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  `vid` int(10) unsigned NOT NULL AUTO_INCREMENT,
  `uid` int(11) NOT NULL DEFAULT '0',
  `title` varchar(255) NOT NULL DEFAULT '',
  `body` longtext NOT NULL,
  `teaser` longtext NOT NULL,
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INSERT INTO `node_revisions` VALUES (14,14,1,'1watershed','<p>\r\n	A book to capture existing 1watershed content, organized as the original site.</p>\r\n','<p>\r\n	A book to capture existing 1watershed content, organized as the original site.</p>\r\n','',1307304708,1),(17,17,1,'Calendar- we need a calendar, but not this one!','This is a shared calendar named \"1watershed\"\r\nVisit your Google Calendar to make additions or changes (requires a Google account)','This is a shared calendar named \"1watershed\"\r\nVisit your Google Calendar to make additions or changes (requires a Google account)','',1306259300,1),(28,28,1,'combine this with other content noted for Hg intro and make Hg intro','<p>\r\n	Over the past couple of years Acadia Partners has developed a series of teacher guides that it uses in its Acadia Learning program. The program is designed to use scientific research conducted here at Acadia National Park as the foundation for citizen science programs in schools. The curriculum is designed to engage students not only in data collection and field work, but to also engage them in higher level science learning that includes inquiry and using data to answer questions. An equally important design goal is to engage students and teachers more closely in the work and stewardship of Acadia National Park.</p>\r\n','<p>\r','',1307304729,1),(9900,9979,4,'Checking the catch, Baker Brook 2010','<p>\r\n	Scientist Bronco Quick identifies stream invertebrates with students from Old Town High School. photo credit: Sarah Nelson</p>\r\n','<p>\r\n	Scientist Bronco Quick identifies stream invertebrates with students from Old Town High School. photo credit: Sarah Nelson</p>\r\n','',1313428128,2),(66,66,1,'sercinstitutedataliteracy','<p>\r\n	sercinstitutedataliteracy</p>\r\n','<p>\r\n	sercinstitutedataliteracy</p>\r\n','',1307304748,1),(75,75,1,'acadiabwet','<p>\r\n	acadiabwet site</p>\r\n','<p>\r\n	acadiabwet site</p>\r\n','',1307305060,1),(9873,9949,4,'Welcome','<p class=\"MsoNormal\">\r\n	Welcome to Acadia Learning for Participatory Science.</p>\r\n<p class=\"MsoNormal\">\r\n	The Acadia Learning Program is part of the larger research and education program at Acadia National Park&#39;s Schoodic Education and Research Center. Consequently, it builds on scientific work at Acadia and other National Parks, engaging students and teachers in research that is of interest to the park and to research partners at a variety of colleges and universities.</p>\r\n<p class=\"MsoNormal\">\r\n	The Acadia Learning Program works to bring the science at Acadia and other National Parks out to the schools. We do this by working with curriculum coordinators and teachers in different school districts across Maine, expanding over time to neighboring states. We provide curriculum materials, summer institutes, professional development during the school year, direct support from research scientists, and a professional learning community made up of teachers and scientists working together.</p>\r\n<p class=\"MsoNormal\">\r\n	There are two underpinning themes to all of our projects:</p>\r\n<ul>\r\n	<li class=\"MsoNormal\">\r\n		Our commitment to building a community of teachers and scientists who encourage authentic research in the classroom, and</li>\r\n	<li class=\"MsoNormal\">\r\n		Our ongoing Data Literacy research</li>\r\n</ul>\r\n<p class=\"MsoNormal\">\r\n	Current Program Activity:</p>\r\n<p class=\"MsoNormal\">\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/introduction-mercury-watersheds\">Mercury in Watersheds</a></p>\r\n<p class=\"MsoNormal\">\r\n	<a href=\"http://participatoryscience.org/nitrogen-cycling-watersheds/introduction-nitrogen-cycling-watersheds\">Nitrogen Cycling and Watersheds</a></p>\r\n<p class=\"MsoNormal\">\r\n	<a href=\"http://participatoryscience.org/eels/introduction-eels\">American Eels in Gulf of Maine Watersheds</a></p>\r\n<p class=\"MsoNormal\">\r\n	These projects are funded by grants from <a href=\"http://www.maine.gov/education/\">Maine Department of Education (MeDOE)</a> and the<a href=\"http://www.noaa.gov/\"> National Oceanic and Atmospheric Administration (NOAA)</a>.</p>\r\n<p class=\"MsoNormal\">\r\n	This website is the worksite that allows us to communicate with project teams, create and distribute curricular material, store and provide project-specific data, support data literacy and maintain an online space for community involvement.</p>\r\n','<p class=\"MsoNormal\">\r\n	Welcome to Acadia Learning for Participatory Science.</p>\r\n<p class=\"MsoNormal\">\r\n	The Acadia Learning Program is part of the larger research and education program at Acadia National Park&#39;s Schoodic Education and Research Center. Consequently, it builds on scientific work at Acadia and other National Parks, engaging students and teachers in research that is of interest to the park and to research partners at a variety of colleges and universities.</p>','',1313506933,2),(9865,9941,1,'Tomorrow\'s event!!!!','This is another event.','This is another event.','',1308847792,2),(9864,9940,1,'Today\'s event!!','','','',1308847447,2),(9863,9939,1,'Test video 4','Another test video, of YouTube.','Another test video, of YouTube.','',1308842937,2),(9862,9938,1,'Test video 3','Vimeo, very hard to listen to.','Vimeo, very hard to listen to.','',1308842857,2),(9861,9937,1,'Test video 2','<p>\r\n	This is another YT video for testing.</p>\r\n','<p>\r\n	This is another YT video for testing.</p>\r\n','',1308842736,2),(9860,9936,1,'Test video 1','<p>\r\n	This is a most excellent video from YT.</p>\r\n','<p>\r\n	This is a most excellent video from YT.</p>\r\n','',1308841911,2),(9859,9935,1,'Old Town 2011- MR. LINDSEY\'S CLASS','','','',1313497375,2),(9855,9932,4,'Classroom Activity- Authoring a Poster','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	The goal of this activity is for students to get all of the pieces together and put together their posters. Making the posters will mostly be about summarizing and communicating that information and thinking a bit more about what it means. The poster will include all the stages of the research project &ndash; from gathering the background information, to designing the project, to data analysis, and drawing conclusions from the work.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<ul>\r\n	<li>\r\n		All the project materials and the poster outline (<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/a-outling-the-project\">Activity A</a>) should be at hand.</li>\r\n	<li>\r\n		<span style=\"background-color: rgb(255, 255, 255);\">Download the <a href=\"#t\">poster template</a></span>.</li>\r\n	<li>\r\n		Access to a whiteboard, sticky notes, and paper, scissors, and tape is useful during the draft stage.<span style=\"font-size: 11pt; font-family: Calibri,sans-serif;\"> </span></li>\r\n</ul>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul style=\"margin-top: 0in;\">\r\n		<li>\r\n			Begin by showing the students the <a href=\"#t\">poster template</a>. Note that it is 3 feet by 4 feet in size. Ultimately the information will need to be pasted into the template, but it&rsquo;s best to start with a mockup that can be changed and elements moved.</li>\r\n		<li>\r\n			Draw a large rectangle on the white board. This represents the poster space. Have students write the title of each poster section on a sticky note (e.g., Introduction, Methods). Stick these subtitles on the white board, inside the poster.</li>\r\n		<li>\r\n			Working from the poster outline(s) the students have developed, have them cut out or re-write the various sections and stick them on the board where they belong. Also stick on photocopies of key graphs or sketches of maps and photos. The goal here is to mock up what will go on the poster, and approximately where.</li>\r\n		<li>\r\n			Work with the group to discuss the text, order of items, and general layout. Edit the text and move elements around until there is agreement about the material on the poster. Remember that this is just a draft so the appearance of items doesn&rsquo;t matter much.</li>\r\n		<li>\r\n			Now, have students open the poster template and begin typing in the text they&rsquo;ve developed on the mockup. Paste in figures, photos, and graphs where they belong. SAVE THIS DRAFT frequently.</li>\r\n		<li>\r\n			Once all the material is on the poster, have students work a bit with the layout &ndash; it&rsquo;s best to do this LAST, even though it&rsquo;s tempting to re-size things as they type. Just get all the material down then move and resize things afterwards. Now is the time (after SAVING again) to experiment with background colors, change the fonts, and make an eye-catching design. However, encourage students not to go overboard &ndash; the most important thing is to have a poster that people can read and understand &ndash; <b>so NO busy backgrounds and hard-to-read fonts and colors that detract from the presentation and take a very long time to print.</b></li>\r\n		<li>\r\n			Once finished the poster can go through a round of peer-review. This means sending the poster to another class or to the cooperating scientist to get constructive criticism. Because students were so involved with the project they might think some details or information are obvious when, to someone outside the project, it needs to be spelled out. Peer review is an important part of scientific communication and will help improve the overall quality of the poster.</li>\r\n		<li style=\"margin-bottom: 12pt;\">\r\n			Make any final edits following the peer review and SAVE the poster (again).<span>&nbsp; </span>Contact the partnering scientist about printing the poster.</li>\r\n	</ul>\r\n</div>\r\n<div style=\"margin-left: 40px;\">\r\n	<div class=\"sites-embed-align-left-wrapping-off\">\r\n		<div class=\"sites-embed-border-on sites-embed\" style=\"width: 600px;\">\r\n			<h4 class=\"sites-embed-title\">\r\n				Grammar note: &ldquo;Data&rdquo; is a plural noun!</h4>\r\n			<div class=\"sites-embed-content sites-embed-type-text\">\r\n				<div class=\"sites-embed-content-textbox\">\r\n					<div dir=\"ltr\">\r\n						<div style=\"display: inline; margin: 5px 10px; float: right;\">\r\n							<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/b-authoring-a-research-project/t-shirt.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290787662967/watershed-experiences/unit-6/b-authoring-a-research-project/t-shirt.jpg?height=200&amp;width=200\" width=\"200\" /></a></div>\r\n						<br />\r\n						A very common mistake is to use the word &ldquo;data&rdquo; as a singular noun. The singular of &ldquo;data&rdquo; is &ldquo;datum&rdquo;. The word &ldquo;data&rdquo; should be used as follows:<br />\r\n						<div style=\"margin-left: 40px;\">\r\n							&ldquo;The <b>data show</b> that&hellip;&rdquo;; &ldquo;The <b>data support</b> the hypothesis&hellip;&rdquo;; &ldquo;The <b>data were</b> analyzed&hellip;&rdquo;</div>\r\n						<br />\r\n						When writing about data, try substituting a regular plural noun to see if it sounds right.<br />\r\n						<div style=\"margin-left: 40px;\">\r\n							For example, &ldquo;The <b>dogs was</b> analyzed&hellip;?&rdquo; &ndash; no! It&rsquo;s <b>dogs were</b>, or <b>data were</b>.</div>\r\n					</div>\r\n				</div>\r\n			</div>\r\n		</div>\r\n	</div>\r\n</div>\r\n<div>\r\n	<p>\r\n		&nbsp;</p>\r\n	<a name=\"t\"> </a>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PowerPoint files of each document can be downloaded from the &quot;attachments&quot; at the bottom of this web page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozZjgzNmY2N2VjYmE0Nzk1\" target=\"_blank\">Poster template</a> (includes notes and guiding descriptions)</li>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDo3ZTBhMDkzMjkzZDJhNTlh\" target=\"_blank\">Blank poster template</a> (all content removed)</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	The goal of this activity is for students to get all of the pieces together and put together their posters. Making the posters will mostly be about summarizing and communicating that information and thinking a bit more about what it means. The poster will include all the stages of the research project &ndash; from gathering the background information, to designing the project, to data analysis, and drawing conclusions from the work.</p>','Outline Designer -- nid:<em>9855</em> parent nid changed to <em>255</em>',1308796437,2),(9856,9931,4,'Classroom Activity- Presenting a Poster','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	The goal of making an oral presentation is to quickly summarize the research and allow others to ask questions of the student research team. Students should be thinking about their &lsquo;take home message&rsquo; &ndash; the most important finding of their work &ndash; and be sure it&rsquo;s clear to the audience. Encourage students to think of the presentation as teaching other people about what they&rsquo;ve learned now that they are the experts in this particular research topic.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2 style=\"margin-bottom: 0.0001pt;\">\r\n	<a name=\"TOC-GUIDELINES\"></a>GUIDELINES</h2>\r\n<p style=\"margin-bottom: 0.0001pt;\">\r\n	The following oral presentation guide is available as a printable pdf sheet for students at <a href=\"#guide\">the end of this activity</a>.</p>\r\n<p style=\"margin-bottom: 0.0001pt;\">\r\n	<u><b>Helpful guidelines for making oral presentations </b></u></p>\r\n<ul>\r\n	<li>\r\n		Preparing for the presentation\r\n		<ul>\r\n			<li>\r\n				Know the subject. You already know what you studied and what results were obtained.</li>\r\n			<li>\r\n				Identify the topic. What is the information you want to tell others about your work?</li>\r\n			<li>\r\n				Know how much time you have to speak; how many others from your team will be speaking and how much time will they need?</li>\r\n			<li>\r\n				Know who your audience is.</li>\r\n			<li>\r\n				Identify the material to be presented. Much of the presentation can be taken from the poster that your team has prepared.</li>\r\n		</ul>\r\n	</li>\r\n</ul>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			Determine the main points of the presentation.\r\n			<ul>\r\n				<li>\r\n					Write a short single sentence about the main topic&mdash;you may want to include your hypothesis.</li>\r\n				<li>\r\n					Identify no more than 3-5 sub-topics that support your main topic-such as a brief description of the materials and methods used, and a description of the results&mdash;what the data showed, what they mean, and whether or not your hypothesis was supported. (Remember, there is no right or wrong answer. The hypothesis is either supported or not supported.)</li>\r\n				<li>\r\n					Make an outline of the presentation.</li>\r\n				<li>\r\n					Use note cards with key words, not whole sentences, to trigger your memory, and use them to refer to during your presentation. Don&rsquo;t forget to number the cards in case they get mixed up.</li>\r\n				<li>\r\n					Use one card for the introduction (includes your main statement and such information as why mercury is important and why you chose the question you were trying to answer).</li>\r\n			</ul>\r\n			<ul>\r\n				<li>\r\n					Use one or two cards for each sub-topic.</li>\r\n				<li>\r\n					Use one card for the conclusion. (The conclusion summarizes the main idea and the major points.)</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	&nbsp;</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			Practice, practice, practice\r\n			<ul>\r\n				<li>\r\n					Read your speech out loud several times to hear how it will sound to your audience. Practice giving your speech in front of a mirror, some of your friends or your class.</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	&nbsp;</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			Giving the speech\r\n			<ul>\r\n				<li>\r\n					When you are giving your speech stay calm and smile.</li>\r\n				<li>\r\n					Remember to slow your speech down&mdash;don&rsquo;t rush through the words.</li>\r\n				<li>\r\n					Make sure to enunciate clearly and don&#39;t slur your words.</li>\r\n				<li>\r\n					Speak a little louder than you would in normal conversation. Stand close to the microphone and avoid yelling into it.</li>\r\n				<li>\r\n					Speak loud enough so that you can be easily heard by the entire audience, not just the first few rows.</li>\r\n				<li>\r\n					Make eye contact with the audience-if you can&rsquo;t do that, at least look at something just above their heads.</li>\r\n				<li>\r\n					You are the expert. It is your research so you know the material better than anyone.</li>\r\n				<li>\r\n					Don&rsquo;t leave the podium immediately after completion of your speech. There may be questions.</li>\r\n				<li>\r\n					Humor is always a plus!</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-ASSESSMENT\"></a>ASSESSMENT</h2>\r\n	<p>\r\n		The posters prepared by the students will serve as the basis of the Unit 6 assessment. An important aspect of presenting information is the ability to receive and use feedback as well as to be a critical consumer of presentations in various forms. The assessment for Unit 6 asks the student to conduct a critical review of a few of the posters, and then has the student reflect on suggested changes to their own poster.</p>\r\n	<p>\r\n		Each student should review at least three posters generated by other students and provide feedback using either the <i>Poster Presentations Reviewer Form</i> (longer version) or the<i> Poster Review Scorecard</i> (shorter version). Both are provided as printable sheets at <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/c-presenting-a-poster#guide\">the end of this activity</a>. The feedback that students receive, in turn, should be the foundation of a reflective piece, written by the students, on what they could change to clarify or improve their own posters. Students are assessing the work of each other and in turn being assessed on their ability to be discriminating producers and consumers of graphic information.</p>\r\n	<p>\r\n		By reviewing other posters the students have the opportunity to critique the quality of information they are receiving. The researchers who have created the posters receive feedback to improve or clarify the research story that they are trying to tell. By reading posters the students will develop a feel for posters that tell a concise story and also those that need improvement.</p>\r\n	<p>\r\n		Process:</p>\r\n	<ol>\r\n		<li>\r\n			Students will:<br />\r\n			<span><span> A.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>review posters using the <i>Poster Presentations Reviewer Form</i> or the <i>Poster Review Scorecard</i><br />\r\n			<span><span> B.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>complete the Form or Scorecard for each poster reviewed<br />\r\n			<span><span> C.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>hand in their reviews to their instructors.</li>\r\n		<li>\r\n			Instructors may use the <i>Peer Critique Rubric </i>(also provided as a printable sheet at <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/c-presenting-a-poster#guide\">the end of this activity</a>) to determine whether the reviewers provided an appropriate peer critique.</li>\r\n		<li>\r\n			Instructors will forward the reviews to the presenters.</li>\r\n		<li>\r\n			Students will reflect on their posters and the reviewers&rsquo; comments with the following questions in mind:<br />\r\n			<span><span> A.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>When you get the opportunity to present a poster about your research again, what would you keep just the way it is about your poster and why?<br />\r\n			<span><span> B.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>What change or changes would you make to your poster and why?</li>\r\n	</ol>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-ENRICHMENT\"></a>ENRICHMENT</h2>\r\n	<p>\r\n		Constructive criticism is an important skill in science and in many other fields. Here are two enrichment activities that build on the poster critique. One is a critique of the student&rsquo;s own poster, and one is a creative version of a peer review &ndash; proposing changes to another student&rsquo;s poster. It&rsquo;s important to reinforce the constructive &ndash; not negative or judgmental &ndash; nature of scientific criticism in these activities.</p>\r\n	<p>\r\n		<b><i>Self-critique: </i></b></p>\r\n	<p>\r\n		Now that you have presented your poster and received feedback from poster reviewers please answer the following:</p>\r\n	<ol>\r\n		<li>\r\n			When you get the opportunity to present a poster about your research again what would you keep just the way it is about your poster and presentation? Why?</li>\r\n		<li>\r\n			What change or changes would you make to your poster and presentation? Why?</li>\r\n	</ol>\r\n	<p>\r\n		<i><b>Rethinking a colleague&rsquo;s poster: </b></i></p>\r\n	<p>\r\n		Complete a rough draft of&nbsp;a poster that you would create for one of the posters that you viewed, concentrating on improving the clarity of the poster and the research done.</p>\r\n	<h2>\r\n		<a name=\"guide\"></a></h2>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;attachments&quot; at the bottom of this web page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"goog_1809739188\" target=\"_blank\">Guide to Oral Presentation</a><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/c-presenting-a-poster/OralPresGuidelines.pdf?attredirects=0\" target=\"_blank\">s</a></li>\r\n		<li>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/c-presenting-a-poster/PosterPresentationsReviewerForm.pdf?attredirects=0\" target=\"_blank\">Poster Presentations Reviewer Form</a></li>\r\n		<li>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/c-presenting-a-poster/PosterReviewScorecard.pdf?attredirects=0\" target=\"_blank\">Poster Review Scorecard</a></li>\r\n		<li>\r\n			For Teacher&#39;s Use: <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/c-presenting-a-poster/PeerCritiqueRubricforTeachers.pdf?attredirects=0\" target=\"_blank\">Peer Critique Rubric</a></li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	The goal of making an oral presentation is to quickly summarize the research and allow others to ask questions of the student research team. Students should be thinking about their &lsquo;take home message&rsquo; &ndash; the most important finding of their work &ndash; and be sure it&rsquo;s clear to the audience. Encourage students to think of the presentation as teaching other people about what they&rsquo;ve learned now that they are the experts in this particular research topic.</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- nid:<em>9856</em> parent nid changed to <em>255</em>',1308796908,2),(9855,9930,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- nid:<em>9855</em> parent nid changed to <em>255</em>',1308795712,2),(9854,9929,4,'Classroom Activity- Outlining the Project','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	In this activity students get together all of the information they need to begin authoring a poster &ndash; notes, reports from other activities, data, graphs, etc. Then students think through the &lsquo;storyline&rsquo; of their project and outline the elements that will be on the poster.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<p>\r\n	Begin with the list of information that should be included in a poster. Print out or make available electronically the <i>Poster Questionnaire</i> (See <a href=\"#tips\">printable pdf below</a>).</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h4>\r\n	<a name=\"TOC-About-Posters\"></a>About Posters</h4>\r\n<p>\r\n	Information that should be included on a poster will incorporate all previous units. The following poster guide is available for students as a <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/a-outling-the-project#tips\">printable pdf below</a>.</p>\r\n<br />\r\n<br style=\"color: rgb(0, 0, 0);\" />\r\n<div style=\"margin-left: 40px;\">\r\n	<u style=\"color: rgb(0, 0, 0);\"><b>Parts of a Poster: </b></u></div>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Title and Authors\r\n		<ul>\r\n			<li>\r\n				What are you going to call your project? Have a catchy title that&rsquo;s not too cute. Also, list all of the people who worked on the project, and their affiliation (school).</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Introduction\r\n		<ul>\r\n			<li>\r\n				This section tells the reader why you studied what you did &ndash; Who cares? Why is mercury important? What important research question were you asking? What was the hypothesis? Think back and use notes from Units 1 and 2.</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Materials and Methods\r\n		<ul>\r\n			<li>\r\n				This section tells readers &ndash; briefly &ndash; how you did the project. Use photos and maps if you can. If you used any novel methods, describe those in more detail; otherwise, keep it very brief &ndash; just a few bullet points. Refer to Units 3 and 4.</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Results\r\n		<ul>\r\n			<li>\r\n				The results are &lsquo;Just the facts&rsquo;. Start with your graph and your basic statistics. Display those, and say what they are in words. Refer to Unit 5, Activity A.</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Discussion\r\n		<ul>\r\n			<li>\r\n				For each result, say what it means with respect to the hypothesis or research question. Was the hypothesis supported? This is the last part of Unit 5, Activity B.</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Conclusions\r\n		<ul>\r\n			<li>\r\n				Here is where students can describe what went right &ndash; or wrong &ndash; with the study. Were they confident that their evidence (data) supported or did not support the hypothesis? What would they do differently next time? What should next year&rsquo;s class investigate?</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Literature Cited\r\n		<ul>\r\n			<li>\r\n				If any reports, web sites, journal articles, or books were used, list them here.