Betsy,+Eliza,+Elizabeth

SORRY IT TOOK ME LONGER THAN I THOUGHT TO MAKE COMMENTS, IF YOU WERE UNABLE TO MAKE CHANGES BASED ON MY COMMENTS DUE TO THE SHORT TURN AROUND YOU MAY PASS IN YOUR FINAL PAPER ON TUESDAY FOR NO LATE GRADE PENALTY. Sorry guys, I forgot to log in, so on the history the "guest" edits on 5/21, 9:21 pm were me! -Betsy
 * Names of group members: Betsy, Eliza, Elizabeth**

USE THE PICTURE ON YOUR POSTER, BUT NO NEED FOR IT IN THE METHODS OF YOUR FINAL PAPER **The Effect of ****Temperature and Amount of Rainfall on Dissolved Solids in Water ** ** Introduction ** Many factors affect the amountof dissolved substances in water, or water’s salinity. Salinity is the totalamount of solid material dissolved in water, or the ratio of the mass of dissolved substances to the mass of the water sample (6). Salinity is measured in parts per million or TDS (total dissolved solids in mg/L) (3, 6). Aconductivity probe is used to measure salinity of water samples. Water is a better conductor of electricity when it contains more dissolved solids carrying electrical charges, and thus, higher conductivity means a greater salinity. The use of conductivity probes in streams, lakes and rivers provide relevant information about modern day environments. Too many dissolved solids in water have a great effect on agriculture. For example, crops cannot survive if the water they need to grow contains too many dissolved solids. Moreover, in order for water to be considered safe drinking water, it must meet certain guidelines. The EPA has developed non-mandatory water quality standards known as secondary maximum contaminant levels (SMCL). Although not necessarily a human health hazard, water containing contaminants above these levels may appear cloudy or dirty, causing fewer people to drink it. Secondary contaminants pose three major hazards; aesthetic effects (unpleasant tastes or odors), cosmetic effects (contaminants that do not hurt the body but are still unpleasant), and technical effects (harmful to water equipment or reduces effectiveness of pollution treatment). For example, if too much silver is present in the water, a skin discoloration disease called argyria may occur. Excess fluoride may cause tooth discoloration. The SMCL for TDS (mg/L) is 500 mg/L. If water exceeds this amount of TDS, it may obtain a strange color, become stained, or taste salty. It may also become hard (have a high mineral content) and have extra dissolved substances (2). Moving away from the topic of SMCLs, other dissolved solids in water besides salts include acids, bacteria and occasionally dangerous radioactive substances. When humans consume this water, they may develop harmful health conditions, including infectious diseases or cancers (6). Another important effect that TDS levels in a stream or pond have, is on marine life. It is necessary for aquatic life to live in an environment with a constant level of minerals in the water. This is because the density of the total dissolved solids affects the flow of water in and out of an animal's cells. A high TDS level may cause fish or coral reefs to die. It is recommended that a level of 400 mg/l or lower for most freshwater fish to live in. On the other hand, salt water fish can live in a body of water anywhere from 5000 - 50,000 mg/l of TDS. If there are too many dissolved solids in the water compared to the solids in the tissue of the fish, the fish will lose fluid from its gills (7). Salinity of bodies of waterdoes not always remain constant. As rain falls, more fresh water is added to the stream or lake. Rainwater generally has a low salinity, and thus the water level of the stream increases without a gross increase in the amount of dissolved solids (3). Therefore, one may argue that more rainfall means a lower salinity of water. However, it could also be argued that rainfall may increase the amount of dissolved solids in a body of water, because as rain falls, it absorbs airborne gasses and dust, transferring these substances into the water (6). Runoff may also affect the salinity of water by either increasing or decreasing it. Runoff may decrease salinity because when it flows into a body of water, it adds water to that body, thus decreasing the salinity of that water. However, runoff may also increase salinity. As runoff flows over land, it absorbs and dissolves particulates into it. Therefore, when it runs into a body of water, it will increase salinity by adding more dissolved solids into the water. In this experiment the location of the water sample would be a constant variable, so this would not interfere with the experimentation. ** Based on this information, as **** the amount of rainfall increases, water’s salinity can decrease or increase, based on location ****. **Moreover, the temperature of the water and air affect the salinity of water. When air, and therefore water, temperature is higher, more evaporation occurs. During evaporation pure water leaves the stream, but dissolved solids remain (3,6). ** Therefore, as air and water temperature increases, the amount of **** dissolved solids in water increases. **Depending on where data is collected, there may be different kinds of pollutants and particulates on the ground and in the air, but by holding the location constant, this variable will be held constant. Holding the location constant will hold the path runoff takes to reach the water constant, as well as the particulates in the air. ** Methods & Materials ** 1. On any given day, measure the amount of rainfall in centimeters by using a rain gauge. Put the gauge in backyards near Wellesley Middle School, Fuller Brook, and Reeds Pond. Be sure gauge is in the open, not under a tree. Empty the rain gauge every night at 7:00 pm. Double check this reading with the weather bug in room 193. The weather bug measures the amount of rainfall at WHS, in centimeters, based on the data recorded from the weather device on top of the roof. WHAT IF THEY DISAGREE? 2. Use a conductivity probe to measure the total amount of dissolved solids in the water at Reed's Pond and at Fuller Brook INCLUDE A MAP AND PICTURES OF THESE LOCATIONS ON YOUR POSTER. Put the end of the probe (cathode) 2 inches into Reed's Pond, 4 yards away from shore, where the water is approximately 1.5 feet deep. Put the cathode in Fuller Brook approximately 1/2 foot away from shore, also 2 inches deep. Connect the cord attached to the probe to the extension cord, and attach the extension cord to a laptop USB port or graphing calculator. Open the application Logger Pro, and calibrate the probe to TDS (total dissolved solids), and choose "zero" from the experiment menu. Change units to mg/L. Place the sensitivity setting of the probe in the Low Range. Begin to swirl the probe gently in the stream/pond, and press the green play button on the computer. After the mg/L of TDS reading stabilizes (5-10 seconds), stop swirling the probe and press the red stop button.

