wasterwater treatment animation

This is something you should become familiar with......

http://www.wef.org/AboutWater/ForThePublic/WastewaterTreatment/

click the link...then the link that says go with the flow ( english) and follow the directions. It is pretty clear and a much better way to see it than in your book.

Q& A about swine flu

This is a very good link that may answer some of your questions. There is also a link for a map of the outbreak sites ( not too update based on SC information) with info about history etc.


http://www.boston.com/news/health/blog/2009/04/swine_flu_q_and.html
http://www.boston.com/interactive/graphics/generic_page_20090428005501/

some extra online study sites

Here are some sites with animations and some explanations that may or may not mirror mine. Sometimes a different viewpoint makes things clearer.

We will have afternoon reviews and maybe a Saturday afternoon coffee session review the Saturday before your exam.

http://www.ucopenaccess.org/course/view.php?id=58

http://go.ucsusa.org/game/

Newest List of 10 most endangered rivers

Well, imagine SC being included in this list......if I am not mistaken, the Saluda River starts in Greenville SC right on the border of NC....hmmm. Wonder if the Tarheels are having any effect on the Saluda?

By the way, the Saluda River is a major Tributary of the Congaree River that flows through the Congaree National Park..........

http://www.cnn.com/2009/TECH/science/04/07/rivers.endangered.list/#cnnSTCText

6) Saluda River
Location: South Carolina
Excess levels of sewage waste threaten the drinking water of more than 500,000 South Carolina residents, conservationists say. Sewage in the river increases phosphorous and algae levels, depletes oxygen, and kills fish and other aquatic life. American Rivers is asking the South Carolina Department of Health and Environmental Control to improve sewage-treatment standards and ensure the river reduces its phosphorous levels by 25 to 50 percent.

Geoengineering to fix the Earth? Don't know about you all, but after reading this article I am a bit concerned...

Where are our Brains? Oh wait! I see them.....

Here is the link to an interesting solution being proposed by President Obama's staff Chief Scientific Advisor.

http://www.enn.com/ecosystems/article/39644/print

This should spark some interesting discussion amongst you all and I can't wait to read it.....tell me what you think.....

Red Sox and others led the way to " green" stadiums

.............Even the nation's oldest MLB stadium still in use—Fenway Park, home of the Boston Red Sox, the Yanks's biggest rivals—is getting in on the greening (puns about its legendary "Green Monster" wall in left field aside). Some 28 newly installed solar panels on the fifth floor's slanted roof offset 37 percent of the natural gas burned to heat the stadium's water supply, says Katie Haas, a team spokesperson. The park also sports 11 BigBelly solar-powered trash compacters on the premises.

Some of the statistics are pretty impressive when you look at the energy reduction, carbon footprint decrease etc.

Read complete article @ http://www.sciam.com/article.cfm?id=green-baseball-diamonds-energy-efficiency

EPA adds to Superfund priority sites

Check this out folks! Article on superfunds that is at the very least interesting...at the most a bit disturbing.
http://www.enn.com/pollution/article/39630/print

Barite Hill/Nevada Goldfields (McCormick, S.C.) (3 hours away)

Proposed to be added:

Ore Knob Mine (Ashe County, N.C.) ( 2 hours away)
GMH Electronics (Roxboro, N.C.) ( 3 hours away)

tomato activity......starting Monday 20 April 2009

Plants and light (or Energy input into ecosystems )

Green plants are the primary source for all of the biotic energy requirements of an ecosystem.
Photosynthesis vs respiration.In green plants both photosynthesis and respiration occur. In relatively bright light photosynthesis is the dominant process (meaning that the plant produces more food than it uses during respiration). At night, or in the absence of light, photosynthesis essentially ceases, and respiration is the dominant process; the plant consumes food (for growth and other metabolic processes). Photosynthesis absorbs energy (from sunlight) whereas aerobic respiration yields energy (as a result of the oxidation of glucose, the carbohydrate molecule shown here). These are essentially "competing" processes, one producing glucose (photosynthesis) and the other consuming glucose (respiration).

Factors Affecting the Rate of Photosynthesis

1. Compensation point for light

One simple way to get an estimate of the level of phototsynthetic activity in a green plant is to place the plant in a sealed container and measure the rate at which oxygen is produced.
When such an experiment is actually performed it is found that increasing the brightness (intensity) of the light increases the rate of photosynthesis, but only up to a certain point, beyond which increasing the brightenss of the light has little or no effect on the rate of photosynthesis.
Conversely, reducing the brightness of the light causes a decrease in photosynthetic activity.
The light intensity at which the net amount of oxygen produced is exactly zero, is called the compensation point for light. At this point the consumption of oxygen by the plant due to cellular respiration is equal to the rate at which oxygen is produced by photosynthesis.
The compensation point for light intensity varies according to the type of plant, but it is typically 40 to 60 W/m2 for sunlight. The compensation point for light can be reduced (somewhat) by increasing the amount of carbon dioxide available to the plant, allowing the plant to grow under conditions of lower illumination.

2. Compensation point for carbon dioxide

Under conditions of constant and uniform illumination the rate of photosynthesis can be increased by simply increasing the amount of carbon dioxide (i.e. increasing the atmospheric partial pressure) available to plants. As before, one can measure the rate of photosysthesis as a function of carbon dioxide pressure by placing a green plant in a sealed container and measuring the rate at which oxygen is produced. As the partial pressure of carbon dioxide increases there is an almost linear increase in the rate of oxygen production, which implies an identical increase in the rate of phtotosythesis. This increase eventually levels off, and further increases in the concentration of carbon dioxide have no further effect.
Conversely, reducing the carbon dioxide concentration reduces the rate of photosynthetic activity. The level at which the oxygen production rate drops to zero is called the compensation point for carbon dioxide.

