Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun

Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
Brocci Bundle Water Qual F: Dissolved Oxygen Factors CAUSE & EFFECT Graphing Bun
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Product Description
Spun-off from my popular series of
Bossy Brocci Math & Big Science Workbooks on Amazon,
this Dissolved Oxygen Factors Cause & Effect Graphs Bundle contains:
11 Lessons
87 Worksheets
- and Formative or Alternative Assessment up the a$$!
====================================================
It covers Factors that affect Dissolved Oxygen such as:
Water Temperature
Aerobic Bacteria & Biochemical Oxygen Demand (BOD)
Bioindicators
Water’s Surface Action (turbulence & calmness)
Water Turbidity
Water Salinity
Air or Atmospheric Pressure and Elevation
and
a multitude of other variables that contribute to or result from the Factors listed above
===============================================
Individual cost would be $27.00,
but the Bundle price is just $20!

You just 7 saved bucks.

Yowza!!
==============================================
218 slides are printed as
109 LaNdScApE
DOUBLE-SIDED sheets of paper,
with the flip being along the 'SHORT' side or edge.

To get the Bundles & Lessons directly connected or related to this product,
just copy & paste the following URL into a new Tab:

https://www.teacherspayteachers.com/Store/Bossy-Brocci-Math-And-Science/Category/Water-Quality-Dissolved-Oxygen-315931

and

https://www.teacherspayteachers.com/Store/Bossy-Brocci-Math-And-Science/Category/Chemical-Reactions-Physical-Chemical-Properties-Changes-202536

================================================
Most ELA, Math and Science teachers don't have
more than 100 State Tests on their shoulders
- and they enjoy anywhere from 60 to 90 minutes to teach their class.
But I've been whipping the State
while teaching an average of 110 students per year
- and with only about 38 minutes for science class!

It's a matter of public record:
I've crushed the State by 17 to 32 points, and by an average
of 23 points over a 5-year stretch.

And I'm North Carolina's 2016 Top-Scoring Science Teacher.

I've done this in a
High-Poverty, Title 1 school
in the Appalachian Mtns.
with:
No Teaching Assistants,
No Tutors,
No Remediation Class,
and
No Test-Prep books or programs.

So what are my kids doing???

Bossy Brocci worksheets
================================================
Note:
in these Cause and Effect GRAPHS Lessons,
you will have finally found the elusive antidote
to the kid (usually a boy) who flies through everything.
You know the type:
the kid who half-a$$es his way through your quizzes, tests,
and even breathing - just to get ‘em done.
This is the kid who – after he’s just raced through yet another assignment,
and then been punished for that early & care-less finish
with instructions to go read 57 pages in his textbook –
miraculously returns to your desk six minutes later
- - - proclaiming he’s finished that too.
You know who I’m talking about.
Don’t deny it.
He’s the reason you've been longing for a Housecall - - -
from Dr. Kevorkian.

Well . . .
don't pick up that phone (or Ouija board) just yet,
because the apathetic juggernaut “Little Jimmy” just met his match.
Little Jimmy and the rest of your students will have to translate a graphed relationship between two variables, and then write about that relationship by choosing to use: ‘increase’ ‘increases’ ‘raises’ ‘higher’ ‘decrease’ ‘decreases’ ‘drops’ ‘lowers’ ‘lower’ etc. in 6 complete sentences!
If you’re worried Little Jimmy can write these sentences any which way he can just to get it over with - - -
well . . . he CAN’T.
Little Jimmy won’t have it “finished” until he follows the rules
- - - MY rules.
And that’s because I’ve already prescribed a template for how each and every sentence is to be worded and written – right down to the very order & grammar for every sentence.
That means even apathetic Little Jimmy’s wrong answers must be correctly written before he can turn ‘em in.
And until he does that???
- - - Little Jimmy won’t be “done” with squat.
=====================================================

This Dissolved Oxygen Factors Cause & Effect Graphs BUNDLE contains the following Lessons and Student Tasks:

FOSSIL FUELS, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 5 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Combustion of Fossil Fuels, Water Temperature and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 5 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 5 pairs of Dependent and Independent variables:
Atmospheric Carbon Dioxide vs. Fossil Fuel Combustion
The Greenhouse Effect vs. Atmospheric Carbon Dioxide
Water Temperature vs. The Greenhouse Effect
Dissolved Oxygen vs. Water Temperature
and
Dissolved Oxygen vs. Fossil Fuel Combustion