3. Record other observations, such as runoff HOW IS THIS BEING "OBSERVED"?and time of day the data is taken. Runoff can be observed by looking for a pipe that is releasing liquids, or unknown substances into the water. An area affected by this kind of runoff is not preferred because it will put more dissolved solids into the water and therefore the runoff will be affecting the results, making the data less accurate to measuring the relationship between amount of rainfall and temperature on dissolved solids in water.

4. Additionally, measure the air and water temperature on the day’s salinity is not being measured. Do so by using a thermometer to measure air temperature as well as the temperature of Fuller Brook or Reed's Pond. When measuring the water, hold only the bulb at the end of the thermometer in the water. Do so approximately 4 yards away from shore at Reed's Pond, and 1/2 foot away from shore at Fuller Brook. 5. Repeat steps number 2, 3 and 4 on different days.


 * Results **

Data Table 1: The Effect of Temperature and Amount of Rainfall on Dissolved Solids in Water
 * Date/Time || TDS (mg/L) || Amount of Rainfall (cm) || Water Temperature (C) || Air Temperature (C) || Location || Other Observations ||
 * 4/18, 3:00 p.m. || 117.2 || 0.00 || 15.0 || 14.4 || Reeds Pond || no runoff, partly sunny ||
 * 4/19, 12:00 p.m. || 116.4 || 0.03 || 11.1 || 6.6 || Reeds Pond || drizzling as data was being taken, very cloudy ||
 * 4/20, 7:30 p.m. || 122.1 || 0.00 || 10.8 || 9.0 || Fuller Brook || very cloudy, a little bit of runoff ||
 * 4/21, 6:30 p.m. || 122.3 || 0.00 || 12.2 || 13.0 || Fuller Brook || no runoff, very windy, partly sunny ||
 * 4/22, 4:00 p.m. || 123.5 || 0.00 || 12.6 || 13.3 || Fuller Brook || very sunny, runoff (salinity of 26.4 mg/L), slow current ||
 * 4/23, 4:20 p.m. || 104.1 || 1.78 || 9.4 || 7.3 || Fuller Brook || raining while taking data, no runoff ||
 * 4/28, 7:30 p.m. || 116.2 || 1.47 || 15.6 || 17.7 || Fuller Brook || cloudy, drizzly, no runoff ||
 * 4/30, 5:15 p.m. || 122.7 || 0.00 || 15.6 || 15.6 || Fuller Brook || partly sunny, no runoff ||
 * 5/1, 8:00 p.m. || 125.4 || 0.00 || 15 || 10.4 || Fuller Brook || clear, no rain, no runoff ||
 * 5/7, 6:00 p.m. || 115.4 || 2.6 || 16.11 || 12.7 || Reeds Pond || cloudy, drizzling as data was being taken ||
 * 5/8, 7:50 p.m. || 115.5 || 0.00 || 15.83 || 9.6 || Reeds Pond || cloudy, no runoff ||
 * 5/10, 8:30 p.m. || 116.2 || 0.00 || 15.28 || 8.2 || Reeds Pond || dark, raining as data was being taken ||
 * 5/13, 5:15 p.m. || 116.3 || 0.00 || 12.8 || 19.4 || Reeds Pond || clear and very bright/sunny ||
 * 5/15, 3:30 p.m. || 115.9 || 3.3 || 15.6 || 13.4 || Reeds Pond || cloudy, drizzling as data was being taken ||



