SCI 207- Week 3- Discussion

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In your main post this week, please • Identify two alternatives to fossil fuels that are currently available. • Discuss the barriers that keep these alternatives from replacing coal, oil, and natural gas as our primary means of energy. • Discuss the role that government plays in ensuring a transition to these renewable alternatives in a post-carbon world.

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Water Quality and Contamina on x Usable water x Ground water contaminates x Ground water x Water treatment x Surface water x Drinking water quality Figure 1: At any given moment, 97% of the planet’s water is in oceans. Only a small fraction of the remaining freshwater is usable by humans, underscoring the importance of treating our water supply with care. It is no secret that water is one of the most valuable resources on Earth. Every plant and animal requires water to survive, not only for drinking, but also for food production, shelter creation, and many other necessities. Water has also played a major role in transforming the earth’s surface into the varied topography we see today. While more than 70% of our planet is covered in water, only a small percentage of this water is usable freshwater. The other 99% of water is composed primarily of salt water, with a small percentage being composed 22 of glaciers. Due to the high costs involved in transforming salt water into freshwater, the earth’s population survives off the less than 1% of freshwater available. Humans obtain freshwater from either surface water or groundwater. Surface water is the water that collects on the ground as a result of precipitation. The water that does not evaporate back into the atmosphere or infiltrate into the ground is typically collected in rivers, lakes, reservoirs, and other bodies of water, making it easily accessible. PrecipitaƟon PrecipitaƟon PrecipitaƟon TranspiraƟon Cloud formaƟon EvaporaƟon EvaporaƟon Groundwater Figure 2: Water is a renewable source, purified and delivered across the planet by the hydrological cycle. Groundwater, on the other hand, is located underneath the ground. This water is stored in pores, fractures, and other spaces within the soil and rock underneath the surface. Precipitation, along with snowmelt, infiltrates through the ground and accumulates in available underground spaces. Aquifers are areas in which water collects in sand, gravel, or permeable rock from which it can be extracted for usable freshwater. The depth of aquifers varies from less than 50 feet to over 1,500 feet below the surface. The water within an aquifer typically does not flow through, as it would through a river or stream, but instead soaks into the underground material, similar to a sponge. As aquifers are depleted by human use, they are also recharged from precipitation seeping into the ground and restoring the water level. However, many times the recharge of the aquifers does not equal the amount of water that has been extracted. If that cycle continues, the aquifer will eventually dry up and will no longer be a viable source of groundwater. 23 Water is the only substance that is found naturally in three forms: solid, liquid, and gas If the entire world’s supply of water could fit into a onegallon jug, the fresh water available to use would equal less than one tablespoon Approximately 66% of the human body consists of water - it exists within every organ and is essential for its function While the water that precipitates in the form of rain is relatively pure, it does not take long for it to pick up contaminants. There are natural, animal, and human-made sources of water pollutants. They can travel freely from one location to another via streams, rivers, and even groundwater. Pollutants can also travel from land or air into the water. Groundwater contamination most often occurs when human-made products, such as motor oil, gasoline, acidic chemicals, and other substances, leak into aquifers and other groundwater storage areas. The most common source of contaminants come from leaking storage tanks, poorly maintained landfills, septic tanks, hazardous waste sites, and the common use of chemicals, such as pesticides and road salts. The dangers of consuming contaminated water are high. Many deadly diseases, poisons, and toxins can reside in contaminated water supplies, severely affecting the health of those who drink the water. It is also believed that an increased risk of cancer may result from ingesting contaminated groundwater. With the many contaminants that can infiltrate our water supply, it is crucial that there be a thorough water treatment plan in place to purify the water and make it drinkable. While each municipality has its own water treatment facility, the process is much the same at each location. Figure 3: Sedimentation tanks, such as those shown above, are used to settle the sludge and remove oils and fats in sewage. This step can remove a good portion of the biological oxygen demand from the sewage, a key step before progressing with the treatments and eventually releasing into the ground or The process begins with aeration, in which air is added body of water. to the water to let trapped gases escape while increasing the amount of oxygen within the water. The next step is called coagulation or flocculation, in which chemicals, such as filter alum, are added to the incoming 24 water and then stirred vigorously in a powerful mixer. The alum causes compounds, such as carbonates and hydroxides, to form tiny, sticky clumps called floc that attract dirt and other small particles. When the sticky clumps combine with the dirt, they become heavy and sink to the bottom. In the next step, known as sedimentation, the heavy particles that sank to the bottom during coagulation are separated out and the remaining water is sent on to filtration. During filtration, the water passes through filters made of layers of sand, charcoal, gravel and pebbles that help filter out the smaller particles that have passed through until this point. The last step is called disinfection, in which chlorine and/or other disinfectants are added to kill any bacteria that may still be in the water. At this point, the water is stored until it is distributed through various pipes to city residents and businesses. Figure 4: Fresh water is essential to humans and other landbased life. Contaminated water After the water goes through the treatment process, it must also pass the must be treated before it can be guidelines stated in the Safe Drinking Water Act, in which various compo- released into the water supply. nents are tested to ensure that the quality of the water is sufficient for drinking. There are currently over 65 contaminants that must be monitored and maintained on a regular basis to keep local drinking water safe for the public. Some of these chemical regulations include lead, chromium, selenium, and arsenic. Other components, such as smell, color, pH, and metals, are also monitored to ensure residents are provided clean and safe drinking water. 