Lab Report Guidelines Selecting a Topic The lab report is a semester long project. You will be writing on the Water Quality Lab we perform throughout the semester. Purpose The purpose of the lab report is to expand on a topic covered in class and present the results in a formal report. While the lab manual and short lectures provide some background information, the lab report requires you to conduct a brief literature review. This means that you should not repeat what is said in the lab manual, and should use different sources. General Instructions for the Lab Report • Lab reports must be typed, double-spaced, 12pt Times New Roman font, and will be evaluated for proper spelling, grammar, punctuation, etc. • If you have questions, discuss them with the instructor BEFORE they are to be handed in, preferably during office hours. • Draft sections will be due as scheduled, graded and returned to you for improvement before being compiled into the final report (see schedule). Report format 1) Title and byline: Make your title concise and informative; include your name, date and lab section. 2) Introduction: The Introduction will include two paragraphs, a paragraph that introduces the topic you are investigating, and a paragraph that introduces what you specifically propose to investigate. The first paragraph (introductory paragraph): o o o o Your first sentence (topic sentence) of the introductory paragraph should introduce the ‘big picture concept’ what you are addressing in that paragraph. ▪ “Nitrous oxide pollution is a threat to human health.” Consequent sentences provide information that describes the relevance of the topic sentence. The supporting sentences will come from a minimum of 3 resources, one of which is from a peer reviewed journal and recent (2005 or later). To cite references, list the author’s last name and year at the end of the sentence in which you used information from that source. ▪ “Nitrous oxides will not cause acute illness at low concentrations, as it is a secondary pollutant (Smith 2005), but becomes toxic in combination...” • For two authors: (Smith & Smith 2005). For more than two authors: (Smith et al. 2005). Conclude the paragraph with a rationale for why you are interested in this topic, which also introduces the next paragraph (investigatory). 1 The second paragraph (investigatory paragraph): o o Your first sentence introduces your scientific question. ▪ “To investigate the amount of nitrous oxides on the Toledo region, I compared air samples west and east of town.” State your hypothesis. ▪ “I hypothesize that air samples west of town will be lower in nitrous oxides than east of town.” o Define the X (predictor) and Y (response) variables. ▪ “My predictor variable is ‘Location’. My response variable is ‘Nitrous Oxide o Provide a rationale for why you think your hypothesis will be supported. ▪ “Large cities emit great amounts of nitrous oxides from combustion, and the Level.’” prevailing winds in the Toledo region blow from west to east.” 3) Methods: The methods should provide enough detailed information that anyone can replicate your exact experiment even if they have never done it before. o o o o Describe how the data were collected. Keep the description specific to the data you are using in your analysis. ▪ Include description of the predictor and response variables, and the number of replicates you included in each treatment. Describe the type of lab analysis (technique and equipment) used to quantify your data. ▪ “I used….” Identify all the response variables in the lab and then identify which response variable you will be analyzing for your statistics. Describe your calculations and statistics. Identify the software package used and the type of analysis conducted. ▪ “To compare means and variances, I used Excel and GraphPad to perform a T- test.” 4) Results: The results describe the answer to your question, which is demonstrated through a table, graph and a statistic. o Make a table that lists the raw data collected (sites, treatments, observations, etc.) o Make a figure of what you compared with your predictor variable(s) and the response variable, and report the p-value of the statistical test. This figure can be drawn by hand or done in Excel. o Write a sentence that states the numerical values and variances (error) of each of your response variables. o A sentence that states whether your statistical test supported or rejected your hypothesis. ▪ “The p value in my test was higher than 0.05 (p=0.68). Therefore, my hypothesis that […] was rejected.” 