Decay and Renewal (Cornell Scientific Inquiry) by Nancy M. Trautmann

By Nancy M. Trautmann

Are you searching for a brand new technique to train approximately breathing, nutrient biking, strength stream, manufacturers, shoppers, and decomposers? Decay and Renewal offers strategies for college kids to profit the fundamentals whereas investigating the technological know-how in the back of biodegradation in nature and in human-engineered platforms for wastewater remedy, waste disposal, and bioremediation of oil spills and different infected websites. the trainer variation explains tips on how to consultant scholar learn and engineering layout initiatives. Classroom-ready fabrics contain specific history details, pattern evaluate projects, and rubrics, and guidance for integrating peer evaluate into school room technological know-how. the instructor variation comprises the total textual content of the coed variation. the scholar version contains: an outline of uncomplicated ideas of biodegradation and the way they follow in composting, landfills, wastewater remedy, and bioremediation structures. Protocols that offer directions for undertaking experiments on organic, chemical, and actual features of biodegradation. varieties to lead scholars via each one step of analysis, offering constitution yet flexibility in designing and undertaking significant experiments. step by step guidance for an engineering layout problem regarding therapy of simulated wastewater. Decay and Renewal is the 3rd quantity within the four-part Cornell medical Inquiry sequence, designed to lead scholars in growing and carrying out experiments, providing their effects, and changing suggestions with their friends.

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Extra resources for Decay and Renewal (Cornell Scientific Inquiry)

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28 N AT I O N AL S C I E N CE T EA C H E R S A S S O C I AT I O N INTERACTIVE RESEARCH: EXPERIMENTS AND FIELD STUDIES SECTION 3 INTERACTIVE RESEARCH: EXPERIMENT S AND FIELD S TUDIES B iodegradation research provides a wealth of opportunities for student-designed experiments that are simple and inexpensive to perform and that address questions relevant to students and their communities. The following sequence of activities helps students to  Develop research questions  Carry out investigations  Refine experimental design  Continue with further experiments Central to all these activities is the idea of communicating with fellow students through collaborative work and peer review.

A student measured dissolved oxygen in a pond each hour, and made the following graph. During what period of day or night was she sampling? How can you tell? She was sampling during the afternoon and evening. The dissolved oxygen level drops because photosynthesis stops when the sun goes down but respiration by plants, animals, and microbes continues to use oxygen through the night as well as the day. 50 N AT I O N AL S C I E N CE T EA C H E R S A S S O C I AT I O N ASSESSMENT 13. In this energy pyramid, which level represents producers?

Compost—New Applications for an Age-Old Technology. EPA 530-F-97-047. S. EPA, Solid Waste and Emergency Response Division. S. Environmental Protection Agency. 1998. An Analysis of Composting as an Environmental Remediation Technology. EPA 530-R-98-008. S. EPA, Solid Waste and Emergency Response Division. S. Congress, Office of Technology Assessment. 1991. Bioremediation for Marine Oil Spills—Background Paper. OTA-BP-0-70. S. Government Printing Office. S. Environmental Protection Agency. 1993. Understanding Oil Spills and Oil Spill Responses.

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