Group+4+w

toc =Physical Data(2)= Stephanie Young- description & Haylee Peace- results We first compared the stream temperature and the air temperature. Next, we measured the stream width. After finding the stream width we divided that by five to measure off five points. We then measured the stream depth at each of these points and found the average depth. We found the stream velocity next. We got tennis balls and put them at each of those five points we found, and timed how long it took to go five meters. After finding those five times, you can find the stream velocity.

Stream: 11 degrees C Air: 21 degrees C 3.41m point A: .33m point B: .37m point C: .20m point D: .09m Average Depth: .25m point A: 19.52 seconds point B: 31.67 seconds point C: 69 seconds point D: 87 seconds Stream Veolcity: 10.4 m/second =Chemical Data(2)= Kyrie Kerr- results and Heidi Rodgers- description
 * Temperature:**
 * Stream Width:**
 * Stream Depth:**
 * Stream Velocity:**

To find the results of dissolved oxygen, completely fill the test bottle with no oxygen trapped inside. Then, keeping all air outside of the bottle, add 8 drops of Manganou Sulfate Solution and 8 drops of Alkaline Potassium Iodide Azide. Mix and allow teh precipitate to settle a bit. Next add 1g (or 8 drops) of Sulfamic Acid Powder. Mix the contents. Fill the titration tube to 20mL line and add the cap. Fill the plunger and put it in the top of the titration solution. Turn upside down and withdraw the plunger until the plunger is opposite the zero line on the scale. Turn bottle upright and remove the plunger. Insert the tip of the titrator into the top of the titration tube cap. Depress the plunger until the solution becomes a very pale yellow color. Add 8 drops of Starch Indicator Solution and the solution will turn blue. Continue depressing the plunger until the solution becomes colorless. Read the number from the Titrator and that is the dissolved oxygen.

To find the results of nitrate levels, 5mL of water from the lake was added to the test tube. Then a tablet was added to the water and shaken till it was dissolved. Then the color of the water with the dissolved tablet was compared to the sample colors. Whatever color matched, that was the nitrate level.

These are the results of our tests.

DO: 9.5 ppm Total Hardness: 60 ppm Turbidity: 15 JTU Ni-N: 1 ppm pH: 7 ppm Total Alkalinity: 59 ppm Iron: 5 ppm

=Macroinvertebrates (biological)(2)= Jordan McGee-description and Abby Brauer-results To find the macroinvertebrates in Jackson Run three people had to put waders on to get into the stream. The three people with the waders on were Micky DeChurch, Quinton Weber, and Jake Ferko. Aaron Haag and Aaron Heberling held a net in the water to catch the animals on, while the three people with the waders kicked and moved the dirt around to stir the animals. They did this for 5 minuets, and the first time we pulled it up there were no animals on it. To look for the animals the people that didn't have the waders on used paintbrushes and tweezers to pick through the material on the net. After we figured out that there were no animals the first time they had to go back into the stream and try again. After they pulled it up the second time we found that there were animals on it this time. After we separated and found all of the animals we put them into separate containers. The animals that we found are listed below: 3 Stonefly Nymphs 7 Mayfly Nymphs 4 Crayfish 2 True Midges

The weighting factor for all of these was R (1-9) Then to find the stream quality rating based on macroinvertebrates living in Jackson run, the following calculation was done: Group One: (# of R's) x 5.0= 10 plus Group Two: (# of R's) x 3.2 = 3.2 plus Group Three: (# of R's) x 1.2 = 1.2 equals 14.4, which gives Jackson Run a "Poor" Stream Quality Rating. This is a picture of how you calculated and got the numbers to figure out if the stream was good, fair, or poor.

This is a picture of the worksheet that showed the number of the different animals in the stream, and what they were.

=Stream mapping(2)= Jake Ferko & Micky DeChurch

Stream mapping is a very precise job. The base line of distance is located on the x-axis and to complete this portion of the graph you will need to place a clothespin every 3 meters. Then you will set a marker for every multiple of three until it adds up to 30,even though we went up to 33. For example it will start 3,6,9,12,15,18,21, and so on. You have two labels for the y-axis, which are y1 and y2. Y1 represents one side the water hits the land and Y2 represents the opposite side the water touches the land. You will measure this on every meter until it reaches eleven meters. Lastly, you will put dots on each area and then connect them to see the exact arrangement of the stream flow of Jackson Run.