2 5) Discussion: The discussion reiterates your question and your finding. If the hypothesis is not supported, you should discuss why you think the answer was different that you hypothesized. o o o o o Begin by reviewing the purpose, data and original question. Did the results support or refute your original hypothesis? Why or why not? What implications are suggested? Avoid the concept of “proof.” Hypotheses may “fail to be rejected” or may be supported, but are not proven. Results “indicate” or “demonstrate” a point, but they do not prove a point. On which assumptions did you base your conclusions and what shortcomings do they present? What further research could be done? Note: Error means “variance”. You are to assume that all data were collected properly. Therefore, you are required to avoid the trap of assigning “human error” as a reason you hypothesis was unsupported. This is not an acceptable reason for variance (error). 6) Conclusion: The conclusion discusses the fundamental points that were demonstrated, and is a brief summary reiteration of your Discussion. Organize this section around the main points from your introduction (rationale for study, etc.) and then expand on those points using your results. 7) Works Cited: At least three sources, including one primary source, should be cited in your lab report. Give the full citation of literature cited in your report using APA formatting (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide /in_text_citations_the_basics.html ). Report Grading Note: The report is due in portions Draft Introduction & Literature cited Draft Methods Draft Results, Discussion & Conclusions Final report Total value 25 pts 25 pts 25 pts 75 pts 150 pts 3 Report Citations For your lab reports you are required to use and cite at least two primary sources. What is a Primary Source? • Primary sources present original thought, reports on discoveries, or share new information. • Primary sources are original materials on which other research is based • They are usually the first formal appearance of results in the print or electronic literature (for example, the first publication of the results of scientific investigations is a primary source.) • They present information in its original form, neither interpreted nor condensed nor evaluated by other writers. Examples of Primary Sources: • Scientific journal articles reporting experimental research results • Technical reports • Dissertations or theses • Government documents For example, a news article or web story may report on the findings from a primary source, but the news article is not a primary source. Wikipedia, for our purposes, is a fantastic place to begin your research and better understand the topic, but it is not a primary source. However, many of the links found at the bottom of the Wiki article ARE primary sources (some are not), and you may use those primary sources to cite your information. Your Instructor will help you understand the difference between the two in class. Other Places to Look for Primary Sources: • Google Scholar: http://scholar.google.com/ • OhioLINK electronic journal finder is good for deciding which journals are appropriate to search and it provides links directly to the journals. http://www.ohiolink.edu/resources/ejournals.php • JSTOR has full text scientific journal articles http://www.jstor.org/ • UT Library page: http://www.utoledo.edu/library/ 4 EEES 1140: Environmental Solution Lab WATER QUALITY PHYSICAL, CHEMICAL, & NUTRIENT CHARACTERISTICS I. INTRODUCTION The Great Lakes hold about 20% of the entire earth’s surface freshwater. Lake Erie, streams, rivers, and other lakes are the primary sources for irrigation, industry, and domestic use in most of Ohio. These water bodies also provide habitat for fish and wildlife, and so, are important to tourists, hunters and fishermen. The quality of these surface waters clearly affects their suitability for use. Water that has been polluted often is not fit for either wildlife habitat, or for human and/or animal consumption. Hence, water quality has direct impacts upon the local economy, as well as the health and survival of people and wildlife. For example, Lake Erie alone generates approximately $2 billion for the State of Ohio in tourism. What is water quality? Water quality is an ambiguous concept that refers to the general “health” of the water (defined largely in human terms). However, this concept has a large number of both qualitative and quantitative characteristics. A few of the more important or commonly used parameters are discussed herein. Physical and Chemical Parameters: Some of the more common physical and chemical attributes of water quality that affect biota are largely defined by abiotic factors. pH (potential Hydrogen): is the measure of the hydrogen ion activity (H+). It is defined as the negative logarithm of the activity, and is generally measured on a scale from 0 to 14. An acid solution has a pH < 7, and an alkaline or basic solution is > 7. Normal rain is 5-6 and most lake water is 6-9. Some very eutrophic lakes have values as high as 10-11 and acidified