</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Acknowledgments\r\n		<ul>\r\n			<li>\r\n				Students should thank any project funders, scientists or experts who helped with the project, labs that analyzed samples &ndash; anyone who helped in some way or made the study possible.</li>\r\n		</ul>\r\n	</li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Explain to students what a poster is. Show an example. See the <a href=\"http://parkcitizenscience.org/beta/photogallery.php?PHPSESSID=75cf6852c2a1978bbf3e409be46a7d5c\" rel=\"nofollow\" target=\"_blank\">Poster Gallery</a> on the primary Acadia Learning website for student presentation examples.&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<a href=\"http://parkcitizenscience.org/beta/photogallery.php?PHPSESSID=75cf6852c2a1978bbf3e409be46a7d5c\" imageanchor=\"1\" rel=\"nofollow\" target=\"_blank\"><img border=\"0\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290708612736/watershed-experiences/unit-6/a-outling-the-project/poster.jpg\" /></a></div>\r\n	<br />\r\n	<p>\r\n		Encourage students to think of their project as a story &ndash; and pretend they are telling the story of their project to someone who has no idea what they&rsquo;ve been doing. Tell them the goal is to explain what they&rsquo;ve done to other people who didn&rsquo;t follow along and have no clue what the project was about. Good advice is to pretend they are explaining the project to their mother. How would they tell her what they did? What are important pieces of information, and what are extraneous details?</p>\r\n	<p>\r\n		Working in small groups or as a class (as appropriate) have students fill in the questionnaire. This will serve as the outline of their poster. Encourage students to refer to notes and results from other activities.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<a name=\"tips\"></a>\r\n	<h2>\r\n		<a name=\"TOC-RESOURCES\"></a>RESOURCES</h2>\r\n	<p>\r\n		More tips can be found at:</p>\r\n	<ul>\r\n		<li>\r\n			&ldquo;Advice on designing scientific posters&rdquo; - <a href=\"http://www.swarthmore.edu/NatSci/cpurrin1/posteradvice.htm\" rel=\"nofollow\" target=\"_blank\">http://www.swarthmore.edu/NatSci/cpurrin1/posteradvice.htm</a></li>\r\n		<li>\r\n			&ldquo;Creating effective poster presentations&rdquo; - <a href=\"http://www.ncsu.edu/project/posters/NewSite/index.html\" rel=\"nofollow\" target=\"_blank\">http://www.ncsu.edu/project/posters/NewSite/index.html</a></li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;attachments&quot; at the bottom of this web page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/a-outling-the-project/PartsofaPoster.pdf?attredirects=0\" target=\"_blank\">Parts of a Poster</a></li>\r\n		<li>\r\n			<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6/a-outling-the-project/PosterQuestionnaire.pdf?attredirects=0\" target=\"_blank\">Poster Questionnaire</a></li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	In this activity students get together all of the information they need to begin authoring a poster &ndash; notes, reports from other activities, data, graphs, etc. Then students think through the &lsquo;storyline&rsquo; of their project and outline the elements that will be on the poster.</p>','Outline Designer -- nid:<em>9854</em> parent nid changed to <em>255</em>',1308795964,2),(9856,9928,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>255</em>',1308795660,2),(9855,9927,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>255</em>',1308795704,2),(9854,9926,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>255</em>',1308795698,2),(295,9925,4,'Essential Activity- Do the data support my claim?','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Students have collected data and created graphs, charts, illustrations, or tables summarizing their results. This is the evidence that will support or refute their project hypothesis. Now is the time to look at that evidence and figure out what it means. The outcomes of this activity can be simple: a statement addressing whether or not the hypothesis was supported, and a few statements or bullet points discussing why or why not. More generally an outcome is an increased understanding by students that <b>the data are the facts, and interpreting data is where some judgment calls come in. </b>It is important for students to go through the whole process, from dealing with those facts to making the calls.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<p>\r\n	Begin by writing the hypothesis (or hypotheses, if groups had variations on the theme) on the board or overhead.<br />\r\n	Be sure each group or the class has copies of their data products (graphs, etc.) in front of them.</p>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		This activity is a thinking exercise. It can be done in a number of ways: a group discussion session, setting up students in debate teams to argue the evidence one way or another; or any number of other ways that facilitates discussion and ends with a general consensus.</p>\r\n	<p>\r\n		One of the key skills in interpreting what data mean is to understand how to read a graph. Model for the students how to explain a graph or table. For example, for the following graph a description would go something like:</p>\r\n	<p style=\"margin-left: 1in; text-indent: 0.5in;\">\r\n		&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<span><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/c-what-does-it-mean/ActC.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"290\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290110391395/watershed-experiences/unit-5/c-what-does-it-mean/ActC.jpg?height=290&amp;width=320\" width=\"320\" /></a></span></div>\r\n	<p>\r\n		<i>&ldquo;This graph shows fish weight in kilograms on the X axis, and the concentration of mercury in fish muscle in nanograms per gram on the Y axis. Each dot represents a fish. As fish weight increased, muscle mercury increased. This positive relationship is shown with a regression line &ndash; the diagonal line on the graph. The R-squared value tells us how good the relationship is. This R-squared is pretty good &ndash; 0.7.&rdquo;</i></p>\r\n	<p>\r\n		<b><i>Then end with the take home message of the graph in plainer English: </i></b><i>&ldquo;So this graph says that as fish got bigger, they had more mercury in their muscles.&rdquo;</i></p>\r\n	<p>\r\n		First, elect a student to act as the class recorder, writing thoughts on the board. Read aloud, or have a student read aloud, the hypothesis. Then have each group show its data product and explain what is shown.<span>&nbsp; </span>Make sure they describe what is on each axis or in each column, list the units displayed, and end with the important plain English sentence saying what it means. If you can say what a data product&rsquo;s message is in plain English you&rsquo;ve got the finding internalized and not memorized. Have the recording student write down, in words, the description of the graph or table &ndash; these words will become the legend for the figure when you&rsquo;re presenting results in Unit 6.</p>\r\n	<p>\r\n		Now ask students to make a judgment whether their hypothesis was supported or not supported based on the data they&rsquo;ve been shown. This can be done with a show of hands, a vote, or a discussion. Emphasize that there is a bit of &lsquo;best professional judgment&rsquo; involved &ndash; scientists can only base their findings on the evidence, and often the evidence is incomplete or we wish we&rsquo;d sampled some additional variable. This is why science is sometimes perceived as frequently changing or tentative.</p>\r\n	<p>\r\n		Finally, have students discuss why they think the hypothesis was supported or not. Here is a list of leading questions to use if needed:</p>\r\n	<p>\r\n		Have the students coordinate and edit their thoughts down into the following:</p>\r\n	<ol style=\"margin-top: 0in;\">\r\n		<li>\r\n			Statement of whether hypothesis was supported or not. &ldquo;Our hypothesis that X would be greater than Y was/was not supported by the data.&rdquo;</li>\r\n		<li>\r\n			Bullet points interpreting the findings:</li>\r\n	</ol>\r\n	<div style=\"margin-left: 80px;\">\r\n		<b>a. </b>What the data showed: &ldquo;In fact, mercury in Y was greater than mercury in X, as shown in Figure 1.&rdquo;<br />\r\n		<b>b. </b>Thoughts why the hypothesis was or was not supported: &ldquo;We were only able to catch big fish of one species, so we could not determine whether size or species was more important. Also, all of the biggest fish were caught in Pond B, so we could not compare within a single pond&rdquo;.<br />\r\n		<b>c. </b>What would they do differently next time: &ldquo;In the future students should consider only sampling in Pond B, and only sampling one species to remove the confounding effects of species and ponds&rdquo;.</div>\r\n	<p>\r\n		&nbsp;<b>** Be sure to keep a hard copy or electronic version of the figures, tables, diagrams, legends, and bullet points. You will use these in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-6\">Unit 6</a>. **</b></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-ASSESSMENT-IDEAS\"></a>ASSESSMENT IDEAS</h2>\r\n	<p>\r\n		Students need to be able to create graphs to help tell their research stories. More importantly, in the class and in everyday life, students need to be conscious consumers of information in a graphic form. By peer reviewing other students&rsquo; graphs the students practice interpreting graphs, and graph creators receive feedback to improve or clarify the story that they are trying to tell.</p>\r\n	<p>\r\n		Each student should review at least two graphs generated by other students and provide feedback. The feedback that these students receive in turn should be used to improve or clarify their own graphs. Students are assessing the work of each other and in turn being assessed on their ability to be discriminating consumers of graphic information.</p>\r\n	<p>\r\n		<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoxODRiNDNkMDZlYzk2ZWNh\" target=\"_blank\">Here is a worksheet of instructions</a> that can be handed out to students.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION\"></a>EXTENSION</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<div style=\"display: inline; float: right; margin: 5px 10px;\">\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-5/c-what-does-it-mean/ActC_X.jpg?attredirects=0\" imageanchor=\"1\" target=\"_blank\"><img border=\"0\" height=\"395\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1290111116008/watershed-experiences/unit-5/c-what-does-it-mean/ActC_X.jpg?height=395&amp;width=400\" width=\"400\" /></a></div>\r\n	<p>\r\n		The skills used in this unit can help students interpret and understand the limitations of graphs and data. Using newspapers, magazines, or the Internet, have each student or group find several examples of graphs or data presentations in the public media. Have students interpret each graph, either individually or in a group discussion. Ask them whether the graphs show a clear pattern, differences, or a relationship. See if they can locate any &lsquo;fine print&rsquo; or estimates of the error in the data. Based on the data &ndash; the empirical evidence shown in the graphs they&rsquo;ve found &ndash; how much faith do they put in the conclusions of the graph producers?</p>\r\n	<p>\r\n		Using the graphs from The New York Times you might ask students questions like:</p>\r\n	<ul style=\"margin-top: 0in;\">\r\n		<li>\r\n			What does each line represent?</li>\r\n		<li>\r\n			Do the authors tell you how much variability (spread) there is around each line? The graph makes the pattern look very clear &ndash; but there is probably a lot more noise if you could see all of the data.</li>\r\n		<li>\r\n			Do you think there&rsquo;s more variability in the men than the women? How could you tell?</li>\r\n		<li>\r\n			How would you know if there were real differences among time periods?</li>\r\n		<li>\r\n			If you only looked at the &ldquo;both sexes&rdquo; graph, what would you think the average life expectancy was for someone who was most deprived? And how much difference does it make to separate the genders?</li>\r\n	</ul>\r\n</div>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDoxODRiNDNkMDZlYzk2ZWNh\" target=\"_blank\">For the assessment - student instructions</a></li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- node renamed from <em>Essential Activity- Does the data support my claim?</em> to <em>Essential Activity- Do the data support my claim?</em>',1308777440,2),(9823,9892,1,'OTHS-Shanklin-allposters 2011','','','',1313497405,2),(334,403,1,'Boggy Brook','','','',1307935409,0),(335,404,1,'Kenduskeag Stream','','','',1307935409,0),(343,412,1,'Birch Stream','','','',1307963400,0),(344,413,1,'Boston-Island','','','',1307963400,0),(345,414,1,'Boston-South','','','',1307963400,0),(346,415,1,'Buzzy','','','',1307963400,0),(347,416,1,'Buzzy Brook','','','',1307963400,0),(348,417,1,'Claremont NH','','','',1307963400,0),(349,418,1,'Highland Rd. Wetland','','','',1307963400,0),(350,419,1,'Kenduskeag-6 Mile Falls','','','',1307963400,0),(332,401,1,'SHERMAN, SCARBOROUGH HIGH SCHOOL, 2011-1','','','',1313498125,2),(333,402,1,'SHERMAN, SCARBOROUGH HIGH SCHOOL, 2011-2','','','',1313498166,4),(351,420,1,'Kenduskeag-Higginsville Rd.','','','',1307963400,0),(352,421,1,'Kenduskeag-Robyville','','','',1307963400,0),(353,422,1,'Kenduskeag-West Corinth Br.','','','',1307963400,0),(354,423,1,'Madison ME','','','',1307963400,0),(355,424,1,'Mill Brook','','','',1307963400,0),(356,425,1,'Millbrook','','','',1307963400,0),(357,426,1,'Mt. View High School','','','',1307963400,0),(358,427,1,'Nokomis Pond','','','',1307963400,0),(359,428,1,'Nonesuch','','','',1307963400,0),(360,429,1,'Sandy Stream','','','',1307963400,0),(361,430,1,'Saugus-Upriver','','','',1307963400,0),(362,431,1,'Saugus-Wetland','','','',1307963400,0),(363,432,1,'Sebasticook Lake','','','',1307963400,0),(364,433,1,'Site1','','','',1307963400,0),(365,434,1,'Site2','','','',1307963400,0),(366,435,1,'Site3','','','',1307963400,0),(367,436,1,'Sunk-Out','','','',1307963400,0),(368,437,1,'Sunkhaze','','','',1307963400,0),(369,438,1,'Sunkhaze Str','','','',1307963400,0),(370,439,1,'Sunkhaze Stream','','','',1307963400,0),(371,440,1,'System Outlet','','','',1307963400,0),(372,441,1,'The Pogue','','','',1307963400,0),(9853,9924,4,'Mercury Connections','An excellent source for background information on the extent and effects of mercury pollution.','An excellent source for background information on the extent and effects of mercury pollution.','',1308710001,2),(9847,9916,1,'Test project form (other)','','','',1308938616,2),(9846,9915,1,'Test project form (frequently used)','<p>\r\n	This is a frequently used form</p>\r\n','<p>\r\n	This is a frequently used form</p>\r\n','',1308938631,2),(9903,9982,4,'Poster Session, John Bapst May 24, 2011','','','',1313428128,2),(9844,9913,4,'Ferns- not as sensitive to nitrogen limitation','','','',1308686471,2),(9843,9912,1,'Fake project Paper','<p>\r\n	Throw me away I am a fake paper.</p>\r\n','<p>\r\n	Throw me away I am a fake paper.</p>\r\n','',1308358011,4),(9842,9911,4,'A listing of videos for teachers to use','<p>\r\n	Hello All, Yesterday when I met with Ed and Jo they both mentioned that they use videos to introduce their students to Mercury in the Environment- can we start a list of background videos. If you have youtube or vimeo videos that you have used (either for yourself, or for your students) please let me know so that I can add them to the video cycle. They can cycle through the &quot;play this video&quot; screen in the sidebar. Thanks, Hannah</p>\r\n','<p>\r\n	Hello All, Yesterday when I met with Ed and Jo they both mentioned that they use videos to introduce their students to Mercury in the Environment- can we start a list of background videos. If you have youtube or vimeo videos that you have used (either for yourself, or for your students) please let me know so that I can add them to the video cycle. They can cycle through the &quot;play this video&quot; screen in the sidebar. Thanks, Hannah</p>\r\n','',1313064451,2),(9841,9910,4,'Aeshnid from Schoodic Peninsula','An example of an Aeshnid dragonfly larva.  From Schoodic, 6/10/11.','An example of an Aeshnid dragonfly larva.  From Schoodic, 6/10/11.','',1308686471,2),(9840,9909,4,'Close-up of lichens on Rock','Lichens are very sensitive to changes in Nitrogen in the environment.','Lichens are very sensitive to changes in Nitrogen in the environment.','',1308686471,2),(9839,9908,4,'US Environmental Protection Agency- Mercury Website','This mercury site provides a broad range of information: actions by EPA and others, including international actions; effects on people and the environment; and how to protect you and your family.','This mercury site provides a broad range of information: actions by EPA and others, including international actions; effects on people and the environment; and how to protect you and your family.','',1308317019,2),(9838,9907,4,'KnowledgeBase-search page','In general, this site will aid any project we may do with students in the future involving habitat mapping of American Eels present and past.','In general, this site will aid any project we may do with students in the future involving habitat mapping of American Eels present and past.','',1308316827,2),(9836,9905,4,'Identifying Stream Macroinvertebrates','Identifying stream macroinvertebrates helps us understand the health of our streams and also the biological community- which in turn, we can use to answer who is eating whom, and other ecological questions. The identification key here is specific to odonates- dragonflies and damselflies- as these are of most interest to our mercury study.\r\n\r\nThere are other field guides and keys out there- here are a few that we have found helpful:\r\n\r\nIf there are other sources that you have used with great success submit a comment and let us know. If you are looking for a resource and have not had any success finding anything submit a post to the forum- our research community may be able to help!','Identifying stream macroinvertebrates helps us understand the health of our streams and also the biological community- which in turn, we can use to answer who is eating whom, and other ecological questions. The identification key here is specific to odonates- dragonflies and damselflies- as these are of most interest to our mercury study.\r\n\r\nThere are other field guides and keys out there- here are a few that we have found helpful:\r\n\r','',1308239554,2),(9835,9904,4,'Links to External Sources of Information and Data','<p>\r\n	Science is a community. And in our community, like all other science communities, we rely on many different sources of information. This makes everything we do and know a lot stronger. Below are links to external sources of information that will help you understand Mercury in the Environment and Field Sampling, Macroinvertebrate ID and Stream Monitoring. There are also links to other sources of data that may help you develop and/or support your scientific claim.</p>\r\n<p>\r\n	If you come across a website or other source of information that you think will help this community please tell us about it in the comment box below.</p>\r\n','<p>\r\n	Science is a community. And in our community, like all other science communities, we rely on many different sources of information. This makes everything we do and know a lot stronger. Below are links to external sources of information that will help you understand Mercury in the Environment and Field Sampling, Macroinvertebrate ID and Stream Monitoring. There are also links to other sources of data that may help you develop and/or support your scientific claim.</p>','',1308238248,2),(9902,9981,4,'Stream Sampling Sunkhaze, 2010','','','',1313428128,2),(9834,9903,4,'Welcome to Mercury in Watersheds Data','<p>\r\n	This is where you upload your field data, where lab mercury data are uploaded, and where you can download the data to support your scientific claim. You can search the data by: ____, ____, _____, _____, _____ and ______.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Your data is downloadable as a .csv file. The file will contain all of the data associated with your search. For example: You&rsquo;ve searched for all sites sampled by Old Town High School and Scarborough High School in 2010.</p>\r\n<p>\r\n	Your search looks like this:</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	One the screen before you download you will see this (which is a screen summary of your search results):</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Your download, once opened in excel, will look like this:</p>\r\n<p>\r\n	There will probably be a lot of empty columns in your search results, delete the ones you do not need and save your search with a new name.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Please comment below with questions, comments, and suggestions.</p>\r\n','<p>\r\n	This is where you upload your field data, where lab mercury data are uploaded, and where you can download the data to support your scientific claim. You can search the data by: ____, ____, _____, _____, _____ and ______.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Your data is downloadable as a .csv file. The file will contain all of the data associated with your search. For example: You&rsquo;ve searched for all sites sampled by Old Town High School and Scarborough High School in 2010.</p>\r\n<p>\r\n	Your search looks like this:</p>\r\n<p>\r\n	&nbsp;</p>','',1308239667,2),(9904,9983,4,'This is my blog post!','<p>\r\n	It is the best post in the world!</p>\r\n','<p>\r\n	It is the best post in the world!</p>\r\n','',1313511911,2),(96,99,1,'Mercury Video 1','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/31CE2BYicyU?fs=1&amp;hl=en_US&amp;rel=0\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/31CE2BYicyU?fs=1&amp;hl=en_US&amp;rel=0\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/31CE2BYicyU?fs=1&amp;hl=en_US&amp;rel=0\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/31CE2BYicyU?fs=1&amp;hl=en_US&amp;rel=0\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','',1307356232,2),(97,100,1,'Mercury Video 2','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/oL0M_6bfzkU?fs=1&amp;hl=en_US\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/oL0M_6bfzkU?fs=1&amp;hl=en_US\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/oL0M_6bfzkU?fs=1&amp;hl=en_US\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/oL0M_6bfzkU?fs=1&amp;hl=en_US\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','',1307356219,2),(100,103,1,'Partners','<ol>\r\n	<li>\r\n		First Partner</li>\r\n	<li>\r\n		Second Partner</li>\r\n	<li>\r\n		Third Partner</li>\r\n	<li>\r\n		Fourth Partner</li>\r\n</ol>\r\n','<ol>\r\n	<li>\r\n		First Partner</li>\r\n	<li>\r\n		Second Partner</li>\r\n	<li>\r\n		Third Partner</li>\r\n	<li>\r\n		Fourth Partner</li>\r\n</ol>\r\n','',1302750887,1),(98,101,1,'Eels Video 1','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/3gPEAR2NVQQ?fs=1&amp;hl=en_US\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/3gPEAR2NVQQ?fs=1&amp;hl=en_US\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/3gPEAR2NVQQ?fs=1&amp;hl=en_US\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/3gPEAR2NVQQ?fs=1&amp;hl=en_US\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','',1302750251,2),(99,102,1,'Eels Video 2','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/8vO9LmxJfRU?fs=1&amp;hl=en_US\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/8vO9LmxJfRU?fs=1&amp;hl=en_US\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','<object height=\"180\" width=\"200\"><param name=\"movie\" value=\"http://www.youtube.com/v/8vO9LmxJfRU?fs=1&amp;hl=en_US\" /><param name=\"allowFullScreen\" value=\"true\" /><param name=\"allowscriptaccess\" value=\"always\" /><embed allowfullscreen=\"true\" allowscriptaccess=\"always\" height=\"180\" src=\"http://www.youtube.com/v/8vO9LmxJfRU?fs=1&amp;hl=en_US\" type=\"application/x-shockwave-flash\" width=\"200\"></embed></object>','',1302750236,2),(101,104,1,'Follow us','<ol>\r\n	<li>\r\n		Here</li>\r\n	<li>\r\n		And here</li>\r\n	<li>\r\n		And here</li>\r\n	<li>\r\n		And here</li>\r\n	<li>\r\n		And here.....</li>\r\n</ol>\r\n','<ol>\r\n	<li>\r\n		Here</li>\r\n	<li>\r\n		And here</li>\r\n	<li>\r\n		And here</li>\r\n	<li>\r\n		And here</li>\r\n	<li>\r\n		And here.....</li>\r\n</ol>\r\n','',1302750865,1),(102,105,1,'Quick links','<table border=\"0\" cellpadding=\"1\" cellspacing=\"1\">\r\n	<tbody>\r\n		<tr>\r\n			<td>\r\n				<a href=\"/serc/\">Data</a></td>\r\n			<td>\r\n				<a href=\"/serc/\">Curricula</a></td>\r\n		</tr>\r\n		<tr>\r\n			<td>\r\n				<a href=\"/serc/\">Forums</a></td>\r\n			<td>\r\n				<a href=\"http://www.universalpantograph.com/serc/calendar\">Upcoming Events</a></td>\r\n		</tr>\r\n	</tbody>\r\n</table>\r\n<p>\r\n	&nbsp;</p>\r\n','<table border=\"0\" cellpadding=\"1\" cellspacing=\"1\">\r\n	<tbody>\r\n		<tr>\r\n			<td>\r\n				<a href=\"/serc/\">Data</a></td>\r\n			<td>\r\n				<a href=\"/serc/\">Curricula</a></td>\r\n		</tr>\r\n		<tr>\r\n			<td>\r\n				<a href=\"/serc/\">Forums</a></td>\r\n			<td>\r\n				<a href=\"http://www.universalpantograph.com/serc/calendar\">Upcoming Events</a></td>\r\n		</tr>\r\n	</tbody>\r\n</table>\r\n<p>\r\n	&nbsp;</p>\r\n','Changed permanently moved link in <em>/serc/quick-links</em> from <em>http://www.universalpantograph.com/serc</em> to <em>http://www.universalpantograph.com/serc/</em>.',1308795056,2),(242,9919,4,'Background for Teachers','This unit focuses mostly on the mechanics of creating\r\nposters.<span>&nbsp; </span>But it is important to place\r\nall of this poster activity in a broader context:<span>&nbsp; </span>The goal of this activity is to engage\r\nstudents in scientific discussion and argument.</p>\r\n<p>For most students the word “argument” means a fight—a\r\ndisagreement. It is <i>really important</i>\r\n– a learning objective – to help them understand that scientific argument is\r\nsomething different.<span>&nbsp; </span>There is an\r\nexcellent discussion of this objective in <i><a href=\"http://books.nap.edu/catalog.php?record_id=11882\" target=\"_blank\" rel=\"nofollow\">Ready, Set, Science!<span style=\"font-style: normal;\">,</span></a></i> published by the National Academies\r\nPress – in fact there is a whole chapter titled “Making Thinking Visible: Talk\r\nand Argument.”<span>&nbsp; </span>You can read the chapter\r\nfor free online <a href=\"http://books.nap.edu/openbook.php?record_id=11882&amp;page=87\" target=\"_blank\" rel=\"nofollow\">by clicking\r\nhere</a>.