3) Translate each of their 5 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 5 graphs, for a total of writing 30 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Fossil Fuel Combustion’s connection to Dissolved Oxygen by ANALYZING each of 5 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Combustion of Fossil Fuels affects Dissolved Oxygen


RIPARIAN BORDER OR SHORELINE SHADE, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 3 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Shade, Water Temperature and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 3 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 3 pairs of Dependent and Independent variables:
Water Temperature vs. Riparian Buffer Shade or Shoreline Shade
Dissolved Oxygen vs. Water Temperature
and
Dissolved Oxygen vs. Riparian Buffer Shade or Shoreline Shade

3) Translate each of their 3 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 3 graphs, for a total of writing 18 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Vegetation Shade’s connection to Dissolved Oxygen by ANALYZING each of 3 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Riparian Border shade or Shoreline shade affects Dissolved Oxygen


POWERPLANTS, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 3 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Water Steam-based Powerplants, Water Temperature and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 3 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 3 pairs of Dependent and Independent variables:
Water Temperature vs. Steam Powerplant Effluent or Discharge
Dissolved Oxygen vs. Water Temperature
and
Dissolved Oxygen vs. Steam Powerplant Effluent or Discharge

3) Translate each of their 3 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 3 graphs, for a total of writing 18 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Steam-based Powerplant Effluent’s connection to Dissolved Oxygen by ANALYZING each of 3 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Steam-based Powerplant Effluent affects Dissolved Oxygen


URBAN RUNOFF, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 4 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Urban Runoff, Water Temperature and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 4 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 4 pairs of Dependent and Independent variables:
Urban Runoff vs. Urbanization
Water Temperature vs. Urban Runoff
Dissolved Oxygen vs. Water Temperature
and
Dissolved Oxygen vs. Urban Runoff

3) Translate each of their 4 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 4 graphs, for a total of writing 24 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Urban Runoff’s connection to Dissolved Oxygen by ANALYZING each of 4 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Urban Runoff affects Dissolved Oxygen


FERTILIZER RUNOFF, ALGAL BLOOMS, BACTERIA and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 8 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Fertilizer Runoff, Algal Blooms, Aerobic Decomposer Bacteria and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 8 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 8 pairs of Dependent and Independent variables:
Dissolved Nitrates and Phosphates vs. Fertilizer Runoff
Algal Blooms vs. Dissolved Nitrates and Phosphates
Aerobic Decomposer Bacteria vs. Algal Blooms
Biochemical Oxygen Demand or BOD vs. Aerobic Decomposer Bacteria
Dissolved Oxygen vs. Biochemical Oxygen Demand or BOD
Fish Mortality or Fishkills vs. Dissolved Oxygen
Dissolved Oxygen vs. Fertilizer Runoff
and
Fish Mortality or Fishkills vs. Fertilizer Runoff

3) Translate each of their 8 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 8 graphs, for a total of writing 48 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Fertilizer Runoff’s connection to Dissolved Oxygen by ANALYZING each of 8 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Fertilizer Runoff affects Dissolved Oxygen and Fish Mortality or Fishkills, by way of Algal Blooms, Aerobic Decomposer Bacteria and Biochemical Oxygen Demand


WATER TEMPERATURE, BACTERIA, DISSOLVED OXYGEN and BIOINDICATORS Cause and Effect GRAPHS

Students will:
1) READ 8 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Water Temperature, Bacteria, Aerobic Decomposer Bacteria, Dissolved Oxygen and Bioindicators

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 8 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 8 pairs of Dependent and Independent variables:
Aerobic Decomposer Bacteria vs. Algal Blooms or Biodegradable Waste
Biochemical Oxygen Demand or BOD vs. Aerobic Decomposer Bacteria
Dissolved Oxygen vs. Biochemical Oxygen Demand or BOD
Dissolved Oxygen vs. Water Temperature
Sensitive Bioindicators vs. Dissolved Oxygen
Dissolved Oxygen vs. Algal Blooms or Biodegradable Waste
Sensitive Bioindicators vs. Algal Blooms or Biodegradable Waste
and
Sensitive Bioindicators vs. Water Temperature

3) Translate each of their 8 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 8 graphs, for a total of writing 48 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Water Temperature and Dissolved Oxygen’s connection to Sensitive Bioindicators by ANALYZING each of 8 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Temperature and Aerobic Bacteria affects Dissolved Oxygen and Sensitive Bioindicators


