|
Day |
Date |
Homework Assignment (to be completed before class on date indicate=
d) |
Classroom Activities |
|
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>1 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>21-Aug |
<=
span
class=3DGramE>Welcome =
!!!<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
· &nbs=
p;
Introductions, course content & objectives, grading, general c=
lass
procedures <=
![if !supportLists]>· &nbs=
p;
Roundtable discussion <=
![if !supportLists]>1.=
Water pollution issu=
es in
the <=
![if !supportLists]>2.=
Roles that different=
kinds
of ag professionals can and must play in protecting water resources<=
span
style=3D'font-size:10.0pt;font-family:Arial'> 3.=
Three fundamental kinds of information needed to solve water quali=
ty
problems caused by agriculture. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>2 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>23-Aug |
Ag-Related Pollutants or Pollutant Indicators - General Introducti=
on <=
![if !supportLists]>· &nbs=
p;
Read Chapter 2 “Over=
view”
of Ag Non-Point Source Pollution found on USEPA website National
Management Measures to Control Non-point Source Pollution from Agricultur=
e
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.epa.gov/owow/nps/=
agmm/index.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p;
Skim the assigned overview and prepare an outline of specific ag-related pollutants or pollutant indicators, their
major environmental impact(s) and, if indicated, the concentration or lev=
el
at which the pollutant or pollutant indicator is believed to be harmful.<=
span
style=3D'mso-spacerun:yes'> <=
![if !supportLists]>· &nbs=
p;
<=
u>Be sure<=
span
style=3D'font-size:10.0pt;font-family:Arial'> to note any terms or
abbreviations that you are not familiar with, and be sure to ask about th=
em
in class. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
·
Discussion of key concepts, terms, etc. in your outlines. ·
Brainstorming – working in teams, list and describe all
activities and facilities associated with an integrated crop/livestock
operation that could result in surface or groundwater pollution. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>3 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>28-Aug |
Chemical Pollutants or Stress Conditions - Dissolved Oxygen (DO) &=
amp;
Biochemical Oxygen Demand (BOD), Chemical Oxygen Demand <=
![if !supportLists]>· &nbs=
p;
Read the following short web-based postings about Dissolved Oxygen
(DO) and Biochemical oxygen demand (BOD): <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/do.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
/span>http://www.epa.gov/volunteer/stream/vms52.html<=
/span><=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://en.wikipedia.org/wiki=
/Biochemical_oxygen_demand<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://bcn.boulder.co.us/bas=
in/data/BACT/info/DO.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p;
Based on 4 short readings, answer the questions in the <=
span
style=3D'font-size:10.0pt;font-family:Arial'>DO/BOD study guide<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. <= o:p> |
·
“Brains-on” Activity - Team up with a partner to analy=
ze
and discuss the practical field situations and problems on DO and BOD han=
ded
out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>4 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>30-Aug |
Chemical Pollutants or Stress Conditions – Nitrate-, Nitrite=
-,
and Ammonia-Nitrogen <=
![if !supportLists]>· &nbs=
p;
Read and take notes about the various forms of nitrogen found in t=
he environment
and the impacts and recommended concentrations of specific forms that are
most harmful. <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/no3.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/nh3.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p;
Based on 4 short readings, answer the questions in the <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Nitrogen Study Guide<=
/span><=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
·
Classroom Q&A over key concepts & definitions in the readi=
ngs
and study guide. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
“Brains-on” Activity - Team up with a partner to analy=
ze
and discuss the practical field situations and problems on environmental
nitrogen handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>5 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>4-Sep |
Chemical Pollutants Stress Conditions – Phosphorus <=
![if !supportLists]>· &nbs=
p;
Read and take notes about the various forms of phosphorus found in=
the
environment, their sources in agriculture, their environmental impacts an=
d recommended
concentrations. <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/phos.html<=
/span> =
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>(all) <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.sera17.ext.vt.edu=
/Documents/AG_Phos_Eutro_2.pdf<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'>(first 13 pages only) <=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p;
Based on the readings, answer the questions in the <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>Phosphorus Study Guide<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. |
·
Classroom Q&A over key concepts & definitions in the readi=
ngs
and study guide. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
“Brains-on” Activity - Team up with a partner to analy=
ze
and discuss the practical field situations and problems on environmental
phosphorus handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>6 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>6-Sep |
<=
![if !supportLists]>· &nbs=
p;
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Chemical Pollutants Stress
Conditions – Pesticides <=
![if !supportLists]>· &nbs=
p;
Read and take notes about pesticides in the environment, their sou=