</p>\r\n\r\n<p>One of the <b>key\r\nideas </b>from this book is that you should begin by establishing the norms for\r\nscientific discussion in your classroom.<span>&nbsp;\r\n</span>This is not just a matter of good classroom control—it reflects what\r\nreally happens in the profession of science.<span>&nbsp;\r\n</span>There are “rules of the road” that scientists follow as they critique\r\neach other’s work.<span>&nbsp; </span>Your class, too,\r\nshould have clearly defined rules for its scientific discussion.<span>&nbsp; </span><i>Ready,\r\nSet, Science’s</i> suggestions about establishing classroom norms is <a href=\"http://books.nap.edu/openbook.php?record_id=11882&amp;page=95\" target=\"_blank\" rel=\"nofollow\">available\r\nonline by clicking here</a>. </p>\r\n<p>Poster presentations can be done in a variety of settings.\r\n\r\n</p>\r\n<p style=\"margin-left: 0.5in;\"><span><span>1.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>Students\r\ncan make presentations to other science classes. Once school arranged for\r\nstudents to present to middle school science classes in the same district.</p>\r\n<p style=\"margin-left: 0.5in;\"><span><span>2.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>Have\r\na parents’ night where family and community members can come to the school to\r\nsee the posters and hear the students make presentations.</p>\r\n<p style=\"margin-left: 0.5in;\"><span><span>3.<span style=\"font: 7pt &quot;Times New Roman&quot;;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span>Schedule\r\na poster session at a school board or parent-teacher organization meeting.</p>\r\n<p>The creation of a poster involves a great deal of material\r\nthat is normally covered in an English class. Think about the possibility of\r\nteam teaching this unit with an English teacher, possibly as a project that\r\nwould receive both English and science credit. The same is true for math. </p>','This unit focuses mostly on the mechanics of creating\r\nposters.<span>&nbsp; </span>But it is important to place\r\nall of this poster activity in a broader context:<span>&nbsp; </span>The goal of this activity is to engage\r\nstudents in scientific discussion and argument.</p>','Outline Designer -- nid:<em>242</em> parent nid changed to <em>241</em>',1308795386,2),(111,114,1,'Blog','<p>\r\n	Blog</p>\r\n','<p>\r\n	Blog</p>\r\n','',1302767285,1),(108,111,1,'Introduction to the Data Literacy Project','<p>\r\n	Making sense of data requires an understanding of what data are important and then working with and organizing those data. The Data Literacy Project supports professional development to ensure that teachers can guide their students in making sense of data in an increasingly data-driven world.</p>\r\n<p>\r\n	The Project has has four components:</p>\r\n<ol>\r\n	<li>\r\n		Nuture an understanding of data literacy pedagogical content knowledge</li>\r\n	<li>\r\n		Develop an effective professional learning community in support of ongoing teacher professional development</li>\r\n	<li>\r\n		Develop curriculum materials to support instruction in data literacy; and</li>\r\n	<li>\r\n		Develop an assessment tool that teachers can use to identify areas where students need instruction, practice, and correction of misunderstandings.</li>\r\n</ol>\r\n','<p>\r\n	Making sense of data requires an understanding of what data are important and then working with and organizing those data. The Data Literacy Project supports professional development to ensure that teachers can guide their students in making sense of data in an increasingly data-driven world.</p>\r\n<p>\r\n	The Project has has four components:</p>','',1308619119,1),(112,115,1,'Forum','<p>\r\n	Forum</p>\r\n','<p>\r\n	Forum</p>\r\n','',1302767298,1),(113,116,1,'Investigation','','','',1302767072,1),(114,117,1,'Links','<p>\r\n	Links</p>\r\n','<p>\r\n	Links</p>\r\n','',1302767348,1),(118,121,1,'Introduction to Mercury in Watersheds','<p>\r\n	Our research began in 2008 with teacher and student investigations of mercury biogeochemistry. In the northeastern US, mercury is found at levels of concern in many parts of the environment: lakes, streams, soils, biota &ndash; like fish &ndash; and even people [link here to &lsquo;background&rsquo;]. Our project today investigates mercury concentrations in these subjects and looks for good indicators of mercury status. We are currently studying mercury in dragonfly larvae, earthworms, soils, fish, and people. On this project teachers and students from around New England work with Dr. Sarah Nelson from University of Maine&rsquo;s George Mitchell Center.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Dr. Nelson is using student dragonfly data to examine large-scale patterns in mercury concentrations (link to a recent poster presentation&hellip;. Which can be found in with all of the other posters and presentations on the site), while students have been looking at local differences in mercury concentrations- and factors affecting those differences (link a gallery of this year&rsquo;s posters).</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	(dymanic google earth map generated from all sampling points- sampling points when clicked on just give location, school, brief description- Buzzy Brook, Old Town High School, stream sampling 2008-2011)</p>\r\n','<p>\r','',1311877094,1),(116,119,1,'Introduction to eels','<p>\r\n	The eel project involves teachers and students in studying how watershed characteristics on regional scales (for example, human development, removal of downstream dams) and local scales (water chemistry, stream size, stream habitat, culverts and other obstructions) affect the population density and distribution of eels of different sizes and ages. Work by the students and teachers provide National Park Service (NPS), state agencies, and researchers with data that can support resource management and new research.</p>\r\n','<p>\r\n	The eel project involves teachers and students in studying how watershed characteristics on regional scales (for example, human development, removal of downstream dams) and local scales (water chemistry, stream size, stream habitat, culverts and other obstructions) affect the population density and distribution of eels of different sizes and ages. Work by the students and teachers provide National Park Service (NPS), state agencies, and researchers with data that can support resource management and new research.</p>\r\n','',1308222109,1),(117,120,1,'Introduction to Nitrogen Cycling in Watersheds','<p>\r\n	Nitrogen is the most commonly limiting nutrient in forests, and nitrogen cycling is altered by acid rain and other sources of nitrogen pollution. Changes in nitrogen cycles are also one of the key ways in which climate change alters forest growth, health and composition. Working with Drs. Ivan J. Fernandez Jean MacRae, Kevin Simon, Sarah Nelson, Stephen Norton and Tsutomo Ohno (links to all researchers pages?), as an outgrowth of the 25-year study of the <a href=\"http://www.umaine.edu/drsoils/bbwm/bbwm.html\">Bear Brook Watershed</a>, teachers and students in the northeast are helping to develop a region-wide system for understanding seasonal changes in nitrogen availability in forested watersheds.</p>\r\n','<p>\r','',1308619083,1),(123,126,1,'Upload','<p>\r\n	This is a dummy upload form.</p>\r\n<p>\r\n	The implementation will force a project selection.</p>\r\n','<p>\r\n	This is a dummy upload form.</p>\r\n<p>\r\n	The implementation will force a project selection.</p>\r\n','',1302782233,1),(124,127,1,'Download','<p>\r\n	This is a dummy download form.</p>\r\n<p>\r\n	The implementation will force a project selection.</p>\r\n','<p>\r\n	This is a dummy download form.</p>\r\n<p>\r\n	The implementation will force a project selection.</p>\r\n','',1302782172,1),(125,128,1,'Sample submission','<p>\r\n	This is a dummy sample submission form.</p>\r\n<p>\r\n	The implementation will force a project selection.</p>\r\n','<p>\r\n	This is a dummy sample submission form.</p>\r\n<p>\r\n	The implementation will force a project selection.</p>\r\n','',1302782397,1),(126,129,1,'Data','<p>\r\n	Dummy data page for data literacy project.</p>\r\n','<p>\r\n	Dummy data page for data literacy project.</p>\r\n','',1302783107,1),(9899,9978,4,'Leaf litter\'s contribution the mercury in the watershed','<p>\r\n	Hello All,</p>\r\n<p>\r\n	Ed shared this link with me, interesting stuff.&nbsp; <a href=\"http://www.usgs.gov/newsroom/article.asp?ID=2871&amp;from=rss_home\">http://www.usgs.gov/newsroom/article.asp?ID=2871&amp;from=rss_home</a></p>\r\n<p>\r\n	In the litterfall paper there is one sampling site in New England (in northern VT).</p>\r\n','<p>\r\n	Hello All,</p>\r\n<p>\r\n	Ed shared this link with me, interesting stuff.&nbsp; <a href=\"http://www.usgs.gov/newsroom/article.asp?ID=2871&amp;from=rss_home\">http://www.usgs.gov/newsroom/article.asp?ID=2871&amp;from=rss_home</a></p>\r\n<p>\r\n	In the litterfall paper there is one sampling site in New England (in northern VT).</p>\r\n','',1313067548,2),(9909,9988,1,'B directory','<p>\r\n	This too is an excellent directory.</p>\r\n','<p>\r\n	This too is an excellent directory.</p>\r\n','',1314061283,2),(9905,9984,1,'Test staff topic','<p>\r\n	This is a test staff topic!</p>\r\n','<p>\r\n	This is a test staff topic!</p>\r\n','',1313542285,2),(9907,9986,1,'File Cabinet','<p>\r\n	This book mimics a file system.</p>\r\n','<p>\r\n	This book mimics a file system.</p>\r\n','',1314058658,2),(9908,9987,1,'A directory','<p>\r\n	This is the best directory that ever was.</p>\r\n','<p>\r\n	This is the best directory that ever was.</p>\r\n','',1314061298,2),(135,138,1,'Data Literacy Forum Topics','<p>\r\n	This is a list of forum topics most recent first.</p>\r\n','<p>\r\n	This is a list of forum topics most recent first.</p>\r\n','',1302786086,1),(136,139,1,'Data Literacy Blog Posts','<p>\r\n	Data Literacy Blog Posts</p>\r\n','<p>\r\n	Data Literacy Blog Posts</p>\r\n','',1302786387,1),(137,140,1,'Student Work 1','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/a_squash.jpg\" style=\"width: 220px; height: 165px;\" /></p>\r\n','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/a_squash.jpg\" style=\"width: 220px; height: 165px;\" /></p>\r\n','',1307356353,2),(138,141,1,'Student Work 2','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/evergreen_with_squash.JPG\" style=\"width: 220px; height: 293px;\" /></p>\r\n','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/evergreen_with_squash.JPG\" style=\"width: 220px; height: 293px;\" /></p>\r\n','',1307356340,2),(139,142,1,'Student Work 3 ','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/pickle_jar.JPG\" style=\"height: 293px; width: 220px;\" /></p>\r\n','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/pickle_jar.JPG\" style=\"height: 293px; width: 220px;\" /></p>\r\n','',1307356344,2),(140,143,1,'Student Work 4','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/SN850405.JPG\" style=\"width: 220px; height: 165px;\" /></p>\r\n','<p>\r\n	<img alt=\"\" src=\"http://www.universalpantograph.com/serc/sites/default/files/SN850405.JPG\" style=\"width: 220px; height: 165px;\" /></p>\r\n','',1307356349,2),(204,221,1,'Teacher (Mercury)','<p>\r\n	Teacher biography would be here...</p>\r\n','<p>\r\n	Teacher biography would be here...</p>\r\n','',1308938556,2),(202,219,1,'B paper for the mercury project','','','',1306837657,2),(9911,9990,1,'acadia-21.jpg','<p>\r\n	This is a photograph of Mount Desert Island</p>\r\n','<p>\r\n	This is a photograph of Mount Desert Island</p>\r\n','',1314061801,3),(9912,9991,1,'viewfromcabin2.jpg','<p>\r\n	View from cabin.</p>\r\n','<p>\r\n	View from cabin.</p>\r\n','',1314062688,2),(9913,9992,1,'B 1 Directory','<p>\r\n	A directory under B.</p>\r\n','<p>\r\n	A directory under B.</p>\r\n','',1314063351,2),(9914,9993,1,'comoc.pdf','','','',1314063622,2),(145,148,1,'Projects landing panel','<p>\r\n	This is the central panel for the main projects page.</p>\r\n<p>\r\n	It should contain content suitable for all projects.</p>\r\n','<p>\r\n	This is the central panel for the main projects page.</p>\r\n<p>\r\n	It should contain content suitable for all projects.</p>\r\n','',1303210584,2),(146,149,1,'About SERC','<p>\r\n	The Schoodic Education and Research Center is....</p>\r\n<p>\r\n	(This is just a page not a landing page for a section, so there is no sidebar.)</p>\r\n','<p>\r\n	The Schoodic Education and Research Center is....</p>\r\n<p>\r\n	(This is just a page not a landing page for a section, so there is no sidebar.)</p>\r\n','',1303210895,2),(147,150,1,'Mercury project background material','<p>\r\n	This is an annotated bibliography.</p>\r\n','<p>\r\n	This is an annotated bibliography.</p>\r\n','',1303217206,2),(148,151,1,'Mercury Project Publications','<p>\r\n	Is this manually created content? If not, it can be generated as a view from nodes created by users if they are appropriately classified.</p>\r\n','<p>\r\n	Is this manually created content? If not, it can be generated as a view from nodes created by users if they are appropriately classified.</p>\r\n','',1303217345,2),(149,152,1,'Mercury Project Introduction','<p>\r\n	Content that introduces the project.</p>\r\n','<p>\r\n	Content that introduces the project.</p>\r\n','',1303217455,2),(150,153,1,'Teacher Profile','','','',1304797206,2),(151,154,1,'Project management','<p>\r\n	If you are a teacher, and have a <a href=\"add/school\">school</a>:</p>\r\n<p>\r\n	1. <a href=\"add/project\">Create a project</a>.</p>\r\n<p>\r\n	2. Create one or more <a href=\"add/site\">sites</a>.</p>\r\n<p>\r\n	3. Document your <a href=\"add/site-visit\">site visits</a>.</p>\r\n<p>\r\n	4. Document your <a href=\"add/observations\">observations</a> for each site visit.</p>\r\n<p>\r\n	If you are a scientist:</p>\r\n<p>\r\n	1. Upload site <a href=\"add/data\">data</a>.</p>\r\n','<p>\r\n	If you are a teacher, and have a <a href=\"add/school\">school</a>:</p>\r\n<p>\r\n	1. <a href=\"add/project\">Create a project</a>.</p>\r\n<p>\r\n	2. Create one or more <a href=\"add/site\">sites</a>.</p>\r\n<p>\r\n	3. Document your <a href=\"add/site-visit\">site visits</a>.</p>\r\n<p>\r\n	4. Document your <a href=\"add/observations\">observations</a> for each site visit.</p>\r\n<p>\r\n	If you are a scientist:</p>\r\n<p>\r\n	1. Upload site <a href=\"add/data\">data</a>.</p>\r\n','',1304976798,2),(152,155,1,'Page management','<p>\r\n	Generic pages are:</p>\r\n<p>\r\n	Book page (part of outline)</p>\r\n<p>\r\n	Page</p>\r\n<p>\r\n	In addition, landing pages may be created for projects:</p>\r\n<p>\r\n	Blogs</p>\r\n<p>\r\n	Curriculua</p>\r\n<p>\r\n	Data</p>\r\n<p>\r\n	Forum Topics</p>\r\n','<p>\r\n	Generic pages are:</p>\r\n<p>\r\n	Book page (part of outline)</p>\r\n<p>\r\n	Page</p>\r\n<p>\r\n	In addition, landing pages may be created for projects:</p>\r\n<p>\r\n	Blogs</p>\r\n<p>\r\n	Curriculua</p>\r\n<p>\r\n	Data</p>\r\n<p>\r\n	Forum Topics</p>\r\n','',1304876539,2),(153,156,1,'Communications tools','<p>\r\n	Chat</p>\r\n<p>\r\n	Mail</p>\r\n<p>\r\n	Forum topic</p>\r\n','<p>\r\n	Chat</p>\r\n<p>\r\n	Mail</p>\r\n<p>\r\n	Forum topic</p>\r\n','',1304877311,2),(154,157,1,'Orono High School','<p>\r\n	<span style=\"font-size: large;\"><span style=\"font-family: Tahoma;\"><span style=\"font-size: x-small;\"><span style=\"font-size: x-small;\"><span style=\"font-family: Arial;\">Just as our community expects us to maximize the potential of the students in our classrooms, the School Board and District Administration also understand and appreciate another important expectation: that we gain the greatest efficiencies from the public resources devoted to our operation.<br />\r\n	</span></span></span></span></span></p>\r\n','<p>\r\n	<span style=\"font-size: large;\"><span style=\"font-family: Tahoma;\"><span style=\"font-size: x-small;\"><span style=\"font-size: x-small;\"><span style=\"font-family: Arial;\">Just as our community expects us to maximize the potential of the students in our classrooms, the School Board and District Administration also understand and appreciate another important expectation: that we gain the greatest efficiencies from the public resources devoted to our operation.<br />\r\n	</span></span></span></span></span></p>\r\n','',1308309978,2),(206,223,1,'Eels','<p>\r\n	Project description here. [Name from Hannah&#39;s spreadsheet.]</p>\r\n','<p>\r\n	Project description here. [Name from Hannah&#39;s spreadsheet.]</p>\r\n','',1306193632,2),(211,228,1,'Teacher (Data Literacy)','','','',1306783208,2),(9870,9946,4,'Data Literacy and Watershed Studies Summer Institute','','','',1308939343,2),(9878,9954,1,'Downloads','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/data-literacy\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','<p>\r\n	<strong>What would you like to do?</strong></p>\r\n<p>\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<a href=\"/project-downloads/data-literacy\">Download a project photo, poster, or video</a>.</li>\r\n	<li>\r\n		<a href=\"http://www.universalpantograph.com/serc/serc-big-table\">Download lab data</a>.</li>\r\n</ul>\r\n','',1309497801,2),(9868,9944,1,'Maine Sea Grant','[Description of partner to come.]','[Description of partner to come.]','',1308920843,2),(9874,9950,1,'The Macro-Invertebrate Key','\r\n<p>\r\n  The Macro-Invertebrate Key guides you through identification of a dragonfly larva (or nymph) using questions and photos. The key begins with a quick check of other aquatic invertebrates, to make sure you&rsquo;re on the right track with your specimen.</p>\r\n<p>\r\n  <strong>Aquatic Macro-invertebrates (Phylum: Arthropoda; Class: Insecta)</strong>\r\n  <br />\r\n  <br />\r\n  We will focus on insects but there are other aquatic macro-invertebrates that are part of the Phylum: Arthropoda, such as:</p>\r\n<ul type=\"disc\">\r\n  <li>\r\n    Sub-phylum: Crustacea (for example, crayfish)</li>\r\n  <li>\r\n    Phylum: Mollusca (snails, mussels, clams)</li>\r\n  <li>\r\n    Phylum: Annelida (leeches)</li>\r\n</ul>\r\n<p>\r\n  <strong>If you&rsquo;re interested in identifying some of the other macro-invertebrates you might have found, start <a class=\"link1\" href=\"http://www.umd.umich.edu/eic/insectkey.htm\">here</a>.</strong>\r\n  <br />\r\n  <br />\r\n  Aquatic macro-invertebrates that are insects and that inhabit North America include:</p>\r\n<table border=\"0\" style=\"width: 570px\">\r\n  <tbody>\r\n    <tr>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/anax_junius_nymph.jpg\" rel=\"lightbox\" title=\"Anax junius\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/anax_junius_nymph_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Anax junius</i>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/Odonata_Lestes_32.jpg\" rel=\"lightbox\" title=\"Lestes eurinus\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/Odonata_Lestes_32_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Lestes eurinus</i>\r\n      </td>\r\n    </tr>\r\n    <tr>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/Odonata_Lestes_Prementum_50.jpg\" rel=\"lightbox\" title=\"Lestes eurinus (prementum)\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/Odonata_Lestes_Prementum_50_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Lestes eurinus (prementum)</i>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/enallagma_nymph.jpg\" rel=\"lightbox\" title=\"Enallagma civile\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/enallagma_nymph_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Enallagma civile</i>\r\n      </td>\r\n    </tr>\r\n    <tr>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/ischnura_verticalis_nymph.jpg\" rel=\"lightbox\" title=\"Ischnura verticalis\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/ischnura_verticalis_nymph_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Ischnura verticalis</i>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/callibaetis_adult.jpg\" rel=\"lightbox\" title=\"Callibaetis spp. (Adult)\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/callibaetis_adult_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Callibaetis spp. (Adult)</i>\r\n      </td>\r\n    </tr>\r\n    <tr>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/callibaetise.jpg\" rel=\"lightbox\" title=\"Callibaetis spp.\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/callibaetise_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Callibaetis spp.</i>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/hydrometra.jpg\" rel=\"lightbox\" title=\"Hydrometra spp.\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/hydrometra_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Hydrometra spp.</i>\r\n      </td>\r\n    </tr>\r\n    <tr>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/belostoma_dorsal.jpg\" rel=\"lightbox\" title=\"Belostoma flumineum\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/belostoma_dorsal_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Belostoma flumineum</i>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/tropisternus.jpg\" rel=\"lightbox\" title=\"Tropisternus spp.\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/tropisternus_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Tropisternus spp.</i>\r\n      </td>\r\n    </tr>\r\n    <tr>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/hydrophilus_42.jpg\" rel=\"lightbox\" title=\"Hydrophilus spp.\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/hydrophilus_42_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Hydrophilus spp.</i>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/berosus_dorsal_48.jpg\" rel=\"lightbox\" title=\"Berosusp spp.\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/berosus_dorsal_48_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Berosus spp.</i>\r\n      </td>\r\n    </tr>\r\n    <tr>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/trichoptera_case.jpg\" rel=\"lightbox\" title=\"Family: Phryganeinae – case\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/trichoptera_case_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Family: Phryganeinae &ndash; case</i>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <a href=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/trichoptera_larva.jpg\" rel=\"lightbox\" title=\"Family: Phryganeinae\">\r\n          <img alt=\"\" border=\"0\" class=\"thumb\" src=\"http://www.parkcitizenscience.org/dragonfly/diagrams/diagram_images/trichoptera_larva_thumb.jpg\" />\r\n        </a>\r\n      </td>\r\n      <td style=\"overflow: hidden; width: 250px;\">\r\n        <i>Family: Phryganeinae</i>\r\n      </td>\r\n    </tr>\r\n  </tbody>\r\n</table>\r\n<ul type=\"disc\">\r\n  <li>\r\n    Dragonflies (Order: Odonata, Sub-order Anisoptera)</li>\r\n  <br />\r\n  <li>\r\n    Damselflies (Order: Odonata, Sub-order Zygoptera)</li>\r\n  <br />\r\n  <li>\r\n    Mayflies (Order: Ephemeroptera)</li>\r\n  <br />\r\n  <li>\r\n    Stoneflies (Order: Plecoptera)</li>\r\n  <br />\r\n  <li>\r\n    True bugs (Order: Hemiptera)</li>\r\n  <br />\r\n  <li>\r\n    Dobsonflies, fishflies, alderflies (Order: Megaloptera)</li>\r\n  <br />\r\n  <li>\r\n    Water beetles (Order: Coleoptera)</li>\r\n  <br />\r\n  <li>\r\n    Caddisflies (Order: Trichoptera)</li>\r\n</ul>\r\n','\r\n<p>\r\n  The Macro-Invertebrate Key guides you through identification of a dragonfly larva (or nymph) using questions and photos. The key begins with a quick check of other aquatic invertebrates, to make sure you&rsquo;re on the right track with your specimen.</p>\r\n<p>\r\n  <strong>Aquatic Macro-invertebrates (Phylum: Arthropoda; Class: Insecta)</strong>\r\n  <br />\r\n  <br />\r\n  We will focus on insects but there are other aquatic macro-invertebrates that are part of the Phylum: Arthropoda, such as:</p>','',1309395409,2),(9869,9945,1,'Introduction to forms','<p>\r\n	Dear Teacher: [Content introducing forms to come.]</p>\r\n','<p>\r\n	Dear Teacher: [Content introducing forms to come.]</p>\r\n','',1308937870,2),(159,162,1,'Test site  1 / 2011-05-08 / Data','','','',1307336055,2),(160,163,1,'Old Town High School','<p>\r\n	Description for Old Town High School. One two three four fivc six seven eight nine ten.</p>\r\n','<p>\r\n	Description for Old Town High School. One two three four fivc six seven eight nine ten.</p>\r\n','',1308310147,2),(207,224,1,'Mercury in Watersheds','<p>\r\n	Project description here. [Project name from Hannah&#39;s spreadsheet.]</p>\r\n','<p>\r\n	Project description here. [Project name from Hannah&#39;s spreadsheet.]</p>\r\n','',1307313613,2),(9867,9943,1,'Senator George J. Mitchell Center for Environmental and Watershed Research ','<p>\r\n	[Partner description to come.]</p>\r\n','<p>\r\n	[Partner description to come.]</p>\r\n','',1308920765,2),(165,168,1,'Test site 2  / 2011-05-09 / Data (data literacy)','<p>\r\n	One two three four five six seven eight nine ten.</p>\r\n','<p>\r\n	One two three four five six seven eight nine ten.</p>\r\n','',1307336042,2),(166,169,1,'Hancock County Tech Center','<p>\r\n	Hancock County Tech Center from Sarah&#39;s spreadsheet with Google Map.</p>\r\n','<p>\r\n	Hancock County Tech Center from Sarah&#39;s spreadsheet with Google Map.</p>\r\n','',1308309110,2),(167,170,1,'Boggy Brook (mercury)','<p>\r\n	Boggy Brook site from Sarah&#39;s spreadsheet, at lat 44.57525278, lon 68.46133889.</p>\r\n','<p>\r\n	Boggy Brook site from Sarah&#39;s spreadsheet, at lat 44.57525278, lon 68.46133889.</p>\r\n','',1306836605,2),(181,190,1,'Unit 1','','','Outline Designer -- nid:<em>181</em> parent nid changed to <em>180</em>',1305549695,2),(187,191,1,'Overview','','','',1305549603,0),(188,192,1,'Before you start','','','',1305549647,0),(189,193,1,'Background information','','','',1305549647,0),(180,183,4,'Curriculum','<p>\r\n	Dear Teachers,&nbsp;&nbsp;</p>\r\n<p>\r\n	The curriculum units here support the entire range of the inquiry process- background information; asking scientific questions and developing defendable claims; sample collection and submission; peer review; data analysis and communicating results. The units follow a logical progression but can be used as you need them in your classroom. For each curriculum unit you will find supporting documents (worksheets, game pieces, poster templates) as well as links to other resources that you will find helpful (for example- the very useful Mercury Connections report from the BioDiversity Research Institute).</p>\r\n<p>\r\n	Please, we continuously refine these units and the supporting materials- if you think the units could be enriched, added to or modified- let us know... put a comment in the comment box below or post to the forum.