WATER’S SURFACE ACTION and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 5 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Water’s Surface Action and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 5 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 5 pairs of Dependent and Independent variables:
Surface Area of Water in Contact with Air vs. Water Surface Action
Aeration or Aerification of Water vs. Surface Area of Water in Contact with Air
Diffusion and Absorption of Oxygen vs. Aeration or Aerification of Water
Dissolved Oxygen vs. Diffusion and Absorption of Oxygen
and
Dissolved Oxygen vs. Water Surface Action

3) Translate each of their 5 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 5 graphs, for a total of writing 30 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Water’s Surface Action connection to Dissolved Oxygen by ANALYZING each of 5 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Water’s Surface Action affects Dissolved Oxygen


WATER TURBIDITY and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 16 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Turbidity and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 16 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 16 pairs of Dependent and Independent variables:
Surface and Volume Concentration of Water vs. Turbidity
Oxygen Absorption and Capacity vs. Surface and Volume Concentration of Water
Dissolved Oxygen vs. Oxygen Absorption and Capacity
and
Dissolved Oxygen vs. vs. Turbidity [via a Lower Water Concentration or Less “room-for-oxygen” effect]

Solar Absorption vs. Turbidity
Water Temperature vs. Solar Absorption
Dissolved Oxygen vs. Water Temperature
and
Dissolved Oxygen vs. Turbidity [via a Higher Temperature effect]

Sunlight penetration to Bottom vs. Turbidity
Benthic Plant Mortality vs. Sunlight penetration to Bottom
Photosynthetic Oxygen vs. Benthic Plant Mortality
Dissolved Oxygen vs. Photosynthetic Oxygen
Aerobic Decomposer Bacteria vs. Benthic Plant Mortality
Biochemical Oxygen Demand (BOD) vs. Aerobic Decomposer Bacteria
Dissolved Oxygen vs. Biochemical Oxygen Demand (BOD)
and
Dissolved Oxygen vs. Turbidity [via a Less Photosynthesis and More Aerobic Decomposer Bacteria effect]

3) Translate each of their 16 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 16 graphs, for a total of writing 96 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct THREE Cause and Effect written Summaries of Turbidity’s connection to Dissolved Oxygen by ANALYZING each set of 4, 4 and 8 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Turbidity affects Dissolved Oxygen


WATER SALINITY and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 4 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Salinity and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 4 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 4 pairs of Dependent and Independent variables:
Surface and Volume Concentration of Water vs. Salinity
Oxygen Absorption and Capacity vs. Surface and Volume Concentration of Water
Dissolved Oxygen vs. Oxygen Absorption and Capacity
and
Dissolved Oxygen vs. Salinity

3) Translate each of their 4 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 4 graphs, for a total of writing 24 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Salinity’s connection to Dissolved Oxygen by ANALYZING each of 4 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Salinity affects Dissolved Oxygen


AIR PRESSURE, ELEVATION and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 3 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Elevation, Air Pressure and Dissolved Oxygen

2) Convert those verbal statements into mathematical or graphical statements by DRAWING 3 generic Positive or generic Negative relationship Line Graphs on pre-labeled simple axes containing the following 3 pairs of Dependent and Independent variables:
Atmospheric Pressure or Air Pressure vs. Elevation
Dissolved Oxygen vs. Atmospheric Pressure or Air Pressure
and
Dissolved Oxygen vs. Elevation

3) Translate each of their 3 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 3 graphs, for a total of writing 18 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Elevation's connection to Dissolved Oxygen by ANALYZING each of 3 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

8) Be compelled to present their work in a neat & orderly format

9) Be trained to methodically & systematically Explain how & why Atmospheric Pressure or Air Pressure, and Elevation affects Dissolved Oxygen


WATER’S DISSOLVED OXYGEN GRAPHICAL TEST: FACTORS and INDICATORS

Students will:
1) Answer a Test featuring 100 multiple-choice questions.
For each question, Students must be able to interpret the meaning of and pick from a choice of 2 graphed relationships
All the graphs or relationships feature the Independent or influencing leader/Action variable on the x-axis, and the Dependent or disciple/reaction variable on the Y-axis – with higher levels or amounts at the outer ends
These relationships can be either Direct (a.k.a. Immediate) or Indirect (a.k.a. Ultimate) – and can represent either a tight or a loose/approximate connection
These graphs are intended only to depict a generic Positive (slanted upwards) or generic Negative (slanted downwards) relationship between two variables - NOT necessarily a mathematically linear relationship