aaaaaaaa On the graph titled “The Effect of Amount of Daily Rainfall on the Total Dissolved Solids”, both Fuller Brook and Reeds Pond have consistent data. As the amount of daily rainfall increases, the total amount of dissolved solids decreases. However, the total amount of dissolved solids decreases at a much faster rate in Fuller Brook than it does in Reeds Pond DO THIS CALCULATION OF RISE OVER RUN OR TDS/CMRAIN INSTEAD OF THE EQUATION FOR THE LINE AND THEN CONTRAST THE RATES MATHEMATICALLY. The equation of the best fit line for Fuller Brook is y = -8.4207x + 123.38, whereas the equation of Reeds Pond best fit line is y = -0.2091x + 116.31. The slope of Fuller Brook is much HOW MUCH GREATER? greater than that of Reeds Pond. There are no outliers in the Reeds Pond data set; however there are two small outliers in the data set for Fuller Brook. These points lie at (1.78, 104.1) and (1.47, 116.2). The point at (1.47, 116.2) lies slightly above the best fit line, whereas the point at (1.78, 104.1) lies slightly below the line. YOU MAY WISH TO CALCULATE THE RANGE OF DATA AT 0 RAINFALL TO HELP UNDERTAND THE NATURAL VARIATION THAT MAY OCCUR WITHOUT THE INDEPENDENT VARIABLE VARYING AT ALL. At 0 rainfall, the range of the data at Fuller Brook is 3.3 mg/L and at Reeds Pond the range is 1.7 mg/L. The range tells that there is some natural variation without the independent variables affecting the data.

On the second graph, titled “The Effect of Water Temperature on Dissolved Solids”, the relationship between temperature and dissolved solids vary greatly based on location. At Reeds Pond, as the water temperature increases, total amount of dissolved solids decreases. However, at Fuller Brook, the data matches the hypothesis; as the water temperature increases, total amount of dissolved solids increases too. The equation of Fuller Brook’s best fit line is y=1.5901x+98.755, SAME REC ABOUT SLOPE VS. EQUATION whereas the best fit line for Reeds Pond follows the equation y=-0.1381+118.14. In the Reeds Pond data set, there are no major outliers; however there is one // major // outlier in the Fuller Brook data set. This point lies far below the best fit line, at (9.4, 104.1). NICE GRAPHS!!! DIVIDE UP YOUR RESULTS PARAGRAPHS TO FIT UNDER THE APPROPRIATE GRAPHS. On the final graph, titled "The Effect of Air Temerpature on Dissolved Solids" the relationship between air temperature and TDS again vary greatly based on the location. At Fuller Brook, as air temperature increses, so does TDS, as predicted in the hypothesis. At Reeds Pond, the same pattern can be found, however, there is a much smaller increase in TDS and air temperature changes. Here, the equation of the best fit line is y=.0248x+115.83, and there are no outliers. The best fit line for Fuller Brook has an equation of y=.69x+110.96, and there is one major outlier. This falls at (7.3, 104.1), and the TDS is 21.3 mg/L beow the next data point, and 10.9 mg/L below the best fit line.

The Results section shows the data that was collected in an experiment and what is done with this data. This could include tables, graphs, and/or calculations. It should summarize the data from the experiments without discussing the implications or analyzing patterns.

-The first thing in your results section should be your data table (s). Data tables with raw data present and follow the guidelines given for good data tables -Appropriate data analysis present including calculations, graphs and/or charts following guidelines for good graphs and showing the significant patterns in the data with the focus on the pattern indicated in hypothesis.