 * X || Y1 || Y2 ||
 * 0 || 2.01 || 7.85 ||
 * 3 || 1.74 || 8.35 ||
 * 6 || 1.95 || 9.45 ||
 * 9 || 2.22 || 9.68 ||
 * 12 || 3.80 || 10.32 ||
 * 15 || 4.72 || 10.82 ||
 * 18 || 5.95 || 11.14 ||
 * 21 || 5.37 || 9.49 ||
 * 24 || 1.79 || 9.73 ||
 * 27 || 2.43 || 9.46 ||
 * 30 || 2.10 || 8.37 ||
 * 33 || 3.74 || 9.23 ||

=Forest Ecology(2)= Kelsey Burkett - description and Quinton Weber - information/notes

__**Turbidity-**__ The turbidity of the water is determined by many things. One of this is the soil around it, the area around it (fields, trees, rocks, soil), and what is actually found in the stream(more soil, whatever the stream has picked up along the way). The soil around Jackson Run is very good for being near a stream because it is sponge-like and absorbs the water. It does not wash away or cause anymore water erosion to cause any problems. The area is mainly good because there are many trees around it. The trees and their roots keep the soil back from running into the water. However, there are farms in some of the smaller streams leading to Jackson Run. This leads to pollution from fertilizers and the soil can wash away, and sadly into the river. One way to prevent this is by stopping fields away from the water and leaving a small rise. By this we mean, the fertilizers could be tilled under more, and maybe even heighten the banks between the fields and stream.


 * Jackson Run has many rocks in it which help keep the dirt underneath from washing downstream

The pH level helps determine whether Jackson Run can support organisms. Our results from the chemical data show that the pH level is 7. This is perfect because it is not acidic or basic which both cannot support life as well, just one more reason that cloe lake is proven to be healthy.
 * __pH level-__**

__**Temperature-**__ The temperature is another key element in supporting life. Jackson Run is surrounded by trees which keep the water protected from the hot sun. This is great because the sun will heat up the water and provide an undesirable environment for all the organisms that are living in Jackson Run. Since, there is shade, it does get too cold or too hot.

__**Velocity-**__ The velocity of the water is a key factor in removing waste, and keeping a good oxygen level in the water. Jackson Run is a fairly fast moving stream. This cleans all of the unwanted waste out of the water so the organisms are not killed by it. Stagnant water gets murky and kills any surviving organisms. Since, this stream is moving the oxygen level stays where it should. A good example of this is when you have a fishtank without an air pump. The fish do not receive enough oxygen from the water and will die. If you have an air pump, your fish can live.

Jackson Run (and the area around it) has many characteristics that are desirable in a stream. Through all of the activities performed on this field trip, we can conclude that cloe lake is a healthy enviornment for the organisms in it and organisms around it as well.

=Journaling(1)= Tyler Skerkavich

At the journaling station, we talked about the lake and everything around it. At first the teacher gave us poems for us individually to read out loud to everyone. Then she talked about the lake and everything that effected the lake, like humans, nature, and other parts of the world. After one person would read the poem, she would discuss it in full detail. She talked about what it meant and how it relates to life and even the lake. After we were all finished discussing our poems, she gave us another assignment. We had to create a journal entry. The entry was allowed to be a poem or something about or around the lake. She gave us 5 minutes to complete it and hand it in. Here are some of the poems the students wrote:

__**Trees**__ The trees are awake After a long winter's nap Showing their beauty. -By Quinton Weber

__**Wind**__ Wind is strong and soft You can feel it from your loft It might make you cough. -By Mickey Dechurch

__**By Kelsey Burkett**__ Today we went to cloe lake. So far we have sorted through several small organisms in the lake and learned many interesting facts in forest ecology. The lake waters move gracefully with the wind as many memories have been marked in the bark of the trees. The air is warm and constantly moving. A nice day it shall be.

__**Cloe Lake Haiku**__ Bugs flying around The breeze strong but refreshing Looking at the lake -By Stephanie Young

__**Trees**__ Standing tall and still Moving only with the breeze Like a border seperating land from sky Gathered as a forest Made of many different colors A never ending duty to make shelter, peace, and beauty -By Heidi Rodgers

__**Haiku**__ Dandilions grow The waters' soothing and calm Under the warm sun -By Haylee Peace

__**By Jake Ferko**__ As I ponder over the view of rolling fields, rippeling water, and towering trees I realize how greatful we should be to be a part of this magnificient world.

__**Sun**__ The sun shines so bright it lights up the whole world Its beaming rays brush my skin Its warmth surrounds me like a blanket Its radiant glow can almost engulf you It shines and makes the whole world happy -By Kyrie Kerr