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Water Resources Engineering

Water Resources Engineering. Texas A&M University. Water Resources Engineering. Monitor quantity of natural resources Consumptive uses (municipal water, irrigation…) Non-consumptive uses (industrial cooling, power generation…) Non-withdrawal uses (recreation, wildlife habitat…)

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Water Resources Engineering

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  1. Water Resources Engineering Texas A&M University

  2. Water Resources Engineering • Monitor quantity of natural resources • Consumptive uses (municipal water, irrigation…) • Non-consumptive uses (industrial cooling, power generation…) • Non-withdrawal uses (recreation, wildlife habitat…) • Extreme quantity events (droughts, floods…) • Monitor and protect water quality • Keep waters “fishable and swimmable” • Supports viable fishery; safe for consumption • Water resources are appropriate for contact recreation

  3. Concentration Tells Us Whether a river will support aquatic life. Whether a river is safe for swimming. Sources: www.medicineworld.org; www.cornell.edu

  4. Laboratory Analysis • Analysis equipment and methods often appropriate over a limited range of concentrations • Dilution used to bring concentration within analysis range • Analysis results adjusted to account for any dilution used Source: www.rickly.com

  5. Linking to TEKS (2)  Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A)  plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; (B)  collect data and make measurements with precision; (C)  organize, analyze, evaluate, make inferences, and predict trends from data; and (D)  communicate valid conclusions.

  6. Linking to TEKS §112.42. Integrated Physics and Chemistry. (8)  Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (C)  investigate and identify the law of conservation of mass; (E)  research and describe the environmental and economic impact of the end-products of chemical reactions.

  7. Linking to TEKS §112.45. Chemistry. (12)  Science concepts. The student knows the factors that influence the solubility of solutes in a solvent. The student is expected to: (B)  develop general rules for solubility through investigations with aqueous solutions; and (C)  evaluate the significance of water as a solvent in living organisms and in the environment.

  8. Linking to TEKS §111.36. Mathematical Models with Applications c)  Knowledge and skills. (M.1)  The student uses a variety of strategies and approaches to solve both routine and non-routine problems. The student is expected to: (A)  compare and analyze various methods for solving a real-life problem; (B)  use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines; and (C)  select a method to solve a problem, defend the method, and justify the reasonableness of the results.

  9. Dilution PBL • Liquid food coloring (as sold in the bottle) has a dilution of 1 part per 10 • Using liquid food coloring and clean water, develop dilutions of: • 1 part per 100 • 1 part per 1,000 • 1 part per 10,000 • 1 part per 100,000 • 1 part per 1,000,000

  10. Groups Report Out • How did you develop your dilutions? • What worked? • What didn’t work?

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