the online DO handout to calculate the Henry’s constant (KH) for O2 as a function of water temperature. Using this value, calculate the % saturation of DO for samples measured in ppm.  You will need to find an equation (such as the hypsometric equation used in Air) to calculate the atmospheric pressure (and thus O2 pressure) as a function of altitude.  Show your work on your spreadsheet.  Though you can check your calculations with the DO diagram provided in Q12 in the DO handout, it will not compensate for elevation.

Day 8: Aquatic Primary Productivity & Acid Rain

Journal Article (to discuss on Thursday):

Gucker, B., M. Brauns, et al. (2006). "Effects of wastewater treatment plant discharge on ecosystem structure and function of lowland streams." Journal of the North American Benthological Society 25(2): 313-329.

Read HL Ch. 36: Establishing Cause-Effect Relationships in Multi-Stressor Environments; use this chapter to plan on preliminary experiment ideas for your final projects.

Acid Rain module reading and assignments:

Exploration 3B: What is the pH of normal rain?

Read Exploration 3B (pp. 42-44 and p. 47) before class. If you are confused, don't worry as we'll discuss this in class-BUT it helps if you've seen it once before.

pH of rain in the United States

Homework problems

1. Acid Rain module: 3B-1: 1A, 2A, 2D, 5D, 7A; 2-4; 3B-9: 1A, 2A, 2D, 5D, 7A. (Individual)

 

2. We used a five-day incubation and DO measurement to calculate BOD. The data is linked on a spreadsheet. (Groups)

a) Calculate the BOD at each site using the Winkler DO as the initial and the BOD1 and BOD2 values as the five-day incubation values. Is there any correlation of BOD with DO (corrected % sat)?  Hypothesize whether you expect a direct or inverse correlation and whether your observations confirm your hypothesis. 

b) Categorize your sites as either urban or non-urban and run a one-way ANOVA (or t-test) to see if there is  statistically significant difference in BOD between urban and non-urban streams.

3. In the lab, we measured alkalinity in triplicate for each site.  The data is linked on a spreadsheet. (Groups)

a) Calculate the alkalinity three times at every site in both mM HCO3 and ppm (as CaCO3).  Do NOT take the average values.

b) Using your knowledge of statistics and appropriate functions in either Excel or a statistical program, quantitatively determine whether there is a significance correlation between alkalinity and pH?

c) After removing the SPRING site from your data, use ANOVA to determine which sites are statistically the same in alkalinity as the CONFLUENCE site.  Determine which sites are statistically different in alkalinity from SHOOK.

d) How might you group different sites to run a meaningful ANOVA to detect differences among alkalinity for samples in the watershed.

Day 9: Human Impacts on Streams/Alkalinity Transport

Acid Rain module reading and assignments:

Exploration 3C: Is there a faster way to calculate pH?

Class Discussion: Logarithmic Concentration Diagrams

Acid-base chemistry links

Acid Rain Module (website to accompany module)

 

Making the Link: How do you predict the pH of a weak acid?

 

Homework problems

1. Acid Rain: 3C: 1-12 (in class); 13, 16, 19.

2. Final project proposals due-about 1-2 paragraphs describing your ideas, methods and materials needed.

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Day 10: Phosphorous Cycle/Alpha Fractions

Journal Articles:

Peterson, B. J., J. E. Hobbie, et al. (1985). "Transformation of a Tundra River from Heterotrophy to Autotrophy by Addition of Phosphorus." Science 229(4720): 1383-1386.

Raymond, P. A., N.-H. Oh, et al. (2008). "Anthropogenically enhanced fluxes of water and carbon from the Mississippi River." Nature 451(7177): 449-452.

Supplementary Articles:

Boynton, W. R., J. H. Garber, et al. (1995). "Inputs, Transformations, and Transport of Nitrogen and Phosphorus in Chesapeake Bay and Selected Tributaries." Estuaries 18(1): 285-314.

Raymond, P. A. and J. J. Cole (2003). "Increase in the Export of Alkalinity from North America's Largest River." Science 301(5629): 88-91.

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Acid Rain module reading and assignments:

Session 4: How does acid rain interact with soil?

Exploration 4D: What happens when the buffer runs out (titrations)? What is alkalinity?