rces
in agriculture, their environmental impacts and recommended concentration=
s. <= /span><= span style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa= tershedss/info/herbicd.html<= /span><= /span> <=
/span>http://pubs.usgs.gov/fs/2006/3028/<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p;
Based on the readings, answer the questions in the <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>Pesticides Study Guide<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. |
·
Classroom Q&A over key concepts & definitions in the readi=
ngs
and study guide. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
“Brains-on” Activity - Team up with a partner to analy=
ze
and discuss the practical field situations and problems on pesticide
pollution handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>7 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>11-Sep |
Pollutants and Stressors:
USEPA Drinking Water Standards for Public Water Supplies<=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p; Read Setting Standards for Safe Drinking
Water
and <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Secondary Drinking Water
Regulations: Guidance for
Nuisance Chemicals on the USEPA website.=
<=
![if !supportLists]>· &nbs=
p; Also download a copy of the =
2006
Edition of the <=
span
style=3D'font-size:10.0pt;font-family:Arial'>USEPA Drinking Water Standar=
ds and
Health Advisories at ·
Based on the readings and values contained in the Drinking Water
Standards document, answer the questions in the <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Drinking Water Standards Stu=
dy
Guide <=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ngs
and study guide. ·
Brief lecture on calculating drinking water standards for
non-carcinogens · &nbs=
p;
“Brains-on” Activity - Team up with a partner to solve=
the
practical problems on drinking water standards that are handed out in cla=
ss.<=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
Click <=
span
style=3D'font-size:10.0pt;font-family:Arial'>HERE |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>8 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>13-Sep |
<=
span
style=3D'font-size:10.0pt;font-family:Arial;color:purple'>Study for Exam =
1 |
Classroom Activities: <=
span
style=3D'font-size:10.0pt;font-family:Arial;color:purple'> <=
span
style=3D'font-size:10.0pt;font-family:Arial;color:purple'>Exam #1 <=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>9 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>18-Sep |
Biological Pollutants Stress Conditions – Bacteria, algae/
chlorophyll-a, viruses, benthic macroinvertebrates ·
Skim the following for basic background <=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/algae.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/bacteria.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/macroinv.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/protozo.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p;
Based on the readings, answer the questions in the <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>Biological Pollutants Study =
Guide<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ngs
and study guide. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
“Brains-on” Activity - Team up with a partner to analy=
ze
and discuss the practical field situations and problems on biological
pollutants and pollutant indicators handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>10 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>20-Sep |
Physical Pollutants Stress Conditions – Turbidity, suspended
solids, and temperature <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/sediment.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/turbid.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.water.ncsu.edu/wa=
tershedss/info/temper.html<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
Based on the readings, answer the questions in the <=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>Sediment/Turbidity Study Gui=
de<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ngs
and study guide. <=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
Return and discuss Exam #1, go over questions per student request.=
|
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>11 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>25-Sep |
Water Resources and Pollutant Pathways: Hydrologic cycle <=
![if !supportLists]>· &nbs=
p; Download and read the PowerP=
oint
presentation entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Water Resources and Pollutant
Pathways – Hydrologic Cycle<=
span
style=3D'font-size:10.0pt;font-family:Arial'> <=
![if !supportLists]>· &nbs=
p; Outline what YOU feel are th=
e key
points in the presentation regarding the hydrologic cycle and how it affe=
cts
water quantity and quality. <=
![if !supportLists]>· &nbs=
p; Be prepared to explain and d=
iscuss
the points that you feel are most important. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ngs
and study guide. ·
“Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>12 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>27-Sep |
Water Resources, and Pollutant Pathways: Groundwater Resources,
Occurrence and Characteristics <=
![if !supportLists]>· &nbs=
p; Download and read the PowerP=
oint presentation
entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Groundwater: key characteristics, vulnerabili=
ty to
pollution, and groundwater resources in Iowa<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. ·
Outline what YOU feel are the key points in the presentation. ·
Be prepared to explain and discuss the points that you feel are mo=
st
important. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. ·
“Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>13 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>2-Oct |
Water Resources, and Pollutant Pathways: Groundwater and Pollutant