 * Discussion **

fjdsklafjds The hypothesis that as temperature increases, TDS increases was supported by the data collected in Fuller Brook, but not by that collected at Reeds Pond. As seen on the graphs, as water and air temperature increase, the TDS increases at Fuller Brook. The trend line on the graph regarding water temperature has a positive slope of 1.5. This was as predicted; as the temperature increases, more evaporation occurs, and therefore there is less water but the same amount of dissolved solids CITE ALL SCIENCE FACTS USED. Therefore, there are more milligrams of dissolved material per liter of water. However, the trend line on the graph depicting the effect of water temperature on dissolved solids for Reeds Pond shows that as water temperature increases, TDS decreases. This line has a negative slope of -0.14. This does not fit the hypothesis. On the graph showing the effect of air temperature on dissolved solids for Reeds Pond, the trend line does show that as air temperature increases, the amount of dissolved solids in mg/L increases as well, but only by a miniscule amount - the slope of the trend line is .025. Therefore, the air and water temperatures did not significantlly affect the amount of dissolved solids in Reeds Pond. SKIP REFERENCE TO RAINFALL UNTIL YOU DISCUSS THIS PART OF YOUR HYPOTHESIS. WHY ARE WE BACK TO THE BROOK? SEPARATE OUT YOUR AIR AND WATER DISCUSSION AS TWO DIFFERENT PARAGRAPHS OR YOUR BROOK VS. POND BECAUSE THIS IS CONFUSING.However, the temperature had a clear effect on TDS in Fuller Brook. This is because more evaporation occurs in moving water than in a still body of water. So, more water is evaporated from a brook or stream than a pond. This is due to several factors. First, the rate of evaporation increases as surface area increases. Moving water has a greater surface area than still water because it contains waves, ripples, and turbulence. Thus, there is more room for interaction between the water and the air, leading to more evaporation. Second, moving water has kinetic energy. Kinetic energy is the energy in an object caused by motion. This gives more energy to the water molecules, which helps them turn into a gas (water vapor) more easily (1).There was only one major outlier in this data set, the point at (9.4, 104.1) on the graph showing the effect of water temperature on TDS. This occurred at Fuller Brook, and it is 12.1 mg/L lower than the next lowest point for Fuller Brook, (15.6, 116.2). This outlier may have resulted because it had rained 1.78 cm that day, the most rain experienced at Fuller Brook during the experiment, causing TDS levels to drop significantly. This also occurred on the day with the lowest temperature, supporting the hypothesis that as temperature increased at Fuller Brook, TDS levels increased. aaaaaaaaa ==== wwwwww For the effect of amount of daily rainfall on the total dissolved solids in Fuller Brook and Reeds Pond, the hypothesis was correct. The hypothesis predicted that as amount of rainfall increased, water’s salinity would increase or decrease depending on the location. The data collected from both Reeds Pond and Fuller Brook showed a clear relationship that as rainfall increased, TDS decreased. The graph showing the effect of the amount of rainfall on total dissolved solids in Fuller Brook had negative slope of -8.4 mg/L/cm. Similarly, the graph showing the effect of amount of rainfall on total dissolved solids in Reeds Pond had a negative slope of -0.2. Although both graphs had a negative slope, their slopes were far different. This shows that in two different places the affect of the amount of rainfall on total dissolved solids can greatly vary. The potential cause for these varying slopes is the differing journeys that the rain took to reach the body of water. If somewhere in the water cycle, the rain came into contact with a lot of solids, those solids would become dissolved into the rainwater. Then, when the rain was added to the body of water, it would either bring more dissolved solids or more water. In both Fuller Brook and Reeds Pond, the rain must have been free of dissolved soilds because as more rain was added to the body of water, salinity decreased, which means it brought more water than dissolved substances. However, the air above the water at Reed's Pond may have had a few more pollutants/solids in it, as the negative slope was gentler than the graph for Fuller Brook. Therefore, the rainwater did not bring as many dissolved pollutants into Reeds Pond as Fuller Brook. CONSIDER ALSO THE TOTAL VOLUME OF THE STREAM VS. THE POND IN TERMS OF HOW RAINWATER DILUTES THE TDS ====