</p>\r\n','<p>\r\n	Dear Teachers,&nbsp;&nbsp;</p>','',1308679731,2),(181,184,1,'Unit 1','','','',1305548995,2),(179,182,1,'Boggy Brook / Mercury-Invertebrates / 2008-10-07 / Data ','','','',1307336067,3),(187,194,1,'Overview','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- nid:<em>187</em> parent nid changed to <em>181</em>',1305550199,2),(188,195,1,'Before you start','','','Outline Designer -- nid:<em>188</em> parent nid changed to <em>181</em>',1305549647,0),(9851,9922,0,'n00b','I am a student. My mom is using my account to check out the \'create a new account\' settings.','I am a student. My mom is using my account to check out the \'create a new account\' settings.','',1308682294,2),(181,198,1,'Unit 1','','','Outline Designer -- nid:<em>181</em> parent nid changed to <em>190</em>',1305549695,2),(201,218,1,'A paper for the mercury project','<p>\r\n	This is a paper for the mercury project. Updated. Again.</p>\r\n','<p>\r\n	This is a paper for the mercury project. Updated. Again.</p>\r\n','',1306837669,2),(208,225,1,'Data Literacy','<p>\r\n	Project description here. [Name from Hannah&#39;s spreadsheet.]</p>\r\n','<p>\r\n	Project description here. [Name from Hannah&#39;s spreadsheet.]</p>\r\n','',1306193643,2),(209,226,1,'Nitrogen Cycling in Watersheds','<p>\r\n	Project description here. [Name from Hannah&#39;s spreadsheet.]</p>\r\n','<p>\r\n	Project description here. [Name from Hannah&#39;s spreadsheet.]</p>\r\n','',1306193650,2),(17,232,1,'Calendar- we need a calendar, but not this one!','This is a shared calendar named \"1watershed\"\r\nVisit your Google Calendar to make additions or changes (requires a Google account)','This is a shared calendar named \"1watershed\"\r\nVisit your Google Calendar to make additions or changes (requires a Google account)','Outline Designer -- nid:<em>17</em> parent nid changed to <em>15</em>',1306259300,1),(9850,9921,1,'n00b','<p>\r\n	I am a student. My mom is using my account to check out the &#39;create a new account&#39; settings.</p>\r\n','<p>\r\n	I am a student. My mom is using my account to check out the &#39;create a new account&#39; settings.</p>\r\n','',1308938478,2),(217,237,1,'Curricula','<p>\r\n	This is a book to hold all the curriculums for SERC.</p>\r\n','<p>\r\n	This is a book to hold all the curriculums for SERC.</p>\r\n','',1306348129,2),(218,240,1,'C paper for the mercury project','<p>\r\n	Now is the time for all good men to come to the aid of the party.</p>\r\n','<p>\r\n	Now is the time for all good men to come to the aid of the party.</p>\r\n','',1306837683,2),(9866,9942,1,'SERC Institute','[Description of the SERC Institute to come.]','[Description of the SERC Institute to come.]','',1308920462,2),(336,405,1,'Observations','<p>\r\n	Upload your observational data using this form.</p>\r\n','<p>\r\n	Upload your observational data using this form.</p>\r\n','',1309112049,2),(325,394,1,'student','','','',1308938506,2),(326,395,0,'student','','','',1307378353,2),(327,396,1,'Data with linefeed fixed','Yes? Yes?','Yes? Yes?','',1307447852,2),(328,397,1,'Once more with gid as pkey','Yes?','Yes?','',1307448517,2),(329,398,1,'With timestamp','','','',1307448731,2),(330,399,1,'hannahtestteacher','','','',1308938493,2),(331,400,4,'hannahtestteacher','','','',1307459115,2),(9858,9934,1,'Williams','<p>\r\n	More than one published poster image with names removed needed to demonstrate image rotation....</p>\r\n','<p>\r\n	More than one published poster image with names removed needed to demonstrate image rotation....</p>\r\n','',1313497371,2),(222,244,1,'Test presentation for upload (mercury)','<p>\r\n	Test presentation for upload</p>\r\n','<p>\r\n	Test presentation for upload</p>\r\n','',1306836420,2),(9857,9933,1,'Korey Poster','<p>\r\n	More than one published poster image with names removed needed to demonstrate image rotation....</p>\r\n','<p>\r\n	More than one published poster image with names removed needed to demonstrate image rotation....</p>\r\n','',1313497412,2),(223,245,1,'Email to Jane Smith','<p>\r\n	Email to Jane Smith today.</p>\r\n','<p>\r\n	Email to Jane Smith today.</p>\r\n','',1313544611,2),(9849,9920,4,'I found a great curriculum resource for nitrogen cycling','<p>\r\n	This is a little young, but it does cover the N cycle: http://extension.usu.edu/files/publications/publication/WQ_Middle_High_School_Curricula.pdf</p>\r\n','<p>\r\n	This is a little young, but it does cover the N cycle: http://extension.usu.edu/files/publications/publication/WQ_Middle_High_School_Curricula.pdf</p>\r\n','',1308681275,2),(188,258,1,'Before you start','','','Outline Designer -- nid:<em>188</em> parent nid changed to <em>181</em>',1306848037,0),(187,260,4,'Background for Teachers','<p>\r\n	&nbsp;</p>\r\n<div>\r\n	Mercury is an element on the periodic table. It occurs naturally in the environment in some types of rocks. It can be released rapidly by the eruption of volcanoes and slowly by rocks and soils. Humans have been speeding up the release of mercury from these sources by digging up and burning fossil fuels. On average, scientists estimate that about three times more mercury falls from the sky now than before the Industrial Revolution.&nbsp;</div>\r\n<div>\r\n	<br />\r\n	It is useful to have a general picture of the sources of mercury. In the U.S. in 1999, anthropogenic (caused by humans) sources of Hg to the atmosphere were emissions from coal-burning power plants (40%), industrial boilers (10%), burning hazardous waste (5%), and chlorine production (5%).&nbsp;<br />\r\n	<br />\r\n	The U.S. and other developed countries have worked to decrease these releases of mercury since 1999. However, over the past few decades, emissions of mercury from developing countries have increased, offsetting decreases from developed countries.&nbsp;<br />\r\n	<br />\r\n	Once it&rsquo;s emitted to the atmosphere from smokestacks and the like, mercury has a long residence time in the atmosphere, estimated at up to a year. This makes mercury a global problem, with emissions able to circle the globe and land in remote areas that don&rsquo;t emit large amounts of mercury such as the arctic &ndash; or Maine. Though Maine releases less than a thousandth of a percent of US emissions, many ecosystems and biota in Maine and the Northeast have been found to be contaminated with mercury.&nbsp;<br />\r\n	<br />\r\n	There are a few factors that contribute to the mercury contamination problem. Scientists believe that it&rsquo;s because Maine and the Northeast are downwind of a lot of the large coal-burning power plants in the mid-western US. Also, some of our ecosystems are probably more sensitive to mercury contamination &ndash; they have a lot of forested areas, which capture mercury from air, and a lot of wetlands, where naturally-occurring bacteria convert mercury to its toxic form. However, almost all US states have some kind of mercury fish consumption advisory, and it&rsquo;s an issue for many National Parks, including Everglades in Florida, Isle Royale &amp; Voyageurs in the upper Midwest, Yellowstone, Kejimkujik in Nova Scotia, and many more. Scientists are still learning the extent of the mercury problem, and it&rsquo;s hard to compare Maine to other places though the Northeast is thought to have many &lsquo;hotspots&rsquo; of mercury contamination.&nbsp;<br />\r\n	<br />\r\n	Finally, it only takes a very small amount of mercury to contaminate an ecosystem. It&rsquo;s what&rsquo;s called an &lsquo;ultra-trace&rsquo; substance &ndash; usually measured at the parts per billion or parts per trillion levels. A little mercury goes a long way, because it is eventually passed up the food chain and bioaccumulates.</div>\r\n<div>\r\n	&nbsp;</div>\r\n<div>\r\n	<div>\r\n		<h2>\r\n			&nbsp;</h2>\r\n	</div>\r\n</div>\r\n','<p>\r\n	&nbsp;</p>','Outline Designer -- node renamed from <em>Overview</em> to <em>Background for Teachers</em>',1311595734,2),(235,261,4,'Background for Teachers','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>187</em>',1306848767,2),(235,262,4,'Classroom Activities','<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-why-do-we-care-about-mercury\">Why Do We Care About Mercury?</a></p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-concentrations\">Mercury Concentrations</a></p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-mapping-us-mercury-emissions\">Mapping U.S. Mercury Emissions</a></p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-road-toxicity\">The Road to Toxicity</a></p>\r\n<p>\r\n	T<font size=\"2\">he objective for the activities in this first unit is to provide students with the key information about mercury and about how mercury moves around in forests, ponds, and other areas.<span>&nbsp; </span>Our goal is to give the students the background they need to investigate the amounts of mercury in plants, invertebrates, fish, and people.<span>&nbsp; </span>Later on, we will expect them to consider questions such as &ldquo;Would caterpillars have a higher mercury burden than beetles?&rdquo;<span>&nbsp; </span>or &ldquo;What is the relationship between fish diet and fish mercury burden?&rdquo; </font></p>\r\n<p>\r\n	<font size=\"2\">In order for the students to be able to work with questions such as these in some way other than blind guessing, they need to develop a basic understanding of how mercury gets into their pond, field, forest, stream, or other area that they are studying.<span>&nbsp; </span>They also need to have a general feel for the factors that need to be present in order for the mercury to change into a form in which it can be absorbed by living things.<span>&nbsp; </span>In short, the students need a basic understanding of mercury chemistry.</font></p>\r\n<p>\r\n	<font size=\"2\">The students need to understand more than the chemistry, of course.<span>&nbsp; </span>They also need to understand how bioaccumulation works, which means understanding the operation of food chains and food webs.<span>&nbsp; </span>We will focus on food chains and food webs in Unit 2.<span>&nbsp;&nbsp; </span>Here, in this first unit, our objective is just to introduce the following basic ideas:</font></p>\r\n<ul>\r\n	<li>\r\n		<font size=\"2\">Mercury is toxic in very small quantities.</font></li>\r\n	<li>\r\n		<font size=\"2\">Mercury occurs in a number of forms in nature.<span>&nbsp; </span>One of these, forms, methylmercury, can be absorbed by living things and is very toxic.</font></li>\r\n	<li>\r\n		<font size=\"2\">In the Northeast, most mercury arrives through the air.</font></li>\r\n	<li>\r\n		<font size=\"2\">Methylmercury is the byproduct of metabolism by anaerobic bacteria, typically living in an acidic envi-ronment with access to carbon and sulfur.</font></li>\r\n</ul>\r\n<p>\r\n	<font size=\"2\">The Essential Activity, <a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-why-do-we-care-about-mercury\">&ldquo;Why Do We Care About Mercury?,</a><span style=\"font-family: arial,sans-serif;\"><a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-why-do-we-care-about-mercury\">&rdquo;</a> focuses</span> on the first of these ideas and introduces the second one.<span>&nbsp; The Optional Activity</span>, <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-concentrations\">&ldquo;Mercury Concentrations,&rdquo;</a> reinforces the second idea and develops the third and fourth ones.</font> Optional Activity <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-mapping-us-mercury-emissions\">&quot;Mapping U.S. Mercury Emissions&quot;</a> helps develop the second idea, and <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-road-toxicity\">&quot;The Road to Toxicity&quot;</a> develops the last of these ideas.</p>\r\n','<p>\r\n	&nbsp;</p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-why-do-we-care-about-mercury\">Why Do We Care About Mercury?</a></p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-concentrations\">Mercury Concentrations</a></p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-mapping-us-mercury-emissions\">Mapping U.S. Mercury Emissions</a></p>\r\n<p>\r\n	<a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-road-toxicity\">The Road to Toxicity</a></p>','Outline Designer -- node renamed from <em>Background for Teachers</em> to <em>Classroom Activities</em>',1311702936,2),(188,263,4,'Lesson Resources','','','Outline Designer -- node renamed from <em>Before you start</em> to <em>Lesson Resources</em>',1311701808,2),(189,264,4,'Links','<p>\r\n	&nbsp;</p>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			<p>\r\n				A joint paper produced by the American Enterprise Institute and the Brookings Institute titled&nbsp;<a href=\"http://participatoryscience.org/sites/default/files/mercury in the environment.pdf\"><strong><span style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; color: rgb(78, 125, 191); text-decoration: none;\">Mercury in the Environment: A Volatile Problem</span></strong></a><a href=\"http://www.moodle.org/0.0933768476010669\" rel=\"nofollow\" style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; color: rgb(78, 125, 191); text-decoration: none;\">&nbsp;</a>provides an excellent, readable survey of the entire issue. The Biodiversity Research Institute has also published an excellent overview -- this one more focused on the Northeastern US -- titled&nbsp;<a href=\"http://www.briloon.org/old_site/mercury/BRIMercury.pdf\"><strong><span style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; color: rgb(85, 26, 139); text-decoration: none;\">Mercury Connections</span></strong></a>. You might want to consider printing off a number of copies of these two documents for use by the students in the class.&nbsp;</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				An interesting lesson plan comparing the <strong><a href=\"http://cehp.niehs.nih.gov/static/pdf/scied/2007/carbon.pdf\">carbon cycle to the mercury cycle</a></strong> has been created for the National Institute of Environmental Health Science. Scaffolding the mercury cycle to the carbon cycle may help your students understand the mercury cycle better.</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				Below is a link to additional mercury related activities for both high school and middle school levels. They are on the Environmental Protection website. The activities were adapted from &ldquo;Mercury in Schools and the Community: A National Issue&rdquo; from the University of Wisconsin System Board of Regents, March 2002. Even though it is in the middle school activity section, the Toxic Treasure Hunt would be a good way to show where mercury can be found in the home and the school. Look for the heading &ldquo;Student Information and Activities&rdquo; The activities are listed by grade level:&nbsp;<strong><a href=\"http://www.epa.gov/region7/mercury/educator_toolkit.htm\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">http://www.epa.gov/region7/mercury/educator_toolkit.htm</a></strong></p>\r\n		</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			<p>\r\n				A&nbsp;<strong><a href=\"http://www.engg.ksu.edu/CHSR/outreach/resources/docs/2UnitsofMeasure022508.pdf\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">useful sheet</a></strong>&nbsp;that talks about the meaning of ppm, ppb, mg/kg, and so on is available from the Center for Hazardous Substance Research.</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				<strong><a href=\"http://www.epa.gov/ttn/oarpg/t3/reports/volume4.pdf\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">Volume 4 of the EPA&#39;s Report to Congress on Mercury</a></strong>&nbsp;is an incredibly valuable resource for all the material in this module, whether you are working with fish, human hair, or other kinds of samples. It is a big document, but well worth downloading and using as reference.&nbsp;</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				You will also find value in the other volumes in the EPA&#39;s report to Congress. There is a&nbsp;<strong><a href=\"http://www.epa.gov/mercury/eco.htm\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">website that provides access to the entire report</a></strong>, along with other good information.&nbsp;</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				There is a&nbsp;<strong><a href=\"http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1569325&amp;blobtype=pdf\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">good article on sampling for mercury in human hair</a></strong>&nbsp;in the National Library of Medicine&#39;s PubMed database.&nbsp;</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				The EPA also has a good, brief&nbsp;<strong><a href=\"http://www.epa.gov/waterscience/fish/advice/mercupd.pdf\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">summary of mercury concentrations</a></strong>&nbsp;in different species of fish. This will be important whether you are looking at ecosystems in the field or at human hair.&nbsp;</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				The University of Wisconsin-Extension has produced&nbsp;<strong><a href=\"http://www.mercuryinschools.uwex.edu/curriculum/focus_on_hg.htm\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">a nice introductory piece on mercury</a></strong>&nbsp;as well as a&nbsp;<strong><a href=\"http://www.mercuryinschools.uwex.edu/curriculum/national-curriculum.htm\" rel=\"nofollow\" style=\"color: rgb(78, 125, 191);\">complete mercury curriculum</a></strong>. This mercury curriculum is substantially different from what we have here, but it definitely a useful resource and worth looking at. Speaking very generally, the primary difference is that the University of Wisconsin curriculum is more focused on knowledge about mercury as a learning objective, while we are more focused on mercury as a means to learning objectives related to systems, change, and the nature of science.</p>\r\n		</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	&nbsp;</div>\r\n','<p>\r\n	&nbsp;</p>','Outline Designer -- node renamed from <em>Background information</em> to <em>Links</em>',1311623477,2),(236,265,4,'Links','','','Outline Designer -- Duplicate of old node nid:<em>189</em>',1306848928,0),(236,266,1,'Standards','<p>\r\n	Overview of Standards<br />\r\n	Science Standard A - Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.</p>\r\n<p>\r\n	A1 - Systems<br />\r\n	Performance Indicators 6-8<br />\r\n	Students describe and apply principles of systems in man-made things, natural things, and processes.<br />\r\n	b. Explain how the output of one part of a system, including waste products from manufacturing or organisms, can become the input of another part of a system.<br />\r\n	A4 - Scale<br />\r\n	Performance Indicators and Descriptors 6-8<br />\r\n	Students use scale to describe objects, phenomena, or processes related to Earth, space, matter, and mechanical and living systems.<br />\r\n	b. Use proportions, averages, and ranges to describe small and large extremes of scale.</p>\r\n<p>\r\n	ELA Standard C - Research: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, com&shy;municating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media.</p>\r\n<p>\r\n	C1 - Research<br />\r\n	Performance Indicators and Descriptors 6-8<br />\r\n	Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.<br />\r\n	a. Determine the nature and extent of information needed.<br />\r\n	b. Locate and access relevant information.<br />\r\n	c. Demonstrate facility with note-taking, organizing information, and creating bibliographies<br />\r\n	d. Distinguish between primary and secondary sources<br />\r\n	e. Summarize and interpret information presented in varied sources and/or from fieldwork, experiments, and interviews<br />\r\n	f. Present findings by paraphrasing, quoting sources, and using proper citation.<br />\r\n	g. Use information ethically and legally</p>\r\n<p>\r\n	MLR Mathematics Standard B - Data: Students make measurements and collect, display, evaluate, analyze, and compute with data to describe or model phenomena and to make decisions based on data. Students compute statistics to summarize data sets and use concepts of probability to make predictions and describe the uncertainty inherent in data collection and measurement.</p>\r\n<p>\r\n	Measurement and Approximation<br />\r\n	Performance Indicators &amp; Descriptors 8<br />\r\n	2. Students convert across measurement systems and within a system for different units in derived measures<br />\r\n	Performance Indicators &amp; Descriptors 9-Diploma<br />\r\n	1. Students understand the relationship between precision and accuracy<br />\r\n	Express answers to a reasonable degree of precision in the context of a given problem<br />\r\n	Represent an approximate measurement using appropriate numbers of significant figures</p>\r\n','<p>\r\n	Overview of Standards<br />\r\n	Science Standard A - Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.</p>','Outline Designer -- node renamed from <em>Links</em> to <em>Standards</em>',1308785374,2),(181,267,4,'Introduction to Mercury in the Environment','<p>\r\n	This&nbsp;first unit will help students understand what mercury is, why it presents a health concern, and where it comes from. The classroom activities cover <a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-why-do-we-care-about-mercury\">background information</a>, <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-concentrations\">mercury concentrations</a>, <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-mapping-us-mercury-emissions\">mercury movement in the environment</a>, and <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-road-toxicity\">mercury toxicity</a>. In the <a href=\"http://participatoryscience.org/mercury-watersheds/links-4\">Links section</a> you will find excellent background <a href=\"http://participatoryscience.org/sites/default/files/BRIMercury.pdf\"><img alt=\"\" src=\"http://participatoryscience.org/sites/default/files/mercuryconnectionscover.png\" style=\"width: 41px; height: 53px; margin: 5px; float: left;\" /></a>reading materials including the BioDiversity Research Institute&#39;s Mercury Connections report that many students have found very helpful.</p>\r\n','<p>\r\n	This&nbsp;first unit will help students understand what mercury is, why it presents a health concern, and where it comes from.','Outline Designer -- node renamed from <em>Unit 1</em> to <em>Introduction to Mercury in the Environment</em>',1311690841,2),(237,268,4,'Introduction to Mercury in the Environment','','','Outline Designer -- Duplicate of old node nid:<em>181</em>',1306849391,2),(238,269,4,'Introduction to Mercury in the Environment','','','Outline Designer -- Duplicate of old node nid:<em>181</em>',1306849463,2),(239,270,4,'Introduction to Mercury in the Environment','','','Outline Designer -- Duplicate of old node nid:<em>181</em>',1306849462,2),(240,271,4,'Introduction to Mercury in the Environment','','','Outline Designer -- Duplicate of old node nid:<em>181</em>',1306849462,2),(241,272,4,'Introduction to Mercury in the Environment','','','Outline Designer -- Duplicate of old node nid:<em>181</em>',1306849463,2),(242,273,1,'Background for Teachers','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>187</em>',1306950617,2),(243,274,4,'Background for Teachers','<p>\r\n	<b>BACKGROUND INFORMATION</b></p>\r\n<p>\r\n	In the United States, thousands of chemicals are consumed and utilized in everyday items such as food, personal care products, prescription drugs, household cleaners, and garden/lawn care products. The effects of many of these chemicals on humans are unknown. Moreover, our use and disposal of these products ultimately contaminates our planet&rsquo;s soil, water, and air. Safeguarding public health and the quality of the environment depends on identifying the effects of these chemicals and the levels of exposure at which they may become hazardous.</p>\r\n<p>\r\n	As high-school students study the flow of matter and energy in natural systems they develop an understanding that important molecules and elements are continually recycled. By studying toxicology, students add to this understanding by examining that hazardous chemicals in natural systems also are passed along the food chain. Thus, an herbicide used to kill weeds or a pesticide used to kill insects is not isolated to its target organism. We are, in fact, all connected on this planet to each other and the risk to our own health must always be weighed against the benefit attained by using hazardous chemicals.</p>\r\n<p>\r\n	Toxicology overlaps with many aspects of the sciences including biology, chemistry, physiology, microbiology, public health, and pharmacology. Overall it is a science that studies toxins and their effect on biological systems.</p>\r\n<h3>\r\n	<a name=\"TOC-Mercury-Toxicology-101\"></a>Mercury Toxicology 101</h3>\r\n<p>\r\n	<i><b>Routes of exposure (i.e. how does mercury get into organisms?) </b></i></p>\r\n<p>\r\n	A human or other organism can be exposed to mercury from breathing in contaminated air, from ingesting contaminated water or food, or from having skin contact with mercury. Not all forms of mercury easily enter your body, even if they come in contact with it; so it is important to know which form of mercury you (or a creature you are studying) have been exposed to (inorganic mercury or methylmercury), and by which route (air, food, or skin). Once it is absorbed into the bloodstream, it travels rapidly to other parts of the body, including the brain and kidneys. Toxicologists use certain terms to talk about routes of entry for toxic substances into the body &ndash; you&rsquo;ll see these terms if you ever look at a Materials Safety Data Sheet (MSDS) for any chemical or substance:</p>\r\n<p>\r\n	<b>Ingestion</b>: If you were to swallow small amounts of <b>inorganic mercury</b> metal&ndash;for example, from a broken oral thermometer&ndash;virtually none (less than 0.01%) of the mercury would enter your body through the stomach or intestines, unless these organs were diseased. Even when a larger amount of mercury (a half of a tablespoon) was swallowed by one person, very little entered the body. <b>Methylmercury </b>is the form of organic mercury that is most (about 95%) easily absorbed through the gastrointestinal tract. After eating fish or other foods that are contaminated, the methylmercury enters your bloodstream easily and travels rapidly to other parts of your body. Eating mercury-contaminated food is the primary pathway by which people (and other organisms) are exposed to mercury.