Movement <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Groundwater and Pollutant Mo=
vement<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. ·
“Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>14 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>4-Oct |
Water Resources, and Pollutant Pathways: Groundwater and Pollutant
Movement <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Pollutant Shortcuts to Groun=
dwater: Wells and Abandoned Wells=
<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> ·
Based on your review of the presentation, outline the key points
necessary for you to meet the lesson objectives stated at the beginning of
the presentation. Make a li=
st of questions
about concepts you do not understand. ·
Be prepared to discuss in class at least one of the lesson objecti=
ves. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. ·
“Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>15 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>9-Oct |
Water Resources, and Pollutant Pathways: Groundwater and Pollutant
Movement <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Pollutant Shortcuts to
Groundwater: Ag Drainage We=
lls,
Sinkholes, & Macropores<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. ·
“Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>16 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>11-Oct |
Water Resources, and Pollutant Pathways: Surface Runoff and Pollut=
ant
Movement <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Surface Water Runoff<=
/span><=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. ·
Based on your review of the presentation, outline the key points
necessary for you to meet the lesson objectives stated at the beginning of
the presentation. Make a li=
st of
questions about concepts you do not understand and be sure to ask them du=
ring
class. Be prepared to discuss in cl=
ass at
least one of the lesson objectives. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. ·
“Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>17 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>16-Oct |
Water Resources, and Pollutant Pathways: Soil Erosion and Pollutant
Movement <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Soil Erosion<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. Be prepared to discuss in cl=
ass at
least one of the lesson objectives. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. ·
“Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>18 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>18-Oct |
Water Resources, and Pollutant Pathways: Impacts of Crop Residues =
on
Soil Erosion and Pollutant Movement <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Effects of Crop Residues on =
Soil
Erosion. ·
Based on your review of the presentation, outline the key points
necessary for you to meet the lesson objectives stated at the beginning of
the presentation. Make a li=
st of questions
about concepts you do not understand and be sure to ask them during class=
. Be prepared to discuss in cl=
ass at
least one of the lesson objectives. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. “Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>19 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>23-Oct |
Water Resources, and Pollutant Pathways: Impacts of Compost Blanke=
ts on
Construction Site Runoff, Soil Erosion, and Pollutant Movement <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled: <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Urban & Highway Storm Wa=
ter
Runoff and Erosion: How they Occur & How
Composted Organics Can Control Them<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. Be prepared to discuss in cl=
ass at
least one of the lesson objectives. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. “Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>20 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>25 Oct |
Water Resources, and Pollutant Pathways: Pesticide Properties and =
Their
Impact on Pesticide Pollution of Water <=
![if !supportLists]>· &nbs=
p; Download and read the short
PowerPoint presentation entitled:
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Chemical Properties Affecting
Pesticide Losses ·
Based on your review of the presentation, outline the key points
necessary for you to meet the lesson objectives stated at the beginning of
the presentation. Make a li=
st of questions
about concepts you do not understand and be sure to ask them during class=
. Be prepared to discuss in cl=
ass at
least one of the lesson objectives. |
Classroom Activities: ·
Classroom Q&A over key concepts & definitions in the readi=
ng
and study guide. “Brains-on” Activity - Team up with a partner to respo=
nd
to the practical questions and situations handed out in class. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>21 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>30 Oct |
Review of content since last=
exam |
|
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>22 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>1 Nov |
Study for Exam # 2 |
Classroom Activities: Exam #2 |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>23 |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>6 Nov |
Laws and Regulations on Watershed Improvement – The Clean Wa=
ter
Act and Total Maximum Daily Load (TMDL’s) ·
Download and take notes on the <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Water Quality Brief on Total
Maximum Daily Loads published by the National Association of Counties. Based on the reading assignm=
ent,
answer the questions in the <=
span
style=3D'font-size:10.0pt;font-family:Arial'>TMDL Study Guide<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'>. |
Classroom Activities: ·
Return and discuss Exam # 2 ·
Discussion of Individual BMP Summary Analyses (written and oral) t=
o be
presented on Nov 13, 27, & 29.