Factors that Affect Dissolved Oxygen and Indicators of Dissolved Oxygen covered in this Test include:
Water Temperature [and its influences such as Riparian Buffer or Shoreline Shade, Fossil Fuel Combustion, Atmospheric
Carbon Dioxide, The Greenhouse Effect, Global Cooling, Global Warming, Urban Runoff, Powerplant Effluent and Solar
Absorption]
Aerobic Decomposer Bacteria
Biochemical Oxygen Demand (BOD)
Nitrates and Phosphates
Fertilizer Runoff
Algal Blooms
Sunlight Penetration
Bottom Plant Mortality
Benthic Photosynthesis
Sewage
Livestock Waste
Pet Waste
Yard Waste
Biodegradable Waste
Water Rapids and Waves
Water’s Surface Action (Turbulence or Calmness)
Water Surface Area
Water-Air Contact
Water’s Surface Absorption of Oxygen
Water Aeration or Aerification
Suspended Solids
Turbidity
Water Clarity or Transparency
Water Opacity
Salinity
Atmospheric Pressure or Air Pressure
Elevation
Sensitive Bioindicators
Severity of Hypoxia
and
Fishkills or Fish Mortality
Note: There are NO question-marks; it’s a choice of statements, as expressed in a Graphed relationship. One doesn’t memorize questions; one memorizes facts. You can pour a stronger foundation of knowledge not by asking kids to answer questions, but by having them read & recite facts. Reading & reciting facts also enables valuable repetition more than answering questions does. This is one reason why Flashcards are so effective. A few relationships appear more than once, when necessary, in order to tell the “full story” or explanation behind each factor to the student. For example, Turbidity’s depressive effect on Dissolved Oxygen culminates through 4 unique routes: A) The Lower Water Concentration or Less “room” effect; B) The Higher Temperature effect; C) The Less Benthic Photosynthesis route; and D) The More Aerobic Decomposer Bacteria route.

2) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

3) Practice – with REPETITION – their skills of logic and reasoning

4) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

5) Be compelled to present their work in a neat & orderly format

6) Be trained to methodically & systematically Explain how & why different factors affect Dissolved Oxygen – and what Bioindicators can tell you about Dissolved Oxygen


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Now THAT’s what I call ‘putting the w-o-r-k back in WORKsheets!’

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Printing should be done in LANDSCAPE and Double-Sided, with the flip being along the 'SHORT' edge

