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Watersheds

Investigation 3

Investigation 3

Watersheds

Phase 1 – Defined Understanding

Student Guide

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Student Guide with answers

Teacher PreLab

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Phase 2 – Dynamic Understanding

Investigation Three Summary – Abiotic Factors and Dissolved Oxygen

 

In Investigation Three, you considered abiotic factors such as temperature, water velocity, and salinity in a watershed and how they affect dissolved oxygen levels. During this Investigation, you:

1. Used an Oxygen Meter to measure the dissolved oxygen levels in water samples of varying temperatures.

2. Used an Oxygen Meter to measure the dissolved oxygen levels in water samples of varying salinity (salt concentrations).

3. Used an Oxygen Meter to measure the dissolved oxygen levels in water samples of varying water velocities.

 

Investigation Three Summary – Learning Goals

Through these experiments, you concluded that:

1. Dissolved oxygen increases with decreasing temperature, decreasing salinity, and increasing water velocity. Cooler waters have higher levels of dissolved oxygen than areas of the watershed at higher temperatures. Waters with higher salinity (salt concentration) contain less dissolved oxygen than freshwater at the same temperature. The faster the water is moving, the greater the amount of dissolved oxygen in the water will be. Slower-moving waters will have less dissolved oxygen than faster-moving waters at the same temperature and salinity. The amount of dissolved oxygen in a watershed can affect the types of organisms, such as plants and fish, that live in the waters of a watershed.

Concept Slides

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Mathematics Concepts in This Investigation

  • measuring oxygen levels using an oxygen meter
  • dissolved oxygen in mg/L
  • volume in mL
  • temperature in Celsius
  • estimation
  • distance in cm
  • time in seconds
  • rotations per minute
  • averages
  • data table
  • data analysis
  • subtraction
  • decimals to nearest tenth
  • greater than/less than/equal to
  • (in)direct relationships
  • patterns/trends
  • problem-solving
  • percentages
  • (in)dependent variables
  • line graph
  • skip counting by 0.2 and 10
  • least to greatest

Phase 3 – Deeper Understanding

Formative Assessment

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