</p>\r\n<p>\r\n	<b>Inhalation: Inorganic mercury</b> compounds may evaporate slowly at room temperature and could enter your body easily if you were to breathe in the vapors. When you breathe in mercury vapors, most (about 80%) of the mercury enters your bloodstream directly from your lungs. A small amount of the inorganic mercury can be changed in your body to metallic mercury and leave again as a mercury vapor when you exhale.</p>\r\n<p>\r\n	<b>Skin contact:</b> Only small amounts of <b>methylmercury </b>enter the bloodstream directly through the skin, but other forms of organic mercury (in particular dimethylmercury) can rapidly enter the body through the skin. <b>Note: we won&rsquo;t be working with any dimethylmercury, and the methylmercury in our study organisms will be tightly bound in those organisms, and won&rsquo;t be able to move from those organisms into us by just skin contact. </b></p>\r\n<p>\r\n	<i><b>What happens once mercury is in the body? </b></i></p>\r\n<p>\r\n	Once in your body, inorganic metallic mercury can stay for weeks or months. When mercury enters the brain it can be &quot;trapped&quot; in the brain for a long time. Metallic mercury in the blood of a pregnant woman can enter her developing child and cause developmental disabilities. Most metallic mercury will accumulate in your kidneys, but some can also accumulate in the brain. Most of the metallic mercury absorbed into the body eventually leaves in the urine and feces, while smaller amounts leave the body in the exhaled breath.</p>\r\n<h3>\r\n	<a name=\"TOC-Biomagnification\"></a>Biomagnification</h3>\r\n<p>\r\n	Students now have an understanding of how mercury acts as a poison within an individual organism. Now we will show them how mercury &ldquo;biomagnifies.&rdquo;</p>\r\n<ul>\r\n	<li>\r\n		<i>Bioaccumulation</i>: Bioaccumulation is the accumulation of higher and higher concentrations of potentially toxic chemicals in individual organisms. It occurs in the case of chemicals that are ingested but cannot be broken down or excreted.\r\n		<ul>\r\n			<li>\r\n				Every time an organism eats an organism that contains mercury, it takes in the mercury burden of that food item.</li>\r\n			<li>\r\n				The methylmercury within the food item is a lipid soluble, not water soluble, chemical. This means it cannot be removed from the body in urine (which is water-based). Instead, methylmercury accumulates in different tissues within the body.</li>\r\n			<li>\r\n				With every food item consumed more methylmercury is accumulated by the consumer and little of it can be excreted. The methylmercury is stored in the consumer&ndash; whether the consumer be an earthworm, owl, beetle, copepod, pickerel, or human. If any of these organisms is eaten, then their body burden is, in turn, accumulated by their consumer. If all you eat are small fish then you will accumulate all the mercury of every small fish you eat.</li>\r\n			<li>\r\n				Bioaccumulation of mercury depends on what an organism eats and the longevity of the organism.</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		<i>Biomagnification</i>: Biomagnification is the bioaccumulation occurring through several levels of a food chain.\r\n		<ul>\r\n			<li>\r\n				Biomagnification is the increase in concentration of a substance from one trophic level to the next.</li>\r\n			<li>\r\n				Biomagnification results from the fact that 1.) mercury bioaccumulates within an organism and 2.) organisms must consume a lot of other organisms to live.</li>\r\n			<li>\r\n				Biomagnification depends on what trophic level you are observing, and how much mercury is present in the environment to begin with.</li>\r\n		</ul>\r\n	</li>\r\n</ul>\r\n<p>\r\n	In summary, although the methylmercury form of mercury is a very small fraction of the global mercury cycle, it is, by far, the form most prevalent in the biosphere and therefore most important to us from a health perspective.</p>\r\n<p>\r\n	The <a href=\"http://participatoryscience.org/sites/default/files/2_teachers cheat sheet_0.pdf\">&quot;Teacher&#39;s Cheat Sheet&quot;</a> includes a brief list of factors that affect how much mercury is in a system, along with where it shows up in the system. This list might help you as you think about <u>how to guide your students&rsquo; inquiry</u>.</p>\r\n<p>\r\n	<font size=\"4\">OTHER RESOURCES</font></p>\r\n<h3>\r\n	<a name=\"TOC-Additional-Background-Information\"></a>Additional Background Information</h3>\r\n<div>\r\n	&nbsp;</div>\r\n','<p>\r\n	<b>BACKGROUND INFORMATION</b></p>','Outline Designer -- Duplicate of old node nid:<em>187</em>',1311706989,2),(9887,9963,1,'Old Town 2011- Soakin\' up the sulfate','','','',1313497380,2),(9888,9964,1,'Old Town 2011- What\'s up with the slope?','','','',1313497386,2),(9889,9965,1,'Old Town 2011- Aw, Grow Up!','','','',1313497392,2),(9890,9966,1,'Old Town 2011- Change in the Weather','','','',1313497398,2),(9891,9967,1,'Bangor HS 2011- Mercury Contents Within a Food Chain','','','',1313498483,2),(9892,9968,4,'Classroom Activities- Peer Review','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Scientists often engage in debates about their hypotheses and approaches. These can be verbal or on paper, and are often called &quot;peer review&quot;. This type of constructive criticism is very important and helps scientists see how they might improve their work to get more definite answers, or to see things they might have overlooked.</p>\r\n		<p>\r\n			This is a short activity for students.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n	</div>\r\n	<div>\r\n		<h2>\r\n			<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<h3>\r\n			<a name=\"TOC-1\"></a></h3>\r\n		<p>\r\n			Engage the students in a type of peer review by having different groups review each others&#39; hypotheses and study designs. Discussions should focus around questions such as:</p>\r\n		<ul>\r\n			<li>\r\n				Why do you think that?</li>\r\n			<li>\r\n				Have you considered &hellip;. ? (For example, a competing explanation for how a system might work.)</li>\r\n			<li>\r\n				When you are collecting data, won&rsquo;t it be confusing if &hellip; (A good example of this would be a student proposing to look at the relationship between fish weight and mercury burden without paying attention to differences between species.)</li>\r\n			<li>\r\n				Couldn&rsquo;t you also measure &hellip;.? (For example, suggesting that students collecting insects also keep track of the kind of terrain that the insect is captured in, just in case it might matter.)</li>\r\n		</ul>\r\n		<p>\r\n			A key objective in this kind of exercise is helping students learn a different kind of discourse&mdash;one that is not personal, but is instead focused on leading to general improvement.&nbsp;You can help students see the importance of this by reminding them that the results will be used by others. Some students may have to play the role of &quot;devil&#39;s advocate&quot; - sometimes making an argument that they are not sure of, but that they think needs exploring. This type of thinking and healthy debate can lead to better projects and new ways of working.</p>\r\n		<h3>\r\n			<a name=\"TOC-Communication-with-Other-Teachers\"></a>Communication with Other Teachers</h3>\r\n		<p>\r\n			It would be useful to have the students prepare their hypotheses in a form that you can easily share with other teachers. You might also want to notify the cooperating scientist(s) that the materials are on the shared website if you would like an external review of what the students are proposing before the work begins.</p>\r\n	</div>\r\n	<div dir=\"ltr\">\r\n		&nbsp;</div>\r\n</div>\r\n','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>287</em>',1312381582,2),(244,275,1,'Background for Teachers','<p>\r\n	<i>Data collection</i> is the accumulation of the numbers and observations needed in order to support or refute a hypothesis that has been formulated. In collecting data, it is important to be smart about how it is collected in order to avoid spending a lot of time collecting data that doesn&rsquo;t hep with the research:</p>\r\n<ul>\r\n	<li>\r\n		Make defensible research plans\r\n		<div class=\"sites-embed-align-right-wrapping-on\">\r\n			<div class=\"sites-embed-border-on sites-embed\" style=\"width: 250px;\">\r\n				<h4 class=\"sites-embed-title\">\r\n					Important rule for plant &amp; animal sampling</h4>\r\n				<div class=\"sites-embed-content sites-embed-type-text\">\r\n					<div class=\"sites-embed-content-textbox\">\r\n						<div dir=\"ltr\">\r\n							<span style=\"background-color: rgb(111, 168, 220);\"><b><span style=\"background-color: rgb(255, 255, 255); color: rgb(0, 0, 0);\">If there is only one of a plant or animal, or if it&rsquo;s known to be rare or endangered, never collect, harass, cut or pick it.</span></b></span></div>\r\n					</div>\r\n				</div>\r\n			</div>\r\n		</div>\r\n	</li>\r\n	<li>\r\n		Collect only the information needed</li>\r\n	<li>\r\n		Be systematic and collect the same type of data in the same way</li>\r\n	<li>\r\n		Take very careful field and lab notes</li>\r\n	<li>\r\n		Enter the data into a spreadsheet in order to analyze and graph it</li>\r\n	<li>\r\n		Check it twice to minimize errors whenever you can</li>\r\n</ul>\r\n<p>\r\n	<i>Observations</i> can be either quantitative (numeric) or qualitative (words, relative amounts) and observations can be made of anything you can see. You can count invertebrates, list species, weigh a fish, say whether a certain animal or plant is present or absent.<br />\r\n	<br />\r\n	Sampling and mercury analysis can be done for anything solid: soil, leaves, tree bark, moss, lichen, plants, fish, insects, algae, hair.<br />\r\n	<br />\r\n	To sample vertebrates such as fish it is necessary to get permission first. It is the ethical thing to do, and the law requires it. You will need to contact your cooperating scientist well in advance of doing any field work in order to obtain the necessary permits. To minimize the effects our sampling has on the ecosystem we will take no more than five individual fish of any species and no more than three individual American eel from any study site.<br />\r\n	<br />\r\n	You also can design a lab experiment for environmental research. It is often set up like a mini‐ecosystem indoors, such as putting soil in a container and exposing it to different conditions. Sometimes combining field research with a lab experiment is a powerful approach, but again, you have to be really clear about your specific question and hypothesis.</p>\r\n<h3>\r\n	<a name=\"TOC-Additional-Background-Information\"></a>Additional Background Information</h3>\r\n<p>\r\n	What follows is a set of links to tools and documents that you can use as you guide students through the process of designing their research, preparing for sampling, and actually doing the sampling.</p>\r\n<div style=\"margin-left: 40px;\">\r\n	<h4>\r\n		<a name=\"TOC-Resources-on-Sampling-Techniques\"></a><u>Resources on Sampling Techniques</u></h4>\r\n	<p>\r\n		If you are sampling invertebrates, you will want to look at the Maine Department of Environmental Protection&#39;s very useful booklet titled &quot;<span style=\"color: rgb(153, 0, 0);\">Methods for Biological Sampling and Analysis of Maine&#39;s Rivers and Streams</span>.&quot; It contains suggestions for selecting sampling sites and construction of sampling devices. It also contains an example of the field sheet that DEP uses. The one change we will need to make to the sampling protocol regards preservation: they talk about preserving the invertebrates in alcohol, but, since we are sampling for mercury, we will simply freeze the samples.</p>\r\n	<p>\r\n		In general, the DEP&#39;s <span style=\"color: rgb(153, 0, 0);\">biomonitoring resource page</span> is a treasure trove of good information specific to the climate and other environmental factors that you will be working with.</p>\r\n</div>\r\n','<p>\r\n	<i>Data collection</i> is the accumulation of the numbers and observations needed in order to support or refute a hypothesis that has been formulated. In collecting data, it is important to be smart about how it is collected in order to avoid spending a lot of time collecting data that doesn&rsquo;t hep with the research:</p>','Outline Designer -- Duplicate of old node nid:<em>187</em>',1308784959,2),(245,276,1,'Background for Teachers','<p>\r\n	&nbsp;</p>\r\n<ul style=\"margin-top: 0in;\">\r\n	<li>\r\n		Environmental data are inherently &lsquo;messy&rsquo;, meaning that there are many variables and they are often linked. For example, if one variable is tree species and another is amount of litterfall, they might be linked &ndash; hardwood species will tend to have more leaves falling off than softwoods. Hopefully the study design in Unit 3 has helped to minimize these &lsquo;confounding factors&rsquo; when feasible. There will be many unforeseen confounding factors or variables you wish you measured. This is typical for any type of science and should be noted for posterity in Unit 6 when students present their projects.</li>\r\n	<li>\r\n		Use the research question and hypothesis as guides to keep the data analysis on track. Although exploring the data can be a great learning experience, students might eventually lose focus and need redirection toward the hypothesis. A teacher might ask something like, &ldquo;What is the question you&rsquo;re asking of the data?&rdquo; to help redirect.</li>\r\n	<li>\r\n		Use the hypothetical graph created in Unit 4 as a template or cue to what a data product &ndash; like a graph or diagram - might look like.</li>\r\n	<li>\r\n		Although students may work on data analysis in separate groups, it is a good idea to compile all the data into one common spreadsheet or table so that each group has the same data to begin with.</li>\r\n</ul>\r\n','<p>\r\n	&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>187</em>',1308784944,2),(246,277,1,'Lesson Resources','','','Outline Designer -- Duplicate of old node nid:<em>188</em>',1308785285,2),(247,278,4,'Lesson Resources','','','Outline Designer -- Duplicate of old node nid:<em>188</em>',1311860764,2),(248,279,4,'Lesson Resources','','','Outline Designer -- Duplicate of old node nid:<em>188</em>',1311687774,2),(249,280,4,'Background for Teachers','<p>\r\n	A hypothesis, or scientific claim, is simply a well reasoned guess at the answer to your research question.<span>&nbsp; </span>The words &ldquo;well reasoned&rdquo; are important here.<span>&nbsp; A well reasoned claim usually includes a &#39;because&#39; statement or takes the form of an &#39;if, then&#39; statement. </span>For students to develop a such a claim it should grow out of some kind of a model of the system or mechanism under investigation.<span>&nbsp; </span>A student ought to have some idea as to <u>why</u> the outcome predicted by the hypothesis would happen.</p>\r\n<p class=\"rteindent1\">\r\n	Example: Suppose a student offers a scientific claim that mosquitoes would have higher mercury levels than beetles.<span>&nbsp; </span>Then suppose you ask the student to explain why he or she expects this outcome.<span>&nbsp; </span>If the student simply says, &ldquo;I don&rsquo;t know, it&rsquo;s just a guess,&rdquo; then there is no model in place, and when the student actually gets the data back from the lab all that he or she will be able to say is either &ldquo;Good, I was right,&rdquo; or &ldquo;Huh, I was wrong.&rdquo;<span>&nbsp; </span></p>\r\n<p class=\"rteindent1\">\r\n	But if the student has a model of how things work that is informing that scientific claim&mdash;saying, for example, that since mosquitoes get their food from animals, some of which are carnivores, they are effectively high on the food chain&mdash;then there is the possibility of having some learning happen.<span>&nbsp; </span>If the data support the hypothesis, you might suggest that the student compare the mercury level of male and female mosquitoes to see if the blood is what makes the difference.<span>&nbsp; </span>If the data do not support the hypothesis (often a more interesting outcome), you might suggest that the student try looking exclusively at female mosquitoes, or compare the mercury level in mosquitoes to that found in other insects, and so on.<span>&nbsp; </span>The point is that the model behind the hypothesis gives you something to build on.</p>\r\n<h3>\r\n	<a name=\"TOC-Coming-Up-with-a-Hypothesis\"></a>Coming Up with a Hypothesis</h3>\r\n<h4>\r\n	<a name=\"TOC-We-have-found-that-students-have-di\"></a><span style=\"background-color: rgb(217, 234, 211); color: rgb(39, 78, 19);\">We have found that students have difficulty coming up with a hypothesis that they can work with.&nbsp; Perhaps some of the problem is that &ldquo;hypothesis&rdquo; is a formal-sounding word.&nbsp; An approach that has worked has been to have the students review their learning so far and then ask &ldquo;I wonder&rdquo; and then &ldquo;I think.&rdquo; And have students do this often. Hypotheses often come from a continuous refinement of ideas.</span></h4>\r\n<p>\r\n	Have the students start with the <i><b>question </b></i>that the class is looking at. Suppose, for example, that the question is, &ldquo;How does mercury end up in living things in a forest?&rdquo;</p>\r\n<p>\r\n	We suspect that a lot of the trouble that students have is in moving from this kind of general question to the more specific kind of assertion that makes for a hypothesis.<span>&nbsp; </span>Just as in our discussion of &ldquo;well reasoned guess&rdquo; above, what is missing is the model.</p>\r\n<p>\r\n	So, you would probably want to have the students draw a picture of how they think mercury moves in the forest (<a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-where-mercury-our-study-site-and-how-does-it-move\">see The Mercury in Foodwebs classroom activity</a>). Where does it come from and how does it enter the food chain? Different students will come up with different pictures, or models, of course&mdash;but suppose that a group of students has the mercury captured by the trees, washing to the ground, moving into its methyl form in a boggy area, getting absorbed by plants in the bog, moving up into insects that feed on vegetation in the bog, and so on.<span>&nbsp; </span></p>\r\n<p>\r\n	That model is what generates some hypotheses.<span>&nbsp; </span>With a model, the students can ask, &ldquo;If the model is correct, what would we expect to see?&rdquo;<span>&nbsp; </span>Would the algae and plants in the boggy area contain more mercury than other plants?<span>&nbsp; </span>What kinds of insects or other animals feed in the boggy area?<span>&nbsp; </span>Would they have higher mercury levels than upland insects?<span>&nbsp; </span>And so on.</p>\r\n<p>\r\n	The hypotheses grow out of following out the implications of the model.<span>&nbsp; </span>Once again, &ldquo;If the model is correct, what would we expect to see?&rdquo;</p>\r\n<p>\r\n	So, how do the students go about constructing a model?<span>&nbsp; </span>They already made a start at this at the end of Unit 2, when they <a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-where-mercury-our-study-site-and-how-does-it-move\">drew diagrams</a> of the mercury cycle for whatever system it is that they are studying.<span>&nbsp; </span>Some of the information required to understand and extend this diagram comes directly from the course content that you provide, using the resources in these lesson plans, the class text, and so on.<span>&nbsp; </span>Another part of what the students need will come from additional reading about the plants, amphibians, and other forms of life in the system that they are studying.<span>&nbsp; </span>The key thing is to have the students try to draw a picture of how the system works.<span>&nbsp; </span>When there is a part of that picture that is fuzzy or that they don&rsquo;t understand, they need to do some more reading, or&mdash;devise an experiment to find out what they need to know.</p>\r\n<p>\r\n	Note, by the way, that the model that the students come up with does not have to be TRUE in some final sense.<span>&nbsp; </span>It just needs to hold together, make sense, and serve as a good foundation for their continued thinking and research. The degree to which you want to interfere and &ldquo;correct&rdquo; a model is another one of those judgment calls that depends, once again, on whether the model is:</p>\r\n<ul>\r\n	<li>\r\n		owned by the students</li>\r\n	<li>\r\n		on the right topic</li>\r\n	<li>\r\n		pedagogically useful</li>\r\n</ul>\r\n<h3 style=\"background-color: rgb(217, 234, 211); color: rgb(39, 78, 19);\">\r\n	<a name=\"TOC-A-Hypothetical-Chart\"></a>A Hypothetical Chart</h3>\r\n<h4 style=\"background-color: rgb(217, 234, 211); color: rgb(39, 78, 19);\">\r\n	<a name=\"TOC-It-would-be-a-good-idea-to-have-the\"></a>It would be a good idea to have the students make a chart or graph of what they think the results of their data-gathering might be. This would give them an indication of the viability of their hypotheses. They should draw the graph on a piece of paper rather than use a computer. They will need to decide what information goes on which axis and plot what they think the data will show. For example, say a student hypothesized that mosquitoes will have more mercury than beetles because mosquitoes feed on carnivores which are higher on the food chain. Here is what their hypothetical chart would look like:</h4>\r\n<div style=\"display: block; text-align: center; margin-right: auto; margin-left: auto;\">\r\n	<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/hypothetical%20chart.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445412/watershed-experiences/unit-3/hypothetical%20chart.jpg\" /> </a></div>\r\n<div style=\"display: block; text-align: center; margin-right: auto; margin-left: auto;\">\r\n	&nbsp;</div>\r\n<div style=\"display: block; text-align: center; margin-right: auto; margin-left: auto;\">\r\n	&nbsp;</div>\r\n<h4>\r\n	A Good Resource:</h4>\r\n<p>\r\n	We have found that a simple &quot;<a href=\"http://participatoryscience.org/sites/default/files/1_Claim-2.pdf\">Claim, Reasoning and Hypothetical Graph</a>&quot; worksheet coupled with classroom discussion and peer review help with developing scientific claims.</p>\r\n<h4>\r\n	Goals &amp; Challenges</h4>\r\n<div>\r\n	<p>\r\n		The goal is to guide the students toward a specific research question&mdash;a question that they can investigate by setting up an experiment, collecting data, and analyzing the results. Teachers need to guide this process so that the students&rsquo; questions meet a few important criteria:</p>\r\n	<ul>\r\n		<li>\r\n			<b>Owned by the Students</b>:<span>&nbsp; </span>Students should develop their own questions because they will learn from doing so and will be more invested in the research outcomes.</li>\r\n		<li>\r\n			<b>On the Right Topic</b>:<span>&nbsp; </span>On the other hand, the students&rsquo; questions need to be consistent with the learning objectives for the course.<span>&nbsp; </span>For example, if the course is focused on food webs, you might not want to let a student pursue a question about whether you catch more bass in deep water than in shallow water&mdash;<i>unless the student connects that question to food webs. </i></li>\r\n		<li>\r\n			<b>Pedagogically Useful</b>:<span>&nbsp; </span>You will also want to be sure that the questions that students are pursuing are ones that they can hope to investigate given the time and equipment that is available and given the students&rsquo; level of expertise.<span>&nbsp; </span>You are trying to direct the students toward a positive outcome, and you want to steer them away from paths that are likely to end in frustration or in a trivial, uninteresting result.</li>\r\n	</ul>\r\n	<p>\r\n		Balancing these objectives requires judgment, familiarity with the scientific principles involved, and practice.<span>&nbsp; </span>You, the teacher, are acting as a guide for the students on an intellectual adventure.<span>&nbsp; </span>Some journeys inevitably turn out to be more interesting and exciting than others.<span>&nbsp; </span>The more times that you lead these trips, the more you will know about what works.<span>&nbsp; </span>This is one of the key reasons that we are asking you to share your experiences, both good and bad, with other teachers.<span>&nbsp; </span>By pooling experience you can learn from each other. So, please, post your hypothesis development classroom practices in the <a href=\"http://participatoryscience.org/forums/mercury-watersheds-forum\">forum</a> so that we can all learn from each other.</p>\r\n</div>\r\n','<p>\r\n	A hypothesis, or scientific claim, is simply a well reasoned guess at the answer to your research question.<span>&nbsp; </span>The words &ldquo;well reasoned&rdquo; are important here.<span>&nbsp; A well reasoned claim usually includes a &#39;because&#39; statement or takes the form of an &#39;if, then&#39; statement. </span>For students to develop a such a claim it should grow out of some kind of a model of the system or mechanism under investigation.<span>&nbsp; </span>A student ought to have some idea as to <u>why</u> the outcome predicted by the hypothesis would happen.</p>','Outline Designer -- Duplicate of old node nid:<em>187</em>',1312377184,2),(250,281,4,'Lesson Resources','','','Outline Designer -- Duplicate of old node nid:<em>188</em>',1311704193,3),(251,282,1,'Links','','','Outline Designer -- Duplicate of old node nid:<em>189</em>',1308785275,2),(252,283,4,'Links','<p>\r\n	<span class=\"first-word\">At this time</span> there are no links for this part of the curriculum. June 22, 2011</p>\r\n','<p>\r\n	<span class=\"first-word\">At this time</span> there are no links for this part of the curriculum. June 22, 2011</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>189</em>',1308793894,2),(253,284,4,'Links','<p>\r\n	<span class=\"first-word\"><span class=\"first-word\">At this</span> time</span> there are no links for this part of the curriculum. June 22, 2011</p>\r\n','<p>\r\n	<span class=\"first-word\"><span class=\"first-word\">At this</span> time</span> there are no links for this part of the curriculum. June 22, 2011</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>189</em>',1308794662,2),(254,285,4,'Lesson Resources','','','Outline Designer -- Duplicate of old node nid:<em>188</em>',1312991327,2),(255,286,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>235</em>',1313086638,2),(256,287,4,'Classroom Activities','<p>\r\n	These activities will help with <a href=\"http://www.universalpantograph.com/serc/?q=node/288\">experimental design</a> before field sampling, <a href=\"http://www.universalpantograph.com/serc/?q=node/289\">prepare your students for fieldwork</a>, help with <a href=\"http://www.universalpantograph.com/serc/?q=node/290\">smooth operations during fieldwork</a>, and assist in <a href=\"http://www.universalpantograph.com/serc/?q=node/291\">sample submission</a>.