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Science Chemistry Physical Science Environmental Science Earth Science Water Quality Water Quality Metrics Water Quality indicators Physical Properties Physical Property Water Pollution Types of Water Pollution Point-Source Water Pollution Non-point Water Pollution Nonpoint Water Pollution Heavy Metals Oil Spills Acid Rain Mutagens Carcinogens Teratogens Birth Defects Agricultural Runoff Urban Runoff Residential Runoff Dioxins PCB’s Mercury Ground Truthing Remote Sensing Pesticides Fertilizer Environmental Protection Agency EPA Clean Air Act Clean Water Act Wetlands Watershed Water Protection Water Stewardship Water Conservation Legislative Water Conservation Compulsory Water Conservation Voluntary Water Conservation Water Treatment Physical Water Treatment Filtering Aeration Chemical Water Treatment Chlorine Ozone Natural Water Treatment Biological Water Treatment Swamps Wetlands Bioremediation Water Quality Indicators Water Temperature Thermal Pollution Effluent Water Hardness Hard Water Calcium and Magnesium ions Calcium and Magnesium minerals Calcium and Magnesium deposits High Concentration of Calcium Magnesium Water Conductivity High Water Temperature High Water Conductivity TDS Total Dissolved Solids High Water Hardness High Aerobic Decomposer Bacteria Low Dissolved Oxygen High Fecal Coliform Bacteria Dissolved Solids Dissolved ions Nitrates Phosphates Algal Bloom Algal Blooms Aerobic Decomposer Bacteria Aerobic Decomposition Biochemical Oxygen Demand BOD Low Dissolved Oxygen Hypoxic Water Anoxic Water Hypoxia Fishkill Fish kill Fish-kill Fishkills Fish Kills Fish-kills Fecal Coliform Bacteria Bioindicators Sensitive Bioindicators Insensitive Bioindicators Pollution-tolerant organisms Pollution-intolerant organisms Trout Caddisfly Mayfly Stonefly Dobsonfly Dronefly Rat-tailed maggot Carp Gar Catfish macroinvertebrates benthic macroinvertebrates Amphibians Frogs Salamanders Erosion Sediment runoff Discharge Suspended Solids Cloudiness Murkiness Turbidity Low Turbidity High Turbidity pH Acid Acidic Neutral Base Basic Alkaline Hydronium Hydroxide negative log base 10 pKw ionization constant for water pOH Strong Acids Strong Bases Weak Acids Weak Bases H3O+ OH- pH + pOH = 14 High water temperature from shallow water change of seasons seasonal change in temperature oxygen Soap Scum Ca2+ Mg2+ calcium magnesium ions deposits Water Temperature affects dissolved oxygen O2 Salinity affects dissolved oxygen O2 Turbidity affects dissolved oxygen O2 Atmospheric Pressure affects dissolved oxygen O2 Air Pressure affects dissolved oxygen O2 Aerobic Decomposer Bacteria affect dissolved oxygen O2 Biochemical oxygen demand affects dissolved oxygen O2 BOD affects dissolved oxygen O2 Water’s Surface Action affects dissolved oxygen O2 Water’s Turbulence affects dissolved oxygen O2 Water Calmness affects dissolved oxygen O2 Elevation affects dissolved oxygen O2 Fish suffocate Suffocation of Fish Solubility of Oxygen O2 Oxygen O2 Solubility Theoretical Oxygen Solubility Maximum Oxygen Solubility Oxygen Percent Saturation 100% Oxygen Saturation Solubility Dissolved Oxygen vs. Water Temperature Greenhouse Effect affects dissolved oxygen O2 Riparian Buffers affect dissolved oxygen O2 Shoreline Shade affects dissolved oxygen O2 Powerplant thermal effluent point-source thermal pollution affects dissolved oxygen O2 An increase in water temperature causes a decrease in dissolved oxygen O2 Fish Mortality Urban Runoff affects dissolved oxygen O2 Agricultural runoff affects dissolved oxygen O2 Global Warming affects dissolved oxygen O2 Fossil Fuel Combustion Combustion of Fossil Fuels Atmospheric Carbon Dioxide CO2 The Greenhouse Effect Greenhouse Gas Greenhouse Gases Greenhouse warming Riparian Shade dissolved oxygen O2 versus water temperature Steam-based Powerplant discharge Steam-based Powerplant effluent Urbanization Factors that affect dissolved oxygen O2 Algal Blooms nourish increase Aerobic Decomposer Bacteria Biodegradable Garbage nourishes increases Aerobic Decomposer Bacteria Sewage nourishes increases Aerobic Decomposer Bacteria Livestock and Pet Waste nourishes Aerobic Decomposer Bacteria Algal Blooms affect dissolved oxygen O2 Yard Waste affects dissolved oxygen O2 Biodegradable Garbage affects dissolved oxygen O2 Sewage affects dissolved Oxygen O2 Livestock waste pet waste affects dissolved oxygen Biochemical Oxygen Demand BOD affects dissolved oxygen O2 Dissolved nitrates and phosphates NO3 PO4 Eutrophication addition of nutrients to bodies of water Bottom plant benthic plant mortality sunlight penetration sunlight reaching bottom benthic plants benthic plant photosynthesis photosynthetic production of oxygen O2 benthic bottom photosynthesis riprap and dissolved oxygen O2 rip-rap and dissolved oxygen O2 seawalls and dissolved oxygen O2 oxygen being removed from the water for biological chemical biochemical processes Concentration ppm Concentration mg/L Relative