ACTUALLY NEW POINT SOURCES OF TDS...CONSTRUCTION CAN INCREASE THE AMOUNT OF RUNOFF, SEDIMENT AND TDS ENTERING THE STREAM...HAVE YOU EVER NOTICED THE HAY BAILS PLACED AROUND CONTRUCTION SITES? IS THERE A CONSTRUCTION SITE NEAR THIS STREAM AND POND? IS IT IMPORTANT TO HAVE A BASE LINE OF THE STREAM'S NORMAL LEVELS OF TDS SO WE CAN MONITOR ANY NEW POINT SOURCE TO MAKE SURE THEY ARE NOT POLLUTING? asdfs It is important to understand TDS levels in one's own community. Based on the secondary maximum contaminant level guidelines from the EPA, Wellesley's water is safe and potable. The guidelines recommend using drinking water that contains under 500 mg/L of total dissolved solids (2). The average TDS from this experiment was 117.8 mg/L, 382.2 mg/L lower than the maximum level for drinking water. Furthermore, these conditions are acceptable for a fresh water fish's habitat, as TDS levels are under 400 mg/L. Additionally, the levels remained fairly constant, with a range of 21.3 mg/L TDS at Fuller Brook, and only 1.8 mg/L at Reeds Pond. Because of the constant density of TDS, the water moving into the cells of aquatic life would remain constant, providing them with a stable environment in which to breed and live (7). However, according to a study of the TDS in Boulder Creek in Colorado, in an area with rocks resistant to weathering, such as granitic and metamorphic rocks, the typical TDS levels ranged from 20 to 100 mg/L. After passing through the city of Boulder, the levels range from 40 to 200 mg/L. Neither the water in Reeds Pond nor Fuller Brook passes through a city, so, in comparison, this water contains many more dissolved solids. The average TDS at Fuller Brook was 119.5 mg/L, 19.5 to 89.5 mg/L higher than the TDS in Boulder Creek. The average TDS levels in Reeds Pond were 116.1 mg/L, 16.1 to 86.1 mg/L higher than the levels in Boulder Creek (4). This shows that, although according to aquatic life guidelines and EPA drinking water standards, Wellesley's water has reasonable TDS levels, there is a lot people could do to decreases these levels to create a cleaner, less polluted environment. While some of these higher TDS levels may be due to acceptable materials, such as dissolved phosphorus, it is still important to try to decrease negative pollutants that may enter water. To decrease TDS levels to make this town's water more appealing for everyday activities, it is vital to eliminate point source pollution: pollution coming from a known and specific location. An important source of point source pollution come from construction sites. It is also necessary to be sure that runoff carries the least amount of nonpoint source pollution possible. One of the major ways this can happen is when pesticides or fertilizers are brought by runoff into a body of water. So, it is important for people to avoid using these chemicals. The average TDS levels at Fuller Brook were 3.4 mg/L higher than the average levels at Reeds Pond, possibly due to the fact that there was runoff entering the brook at times, that might have contained pesticides and fertilizers. safdsdafsdffsd;jaaaaaaaaaaaaaaaaaaaYOUaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaklldkf asdfasdf To further this study, one might want to obtain equipment to measure the different types of dissolved solids in Reeds Pond and Fuller Brook, in order to see whether the relatively high levels of dissolved solids are composed of solids that will not harm, and may even help, humans and aquatic life, or solids that are dangerous. One could find the percentages of each dissolved material in order to determine the overall water quality. Additionally, one could do an experiment in these locations measuring TSS (total suspended solids), which can be harmful to fish. According to Julie Wood from the Charles River Water Association, TDS levels higher than 15 mg/L during the spring when the fish are migrating upstream may block light from penetrating the water, making it harder for fish to find their way and more difficult for photosynthesis of vegetation in the water to occur (8). WERE THERE ANY LEAPS OF FAITH/LOGIC YOU HAD TO MAKE IN ASSIGNING THE CAUSE OF YOUR DATA? IS THERE A FOLLOW-UP EXPERIMENT THAT COULD BE DONE THAT WOULD IDENTIFY IF YOUR ANALYSIS OF THE CAUSE WAS CORRECT OR NOT?

OVERALL GREAT JOB! IN GOOD SHAPE FOR PASSING IN FINAL PAPER...CHECK OVER YOUR PEER EDITING SHEETS AND CONSIDER MY COMMENTS BEFORE PRINTING YOUR FINAL DRAFT DUE ON THURSDAY!

<span style="font-family: Georgia,serif;">In this section, the experimenter explains implications of the data and <span style="font-family: Georgia,serif;">analysis presented in the previous section. This will include background <span style="font-family: Georgia,serif;">information to support the hypothesis presented in the introduction.