</p>\r\n','<p>\r\n	These activities will help with <a href=\"http://www.universalpantograph.com/serc/?q=node/288\">experimental design</a> before field sampling, <a href=\"http://www.universalpantograph.com/serc/?q=node/289\">prepare your students for fieldwork</a>, help with <a href=\"http://www.universalpantograph.com/serc/?q=node/290\">smooth operations during fieldwork</a>, and assist in <a href=\"http://www.universalpantograph.com/serc/?q=node/291\">sample submission</a>.</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>235</em>',1308793203,2),(257,288,1,'Classroom Activities','<p>\r\n	After collecting data in the field and receiving results from the laboratory, students will understand and apply the concepts of data analysis. There are three important warm-up activities that set up the conceptual understanding behind graphing and data display, which are important in getting students to begin to think about data differently &ndash; grouping data and making generalizations about patterns, rather than seeing only the extremes. The exercises build toward a key skill &ndash; connecting the research question to the data. Three activities follow that deal more specifically with the data produced in the students&rsquo; own research. The activities in this unit build from each other, and we recommend doing them in the order presented here.</p>\r\n<br />\r\n<p>\r\n	We strongly recommend that all graphing activities are done by hand &ndash; on paper or whiteboards &ndash; before students consider graphing using computer software. To understand the concepts, graphing by hand will focus attention on the data, not the tool, and is reasonable with our small data sets.</p>\r\n','<p>\r','Outline Designer -- Duplicate of old node nid:<em>235</em>',1308785040,2),(258,289,4,'Links','<div>\r\n	<h3>\r\n		<u>Toxicity &amp; Bioaccumulation</u></h3>\r\n	<p>\r\n		<font size=\"2\">Many of the resources used in Unit 1 to introduce mercury and how it moves through the environmental will, not surprisingly, be very useful in this second unit as well. <a href=\"http://participatoryscience.org/sites/default/files/mercury-matters1_0.pdf\"><img alt=\"\" src=\"http://participatoryscience.org/sites/default/files/mercury matters cover_0.png\" style=\"width: 80px; margin: 5px; float: left; height: 103px;\" /></a></font></p>\r\n	<ul style=\"font-family: arial,sans-serif;\">\r\n		<li>\r\n			<p>\r\n				<font size=\"2\">The <a href=\"http://hubbardbrookfoundation.org/\">Hubbard Brook Foundation</a> has published <a href=\"http://participatoryscience.org/sites/default/files/mercury-matters1_0.pdf\">Mercury Matters</a>- a very attractive <a href=\"http://participatoryscience.org/sites/default/files/BRIMercury.pdf\"><img alt=\"\" src=\"http://participatoryscience.org/sites/default/files/mercuryconnectionscover.png\" style=\"width: 80px; height: 103px; float: right; margin: 5px;\" /></a>and very useful booklet on mercury in the Northeastern US. It contains good information on mercury transport, </font><font size=\"2\">bioaccu</font>mulation, and on the levels of mercury found in different biota in the Northeast.</p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				In the reso<font size=\"2\">urces for Unit 1 we have already referenced the <a href=\"http://www.briloon.org/\">Biodiversity Research Institute&#39;s</a> excellent <a href=\"http://participatoryscience.org/sites/default/files/BRIMercury.pdf\">Mercury Connections</a> booklet on mercury. We call attention to it again here because it contains good information about mercury levels in a variety of different kinds of animals.</font></p>\r\n		</li>\r\n		<li>\r\n			<p>\r\n				<font size=\"2\">For a look at mercury in humans, see <a href=\"http://www.cleanandhealthyme.org/BodyofEvidenceReport/tabid/55/Default.aspx\" rel=\"nofollow\" target=\"_blank\" title=\"Body of Evidence\">Body of Evidence: A Study of Pollution in Maine People</a>.</font></p>\r\n		</li>\r\n	</ul>\r\n</div>\r\n','<div>\r\n	<h3>\r\n		<u>Toxicity &amp; Bioaccumulation</u></h3>\r\n	<p>\r\n		<font size=\"2\">Many of the resources used in Unit 1 to introduce mercury and how it moves through the environmental will, not surprisingly, be very useful in this second unit as well. <a href=\"http://participatoryscience.org/sites/default/files/mercury-matters1_0.pdf\"><img alt=\"\" src=\"http://participatoryscience.org/sites/default/files/mercury matters cover_0.png\" style=\"width: 80px; margin: 5px; float: left; height: 103px;\" /></a></font></p>','Outline Designer -- Duplicate of old node nid:<em>189</em>',1311707113,2),(259,290,4,'Links','<p>\r\n	At this time there are no links for this part of the curriculum. June 22, 2011</p>\r\n','<p>\r\n	At this time there are no links for this part of the curriculum. June 22, 2011</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>189</em>',1308791270,2),(260,291,4,'Standards','<font size=\"3\">Overview of Standards</font></b></h3><p><b>Science and Technology Standard C - The Scientific and Technological Enterprise:</b> Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.<br>&nbsp;&nbsp;&nbsp;&nbsp; C1 Understandings of Inquiry<br><i>Performance Indicators &amp; Descriptors 9-Diploma</i><br>Students describe key aspects of scientific investigations: that they are guided by <i>scientific principles</i> and knowledge, that they are performed to test ideas, and that they are communicated and defended publicly.<br></p><div style=\"margin-left: 40px;\">a.      Describe how scientists defend their evidence and explanations using logical arguments and verifiable results.<br></div> <p><b>Statewide Standards for Health Science Careers</b><br>Communications<br></p><div style=\"margin-left: 40px;\">B1   Applies active listening skills.<br>B2   Applies speaking skills<br>B3   Applies reading skills<br>B4   Applies writing skills<br>B5   Applies elements of communication using the sender-receiver model<br>B6   Uses communications technology<br>B7   Performs general information management tasks<br></div><p>Critical/Creative Thinking<br></p><div style=\"margin-left: 40px;\"> C1  Locates and researches information and data<br>C3   Displays planning and organization skills<br></div><p><b>Warranted List</b><br>“Students will work, write, and speak effectively when doing research in all content areas.”<br></p><p><b>Career Clusters</b><br>“Use Communication skills, demonstrate written communication skills, use communication technology.”</p>','<font size=\"3\">Overview of Standards</font></b></h3><p><b>Science and Technology Standard C - The Scientific and Technological Enterprise:</b> Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.<br>&nbsp;&nbsp;&nbsp;&nbsp; C1 Understandings of Inquiry<br><i>Performance Indicators &amp; Descriptors 9-Diploma</i>','Outline Designer -- Duplicate of old node nid:<em>236</em>',1308795014,2),(261,292,1,'Standards','<p>\r\n	<b>MLR H&amp;PE Standard A. Health Concepts, 4. Environment and Personal Health</b><br />\r\n	<i>Performance Indicators &amp; Descriptors 9‐Diploma</i> - Students determine the interrelationship between the environment and other factors and personal health</p>\r\n<p>\r\n	<b>Statewide Standards Health Careers</b><br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span>D1 Practices safety principles at school and workplace<br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span>D2 Follows emergency safety procedures<br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span>D4 Uses ergonomically correct work methods for clients and self<br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span>D5 Follows mandated standards for workplace safety</p>\r\n<p>\r\n	<b>Warranted List</b><br />\r\n	<b> <span>&nbsp;&nbsp; &nbsp;</span>STJ00</b> Students will apply inquiry and problem‐solving approaches in science and technology<br />\r\n	<b> <span>&nbsp;&nbsp; &nbsp;</span>STJ01 </b>Make accurate observations using appropriate tools and units of measure</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p style=\"text-align: center;\">\r\n	<b><u><font size=\"3\">Activity B &amp; C Learning Results</font></u></b></p>\r\n<p>\r\n	<b>MLR Science &amp; Technology Standard B ‐ The Skills and Traits of Scientific Inquiry and Technological Design:</b> Students plan, conduct, analyze data from and communicate results of in‐depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specific need.<br />\r\n	<i>Performance Indicators &amp; Descriptors 6‐8</i><br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span>c. Use appropriate tools, metric units, and techniques to gather, analyze, and interpret data<br />\r\n	<i> Performance Indicators &amp; Descriptors 9‐Diploma</i><br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span>e. Use a variety of tools and technologies to improve investigations and communications</p>\r\n<p>\r\n	<br />\r\n	<b>MLR ELA Standard C. RESEARCH: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media.</b><br />\r\n	<i>Performance Indicators &amp; Descriptors 9‐Diploma</i> - Students develop research questions and modify them as necessary to elicit, present, and collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.<br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span>a. Select and apply research methods that are appropriate for the purpose of the inquiry</p>\r\n<p>\r\n	<br />\r\n	<b>MLR H&amp;PE Standard A. Health Concepts, 4. Environment and Personal Health</b><br />\r\n	<i> Performance Indicators &amp; Descriptors 9‐Diploma</i><br />\r\n	Students determine the interrelationship between the environment and other factors and personal health<br />\r\n	Analyze how environment and personal health are interrelated</p>\r\n<p>\r\n	<b>Warranted List</b><br />\r\n	STJ00 Students will apply inquiry and problem‐solving approaches in science and technology</p>\r\n','<p>\r\n	<b>MLR H&amp;PE Standard A. Health Concepts, 4. Environment and Personal Health</b><br />\r\n	<i>Performance Indicators &amp; Descriptors 9‐Diploma</i> - Students determine the interrelationship between the environment and other factors and personal health</p>','Outline Designer -- Duplicate of old node nid:<em>236</em>',1308785050,2),(262,293,1,'Standards','<p>\r\n	<font size=\"3\">Overview of Standards</font></p>\r\n<p>\r\n	<b>Science and Technology Standard B - The Skills and Traits of Scientific Inquiry and Technological Design:</b> Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specific need.<br />\r\n	<i>Performance Indicators &amp; Descriptors 9-Diploma</i> - Students plan, conduct, analyze data from, and communicate results of in-depth investigations, including experiments guided by a testable hypothesis</p>\r\n<div style=\"margin-left: 40px;\">\r\n	<b>a) </b>Identify questions, concepts, and testable hypotheses that guide scientific investigations, including experiments with controls<br />\r\n	<b>a) </b>Use statistics to summarize, describe, analyze, and interpret results.</div>\r\n<p>\r\n	<b>MLR Mathematics Standard B. Data:</b> Students make measurements and collect, display, evaluate, analyze, and compute with data to describe or model phenomena and to make decisions based on data. Students compute statistics to summarize data sets and use concepts of probability to make predictions and describe the uncertainty inherent in data collection and measurement.</p>\r\n<p>\r\n	<b>Data Analysis</b><br />\r\n	<i>Performance Indicators &amp; Descriptors 7</i><br />\r\n	Students use graphs, and charts to represent, organize, interpret, and draw inferences from data.</p>\r\n<div style=\"margin-left: 40px;\">\r\n	<b>a) </b>Create tables, pictograms, bar graphs, line graphs, pie charts, stem and leaf plots, box whiskers plots, and histograms using pencil and paper and electronic technologies.<br />\r\n	<b>b) </b>Draw conclusions based on graphs and charts including tables, pictograms, bar graphs, pie charts, stem and leaf plots, box whiskers plots, and histograms.</div>\r\n<p>\r\n	<b>Statewide Standards - Health Science Careers</b><br />\r\n	Critical/Creative Thinking</p>\r\n<ul>\r\n	<li>\r\n		C1 Locates and researches information and data</li>\r\n	<li>\r\n		C2 Performs basic data analysis and evaluation</li>\r\n	<li>\r\n		C3 Displays planning and organization skills</li>\r\n	<li>\r\n		C4 Applies problem-solving skills</li>\r\n	<li>\r\n		C5 Applies decision-making skills</li>\r\n</ul>\r\n','<p>\r\n	<font size=\"3\">Overview of Standards</font></p>','Outline Designer -- Duplicate of old node nid:<em>236</em>',1308785899,2),(263,294,4,'Classroom Activities','<h3>\r\n	Overview</h3>\r\n<p>\r\n	In Unit 1 we introduced the students to mercury.<span>&nbsp; </span>They learned that it is toxic and they should by now have at least a rough idea of the kinds of quantities that we might expect to find in human hair and in fish.<span>&nbsp; </span>They should also have a general familiarity with the way that mercury, in its different forms, moves through the environment; more specifically they should think about how it moves through their study site and organism.</p>\r\n<p>\r\n	In this second unit we begin work on the notion of bioaccumulation.<span>&nbsp; </span>Bioaccumulation means that mercury magnifies as you move up a food chain to higher trophic levels.<span>&nbsp; </span>The mechanism is, in some ways, the inverse of the &ldquo;pyramid&rdquo; structure that you introduce to students when you explain how only a small fraction of the energy at one trophic level is transferred to the next, higher level.</p>\r\n<p>\r\n	Understanding the way that bioaccumulation works is essential before students can begin to ask meaningful questions about mercury levels in different organisms, including themselves.<span>&nbsp; </span>It is also a great way to pull together ideas that you are introducing elsewhere in a biology, environmental science, or health science course.</p>\r\n<p>\r\n	Are you what you eat? What about all the toxins and other substances contained in what you eat? These activities provide an understanding of how mercury biomagnifies through food webs, and allow students to construct a mercury diagram for their own study site. Additional background material specific to each activity is presented within the text for each activity.</p>\r\n<p>\r\n	This unit also provides a brief background fact sheet about dragonfly larvae and why scientists suspect they might be good indicators for mercury in our region. The fact sheet and site visit should begin to spark some concrete questions that students might turn into their hypotheses in the next unit.</p>\r\n<p>\r\n	Note:<span>&nbsp; </span>Much of the important material that you will need is referenced through &ldquo;links&rdquo; within this document.<span>&nbsp; </span>Links are indicated through use of colored, underlined text.<span>&nbsp; </span>That means that you will want to use this document in electronic form as well as in printed form, at least some of the time, so you can follow these links.</p>\r\n','<h3>\r\n	Overview</h3>\r\n<p>\r\n	In Unit 1 we introduced the students to mercury.<span>&nbsp; </span>They learned that it is toxic and they should by now have at least a rough idea of the kinds of quantities that we might expect to find in human hair and in fish.<span>&nbsp; </span>They should also have a general familiarity with the way that mercury, in its different forms, moves through the environment; more specifically they should think about how it moves through their study site and organism.</p>','Outline Designer -- Duplicate of old node nid:<em>235</em>',1311704496,2),(264,295,4,'Classroom Activities','<p>\r\n	The two activities are ideally completed in chronological order. The <a href=\"http://participatoryscience.org/mercury-watersheds/classroom-activities-research-questions-and-hypotheses\">Research Question and Hypothesis activity</a> is primarily a brainstorming process. The <a href=\"http://participatoryscience.org/mercury-watersheds/classroom-activities-peer-review\">Peer Review activity</a> allows different research groups to review each other&#39;s work.</p>\r\n<p>\r\n	Additionally, we have two activities to support the video Peer-to-Peer Claim Sharing on <a href=\"http://vimeo.com/\">vimeo</a>- the Scientific Claim Proposal Video and the Scientific Claim Video Review. Video peer review allows students from different school to share and review each other&#39;s claims. This is an excellent way for students to solidify their thinking for a broader peer audience.</p>\r\n<p>\r\n	We suggest having a question board or an &quot;I know, I think&quot; board in the classroom to help the class refine their model and therefore their claim.</p>\r\n','<p>\r\n	The two activities are ideally completed in chronological order. The <a href=\"http://participatoryscience.org/mercury-watersheds/classroom-activities-research-questions-and-hypotheses\">Research Question and Hypothesis activity</a> is primarily a brainstorming process. The <a href=\"http://participatoryscience.org/mercury-watersheds/classroom-activities-peer-review\">Peer Review activity</a> allows different research groups to review each other&#39;s work.</p>','Outline Designer -- Duplicate of old node nid:<em>235</em>',1312381314,2),(265,296,1,'Standards','<h3>\r\n	<b><font size=\"3\">Overview of Standards</font></b></h3>\r\n<p>\r\n	<b><u>Science Standard A - Unifying Themes</u></b>: Students apply the principles of systems, models, constancy and change, and scale in science and technology.</p>\r\n<br />\r\n<br />\r\n<div style=\"margin-left: 40px;\">\r\n	<b>A1 - Systems </b><br />\r\n	<i>Performance Indicators 6-8 </i><br />\r\n	Students describe and apply principles of systems in man-made things, natural things, and processes.<br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span><span>&nbsp;&nbsp; &nbsp;</span><span>&nbsp; </span>b. Explain how the output of one part of a system, including waste products from manufacturing or organisms, can become the input of another part of a system.</div>\r\n<div style=\"margin-left: 40px;\">\r\n	<b>A4 - Scale </b><br />\r\n	<i>Performance Indicators and Descriptors 6-8 </i><br />\r\n	Students use scale to describe objects, phenomena, or processes related to Earth, space, matter, and mechanical and living systems.<br />\r\n	<span>&nbsp;&nbsp; &nbsp;</span><span>&nbsp;&nbsp; &nbsp;</span><span>&nbsp; </span>b. Use proportions, averages, and ranges to describe small and large extremes of scale.</div>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<br />\r\n<p>\r\n	<u><b>Science Standard E - The Living Environment</b></u>: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.</p>\r\n<br />\r\n<br />\r\n<div style=\"margin-left: 40px;\">\r\n	<b>E1 - Biodiversity </b><br />\r\n	<i>Performance Indicators &amp; Descriptors 9-Diploma </i><br />\r\n	Students describe and analyze the evidence for relatedness among and within diverse populations of organisms and the importance of biodiversity.</div>\r\n<div style=\"margin-left: 40px;\">\r\n	<div style=\"margin-left: 40px;\">\r\n		d. Analyze the effects of changes in biodiversity and predict possible consequences</div>\r\n</div>\r\n<div style=\"margin-left: 40px;\">\r\n	<b>E2 - Ecosystems </b><br />\r\n	<i>Performance Indicators &amp; Descriptors 9-Diploma </i><br />\r\n	Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change.</div>\r\n<div style=\"margin-left: 40px;\">\r\n	<div style=\"margin-left: 40px;\">\r\n		b. Describe dynamic equilibrium in ecosystems and factors that can, in the long run, lead to change in the normal pattern of cyclic fluctuations and apply that knowledge to actual situations.</div>\r\n</div>\r\n<br />\r\n<p>\r\n	<u><b>MLR H&amp;PE Standard A - Health Concepts, 4. Environment and Personal Health </b></u><br />\r\n	<i>Performance Indicators &amp; Descriptors 9-Diploma </i></p>\r\n<br />\r\n<div>\r\n	<div style=\"margin-left: 40px;\">\r\n		Students determine the interrelationship between the <i>environment </i>and other factors and personal health<br />\r\n		<div style=\"margin-left: 40px;\">\r\n			a. Analyze how environment and personal health are interrelated<br />\r\n			&nbsp;</div>\r\n	</div>\r\n	<b><u>Statewide Standards Health Careers </u></b></div>\r\n<div style=\"margin-left: 40px;\">\r\n	G3 Identifies and discusses the interdependence of the body systems related to various factors<br />\r\n	G4 Compares selected diseases/disorders</div>\r\n<br />\r\n<p>\r\n	<b><u>Warranted List </u></b></p>\r\n<br />\r\n<div style=\"margin-left: 40px;\">\r\n	&ldquo;Students will work, write, and speak effectively when doing research in all content areas.&rdquo;</div>\r\n<br />\r\n<p>\r\n	<b><u>Career Clusters </u></b></p>\r\n<br />\r\n<div style=\"margin-left: 40px;\">\r\n	&ldquo;Use Communication skills, demonstrate written communication skills, use communication technology.</div>\r\n','<h3>\r\n	<b><font size=\"3\">Overview of Standards</font></b></h3>\r\n<p>\r\n	<b><u>Science Standard A - Unifying Themes</u></b>: Students apply the principles of systems, models, constancy and change, and scale in science and technology.</p>','Outline Designer -- Duplicate of old node nid:<em>236</em>',1308785135,2),(266,297,4,'Standards','<font size=\"3\">Overview of Standards</font></b></h3>\r\n<p><u><b>MLR Science &amp; Technology Standard B - The Skills and Traits of Scientific Inquiry and Technological Design:</b></u> Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specific need.</p><p style=\"margin-left: 40px;\"><i>Performance Indicators &amp; Descriptors 9-Diploma</i><br>Students plan, conduct, analyze data from, and communicate results of in-depth investigations, including experiments guided by a testable hypothesis<br><span>&nbsp;&nbsp; &nbsp;<span>&nbsp;&nbsp; &nbsp;</span></span>a.     Identify questions, concepts, and testable hypotheses that guide scientific investigations, including experiments with controls </p><p><b><u>MLR ELA Standard C - Research:</u></b> Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. </p><p style=\"margin-left: 40px;\"><i>Performance Indicators &amp; Descriptors 9-Diploma</i><br>Students develop research questions and modify them as necessary to elicit, present, and collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.<br><span>&nbsp;&nbsp; &nbsp;</span><span>&nbsp;&nbsp; &nbsp;</span>a.     Select and apply research methods that are appropriate for the purpose of the inquiry </p> <p><u><b>MLR H&amp;PE Standard A. Health Concepts, 4. Environment and Personal Health</b></u><br></p><div style=\"margin-left: 40px;\"><i>Performance Indicators &amp; Descriptors 9-Diploma</i><br>Students determine the interrelationship between the <i>environment </i>and other factors and personal health<br><span>&nbsp;&nbsp; &nbsp;</span><span>&nbsp;&nbsp; &nbsp;</span>b. Analyze how environment and personal health are interrelated </div><p><u><b>Warranted List </b></u></p><p style=\"margin-left: 40px;\">STJ00          - Students will apply inquiry and problem-solving approaches in science and technology </p>','<font size=\"3\">Overview of Standards</font></b></h3>\r\n<p><u><b>MLR Science &amp; Technology Standard B - The Skills and Traits of Scientific Inquiry and Technological Design:</b></u> Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specific need.</p>','Outline Designer -- Duplicate of old node nid:<em>236</em>',1308791537,2),(237,298,4,'Mercury in Foodwebs','','','Outline Designer -- node renamed from <em>Introduction to Mercury in the Environment</em> to <em>Mercury in Foodwebs</em>',1306849413,2),(237,299,4,'Mercury in Foodwebs','','','Outline Designer -- nid:<em>237</em> parent nid changed to <em>181</em>',1306849446,2),(237,300,4,'Mercury in Foodwebs','<p>\r\n	In the<a href=\"http://participatoryscience.org/mercury-watersheds/introduction-mercury-environment\"> Introductory Unit </a>we introduced students to mercury. They learned that it is toxic and they should, also, have at least a rough idea of the kinds of quantities that we might expect to find in human hair and in fish. They should also have a general familiarity with the way that mercury, in its different forms, moves through the environment; more specifically they should think about how it moves through their study site and organisms. Students using the activities in this unit will <a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-where-mercury-our-study-site-and-how-does-it-move\">diagram the mercury cycle</a>- as it pertains to their research site, and can develop a general <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-toxicology-and-living-systems\">understanding of toxicology</a> and can play the <a href=\"http://participatoryscience.org/mercury-watersheds/optional-activity-food-chain-game\">Food Chain Game</a>.</p>\r\n','<p>\r\n	In the<a href=\"http://participatoryscience.org/mercury-watersheds/introduction-mercury-environment\"> Introductory Unit </a>we introduced students to mercury. They learned that it is toxic and they should, also, have at least a rough idea of the kinds of quantities that we might expect to find in human hair and in fish. They should also have a general familiarity with the way that mercury, in its different forms, moves through the environment; more specifically they should think about how it moves through their study site and organisms.','Outline Designer -- nid:<em>237</em> parent nid changed to <em>190</em>',1311708875,2),(238,301,4,'Creating Scientific Claims','<p>\r\n	Now that students have learned a bit about where mercury comes from, why it is an environmental issue of concern in Maine, and how it moves through ecosystems, they can begin to think about what questions they might ask and then begin to answer with their field work.</p>\r\n<p>\r\n	The questions we are heading toward are those that fall under one overarching question: Which organisms have greater amounts of mercury in their tissues? There are many topically-relevant sub-questions that students might propose to investigate. For example:</p>\r\n<ul>\r\n	<li>\r\n		Do predators, such as dragonfly larvae, have more mercury than their prey?</li>\r\n	<li>\r\n		Do dragonfly larvae from different sites have different amounts of mercury? What features of the site might influence the mercury burden in dragonfly larvae?