dissolved oxygen O2 Water Turbidity Water’s Dissolved Oxygen O2 Solubility of Oxygen O2 in Water Measured Dissolved oxygen divided by theoretical solubility of oxygen Bioindicators dissolved oxygen O2 Trout high dissolved oxygen O2 Midge Black Fly Dronefly Leeches Tubifex Worms Water Temperature dissolved Oxygen O2 Water Temperature Bioindicators Water Surface Area Air-Water Contact Aeration Aerification Aeration and dissolved oxygen O2 Surface Absorption diffusion of oxygen O2 Mixing of air and water dissolved oxygen O2 water turbulence and aeration dissolved oxygen Jackson Turbidity units Secchi Disk Turbidity measurements Nephelometric Turbidity Units Turbidity water opacity Turbidity water clarity transparency Turbidity solar absorption Turbidity light penetration Turbidity water concentration Turbidity suspended solids Turbidity dissolved oxygen O2 High Turbidity highly turbid water Turbidity Absorption of sunlight solar absorption turbidity Turbidity Oxygen absorption and capacity Solar absorption water temperature Light penetration bottom benthic plant mortality photosynthesis dissolved oxygen from benthic rooted bottom plant photosynthesis dissolved oxygen from atmospheric diffusion Turbidity Aerobic Decomposer Bacteria Turbidity Biochemical Oxygen Demand BOD Saline Salinity Dissolved Salts Freshwater low salinity Saltwater high salinity Brackish water moderate or medium salinity Rivers Oceans Estuary Estuaries Salinity Solubility of oxygen O2 Salinity Oxygen solubility dissolved oxygen Dissolved oxygen versus salinity salinity affects dissolved oxygen O2 Salinity surface absorption capacity to hold dissolved oxygen O2 Salinity concentration salts water concentration as Elevation increases air pressure decreases as elevation atmospheric pressure decreases dissolved oxygen versus air atmospheric pressure air atmospheric pressure solubility of oxygen decreasing decrease in lower air atmospheric pressure lower decrease in decreases dissolved oxygen higher increase in increases Elevation lower decreases oxygen solubility dissolved oxygen Acid Rain Atmospheric Sulfur Dioxide SO2 Acid Rain Atmospheric Nitric Oxides NOx Acid Rain Sulfuric Acid Acid Rain Nitric Acid Acid Rain Atmospheric Carbon Dioxide Ocean Acidification Combustion Fossil Fuels Carbon Dioxide Marine CO2 carbon dioxide carbonic acid Ocean acidification Ocean Acidification Carbonic Acid H2CO3 Ocean Acidification Ocean Acidification Shellfish Ocean Acidification Corals Ocean Acidification Coral Reefs decreasing pH Hydronium ion concentration Hydroxide ion concentration H3O+ concentration OH- concentration pH indicators pH measurements pH probe pH meter Cabbage juice pH indicator Litmus paper pH indicator Red Litmus paper pH indicator Blue litmus paper pH indicator Universal pH indicator Acidic Solutions Basic Alkaline solutions Higher Water Temperature lowers dissolved oxygen High Water Temperature low dissolved oxygen Higher High Aerobic Decomposer Bacteria Biochemical Oxygen Demand BOD Lower Low Dissolved oxygen More Algal Blooms lower dissolved oxygen Fertilizer runoff lowers dissolved oxygen Fertilizer runoff eutrophication algal blooms fish kills Calm water lower dissolved oxygen turbulent water higher dissolved oxygen higher high turbidity lower low dissolved oxygen higher high salinity lower low dissolved oxygen higher high atmospheric air pressure higher high dissolved oxygen lower low atmospheric air pressure lower low dissolved oxygen higher high elevation lower low air atmospheric pressure lower low dissolved oxygen Water Quality Water Temperature Water Quality Dissolved Oxygen Water Quality pH Water Quality Aerobic Decomposer Decomposition Bacteria Water Quality Fertilizer runoff Water Quality Agricultural Runoff Water Quality Algal Blooms Water Quality Eutrophication Eutrophication Algal Blooms Water Quality Biochemical Oxygen Demand Water Quality BOD Water Quality Oxygen Percent Saturation Water Quality Bioindicators Water Quality Water Surface Water Quality water turbulence Water Quality water calmness Water Quality Water’s Surface Action Area Water Quality Turbidity Water Quality High Turbidity Water Quality Salinity Water Quality Conductivity Water Quality Suspended solids Water Quality Water Hardness Water Quality Fecal Coliform Bacteria E. Coli Water Quality Atmospheric Pressure Air Pressure Water Quality Elevation Water Quality Acid Rain Water Quality Emissions Informational Text Inquiry Mathematical Literacy Numerical Literacy Graphical Literacy Writing Skills Dependent Variable Dependent Variables Independent Variable Independent Variables Direct and Indirect causes or factors Immediate and Ultimate factors or causes Inductive reasoning Inductive logic Deductive reasoning Deductive Logic Cause and Effect reasoning Cause and Effect logic Cause and Effect arguments If Then reasoning If Then logic If Then arguments Line Graphs Bar Graphs Graphs Tables
Total Pages
218 pages
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