lakes often have pH < 5. The chemical state of many nutrients is controlled by pH, such as carbon dioxide, phosphate, and ammonia. In general, few aquatic organisms can withstand pH values outside 5-8, which is why acid rain can harm aquatic organisms. Dissolved oxygen — is produced by photosynthesis and diffuses into water from the atmosphere. Storm water runoff or sewage that is high in organic matter may reduce dissolved oxygen concentrations in water because oxygen is used during respiration by decomposers that decay the organic matter. When this occurs, many aquatic organisms die or are replaced by the few species that can survive at low oxygen levels. Also, the depletion of dissolved oxygen causes changes in the solubility of many metals and nutrients. Electrical Conductivity (EC): estimates the amount of total dissolved salts (TDS), or the total amount of dissolved ions in the water. The sources of dissolved ions can arise solely from geologic process around a water body. However, more typically it used as a measure of the amount of total dissolved solids from agricultural inputs (such as soluble fertilizer, pesticide, herbicide) or road salts that have entered a water body. Turbidity— is a unit of measurement quantifying the degree to which light traveling through a water column is scattered by the suspended organic (including algae) and inorganic particles. The greater the suspended load of particles, the greater the scattering of light. High turbidity reduces light penetration, thereby suppressing photosynthetic activity of phytoplankton, algae, and macrophytes. Excess turbidity reduces primary production that serves as food sources for invertebrates and fish. 1 EEES 1140: Environmental Solution Lab Eutrophication: is the process of enriching a water body with nutrients. Nutrients naturally enter water from the atmosphere and with sediments from runoff. Sediments originate from soil erosion, which is greatly increased by farming, overgrazing, deforestation and other activities that remove vegetation. The most common nutrients contributing to eutrophication are phosphates, ammonia, and nitrates which stimulate the rapid growth of phytoplankton. Nutrients increase the turbidity of the water, which shades the submerged benthic plants and modify the structure of the ecosystem. Eutrophication is a natural process and two major factors control the rate: (1) the volume of the water body and (2) rates of nutrient input and outflow. Lake Superior: Is a very large, nutrient-poor lake that would require a huge amount of nutrients to become eutrophic. However, if Lake Superior were to become eutrophic, it would take centuries for recovery, because of a very slow outflow in proportion to volume. Lake Erie: Is the shallowest and most nutrient-rich of the Great Lakes, and therefore is the most eutrophic. However, Lake Erie can clear up within a few years, so long as we decrease the rate of input. Cultural eutrophication results from human activities, which usually accelerate the natural process. This is the direct result of nutrient inputs to waterways. Human sewage is a major cause of cultural eutrophication, because it contains high concentrations of nutrients. Detergents that contain phosphate caused rapid eutrophication of many lakes in the 1960s, such as Lake Erie. Another source of nutrients to lakes is urban storm runoff, carrying fertilizer from lawns and golf courses, pet and wildlife feces, and sediments. Land uses that reduce vegetation (deforestation), expose bare soil (industrial farming), or reduce the infiltration of rainwater (impervious surfaces like asphalt and concrete) generally increase nutrient inputs. 2 EEES 1140: Environmental Solution Lab Nutrient Parameters: Primary nutrients affecting biological activities in aquatic environments are phosphorus and nitrogen. Phosphorus: is an extremely important component of cellular energy molecules (ATP), nucleic acids (DNA) and cell membranes. It is a common cause of eutrophication and may even be lethal at high concentrations. Sources of phosphate include rocks, animal wastes and sewage, laundry detergents and decaying organic matter. Phosphorus is often the least abundant nutrient in aquatic systems relative to the nutritional requirements of plants and algae. Therefore, eutrophication may occur rapidly with even small inputs. Only orthophosphate (PO4) can be used directly by algae, so it is an important measure of water quality. However, PO4 often is present in such low concentrations that it cannot be measured precisely. Nitrogen: in aquatic ecosystems is present mostly as a gas (N2) and in organic forms. Other compounds such as nitrate (NO3-) and ammonium (NH4+) are less abundant but are much more important as usable sources of nitrogen. These compounds are more soluble than phosphate and their