</li>\r\n	<li>\r\n		Which fish would be likely to have the greatest mercury: those that eat algae, those that eat zooplankton, those that eat insects, or those that eat other fish? Does fish size matter?</li>\r\n	<li>\r\n		Would a sample of hair from students who are vegetarians tend to have less mercury than a hair sample from non-vegetarian students?</li>\r\n</ul>\r\n','<p>\r\n	Now that students have learned a bit about where mercury comes from, why it is an environmental issue of concern in Maine, and how it moves through ecosystems, they can begin to think about what questions they might ask and then begin to answer with their field work.</p>\r\n<p>\r\n	The questions we are heading toward are those that fall under one overarching question: Which organisms have greater amounts of mercury in their tissues? There are many topically-relevant sub-questions that students might propose to investigate. For example:</p>','Outline Designer -- node renamed from <em>Introduction to Mercury in the Environment</em> to <em>Creating Scientific Claims</em>',1311709219,2),(240,302,4,'Sampling to support your scientific claim','','','Outline Designer -- node renamed from <em>Introduction to Mercury in the Environment</em> to <em>Sampling to support your scientific claim</em>',1306849538,2),(240,303,4,'Field Sampling to Support Your Scientific Claim','<p>\r\n	Field sampling is exciting and can give your researchers ownership over the project that they would not have otherwise. The activities here support the full range of the field sampling experience- <a href=\"http://www.universalpantograph.com/serc/?q=node/288\">Experimental Design</a>, <a href=\"http://www.universalpantograph.com/serc/?q=node/289\">Preparing for Sampling</a>, <a href=\"http://www.universalpantograph.com/serc/?q=node/290\">Environmental Sampling</a> and <a href=\"http://www.universalpantograph.com/serc/?q=node/291\">Sample Submission</a>.</p>\r\n','<p>\r\n	Field sampling is exciting and can give your researchers ownership over the project that they would not have otherwise. The activities here support the full range of the field sampling experience- <a href=\"http://www.universalpantograph.com/serc/?q=node/288\">Experimental Design</a>, <a href=\"http://www.universalpantograph.com/serc/?q=node/289\">Preparing for Sampling</a>, <a href=\"http://www.universalpantograph.com/serc/?q=node/290\">Environmental Sampling</a> and <a href=\"http://www.universalpantograph.com/serc/?q=node/291\">Sample Submission</a>.</p>\r\n','Outline Designer -- node renamed from <em>Sampling to support your scientific claim</em> to <em>Field Sampling to Support Your Scientific Claim</em>',1308792878,2),(239,304,4,'Data Analysis','After collecting data in the field and receiving results from the laboratory, students will understand and apply the concepts of data analysis. There are three important warm-up activities that set up the conceptual understanding behind graphing and data display, which are important in getting students to begin to think about data differently – grouping data and making generalizations about patterns, rather than seeing only the extremes. The exercises build toward a key skill – connecting the research question to the data. Three activities follow that deal more specifically with the data produced in the students’ own research. The activities in this unit build from each other, and we recommend doing them in the order presented here.<br><p>  We strongly recommend that all graphing activities are done by hand – on paper or whiteboards – before students consider graphing using computer software. To understand the concepts, graphing by hand will focus attention on the data, not the tool, and is reasonable with our small data sets. </p>','After collecting data in the field and receiving results from the laboratory, students will understand and apply the concepts of data analysis. There are three important warm-up activities that set up the conceptual understanding behind graphing and data display, which are important in getting students to begin to think about data differently – grouping data and making generalizations about patterns, rather than seeing only the extremes. The exercises build toward a key skill – connecting the research question to the data.','Outline Designer -- node renamed from <em>Introduction to Mercury in the Environment</em> to <em>Data Analysis</em>',1308794011,2),(241,305,4,'Discussing and Presenting Your Research Results','<p>\r\n	In this unit, students will learn how to produce meaningful posters and make oral presentations to communicate the results of their research project. Scientists need not only do research, but also present the results of that research to the scientific community, the public, and policymakers. There are several means of scientific communication &ndash; journal articles, oral presentations, and posters. Here, students communicate the results of their work in the form of a poster which they will present to a larger group of students, parents, the public, or scientists toward the end of the school year. If students have kept good notes and saved the results from each of the previous units, making the poster will mostly be about summarizing and communicating that information and thinking a bit more about what it means. The poster will include all the stages of the research project &ndash; from gathering the background information, to designing the project, to data analysis, and drawing conclusions from the work. This last stage is key and allows the students to see the transition from data &ndash; which are &lsquo;facts&rsquo; or hard numbers &ndash; to interpretation, which can be more subjective and bring in scientific reasoning, judgment, and thinking about trade-offs. For example, for fish-based research, did the research provide any insight as to whether the health benefits of Omega-3s from fish offset the potential health risk of mercury toxicity? Do students feel the current fish consumption advisory is adequate based on their data? What would they do differently or what would they investigate next time? The assessment piece allows students to become peer reviewers for others&rsquo; posters, teaching them the skills of constructive criticism.</p>\r\n','<p>\r\n	In this unit, students will learn how to produce meaningful posters and make oral presentations to communicate the results of their research project. Scientists need not only do research, but also present the results of that research to the scientific community, the public, and policymakers. There are several means of scientific communication &ndash; journal articles, oral presentations, and posters.','Outline Designer -- node renamed from <em>Introduction to Mercury in the Environment</em> to <em>Discussing and Presenting Your Research Results</em>',1308794894,2),(9901,9980,4,'Stream Sampling ','','','',1313428128,2),(267,306,4,'Key Ideas, Prerequisites and Misconceptions','','','',1306852569,0),(267,307,4,'Key Ideas, Prerequisites and Misconceptions','<p>\r\n	&nbsp;</p>\r\n<div style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n	<h2 style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		<font size=\"4\" style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\"><b style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">BEFORE YOU START</b></font></h2>\r\n	<p style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		&nbsp;</p>\r\n	<h3 style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		<a name=\"TOC-Key-Ideas-Introduced-in-this-Unit:\" style=\"color: rgb(78, 125, 191);\"></a>Key Ideas Introduced in this Unit:</h3>\r\n	<ul>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Mercury is toxic in small quantities and is toxic to humans.</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			There are a good number of environmental sources and hazards associated with mercury.</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Mercury occurs in three forms in nature&mdash;elemental (Hg<sup>0</sup>), gaseous (Hg<sup>2+</sup>), methylmercury (MeHg or CH<sub>3</sub>Hg).</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Methylmercury is the byproduct of metabolism by anaerobic bacteria, typically living in an acidic environment with access to carbon and sulfur. Methylmercury can be absorbed by living things and it bioaccumulates.</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			In Maine and the Northeast most of the mercury that gets into the food web comes through the air from coal burning plants used to generate electricity.</li>\r\n	</ul>\r\n	<h3 style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		<a name=\"TOC-Concepts-Relationships:\" style=\"color: rgb(78, 125, 191);\"></a>Concepts &amp; Relationships:</h3>\r\n	<p style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		Jumping down to a lower level of detail, students should have command of a number of concepts and relationships at the end of this unit. They will need this understanding in order to work successfully in the units that follow.&nbsp;&nbsp;</p>\r\n	<p style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		Students should be able to:</p>\r\n	<ul>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Compare mercury concentrations measured in ppb and ppm and know the difference</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Convert units such as &mu;g/g to ppb or ppm</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Have a general idea of typical mercury concentrations in fish muscle tissue</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Have a general notion of what a high level of mercury would be in a fish or in human hair</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Identify the different forms of mercury and where they come from</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Connect the principal factors in mercury transport and deposition in a way that enables them to answer simple questions about the kinds of conditions that typically result in more mercury deposition in a watershed</li>\r\n	</ul>\r\n	<h3 style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		<a name=\"TOC-Vocabulary:\" style=\"color: rgb(78, 125, 191);\"></a>Vocabulary:</h3>\r\n	<ul style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Anaerobic bacteria&mdash;bacteria which live in an environment devoid of oxygen</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Bioaccumulation&mdash;the amount of a substance (such as mercury) magnifies as it moves up the food chain</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Concentration&mdash;a measure of the amount of dissolved substance contained per unit of volume</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Emissions&mdash;discharges, such as from a smokestack</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Methylmercury&mdash;the byproduct of metabolism by anaerobic bacteria, typically living in an acidic environment with access to carbon and sulfur</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Toxicity--the degree to which something is poisonous</li>\r\n	</ul>\r\n	<h3 style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		<a name=\"TOC-Student-Prerequisites:\" style=\"color: rgb(78, 125, 191);\"></a>Student Prerequisites:</h3>\r\n	<ul style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			How to measure volume and square inches</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Parts of a circle</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Proportions</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Averages</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Ranges</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Computer skills</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Library skills</li>\r\n	</ul>\r\n	<h3 style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n		<a name=\"TOC-Misconceptions-about-mercury:\" style=\"color: rgb(78, 125, 191);\"></a><font size=\"3\" style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\"><b style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">Misconceptions about mercury:</b></font></h3>\r\n</div>\r\n<div style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit;\">\r\n	<ul style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			It&rsquo;s OK to play with it</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			It isn&rsquo;t a problem in Maine&nbsp;</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			A little bit is not dangerous&nbsp;</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			Mercury in the environment is not related to personal health&nbsp;</li>\r\n		<li style=\"margin: 0px; padding: 0px; border-width: 0px; outline-width: 0px; font-size: 13px; vertical-align: baseline; background-color: transparent; line-height: inherit; list-style-type: none;\">\r\n			It&rsquo;s OK to eat all kinds of fish any time.</li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	&nbsp;</p>','Outline Designer -- nid:<em>267</em> parent nid changed to <em>181</em>',1311597099,2),(268,308,4,'Key Ideas, Prerequisites and Misconceptions','','','Outline Designer -- Duplicate of old node nid:<em>267</em>',1306852596,0),(269,309,4,'Key Ideas, Prerequisites and Misconceptions','','','Outline Designer -- Duplicate of old node nid:<em>267</em>',1306852596,0),(270,310,4,'Key Ideas, Prerequisites and Misconceptions','','','Outline Designer -- Duplicate of old node nid:<em>267</em>',1306852596,0),(271,311,4,'Key Ideas, Prerequisites and Misconceptions','','','Outline Designer -- Duplicate of old node nid:<em>267</em>',1306852596,0),(272,312,4,'Key Ideas, Prerequisites and Misconceptions','','','Outline Designer -- Duplicate of old node nid:<em>267</em>',1306852596,0),(268,313,1,'Key Ideas, Prerequisites and Misconceptions','<h2>\r\n	BEFORE YOU START</h2>\r\n<h3>\r\n	<a name=\"TOC-Key-Ideas-Introduced-in-this-Unit:\"></a>Key Ideas Introduced in this Unit:</h3>\r\n<ul>\r\n	<li>\r\n		Mercury bioaccumulates</li>\r\n	<li>\r\n		Mercury amounts in organisms increase at higher trophic levels</li>\r\n	<li>\r\n		Mercury is toxic to humans and other organisms</li>\r\n	<li>\r\n		Dragonflies are a key part of the aquatic food web and are exposed to mercury</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship:</h3>\r\n<ul>\r\n	<li>\r\n		Mercury can enter organisms in several ways</li>\r\n	<li>\r\n		Mercury stays in the body for a long time</li>\r\n	<li>\r\n		Mercury primarily affects the brain, nervous system, and kidneys</li>\r\n	<li>\r\n		A fetus that is exposed to mercury can be born with severe nerve and/or kidney damage as well as developmental disabilities</li>\r\n	<li>\r\n		A study site contains a lot of components that might all have mercury: soil, water, organisms, plants, etc. (get acquainted with you field site and start thinking about how it may be affected by mercury)</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Vocabulary:\"></a>Vocabulary:</h3>\r\n<ul>\r\n	<li>\r\n		Bioaccumulation&mdash;the collection of higher and higher concentrations of potentially toxic chemicals in individual organisms. It occurs in the case of chemicals that are ingested but cannot be broken down or excreted.</li>\r\n	<li>\r\n		Biomagnification&mdash;bioaccumulation occurring through several levels of a food chain.</li>\r\n	<li>\r\n		Food chain&mdash;a set of organisms that feed one upon another linearly, and thus pass energy along the chain. (An herbivore eats a plant, the herbivore is eaten by a carnivore, which is then eaten by another carnivore.)</li>\r\n	<li>\r\n		Food web&mdash;multiple, interconnected food chains. Some animals eat and are eaten by many other types of organisms in a complex web.</li>\r\n	<li>\r\n		Life history&mdash;the sequence and timing of events in an organism&rsquo;s life cycle. For example, some life history traits include how long an organism spends as a larva, what it eats, and when it is ready to reproduce.</li>\r\n	<li>\r\n		Macroinvertebrate&mdash;an organism without a backbone that is large enough to be seen without a microscope</li>\r\n	<li>\r\n		Mercury cycle&mdash;the deposition and uptake of mercury from the emission source to the ingestion by organisms</li>\r\n	<li>\r\n		Methylmercury&mdash;the byproduct of metabolism by anaerobic bacteria, typically living in an acidic environment with access to carbon and sulfur</li>\r\n	<li>\r\n		Study organism&mdash;the organism that is the subject of a research project</li>\r\n	<li>\r\n		Toxicity&mdash;the degree to which something is poisonous</li>\r\n	<li>\r\n		Trophic level&mdash;as organisms eat other organisms, all the substances they contain are passed up the food chain, or up tropic levels. (Producers&mdash;green plants and algae. Primary consumers&mdash;herbivores. Secondary consumers&mdash;carnivores.</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Student-Prerequisites:\"></a>Student Prerequisites:</h3>\r\n<ul>\r\n	<li>\r\n		How to measure volume and square inches</li>\r\n	<li>\r\n		How to convert units such as &micro;g/g to ppb or ppm (see Activity A in Unit 1)</li>\r\n	<li>\r\n		Proportions</li>\r\n	<li>\r\n		Averages</li>\r\n	<li>\r\n		Ranges</li>\r\n	<li>\r\n		Computer skills</li>\r\n	<li>\r\n		Library skills</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Misconceptions-about-mercury:\"></a><font size=\"3\"><b>Misconceptions about mercury: </b></font></h3>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			Mercury is not a problem in Maine</li>\r\n		<li>\r\n			Quantities of mercury that we ingest are not sufficient to cause harm</li>\r\n		<li>\r\n			There is nothing interesting to study at my site</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	BEFORE YOU START</h2>\r\n<h3>\r\n	<a name=\"TOC-Key-Ideas-Introduced-in-this-Unit:\"></a>Key Ideas Introduced in this Unit:</h3>\r\n<ul>\r\n	<li>\r\n		Mercury bioaccumulates</li>\r\n	<li>\r\n		Mercury amounts in organisms increase at higher trophic levels</li>\r\n	<li>\r\n		Mercury is toxic to humans and other organisms</li>\r\n	<li>\r\n		Dragonflies are a key part of the aquatic food web and are exposed to mercury</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship:</h3>\r\n<ul>\r\n	<li>\r\n		Mercury can enter organisms in several ways</li>\r\n	<li>\r','Outline Designer -- nid:<em>268</em> parent nid changed to <em>237</em>',1308785180,2),(269,314,4,'Key Ideas, Prerequisites and Misconceptions','<p>\r\n	Key Ideas Introduced in this Unit:</p>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		A hypothesis grows out of some type of model</li>\r\n	<li>\r\n		Models are generated through a series of related questions</li>\r\n	<li>\r\n		Hypotheses are neither right nor wrong; they are either supported or not supported</li>\r\n	<li>\r\n		Questions can be answered by setting up an experiment, collecting data and analyzing results</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship:</h3>\r\n<ul>\r\n</ul>\r\n<p>\r\n	Students should:</p>\r\n<ul>\r\n	<li>\r\n		Have an idea of which organisms would contain greater amounts of mercury</li>\r\n	<li>\r\n		Have an idea of where organisms are on the food chain (who eats whom)</li>\r\n	<li>\r\n		Have a good idea of the mercury cycle</li>\r\n	<li>\r\n		Be able to relate their study site to more abstract concepts that drive mercury bioaccumulation and patterns (for example, think about whether their site has a lot of wetlands and recall that scientists think wetlands are &lsquo;hotspots&rsquo; for mercury methylation and transport).</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Vocabulary:\"></a>Vocabulary:</h3>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		Hypothesis&mdash;an educated, well reasoned guess at the answer to a research question</li>\r\n	<li>\r\n		Claim&mdash;an assertion of something</li>\r\n	<li>\r\n		Evidence&mdash;the medium of proof</li>\r\n	<li>\r\n		Reasoning&mdash;the drawing of inferences or conclusions</li>\r\n</ul>\r\n<div style=\"color: rgb(76, 17, 48);\">\r\n	<h4>\r\n		<a name=\"TOC-WORDS-TO-AVOID:-Fact-prove-true-rig\"></a>WORDS TO AVOID: <i>Fact, prove, true, right, wrong, good, bad</i></h4>\r\n	<p>\r\n		We want to avoid using words like those above because they reinforce the notion that science and the interpretation of data are absolute, or black and white. Really, we are gathering evidence that supports or does not support a hypothesis. We can never know everything about every part of a system, so there&rsquo;s always a chance we&rsquo;ll find out something new down the road that will change how we think the system works. For example: Newton thought that light was made up of particles &ndash; for good, logical reasons. Later, when scientists observed diffraction, they started to wonder if it wasn&rsquo;t a wave instead. We now think it travels as both particles and waves. Newton wasn&rsquo;t wrong. He was basing his hypothesis on sound evidence, but as new evidence came to light our understanding shifted somewhat. It may shift again as we record new observations and phenomena regarding the properties of light.</p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites:\"></a>Student Prerequisites:</h3>\r\n	<ul>\r\n		<li>\r\n			How to measure volume and square inches</li>\r\n		<li>\r\n			How to convert units such as &micro;g/g to ppb or ppm (see <a href=\"http://participatoryscience.org/mercury-watersheds/essential-activity-why-do-we-care-about-mercury\">Introduction to Mercury in the Environment Essential Activity- Why do we care?</a>)</li>\r\n		<li>\r\n			Proportions</li>\r\n		<li>\r\n			Averages</li>\r\n		<li>\r\n			Ranges</li>\r\n		<li>\r\n			Computer skills</li>\r\n		<li>\r\n			Library skills</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Misconceptions-about-mercury:\"></a><font size=\"3\"><b>Misconceptions about mercury: </b></font></h3>\r\n</div>\r\n<div>\r\n	<ul>\r\n	</ul>\r\n	<ul>\r\n	</ul>\r\n	<ul>\r\n		<li>\r\n			Hypotheses are difficult to develop</li>\r\n		<li>\r\n			If the data don&rsquo;t support my hypothesis, I got it wrong (or if the data do support my hypothesis, I got it right)</li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	Key Ideas Introduced in this Unit:</p>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		A hypothesis grows out of some type of model</li>\r\n	<li>\r\n		Models are generated through a series of related questions</li>\r\n	<li>\r\n		Hypotheses are neither right nor wrong; they are either supported or not supported</li>\r\n	<li>\r\n		Questions can be answered by setting up an experiment, collecting data and analyzing results</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship:</h3>\r\n<ul>\r\n</ul>\r\n<p>\r\n	Students should:</p>','Outline Designer -- nid:<em>269</em> parent nid changed to <em>238</em>',1312374098,2),(270,315,4,'Key Ideas, Prerequisites and Misconceptions','Key Ideas Introduced in this Unit:<br>\r\n</h3>\r\n<ul></ul><ul><li>Scientific discussion and argument are part of scientific research</li><li>Data interpretation is different from data collection</li><li>Effective oral presentations and posters communicate scientific research </li></ul><h3><a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship: </h3>\r\n\r\n<ul></ul><ul><li>Scientific research is never “done”</li><li>The same set of data can be used for many different scientific discussions</li><li>There are several means of scientific communication</li><li>It is necessary to make the transition from data collection to data interpretation</li></ul><h3><a name=\"TOC-Vocabulary:\"></a>Vocabulary: </h3>\r\n<ul></ul>\r\n<ul><li>Scientific argument—a discussion, challenge, and/or\r\nvalidation of a researcher’s findings</li><li>Scientific poster—a storyboard that describes a research\r\nproject</li></ul>\r\n</div>\r\n<div>\r\n<h3><a name=\"TOC-Student-Prerequisites:\"></a>Student Prerequisites: </h3>\r\n<ul></ul>\r\n<ul><li>Grammar and punctuation</li><li>Sentence structure and paragraph development</li></ul>\r\n\r\n<h3><a name=\"TOC-Misconceptions-about-mercury:\"></a><font size=\"3\"><b>Misconceptions about mercury: </b></font></h3>\r\n</div>\r\n<ul><li>Scientific argument is a fight or a personal\r\nattack</li><li>I’ve made posters in art class so this is the\r\nsame thing</li><li>Good grammar, sentence structure, and spelling\r\ndon’t count because this is science class</li><li>The data didn’t support my hypothesis and I got\r\nit wrong so what’s the sense of writing about it</li>','Key Ideas Introduced in this Unit:','Outline Designer -- nid:<em>270</em> parent nid changed to <em>241</em>',1308795523,2),(272,316,1,'Key Ideas, Prerequisites and Misconceptions','<p>\r\n	Key Ideas Introduced in this Unit:</p>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		Research&nbsp;project&nbsp;design</li>\r\n	<li>\r\n		Material&nbsp;preparation</li>\r\n	<li>\r\n		Sampling&nbsp;Techniques&nbsp;and&nbsp;protocols</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship:</h3>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		There&nbsp;is&nbsp;a&nbsp;relationship&nbsp;between&nbsp;the&nbsp;organisms&nbsp;collected&nbsp;and&nbsp;the&nbsp;collection&nbsp;sites&nbsp;(why&nbsp;are&nbsp;we&nbsp;looking&nbsp;here&nbsp;for&nbsp;dragonfly&nbsp;larvae?)</li>\r\n	<li>\r\n		There&nbsp;is&nbsp;a&nbsp;reason&nbsp;for&nbsp;keeping&nbsp;tools,&nbsp;materials,&nbsp;and&nbsp;hands&nbsp;clean&nbsp;when&nbsp;gathering&nbsp;specimens?