3. A Day in the Life of a Plant
Compensation Point for Light (of photosynthetic plants) is the intensity of light at which the rate of carbon dioxide uptake (photosynthesis) is exactly balanced by the rate of carbon dioxide production (respiration) or equivalently, the light intensity at which the rate of oxygen production is exactly balanced by the rate of oxygen consumption.
Since it is primarily food production we are interested in, we will consider the third equivalency, the rate at which the food produced (carbohydrates) is exactly balanced by the rate at which the food is consumed.
In the figure above, to the left the red line shows the rate of carbohydrate production due to plant photosynthesis. The green line shows the rate of carbohydrate consumption due to respiration.
The shape of the photosynthesis curve is due to increased sunlight during the day and the shape of the respiration curve is due to increased temperature during the day.
Since photosynthesis produces carbohydrates, the rate at which the amount the carbohydrates change is positive for photosynthesis, that is, the amount increases.
On the other hand, respiration consumes carbohydrates, hence the rate at which carbohydrates change is negative for respiration, that is, the amount decreases.
This is shown in the graph to the right.
The area in yellow represents the total amount of carbohydrate produced in a 24h period (due to photosynthesis). The area in green represents the total amount of carbohydrate consumed due to respiration.
For a green plant to survive, grow, and produce mature fruit, area (a) (yellow), must exceed area (b) (green).
The area (a), that is the total amount of carbohydrate production due to photosynthesis, can be increased in two ways:

1. Increase the intensity (brightness) of the light.
The danger is that if the light is too intense the heat it produces can damage the delicate plant cells, as well as increasing the transpiration rate, causing the leaves to wilt.
Of course, there is a limit beyond which increasing the light intensity has no significant effect on the rate of photosynthesis. This occurs for most plants at a light intensity of about 40% full daytime sunlight.

2. Increasing the duration of the light which illuminates the plant leaves.
In the case of natural sunlight it is generally not possible to increase the time during which the plants receive light beyond the length of natural daylight hours.
To increase the length of time during which photosynthesis occurs requires the use of artificial lights.
If there is enough electrical energy available both the duration and intensity of the light can be controlled to provide optimum growing conditions for green plants.
The problem is that using artificial light to grow plants is an extremely inefficient use of energy.

Things that we know about the relationship between plants and light :
All green plants need some light.
Too little light is bad for green plants (below the compensation point).
Too much light is bad for all plants.
Increasing the carbon dioxide concentration increases the rate of photosynthesis (over a small range of carbon dioxide enhancement).
Things we would like to know about tomato plants
What is the absolute minimum light intensity needed for tomato plants to survive?
To what extent can the duration of light exposure compensate for low light intensity?
How does low light exposure affect a tomato plant's ability to produce fruit?
Although the maximum intensity (brightness) of sunlight on Mars is much less than on the Earth, the seasons are twice as long as on Earth. It is assumed that in the beginning all Mars habitation will occur near the Martian equator where seasonal changes are less noticeable.

Student activity: How much light?

1. You will investigate the relationship between plant growth and the duration of available light. Begin by setting up a gro-light system on an ordinary household light timer. ( I will be your timer)
2. You will use your Tomatosphere seedlings for this experiment makesure they all belong to the same group - M or N).
3. Your shelf to use will be the middle shelf where the seed trays were intially placed. The gro-lights will be aimed at the shelf. In this investigation all lights will be at exactly the same height above the plants, to ensure that, as much as possible, the light intensity is the same for all plants.
The variable in this experiment is the light duration, not the light intensity.
All other growing conditions must not be varied. Water, fertilize, and warm all plants identically.
Once your test site has been established, set the light timers to provide six (6), twelve (12) and eighteen (18) hours respectively.
Create a daily journal in which to record your observations.
Measure and record the following:

1. Daily -
Temperature
General appearance (healthy, spindly, limp, and so on)
Condition of the soil (dry, wet , moist)

2. Weekly -
Height of the plant
Number of branches
As required
Watering
Fertilizing
Appearance of first flowers
Number of flowers
First appearance of fruit
First mature fruit

Can't wait till the little plants start really growing!!

What is an Ice Age?

Please read the following articles:

1. Milutin Milankovitch: Seeking the Cause of the Ice Ages

http://www.amnh.org/education/resources/rfl/web/essaybooks/earth/p_milankovitch.html

2. Milankovitch cycles:
http://geography.about.com/od/learnabouttheearth/a/milankovitch.htm
http://www.emporia.edu/earthsci/student/howard2/theory.htm

3. Little Ice Age:
http://www.windows.ucar.edu/tour/link=/earth/climate/little_ice_age.html
http://www2.sunysuffolk.edu/mandias/lia/little_ice_age.html

Tomatosphere

The tomato planting went well.......hope you remember to water them.
Tomatosphere link: http://tomatosphere.org/

look here often for information about things we will be doing with tomato plants!

NEW Projects

Natalie says:

I believe we should all bring in stuff for the breakfast..instead of the foods class..but we need to keep in mind staying local..i'm not against the foods class idea..but I believe we could do it ourselves!

I think she has a great idea!!!!!!!