availability influence the variety, abundance, and nutritional value of aquatic plants. Ammonium — can exist in water in two forms, un-ionized ammonia (NH3) and the ammonium ion (NH4+). Ammonia is toxic to fish, while the ammonium ion is nontoxic, except at extremely high levels. Both forms are readily soluble and normally result from the decay of organic matter. Both pH and temperature regulate the proportion of ammonia and ammonium in water. Nitrate — (NO3-) is usually the most common form of inorganic nitrogen in lakes and streams. The concentration and rate of supply are tied to surrounding land use practices within the watershed. For example, nitrogen derived from fertilizer runoff or soil erosion and waste-discharges from cities and farms often flow into streams and lakes. Excessive amounts of nitrate in water can cause death, illness and spontaneous abortion in vertebrates. This lab will acquaint you with some standard water quality tests that are commonly used to assess water supplies. This lab will be conducted on campus, using water samples from the Ottawa River watershed. 3 EEES 1140: Environmental Solution Lab II. LAB EXERCISE: WATER QUALITY This lab will acquaint you with some standard water quality tests that are commonly used to assess water supplies. This lab will be conducted on campus, using water samples from the Ottawa River watershed. Supplies 1. Water from two sources in the Ottawa River Watershed 2. 6 Solo Cups (3 for each treatment) 3. Masking Tape & Sharpie 4. EC meter 5. pH meter 6. Rinse Bottle with DI Water 7. Ammonia, Nitrate, & Phosphorus Test Strips 8. Waste Water Container General Instructions: 1. Make all recordings with meters 30 seconds after placing probe in the water sample. Rinse all meters with DI water between samples into a waste water container. 2. Coordinate with your team members to obtain at least three estimates of each analysis for each water sample. Perform at least one of each type of analysis, yourself. 3. Coordinate with your members to calculate mean, variance, and standard deviation and perform t-tests on DIFFERENT parameters. Procedure 1. Label three solo cups with the Treatment name and Replicate # (ex. Ottawa-01) using masking tape and Sharpie. Label three more with the second Treatment name and Replicate #. 2. Acquire (three) ~100 mL samples of water from the two sources of water that you have selected for a total of six samples. 3. Use the pH and EC meters to test pH and EC (electric conductivity). For combo-meters, use the on/off button to switch between the two. Record pH and EC after 30 seconds of sampling. Rinse the meter with DI water when switching between replicates and treatments. 4. Using the HACH test strips, test the concentration of Ammonia, Nitrate, and Orthophosphate in each water sample. Only use one strip per nutrient per sample. Be sure to follow the specific instructions of each dip strip bottle. Record concentrations of all nutrient parameters in your data table. Dispose of test strips in the trash. 5. Dispose of water down the drain. Remove masking tape from the solo cup and rinse the solo cup using RO water (the handle with the white knob). Stack the cups in a pyramid that they may drain for the next class. 4 EEES 1140: Environmental Solution Lab 6. IMPORTANT: Collect data for the same locations from one other group! III. WORKSHEET EXERCISE: DATA COLLECTION, STATISTICAL ANALYSIS & INTERPRETATION NAME__________________________________________________DATE______________ Treatment 1 Name (1 point): _____________________________ Treatment 2 Name (1 point): _____________________________ Response (Select one that you are testing) (1 point): _______________________________ Your Hypothesis (2 points): Datasheet: (2 points per table) Sample Location (Treatment) Sample Location (Treatment) Replicat e Replicat e pH pH EC EC 5 NH4 NO3 PO4 NH4 NO3 PO4 EEES 1140: Environmental Solution Lab 6 EEES 1140: Environmental Solution Lab Calculate the mean, standard deviation, standard error and p Value at: http://www.graphpad.com/quickcalcs/ttest1.cfm (2 points) Treatment 1 Name: Treatment 1 Mean: Treatment 2 Name: Treatment 2 Mean: Treatment 1 Standard Deviation: Treatment 2 Standard Deviation: Treatment 1 Standard Error: Treatment 2 Standard Error: The T-Test p Value (2 points): _________________________ Draw a bar chart of the means and show standard error bars. Include x and y axis labels, a title, and a scale. (3 points) Is your hypothesis supported or unsupported? Why? (2 points) How can you reduce degradation of the water quality of Lake Erie? (2 points) 7 Water Quality Lab Outline: • Water Plants! • Record observations on data sheet • Quiz I • Water Quality Lab • Collect Data • Coliform Lab • Complete Set-up Procedure • Clean Up What is Water Quality? • An ambiguous concept that refers to the general “health” of the water • Defined largely in human terms • Is regarded for wildlife habitat, human health, economies, and industries Why is Water Quality Important? • Great Lakes: ~20% of Earth’s surface freshwater • • • • • • Irrigation Industry Drinking Water Domestic Use Fish & Wildlife Tourism What Do We Measure For Water Quality? • Both Physical and Chemical Attributes • pH •Dissolved Oxygen • Electrical Conductivity •Turbidity • Nutrients • • • • Phosphorous Nitrogen Ammonium Nitrate Eutrophication: Eutrophication •Lake Superior: Is a very large, nutrient-poor lake that would require a huge amount of nutrients to become eutrophic. However, if Lake Superior were to become eutrophic, it would take centuries for recovery, because of a very slow outflow in proportion to volume. •Lake Erie: Is the shallowest and most nutrient-rich of the Great Lakes, and therefore is the most eutrophic. However, Lake Erie can clear up within a few years, so long as we decrease the rate of input. Sites – Ottawa River Watershed: • Harroun Park • Irwin Prairie • Ditch • Prairie • On Campus Study Sites: The Ottawa River Watershed • Often thought of as a “dead ditch” • Not true! • There have been numerous clean up projects to improve the health of the river • Dam removal, sediment removal C D B A Ottawa River Biodiversity: • Many people don’t realize how much biodiversity is right here on campus • The Ottawa is home to 45 fish species! • & 11 species of mussels Source: Todd Crail Source: ODNR, Toledo Blade, The VLM, NANFA, fcps, UT news, seagrant Sites: • Harroun Park– Collected from the Ottawa River at Harroun Park in Sylvania • Irwin Prairie – Collected from the west side of the prairie out in the wetland • Irwin Road – Collected from the ditch that runs through IPSNP along Irwin Road • Ottawa River – Collected directly from the Ottawa River on campus General Procedure: • READ ALL INSTRUCTIONS IN LAB MANUAL • Make recordings within 20 seconds after placing probe in the water sample • Rinse pH/EC meters with DI water between samples • Three replicates per treatment • Do not use more than 100mL per sample! • Perform at least one of each type of analysis yourself • Record data in top half of data sheet • Coordinate with other groups and exchange data • Make sure they have the same treatments as your group • Clean up! Next Week: • DUE: • • BRING: • • PRINT & READ: • Treatment 1 Name (1 point): P Treatment 2 name ca pong: Kiver water Treatment 2 Name (1 point): Diver Wa Response (Select one that you are testing) (1 point): point): – PH. Tap water has more clear quality rather Then river Water. or EC? Your Hypothesis (2 points): Relate this to the response - or Datasheet: (2 points per table) NO3 PO4 NH4 Replicat EC pH e 5 5 5 2 7.78.627 5 7.75.69 15 7.79.60 0 7.52.74 O 7.511.65 15 7.561.621.5 1 2 3 4 나 5 6. 5 10 10 ola river 5 5 5 Sample Location (Treatment) TOP 1 Top 2 Top 3 op 4 나 op 5 Top 6 Sample Location (Treatment) Top 1 Top 2 Top 3 op 4 Top 5 To P 6 w PO4 NO3 NH4 EC Replicat e 1 Top water 2 3 4 4 5 6 рн 7.52-74 7.51 .65 7.56 •62 8-81 .21 8.981.19 9.13 21 .5 .5 0 0 10 10 5 0.5 2 5 5 5 5 5 5 O 2 5 EEES 1140: Environmental Solution Lab Calculate the mean, standard deviation, standard error and p Value at: http://www.graphpad.com/quickcalcs/ttest1.cfm (2 points) Treatment 2 Name: Treatment 1 Name: Tap Treatment 1 Mean: Treatment 2 Mean: 32.17 ottawa - 10.335 9.72 Treatment 2 Standard Error: 3.97 Treatment 1 Standard Deviation: 31.62 Treatment 2 Standard Deviation: Treatment 1 Standard Error: 12.91 The T-Test p Value (2 points): _ 2.492 Draw a bar chart of the means and show standard error bars. Include x and y axis labels, a title, and a scale. (3 points) 1- for tap water Iz- for river water 2 Response label I - scaler River (?) Tap (?) Treatments Is your hypothesis supported or unsupported? Why? (2 points) yes our hypothesis is supported and The river water nos worst quality then Tap water. Po osa significant, supported 20.05 not significant, unsupported Alse check I for signifigeance How can you reduce degradation of the water quality of Lake Erie? (2 points) l-improvement of The purifying performance of waste wate Treatment plants, installing tertiary treatment systems to reduce nutrient concentions Zimplementation of effctive filter ecosystems to remove 6 rain water), and som However, in some soils where my normally found. As the water evaporates artet me eventually leading to a decrease in soil productivity. For exam, million acres of irrigated cropland (half the total) is affected by sam ricultural output comes from this region (and many of our winte how our choices at the supermarket contri nitrogen and offective filter ecosystems to remove nitrogen- Phosphorus present in the mn. off woter (such as phyto-Purifica Plant.
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