– See <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Summary and Presentation
Guidelines ·
Brief discussion of today’s reading assignment on requiremen=
ts
of the TMDL program of the Clean Water Act. 1.=
Link to today’s presentation notes on <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Clean Water Act and TMDL pro=
gram<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>8 Nov |
Management Measures to Control Agricultural Pollution ·
No reading assignment for today.&=
nbsp;
·
Respond to the following <=
span
style=3D'font-size:10.0pt;font-family:Arial'>Farmstead & Farm Operati=
on
Pollution Assessment problem. |
Classroom Activities: ·
Discussion of farmstead/farm-operation pollution assessment check
list. ·
Discussion of semester team project. 1.=
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Project Directions and Guide=
lines<=
/span><=
span
style=3D'font-size:10.0pt;font-family:Arial'> 2.=
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Potential project topics dis=
cussed
in class |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>13 Nov |
Analyzing and Communicating About Pollution Management Practices in
Agriculture Student summary presentations and analysis of agricultural BMP’s |
Classroom Activities: ·
Individual student BMP analyses, discussion of presentations. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>15 Nov |
No homework assignment for t=
oday. |
Class today reserved for you to work on your semester team projects
which are due on Monday, Dec 3rd.
|
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>27 Nov |
Analyzing and Communicating About Pollution Management Practices i=
n Agriculture Continuation of Student summ=
ary
presentations and analysis of agricultural BMP’=
;s |
Classroom Activities: ·
Individual student BMP analyses, discussion of presentations. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>29 Nov |
Analyzing and Communicating About Pollution Management Practices in
Agriculture Continuation of Student summ=
ary
presentations and analysis of agricultural BMP’=
;s |
Classroom Activities: ·
Individual student BMP analyses, discussion of presentations. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Tuesday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>4 Dec |
Student Team Project –
Poster Presentations and Evaluation NOTE: ALL posters are due at the begin=
ning
of class today (regardless of the day your team is scheduled to
present). Please also email=
the PowerPoint
slides used in your poster to the instructor no later than today. Team #1 – Joshua Voss and Gabriel Ferra=
z
- Erosion
caused by machine or animal traffic patterns Team #2 – Brian Handsaker & =
Jon
Friedman – Land use planning and management Team #3 – Adam Cook – Water pollution caused by silage see=
page |
Classroom Activities: ·
Student team poster presentations, discussion of presentations. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>Thursday |
<=
span
style=3D'font-size:10.0pt;font-family:Arial'>6 Dec |
Student Team Project –
Poster Presentations and Evaluation Team #4 – Ashley Nelson & Kelsey Vincent - Disposal of household solid and haza=
rdous waste Team #5 – James Paul & Dominic Vance – Waterway
and stream bank maintenance Team #6 – Jason Steffensmeier & Abram Mabi=
or
– General soil erosion management, sustaining soil organic matter |
Classroom Activities: ·
Student team presentations, discussion of presentations. |
|
<=
span
style=3D'font-size:10.0pt;font-family:Arial'> |
Wednesday |
12 Dec |
Final Exam Week - Exam # 3 (covering national TMDL program for water
quality improvement , and management strategies for agricultural pollutan=
ts) |
NOTE: Exam #3 will be
given at the date and time published in the University “final
exam” schedule. For T=
SM 424
this is Wednesday,
Dec 12th, from 9:45 – 11:45 AM. |