<span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">-Should begin by describing the major findings/patterns in data relative to the purpose of this experiment (is your hypothesis supported by the <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">data or not?) making sure to reference the graphs in the results section in which this pattern is displayed. Use calculations! <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">-Attempts to explain the significant findings using background information and answer the question; why did this <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">happen?. <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">-Be careful in the degree of certainty you give your explanations and findings (ex. suggests rather than proves). <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">Be aware of systematic or specific errors that affected the overall results of your experiment and explain how/why <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">-Describes any significant use these findings have. Why is this important to know, are your results <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">generalizable? Focus on scientific understanding and/or human impact) for conducting the experiment <span style="font-family: Georgia,serif; font-size: 8pt; margin: 0in -40.5pt 0pt 0.25in;">-Makes recommendations for further study and improving the experiment.

**General Format Guidelines** <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">-Never use “I” or “we”, you should write in a formal, scientific paragraph (except methods are #’d steps) style, <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">cut out unnecessary or repetitive sentences <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">-There will be 4 clearly labeled sections (Intro, Materials & Methods, Results, Discussion) The heading of each section <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">should be on its own line, in bold. The first line of each paragraph should be indented twice from the heading. <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">- All the rest of the paragraph will be indented once. This makes the heading alone on the left margin. <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">-All pages should be numbered and sections MUST be in the correct order, all data must be after the heading <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">“Results” and before the heading “conclusion” not attached at end. <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">-Double space all except the methods. It is appropriate to single space methods but leave a space after each <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">step. 12 Font. <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">-Spell check, grammar check, typo check and edit for clarity as you would for any formal writing assignment. <span style="font-size: 8pt; margin: 0px -40.5pt 0px 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">The final draft shall be free of all such errors. <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: left; text-indent: -0.5in;"> ** ﻿Sources ** <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> 1. “Does still water evaporate faster than moving water?” //Yahoo! Answers//. Yahoo! Answers, 2009. Web. 22 May 2011. <http://answers.yahoo.com/‌question/‌index qid=20090702162946AAV8bUQ> <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> 2. EPA. “Secondary Drinking Water Regulations: Guidance for Nuisance Chemicals.” //Drinking Water Contaminants//. United States Environmental Protection Agency, 7 Jan. 2011. Web. 9 May 2011. <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> 3. Grabowsky, Leigh Ann. “Conductivity (Total Dissolved Solids).” //Stream Team//. Sulfrider Foundation; Santa Barbara Channelkeeper, Apr. 2004. Web. 24 Mar. 2011. <http://stream-team.org/‌Parameters/‌conductb.html#>. <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> 4. Murphy, Shiela. “Interpretation of Boulder Creek Watershed Total Dissolved Solids Data.” //BASIN//. City of Boulder/‌USGS Water Quality Monitoring, 23 Apr. 2007. Web. 22 May 2011. <http://bcn.boulder.co.us/‌basin/‌data/‌NEW/‌bc/‌TDS.html>. <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> l 5. Swanson, H. A., and H. L. Baldwin. “Water Science For Schools.” //USGS Science for a Changing World//. U.S. Geological Survey, 8 Feb. 2011. Web. 24 Mar. 2011. <http://ga.water.usgs.gov/‌edu/‌characteristics.html> <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> 6. Tarbuck, Edward J., and Frederick K. Lutgens, eds. //Earth Science//. Upper Saddle River, New Jersey: Pearson Education, Inc., 2009. Print <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> 7. “What is TDS?” //TDSMETER//. Myron L Company, 2007-2010. Web. 22 May 2011. <http://www.tdsmeter.co.uk/‌abouttds_aquaculture.html>. <span style="display: block; line-height: 200%; margin-left: 0.5in; text-align: center; text-indent: -0.5in;"> 8. Interview with Julie Wood - we need to ask Ms.Green how to site this.



GOOD SOURCES SO FAR, LOOK FOR 1 OR TWO MORE. SUGGEST FINDING ONE ABOUT TDS ALLOWABLE AMOUNTS SUCH AS FROM THE EPA, AS WELL AS A REPORT FROM SCIENTISTS WHO WERE MEASURING TDS ON SOME OTHER STREAM (CHECK THE CHARLES RIVER WATERSHED ASSOCIATION, I THINK THEY HAVE DATA SETS AND CONTACT PEOPLE, YOU MIGHT EVEN SCORE AN INTERVIEW WITH A WATER QUALITY SCIENTIST!) **__ To Ms. Green: We looked on the Charles River Watershed Website and it had a lot of information/data on water quality. However, it did not give an overview about TDS in general. It only talked about specific pollutants (like e. coli) that we are unable to measure. Should we still put that information in our introduction? __**