Group+1+w

toc =Physical Data(2)= Alex Voris / Ryan Maine

Temperature: Stream = 9˚c Air = 16˚c

Stream Width: 3.36m.

Stream Depth: A: .09 m. B: .18 m. C: .30 m. D: .32 m. Average: .2225 m.

Stream Velocity: A: .1129 mps. B: .166 mps. C: .2415 mps. D: .1474 mps. Average: 1.55 mps.

Substrate Constant: 0.8 rubble 0.9 mud bottom

=Chemical Data(2)=

(Sierra Milton (data) and Calena Spearing ( explanation )
DO: 10 : 20 : 8.8 Total Hardness: 168: 140 : 164 Turbidity: **30** : 5 : 0 Nitrates: 1 : 0 : 0 pH: 7 : 7 : 7 Total Alkalinity: 60 : 16 : 23 Iron: <.5 : <.5 : <span style="color: rgb(0, 255, 0);"><.5 ( Our group is in red, and the groups that came through prior to us are in blue and green )

Nitrate Test directions Calcium Hardness Test directions Dissolved Oxygen Test directions Turbidity Test directions pH Test directions Total Alkalinity test directions Iron test directions

=Macroinvertebrates (biological)(2)= <span style="color: rgb(255, 0, 0);">(Erin Butler) Backround: Relative Abundance(RA) Weighting Factor R=1-9 C=10-99 D=100 or more Group 1(Sensative) # of R's x 5.0 # of C's x 5.6 # of D's x 5.3 Group 2(Somewhat Sensative) # of R's x 3.2 # of C's x 3.4 # of D's x 3.0 Group 3(Tolerant) # of R's x 1.2 # of C's x 1.1 # of D's x 1.0 Stream Quality Rating: >40=Good; 20-40=Fair; <20=Poor <span style="color: rgb(0, 0, 255);">Group 1 Taxa: Dobsonfly Larva:1(R) Stonefly Nymph:2(R) Cranefly Larva:4(R) Mayfly Nymph:40(C) Alderfly Larva:8(R) Other:1(R) Sum of Rating: 30.6 <span style="color: rgb(0, 255, 0);">Group 2 Taxa: Crayfish: 7(R) Sum of Rating: 3.2 <span style="color: rgb(128, 0, 128);">Group 3 Taxa: none Sum of Rating: none

<span style="color: rgb(0, 0, 0);">Total Rating Value for Site: 33.8 Stream Quality Rating: Fair

Mia Anderson (Explanation) First we had to get the people from the group to with waders to get into the creek. We also had two senior helpers. They would move rocks and wrestle around to release of the organisms. Then the organisms would flow down the river into the net. They would bring up the net, so we could then look through the net with brushes and tweezers. We would then put the organisms into organized containers containing water. We used our keys to distinguish what were actually looking at. We would then fill in our papers. As you can see below are our papers with 3 groups. In the information above you can see what we found. We would R's for a lot of the organisms, because we only found about 1-9 of the organism(s). One time we put a C for the Mayfly's because we found 10-99 of them. On the second page we had to find the total of all three groups. We didn't find anything in group three, but for group 1 we found 30.6 by taking the number of R's (5) and multiplying that by 5 getting 25. Then taking the number of C's (1) and multiplying that by 5.6. Then by adding that up you get 30.6. For group 2 it the same process, all you have to do is take the number of R's (1) and multiply it by 3.2 getting 3.2 for the total of the group. By adding 3.2 and 30.6 you get the Rating value for Site of 33.8 and the Stream Quality Rating as fair by having a score of 20-40 like Erin said above. = = =Stream mapping(2)= <span style="color: rgb(0, 0, 255);">(Jenny Spencer ) <span style="color: rgb(241, 144, 30);">Hannah Smith<span style="color: rgb(255, 107, 0);"> To do the stream mapping of this section you will need to make a graph. The x axis is going to be labeled the base line of distance. They you take clothes pins and mark it every 3 meters. If you place the multiples of three every three lines until you reach thirty three you will complete this portion of the graph making. The Y axis is then labeled as Y1 and Y2 distances. You will be able to place on meter every two lines until you reach 11 meters because it doesn't go passed that. You are now ready to enter your data. After finished placing the dots on the correct areas, you may connect the dots. This will then show you exactly what pattern the streams flows. <span style="color: rgb(0, 0, 255);">Our Results:

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=Forest Ecology(2)= Jake Godo

During this station, we talked about what a watershed was and looked at a map of the Jackson Run water shed. We talked about the things you could tell from the map. One of the things was how the land around the water shed was used.

Some Examples are: -Gas Wells -Roads -Houses -Forest (Green) -Open Land (White) - Ponds, Streams and Lakes

We also talked about things that make the watershed better or worse.

Some of these things are: Organic Soil (Duff)- acts as a sponge and keeps junk out of the water The Forest- Keeps a stead pace of water going into the water shed Pollution of the Land- things like oil spills, coal mining, sewage, etc. hurts the health of the watershed

=Journaling(2)= Taylor Hopkins (explaination) At the journaling station, we talked about the physical aspects of the lake; not so much the measurements or calculations, but the sight and sounds the lake provides. First, our station leader handed out poems to each individual student in our group. Then, she talked about how the lake can effect us, and how the surroundings can cause different emotions. She read us a poem, and then talked to us about it. Then, once she was done reading, she had each one of us read the poem she handed out to us earlier. After one person would read the poem she gave them, we all discussed it, and she asked us what it meant. She did that for all eleven of us, and made sure everyone had a chance to talk. After we all had read our poems, she gave us an assignment. The assignment was to create a journal entry; this could be a poem you made up, or just your random observations of the lake, or the surroundings of the lake. She gave us time to complete the assignment, and then we handed it back into her.

Keaton Mohney (data) Everyone in our group wrote a poem or journal entry about what they experienced at the lake. The following are some of the examples of what some of the students wrote.

__Duck__ Your yellow coat soft swimming with your small babies making lots of noise -Erin Butler

The birds are singing watch as they fly through the air listen as they sing -Alex Voris

__The Lake__ Clam yet gentle where the fish swim a gentle breeze ripples the water -Calena Spearing

Ripples from the middle of the lake make their way to the edge. Different creatures are able to interact and survive in this lake. Rocks form homes for the tiny creatures, and when birds need to rest, they land on the rocks. Boats and fishermen make their way across the lake in the beating sun. The trees grow freely around the lake and stream to keep it cool. -Hannah Smith

The birds with their harmonious songs. They bring life to the lonely lake. The birds inhabit the trees and bring joy to the fishermen. Two lazy birds singing in their trees not wanting to fly off to be with land. -Mia Anderson

__The Lake__ Glistening waters reflecting the sun Beholding unseen life. Rippling waves reach the bank. Cold water freezes my toes. -Keaton Mohney

__Water__ Cool, flowing, liquid rippling in the wind used by many, appreciated by few water -Jake Godo

__Water__ I am all knowing. I'm the natural mirror. I am everywhere. -Ryan Maine

The wind hits the water and forms ripples, which eventually hit the rocks and the outside of the lake. The birds make the surroundings calmer and more enjoyable. The leaves aren't all here yet, but they're starting off the summer. The isolated bird in the water creates a calm environment. -Taylor Hopkins

Water Calming, dancing, shimmering swim, admire-walk, enjoy Land -Sierra Milton