Acid-base chemistry links (titrations)

In class: Carbonate Equilibria: Excel Assignment

 

Homework

1. Acid Rain: 3-1-2D, 5D (Making the Link); 4C-7; 4D-7, 8, 10, 11

The charge balance in Q 2-3 should be included as part of your longitudinal paper results for your sites but are NOT required to be handed in as a separate assignment:

2. Use the spreadsheet graphing exercise (Carbonate Equilibria: Excel Assignment) combined with the alkalinity data at your sites to help you answer the following questions that will be part of your ion balances:

a) What percent of the alkalinity is due to bicarbonate and what percent is due to carbonate for the sample at each site?

b) Using the value for the analytical concentration of all carbonate forms from your alkalinity determination, estimate the concentration of carbonic acid (as combined CO2(aq) plus H2CO3(aq)) present at each site.  This will be most useful for the snow data site.

3. Using Excel combined with the results of Q2:

a) Calculate the total anion and cation concentrations (molar units for concentrations; don't forget HCO3- and possibly carbonate)

b) How good is the anion-cation charge balance?

Week 3: Aquatic Ecosystem Ecology

Longitudinal Analysis Papers Draft 1.0 Due (5 PM in groups)

Day 11: Soil Geochemistry/Natural Flow Regime

Journal Article:

Likens, G.E., Driscoll, C.T., Buso, D.C., Long-Term Effects of Acid Rain: Response and Recovery of a Forest Ecosystem, Science, 272, 1996, pp. 244-246.

Journal Article:

Poff, N. L., J. D. Allan, et al. (1997). "The natural flow regime." Bioscience 47(11): 769-784

Supplementary Articles:

Gibbs, R. J. (1970). "Mechanisms Controlling World Water Chemistry." Science 170(3962): 1088-1090.

Smith, R. A., R. B. Alexander, et al. (2003). "Natural Background Concentrations of Nutrients in Streams and Rivers of the Conterminous United States." Env. Sci. & Technology 37(14): 3039-3047.

Acid Rain module reading and assignments

Session 4: How does acid rain interact with soil?

Exploration 4A: How does acid rain interact with soil?

Acid Rain Module website (many sites for viewing soil structures)

Acid-base chemistry links (titrations)

Exploration 4C: How does ion-exchange protect soils from acid rain (Buffers)?

 

Homework Questions (DUE THURSDAY AT 9 AM!!!)

3-1-1A, 2A, 4A (Making the Link);

4A-6-8; 12-19.

Making the Link (4): all questions

Acid Rain: 5A-5, 6, 7, 8, 9, 12, 13

 

Session 5: Is this soil nutritious or toxic?

Exploration 5A: Are all soils the same?

Web resources (Module Links)

Day 13: Nitrogen Cycling & Wetlands

Longitudinal Analysis Papers Final Draft Due (5 PM in groups)

Journal Article:

Mulholland, P. J., A. M. Helton, et al. (2008). "Stream denitrification across biomes and its response to anthropogenic nitrate loading." Nature 452(7184): 202-205.

Supplementary Article:

Mitsch, W. J., J. J. W. Day, et al. (2001). "Reducing Nitrogen Loading to the Gulf of Mexico from the Mississippi River Basin: Strategies to Counter a Persistent Ecological Problem." Bioscience 51(5): 373.

HL Ch. 10:

HL Ch. 6: Hyporheic Zone

Day 14: Eutrophication & Hypoxia

Journal Article:

Mitsch, W. J., J. J. W. Day, et al. (2001). "Reducing Nitrogen Loading to the Gulf of Mexico from the Mississippi River Basin: Strategies to Counter a Persistent Ecological Problem." Bioscience 51(5): 373.

Supplementary Articles:

Dodds, W. K. (2006). "Nutrients and the dead zone the link between nutrient ratios and dissolved oxygen in the northern Gulf of Mexico." Frontiers in Ecology and the Environment 4(4): 211-217.

Diaz, R. J. and R. Rosenberg (2008). "Spreading Dead Zones and Consequences for Marine Ecosystems." Science 321(5891): 926-929.

Day 15: Final Paper Conferences

Week 4: Final Projects

Day 16: Final Paper Conferences

Day 17: Oral Exams & Final Papers

Day 18: Final Papers Due/Oral Project Presentations