25 Bottled water is a billion dollar industry in the United States. Still, few people know the health benefits, if any, that come from drinking bottled water as opposed to tap water. This experiment will look at the levels of various different chemical compounds in both tap and bottled water to determine if there are health benefits in drinking bottled water. Dasani® bottled water (1) 100 mL Graduated Cylinder Fiji® bottled water Permanent marker Jiffy Juice Stopwatch Ammonia test strips Parafilm® Chloride test strips Pipettes 4 in 1 test strips (3) Foil packets of reducing powder Phosphate test strips *Tap water Iron test strips (3) 250 mL Beakers *You must provide (3) 100 mL Beakers 1. Before beginning, record your hypothesis in post-lab question 1 at the end of this procedure. Be sure to indicate which water source you believe will be the dirtiest and which water source will be the cleanest. 2. Label three 250 mL beakers Tap Water, Dasani®, and Fiji®. Pour 100 mL of each type of water into the corresponding beakers. 3. Locate the ammonia test strips. Begin by placing a test strip into the Tap Water sample and vigorously moving the strip up and down in the water for 30 seconds, making sure that the pads on the test strip are always submerged. 26 4. Remove the test strip from the water and shake off the excess water. 5. Hold the test strip level with the pad side up for 30 seconds. 6. Read the results by turning the test strip so the pads are facing away from you. Compare the color of the small pad to the color chart at the end of the lab. Record your results in Table 1. 7. Repeat the procedure for both Dasani® and Fiji|® bottled water. Record your results for both in Table 1. 8. Locate the chloride test strips. Begin by immersing all the reaction zones (“the pads”) of a test strip in the Tap Water sample for 1 second. 9. Shake off the excess liquid from the test strip. After 1 minute, determine which color row the test strip most noticeably coincides with on the color chart at the end of the lab. Record your results in Table 2. 10. Repeat the procedure for both Dasani® and Fiji® bottled water. Record your results for both in Table 2. 11. Locate the 4 in 1 test strips. Begin by dipping a test strip in the Tap Water for 5 seconds with a gentle back and forth motion. 12. Remove the test strip from the water and shake once, briskly, to remove the excess water. 13. Wait 20 seconds and use the color chart at the end of this lab to match the test strip to the Total Alkalinity, Total Chlorine, and Total Hardness on the color chart. Be sure to do all of the readings within seconds of each other. Record your results in Table 3. Note: You will not be using the pH reading obtained from the 4 in 1 test strips. The pH will be determined at the end of this experiment using a different method. 14. Repeat the procedure for both Dasani® and Fiji® bottled water. Record your results for both in Table 3. 15. Locate the phosphate test strips. Begin by dipping a test strip into the Tap Water for 5 seconds. 16. Remove the test strip from the water and hold it horizontally with the pad side up for 45 seconds. Do not shake the excess water from the test strip. 27 17. Compare the results on the pad of the test strip to the color chart at the end of this lab. Record your results in Table 4. 18. Repeat the procedure for both Dasani® and Fiji® bottled water. Record your results for both in Table 4. 19. Now, label the three 100 mL beakers Tap Water, Dasani®, and Fiji®. Use the 100 mL graduated cylinder to measure 30 mL of the Tap Water from the 250 mL beaker. Pour the Tap Water into the 100 mL beaker. Repeat these steps for the Dasani® and Fiji® bottled water. 20. Beginning with the Tap Water, open one foil packet of reducing powder and add it to the 100 mL beaker. Cover the beaker with a piece of Parafilm® and shake the beaker vigorously for 15 seconds. 21. Locate the iron test strips. Remove the Parafilm® and dip the test pad of an iron test strip into the Tap Water sample, rapidly moving it back and forth under the water for 5 seconds. 22. Remove the strip and shake the excess water off. After 10 seconds, compare the test pad to the color chart at the end of this lab. If the color falls between two colors on the color chart, estimate your result. Record your results in Table 5. 23. Repeat the procedure for both Dasani® and Fiji® bottled water. Record your results for both in Table 5. 24. Use your 100 mL graduated cylinder to measure and remove 45 mL of the Tap Water from the 250 mL beaker. Discard this water. Your 250 mL beaker should now contain 25 mL of Tap Water. Repeat these step with the Dasani® and Fiji® bottled water. 25. Use a pipette to add 5 mL of Jiffy Juice to the Tap Water. Mix gently with the pipette or by swirling the liquid. 26. Compare the color of the Tap Water to the pH chart in the key. Record the pH in Table 6. 27. Repeat the procedure with both the Dasani® and Fiji® bottled water and record your results in Table 6 28 0 10 30 60 100 200 400 Ammonia (mg/L) 0 Chloride (mg/L) 500 1000 1500 2000 ≥3000 4-in-1 Test Strip: *Note there are 4 pads on this test strip. From top to bottom (with the bottom of the strip being the handle), the pads are: pH, Chlorine, Alkalinity, and Hardness. Remember that the pH is not to be measured using the strip. pH Chlor. Hard. Alk. 0 0.2 1.0 4.0 10.0 0 40 80 120 180 Total Chlorine (mg/L) 240 500 Total Alkalinity (mg/L) 0 50 120 250 425 1000 Total Hardness (mg/L) Soft Hard Very Hard 29 0 10 25 50 100 Phosphate (ppm) 0 0.15 0.3 0.6 1 2 5 Total Iron (ppm) 1-2 pH 30 3 4 5 6 7 8 9 10 11-12 Alternative Energy Options As you know, our world is heavily dependent on fossil fuels for meeting our energy needs. In Chapter 6 of Contemporary Environmental Issues, you have read that there is concern about the possibility of reaching a peak in oil production, and even coal and natural gas will eventually run out. (Next week, in Chapter 7 of the textbook, we will read about an even more pressing reason for no longer relying on fossil fuels: global climate change.) Chapter 8 of Contemporary Environmental Issues introduces a variety of possible alternative energy sources, including nuclear power and many renewable options like wind power and solar energy. Next week, you will be participating in a collaborative project aimed at developing an alternative energy plan for a particular community – the details of which won’t be revealed until then. For now, let’s all pool our research into what possible energy choices might be able to help us move away from fossil fuels. In your main post this week, please • • • Identify two alternatives to fossil fuels that are currently available. Discuss the barriers that keep these alternatives from replacing coal, oil, and natural gas as our primary means of energy. Discuss the role that government plays in ensuring a transition to these renewable alternatives in a post-carbon world. Be creative here – the ideas you explore now might become the building blocks for next week’s sustainable energy plan. Your initial post should be at least 250 words in length. Utilize at least two scholarly or reputable resources and your textbook to support your claims, using the Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. document for guidance. Cite your sources in APA style (Links to an external site.)Links to an external site., as outlined in Ashford Writing Center (Links to an external site.)Links to an external site.. Quoted text should constitute no more than ten percent of your post.
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Running head: LANGUAGE COMPREHENSION

Language Comprehension
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LANGUAGE COMPREHENSION

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The Process of Language Development
Language development is mostly crucial between birth and five years, during which
children develop and grow rapidly. Language development is a significant process which
takes place across universal stages among humans. Even though the process is universal,
children develop language at varying paces, with some comprehending language at a very
early stage, while other children’s development may delay compared to their peers’. The
development process begins with a receptive language development through which children
learn to comprehend speech. Once children have learned to comprehend language, they
develop expressive skills through which they can speak single words and join them together
to form sentences. Children usually learn through bubbling and mimicking adult speech, and
by the age of five, majority are able to clearly express themselves. However, language
development is a complex and unique quality which entails both cognitive and interactionism
due to psychological and environmental needs which need to be met.
Language development begins at birth, during which a fetus can hear sounds and
during which they become attuned to human voice. At infancy, children begin recognizing
their mother’s voice, they smile when spoken to, turn towards other familiar sounds, cry
differently depending on their need, they gurgle, and begin making vowel sounds. Between
three and six months, children develop more skills and can watch mouth movement, respond
as per change in tone of voice, make louder sounds, and begin vocalizing pleasure or
displeasure. Much language development happens between six months to 12 months, during
which children begin to listen intensely to speech, they begin responding to their names, take
interest in conversations, and begin forming simple words as well as repeating syllables. At
one year, children also begin to understand responses such as no, they know their own names,
and recognize the words for common thing...


Anonymous
I was struggling with this subject, and this helped me a ton!

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