</li>\r\n	<li>\r\n		Why&nbsp;keeping&nbsp;accurate&nbsp;field&nbsp;data&nbsp;is&nbsp;important</li>\r\n	<li>\r\n		Why&nbsp;proper&nbsp;labeling&nbsp;is&nbsp;important</li>\r\n	<li>\r\n		It&nbsp;is&nbsp;important&nbsp;to&nbsp;take&nbsp;ONLY&nbsp;the&nbsp;organisms&nbsp;needed&nbsp;for&nbsp;a&nbsp;meaningful&nbsp;sample&nbsp;</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Vocabulary:\"></a>Vocabulary:</h3>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		Hypothesis&mdash;an educated guess at the answer to a research question</li>\r\n	<li>\r\n		Research project design&mdash;the outline of how an experiment will be conducted</li>\r\n	<li>\r\n		Sampling&mdash;the collection of a few specimens of one specific type of organism</li>\r\n</ul>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites:\"></a>Student Prerequisites:</h3>\r\n	What students need to know to complete this unit:</div>\r\n<div>\r\n	<ul>\r\n		<li>\r\n			What&nbsp;their&nbsp;hypothesis&nbsp;is</li>\r\n		<li>\r\n			Where&nbsp;they&nbsp;might&nbsp;expect&nbsp;to&nbsp;find&nbsp;the&nbsp;organisms&nbsp;they&nbsp;are&nbsp;sampling</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Misconceptions-about-mercury:\"></a><font size=\"3\"><b>Misconceptions about mercury: </b></font></h3>\r\n</div>\r\n<div>\r\n	<ul>\r\n	</ul>\r\n	<ul>\r\n	</ul>\r\n	<ul>\r\n		<li>\r\n			It&nbsp;doesn&rsquo;t&nbsp;matter&nbsp;how&nbsp;the&nbsp;samples&nbsp;are&nbsp;collected</li>\r\n		<li>\r\n			It&nbsp;doesn&rsquo;t&nbsp;matter&nbsp;how&nbsp;many&nbsp;organisms&nbsp;we&nbsp;kill</li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	Key Ideas Introduced in this Unit:</p>','Outline Designer -- nid:<em>272</em> parent nid changed to <em>240</em>',1308785078,2),(271,317,1,'Key Ideas, Prerequisites and Misconceptions','<p>\r\n	Key Ideas Introduced in this Unit:</p>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		Environmental data contain many variables and they are often linked</li>\r\n	<li>\r\n		A graph is a visual representation of data analysis and a useful tool in science</li>\r\n	<li>\r\n		Judging whether or not differences are meaningful</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship:</h3>\r\n<ul>\r\n</ul>\r\n<p>\r\n	Students will:</p>\r\n<ul>\r\n	<li>\r\n		Learn to create meaningful graphs</li>\r\n	<li>\r\n		Learn to read different types of graphs and understand what they show</li>\r\n	<li>\r\n		Analyze data to determine relationships or differences</li>\r\n	<li>\r\n		Learn to interpret data</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Vocabulary:\"></a>Vocabulary:</h3>\r\n<ul>\r\n</ul>\r\n<p>\r\n	Learning the vocabulary to talk about data can be difficult. Here are some key terms you might begin to establish with your class, as you work toward final presentations:<br />\r\n	&nbsp;</p>\r\n<ul>\r\n	<li>\r\n		<b>Mean </b>-- for our purposes, the average. Add all the values and divide by the number of values. Statisticians will tell you there are lots of types of means, but this isn&rsquo;t relevant to our level of inquiry.</li>\r\n	<li>\r\n		<b>Median </b>-- the middle value in a set of numbers. For example, of 3,4,5,6,7 &ndash; 5 is the median, the middle value.&nbsp;</li>\r\n	<li>\r\n		<b>Variability -- </b>the spread of the data&nbsp;</li>\r\n	<li>\r\n		<b>Meaningful differences -- </b>when comparing groups, we want to know if the differences (if any) are large enough that they mean something in the real world. For example, if someone offered you $100.00 and someone else offered you $100.01, you really wouldn&rsquo;t care which you picked &ndash; it&rsquo;s just a penny. But, if someone offered you $100.00 and someone offered you $120.00, you&rsquo;d probably want the $120 &ndash; it&rsquo;s definitely more and the extra $20 makes a difference to you. Our data plots give us tools to help make the judgment whether a difference is meaningful or not.&nbsp;</li>\r\n	<li>\r\n		<b>Correlation -- </b>the degree to which two things are related. For example, if bigger fish have more mercury, and this pattern is clear, we would say that mercury concentration and fish size are correlated. We talk about strong or weak correlations &ndash; strong correlations mean the relationship is very tight, whereas weak correlations mean that there&rsquo;s a lot of variability in the data. Things may be positively correlated&mdash;as one thing gets bigger, the other gets bigger too) or negatively correlated&mdash;as one thing gets bigger, the other gets smaller. See the activities below for more detail.</li>\r\n</ul>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites:\"></a>Student Prerequisites:</h3>\r\n	<ul>\r\n		<li>\r\n			The purpose of a graph and what it looks like</li>\r\n		<li>\r\n			Basic math skills (calculate an average, etc.)</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Misconceptions-about-mercury:\"></a><font size=\"3\"><b>Misconceptions about mercury: </b></font></h3>\r\n</div>\r\n<div>\r\n	<ul>\r\n	</ul>\r\n	<ul>\r\n	</ul>\r\n	<ul>\r\n		<li>\r\n			It doesn&rsquo;t matter which is the X axis and which is the Y axis</li>\r\n		<li>\r\n			Data can be put on a graph in any order</li>\r\n		<li>\r\n			Graphs are only used in math class</li>\r\n		<li>\r\n			All the data given should be plotted (as opposed to judging and choosing relevant data in a complex system)</li>\r\n	</ul>\r\n</div>\r\n','<p>\r\n	Key Ideas Introduced in this Unit:</p>\r\n<ul>\r\n</ul>\r\n<ul>\r\n	<li>\r\n		Environmental data contain many variables and they are often linked</li>\r\n	<li>\r\n		A graph is a visual representation of data analysis and a useful tool in science</li>\r\n	<li>\r\n		Judging whether or not differences are meaningful</li>\r\n</ul>\r\n<h3>\r\n	<a name=\"TOC-Concepts-and-Relationship:\"></a>Concepts and Relationship:</h3>\r\n<ul>\r\n</ul>\r\n<p>\r\n	Students will:</p>','Outline Designer -- nid:<em>271</em> parent nid changed to <em>239</em>',1308785028,2),(286,345,1,'Classroom Activities- Research Questions and Hypotheses','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity is primarily a brainstorming activity that looks at the assumptions, mechanisms, and unanswered questions that are buried in the students&rsquo; picture of the system they are studying. Ultimately, each group will come up with one or more questions and will choose one to turn it into a hypothesis.<span>&nbsp; </span>They will then propose a general approach for a research project that addresses their hypothesis.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student background materials from Units 1 &amp; 2</li>\r\n	<li>\r\n		Student mercury cycle diagrams, completed in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-2-1/where-is-hg-how-does-it-move\">Unit 2 - Activity B</a></li>\r\n	<li>\r\n		Student <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">Brainstorming Worksheet</a> (PDF)</li>\r\n	<li>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a> (PDF)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Divide students into working groups. Provide each group with the background materials that they encountered in the preceding units and the mercury cycle diagrams that they produced at the end of Unit 2.<span>&nbsp; </span>The mercury cycle diagrams are the students&rsquo; models of the system that they are studying, and therefore the starting point for their thinking about how they think the system works.</p>\r\n	<p>\r\n		Teachers - take a look at the &quot;<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a>,&quot; it may aid you in helping the students brainstorm.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-the-Analysis-Started:\"></a>Getting the Analysis Started:</h3>\r\n	<p>\r\n		Typically, you will want to start this by having the students review their diagrams of the mercury cycle, thinking through all of the elements of the system and making sure that they have answers to questions such as:</p>\r\n	<ul>\r\n		<li>\r\n			Where is the mercury coming from and how does it move into the system under study?</li>\r\n		<li>\r\n			Where does the mercury change into its organic, methyl form?</li>\r\n		<li>\r\n			What life is at the bottom of the food chain that takes in the methylmercury?</li>\r\n		<li>\r\n			How does the mercury move up the food chain?</li>\r\n		<li>\r\n			Are there any special features in the actual system under study that might make this cycle more complicated or somehow different than a &ldquo;typical&rdquo; system?</li>\r\n		<li>\r\n			What assumptions are we making at each step of this cycle?</li>\r\n	</ul>\r\n	<p>\r\n		You will almost certainly want to spend some time with each group going over questions such as these, making sure that the students have a workable model and a model that they understand.</p>\r\n	<p>\r\n		Once you are comfortable that a group has a model of what they think is happening, you can start guiding them toward some testable hypotheses.<span>&nbsp; </span>Since the key &ldquo;result&rdquo; or &ldquo;dependent variable&rdquo; that the students will be measuring is the amount of mercury in organisms, you should ask the students to use their model to predict:</p>\r\n	<ol>\r\n		<li>\r\n			Which organisms in the system will have more and less mercury?</li>\r\n		<li>\r\n			What it is about the organisms that might cause them to have more mercury than others? (such as, does their size matter? age? etc.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-Ahead:\"></a>Thinking Ahead:</h3>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-data-can-the-students\"></a><u>What kinds of data can the students collect?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		What the students can measure depends on the types of resources that are available.<span>&nbsp; </span>You should provide them with a list of the kinds of things that they can collect and measure in the system that you are studying.<span>&nbsp; </span>What follows is a partial, very general list.<span>&nbsp; </span><u>The actual list for your site and situation might have fewer elements, or might be larger</u>.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Invertebrates</li>\r\n		<li>\r\n			Plants</li>\r\n		<li>\r\n			Soil</li>\r\n		<li>\r\n			Leaf litter</li>\r\n		<li>\r\n			Fish</li>\r\n		<li>\r\n			Human hair</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		In addition to the list of materials and organisms that they might sample, the students need to know what measurements they can make.<span>&nbsp; </span>Again, <u>this list will vary from school to school and site to site</u>.<span>&nbsp; </span>If you have special needs, we can sometimes help you get access to equipment to make additional measurements.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Mass or weight</li>\r\n		<li>\r\n			Size (length, other measures)</li>\r\n		<li>\r\n			Number of things collected</li>\r\n		<li>\r\n			Species, or family for dragonfly larvae, or type (e.g., floating versus submerged plants; small mouth bass versus sunfish)</li>\r\n		<li>\r\n			Age<span>&nbsp; </span>(for fish, using analysis of fish scales)</li>\r\n		<li>\r\n			Stomach contents</li>\r\n		<li>\r\n			Gender</li>\r\n		<li>\r\n			Site characteristics&mdash;substrate i.e. muddy or cobble bottom, stream or lake size, type of forest or land cover around the site, stream flow, etc.</li>\r\n		<li>\r\n			Water quality characteristics (such as turbidity, dissolved oxygen, temperature, acidity)</li>\r\n		<li>\r\n			And, of course, mercury in the substance/organism</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-questions-can-the-stu\"></a><u>What kinds of questions can the students explore?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		For most students you will need to guide them from having a general area of interest toward having a question that can be answered with data.<span>&nbsp; </span>Keep in mind that the students will be able to explore <i><b>two general kinds of questions</b></i>:</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			<b>Questions about differences:</b><span>&nbsp;&nbsp; </span>Does one set of samples contain, on average, more mercury than some other set?<span>&nbsp; </span>There are many questions of this kind.<span>&nbsp; </span>Do people that eat a lot of fish have more mercury in their hair than people who eat beef, but not very much fish?<span>&nbsp; </span>Do bass have more mercury than crayfish?<span>&nbsp; </span>Do dragonfly larvae in a wetland have more mercury than those in a rocky no-wetland site? These kinds of questions will involve a comparison of means, or averages.</li>\r\n		<li>\r\n			<b>Questions about the strength of relationships:</b><span>&nbsp; </span>What goes with what?<span>&nbsp; </span>Is there a strong relationship between the weight of a fish of some species and its mercury burden?<span>&nbsp; </span>Do larger dragonfly larvae have more mercury than smaller individuals? Is there a strong relationship between a fish&rsquo;s age and its mercury burden?<span>&nbsp; </span>Is the size of a person related to the amount of mercury in the person&rsquo;s hair?<span>&nbsp; </span>This kind of question involves creating a scatter plot to see if there is an orderly relationship between the two factors.<span>&nbsp; </span>Of course, it requires that each factor be something that can be expressed in a numeric relationship on the scale of the axis of a graph.<span>&nbsp; </span>So, weight, length, age, and other &ldquo;countable&rdquo; factors work well for this.<span>&nbsp; </span>Something that does not fit into an <a href=\"http://people.math.sfu.ca/~cschwarz/Stat-301/Handouts/node5.html\" rel=\"nofollow\" target=\"_blank\">interval scale or ratio scale</a> won&rsquo;t work.<span>&nbsp; </span>So, you can&rsquo;t do this kind of analysis when the factors on one axis are, say, different kinds of insects (beetles, moths, dragonflies, mosquitoes).<span>&nbsp; </span>But it WOULD work if you were comparing mercury content for beetles of different average weights.</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		Helping the students be clear about which kind of question they are asking will be very useful as you help them think through the design of their experiment.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Our experience has been that questions about <i><b>relationships </b></i>often open up richer opportunities for learning than simple questions about differences.<span>&nbsp; </span>Looking at how much two factors are correlated is a good way to get a better understanding of what is happening in a system.<span>&nbsp; </span>Questions about differences are useful too, of course, and provide important insights into the structure of a system.<span>&nbsp; </span>But, if students are looking at an issue that can be explored through a scatter plot, encourage them to pursue that direction.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Kevin Simon, Assistant Professor of Biological Sciences at UMaine, gave some feedback on a class&rsquo; hypotheses last year and his comments might help you in the development of your students&rsquo; hypotheses:<span>&nbsp; </span>A hypothesis that <b>explains </b>something leads to more interesting and informative research. Hypotheses that use the words &ldquo;because&rdquo; or &ldquo;due to&rdquo; or &ldquo;cause&rdquo; are generally more informative. See the examples below:</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #1&mdash;There will be fewer invertebrates in streams subject to frequent floods than in streams that experience less frequent flooding.</b><span>&nbsp; </span></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		You might sample and, indeed, prove that this is so. However, you don&rsquo;t know WHY.</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #2&mdash;There will be fewer invertebrates in streams subject to frequent floods BECAUSE the stream is highly disturbed, causing high insect mortality.</b></p>\r\n	<div style=\"margin-left: 40px;\">\r\n		This 2nd hypothesis now explains something and it leads to specific predictions that you can test.&nbsp;</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Right-Wrong:\"></a>Right &amp; Wrong:</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Once each group has identified a question - for example, &quot;Do fish that eat other fish have more mercury than fish that eat algae?&quot; - have students turn the question into a hypothesis by expressing it as an assertion.<span>&nbsp; </span>That means choosing one outcome over the other, based on what the model suggests.<span>&nbsp; </span></p>\r\n	<p>\r\n		It is important to assure the students that a hypothesis is just an educated guess&mdash;a prediction from the model&mdash;and that there is no right or wrong.<span>&nbsp; </span>Scientists don&#39;t use the word &quot;wrong&quot; (or &quot;right&quot;, for that matter) when discussing hypotheses. They will usually say their findings either did or did not support their hypothesis. For example, in the question about fish with different diets, a working hypothesis might be something like, &quot;Because mercury bioaccumulates in food chains, fish that eat other fish will have more mercury in their bodies than fish that eat algae&quot;.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Mind-onto-Paper\"></a>Mind onto Paper</h3>\r\n	<p>\r\n		Students should have some ideas in their heads now.&nbsp; Have them complete the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">brainstorming worksheet</a>, which will help them get their ideas onto paper.</p>\r\n	<p>\r\n		FYI - The teacher&#39;s guide includes some guiding advice concerning the brainstorming worksheet.</p>\r\n	<h3>\r\n		<a name=\"TOC-Study-Design\"></a>Study Design</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Finally, have students brainstorm about how they might do a field research project to address their hypothesis. In our example it might be &quot;catch some of each type of fish and measure mercury in them&quot;.</p>\r\n	<p>\r\n		At the end of the discussion have a student record (on the blackboard and/or web site) the samples that will need to be collected to address the hypotheses. As the research coordinator, determine where some sample collections could be combined. Each class can have a maximum of 20 samples analyzed for mercury for projects focusing on aquatic invertebrates. <b><span style=\"color: rgb(99, 36, 35);\">At least ten samples should be individual dragonfly larvae (you are adding to a regional database for dragonfly mercury).</span></b></p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p style=\"margin-bottom: 0.25in;\">\r\n		Have student groups briefly present their questions and hypotheses to the rest of the class.<span>&nbsp; </span>Make sure that they explain the thinking behind the hypothesis.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Teacher-s-Guide\"></a>Teacher&#39;s Guide</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozOTg0ODk4N2Q0M2M5ZTJk\" target=\"_blank\">Teacher&#39;s Guide</a></li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozNzVlMTQwNjUxOTJiMzk4\" target=\"_blank\">Student Brainstorming Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n<div dir=\"ltr\">\r\n	&nbsp;</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Changed permanently moved link in <em>/serc/node/286</em> from <em>http://www.math.sfu.ca/%7Ecschwarz/Stat-301/Handouts/node5.html</em> to <em>http://people.math.sfu.ca/~cschwarz/Stat-301/Handouts/node5.html</em>.',1308784839,2),(274,319,1,'Mercury Connections','','','',1308847427,2),(275,320,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>235</em>',1306930268,2),(275,321,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- nid:<em>275</em> parent nid changed to <em>235</em>',1306930268,2),(275,322,4,'Essential Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- node renamed from <em>Classroom Activities</em> to <em>Essential Activities</em>',1306930305,2),(275,323,4,'Essential Activity- Why do we care about mercury?','<h2>\r\n	GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Library or Internet access</li>\r\n	<li>\r\n		Calculators</li>\r\n	<li>\r\n		Handouts</li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites\"></a>Student Prerequisites</h3>\r\n	<ul>\r\n		<li>\r\n			How to measure volume and square inches</li>\r\n		<li>\r\n			Parts of a circle</li>\r\n		<li>\r\n			Proportions</li>\r\n		<li>\r\n			Averages</li>\r\n		<li>\r\n			Ranges</li>\r\n		<li>\r\n			Computer skills</li>\r\n		<li>\r\n			Library skills</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		Some groups might need a warm-up activity to get ready for some of the math-oriented questions within this activity. Here some important background concepts and conversions to go over with students if the reference sheet in the resource section below is not sufficient.</p>\r\n	<h3>\r\n		<a name=\"TOC-Math-warm-up:\"></a>Math warm-up:</h3>\r\n	<div style=\"margin-left: 40px;\">\r\n		<h4>\r\n			<a name=\"TOC-Convert-the-following:\"></a>Convert the following:</h4>\r\n	</div>\r\n	<div style=\"margin-left: 40px;\">\r\n		<div style=\"margin-left: 40px;\">\r\n			Mass:</div>\r\n	</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<ul>\r\n			<li>\r\n				1.3 kilograms (kg) to grams (g), milligrams (mg), micrograms (mg), nanograms (ng)</li>\r\n			<li>\r\n				4560 ng to mg, mg, g, kg</li>\r\n		</ul>\r\n	</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		Volume:</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<ul>\r\n			<li>\r\n				4589 mL (microliters) to mL, L</li>\r\n			<li>\r\n				0.76 L to mL, mL</li>\r\n		</ul>\r\n	</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		Distance:</div>\r\n	<div style=\"margin-left: 80px;\">\r\n		<ul>\r\n			<li>\r\n				125 mm to cm, m</li>\r\n		</ul>\r\n	</div>\r\n	<div style=\"margin-left: 40px;\">\r\n		<h4>\r\n			<a name=\"TOC-Geometry:\"></a>Geometry:</h4>\r\n	</div>\r\n	<div style=\"margin-left: 40px;\">\r\n		<div style=\"margin-left: 40px;\">\r\n			Say you dug out a bunch of soil and put it in a bucket. You dug out a square of soil 1 meter wide by 1 meter long. You dug out 50 cm of soil. How many cubic centimeters (cm<sup>3</sup>) do you have?<br />\r\n			<br />\r\n			You want to know how much water it will take to fill up your hot tub. The tub is a circle 3 meters in diameter, and you want to fill it so there are 150 cm of water in the tub. How many cubic centimeters of water will it take?<br />\r\n			<br />\r\n			A handy conversion is that 1 cubic centimeter (cm<sup>3</sup>) = 1 mL. How many liters of water would it take to fill the hot tub?</div>\r\n		<h4>\r\n			<a name=\"TOC-Chemical-concentrations:\"></a>Chemical concentrations:</h4>\r\n	</div>\r\n	<div style=\"margin-left: 40px;\">\r\n		<div style=\"margin-left: 40px;\">\r\n			You have 10 grams of a chemical in 5 liters of water. What is the concentration in mg/L (milligrams per liter)?<br />\r\n			<br />\r\n			You have 2 mg of a chemical in 8000 milligrams of soil. What is the concentration in mg/g (micrograms per gram)?<br />\r\n			<br />\r\n			How many micrograms are in a gram? Express this as a mathematical relationship.<br />\r\n			<br />\r\n			What is the concentration of the chemical in the soil above in parts per million (ppm), and in parts per billion (ppb)?</div>\r\n	</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p>\r\n		This activity involves doing some library or Internet research and then doing some calculations based on that research, to answer some questions. Access to the Internet or to the library will be essential. The students should also have access to calculators.</p>\r\n	<p>\r\n		The Activity is built around having the students develop answers to a number of questions. Typically, students will work together in small groups (2-3 students), with different groups developing answers to different sets of questions. (Some sets are more difficult than others so you may want to review them first and assign accordingly.) We suggest having the questions printed off in advance for distribution to the groups. At the end of the activity the students will come back together to share what they have found. What follows are some good sets of starting questions. You might wish to add others. Some questions are more difficult or more involved than others so you may not want to use all of them with all students.</p>\r\n	<ol>\r\n		<li>\r\n			To get the students thinking about mercury, you might begin with a discussion to elicit what they already know. It is likely that they have heard something about the dangers of eating fish with mercury. They may also be aware of the dangers associated with mercury in fluorescent bulbs, thermostats, and other electronic devices.</li>\r\n		<li>\r\n			Notions of scale are important to the work that the students will be doing. One of the question sets asks students to calculate the number of boxcars required to hold a billion ping pong balls. (The answer is 306 -- a good sized train.) You might &quot;set up&quot; this exercise by asking students--before they do the calculation--to estimate the answer.&nbsp;</li>\r\n		<li>\r\n			Divide the class into groups and distribute the question sets across the groups. Tell each group that they are expected to prepare material for presentation to the rest of the class. This presentation could take a number of forms. If computers are available, you might ask each group to put together a set of slides on the computer that includes pictures, when that is <font size=\"2\">relevant</font>, and that makes the calculations clear.&nbsp;</li>\r\n		<li>\r\n			After the groups have had time to develop their answers and presentations, have the groups present to the class as a whole. This is a good opportunity to focus on issues of scale and on flexibility in moving from one kind of unit to another. If this is a biology class, it is also a good opportunity to spend a bit of time talking about the significance of organic mercury -- and in general about why molecules that contain carbon are special when it comes to life processes.</li>\r\n	</ol>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h4>\r\n		<a name=\"TOC-Question-Sets\"></a>Question Sets</h4>\r\n	<div style=\"margin-left: 40px;\">\r\n		Set 1 (Social Implications)</div>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			What is &quot;Minamata Disease&quot;? What happened in Minamata?</li>\r\n		<li>\r\n			What concentration of mercury in hair is considered to be normal for people in the U.S.? What con-centrations were found in the people of Minamata?&nbsp;</li>\r\n		<li>\r\n			Express this concentration in terms of parts per billion, parts per million, &mu;g/g, and mg/kg</li>\r\n	</ul>\r\n	<div style=\"margin-left: 40px;\">\r\n		Set 2 (Social Implications)</div>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			What was the source of mercury poisoning in Iraq in the early 1970s?</li>\r\n		<li>\r\n			What kinds of mercury concentrations in human hair were involved?&nbsp;</li>\r\n		<li>\r\n			Express these concentrations in terms of parts per billion, parts per million, &mu;g/g, and mg/kg</li>\r\n	</ul>\r\n	<div style=\"margin-left: 40px;\">\r\n		Set 3 (Least difficult)</div>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			What is a typical mercury concentration for muscle tissue in swordfish? How about freshwater bass?</li>\r\n		<li>\r\n			Express these concentrations in terms of parts per billion, parts per million, &mu;g/g, and mg/kg</li>\r\n	</ul>\r\n	<div style=\"margin-left: 40px;\">\r\n		Set 4 (All students should know, but chemistry teachers may want to take this further in terms of chemical interact tions)</div>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			In what forms do we find mercury in the environment?</li>\r\n		<li>\r\n			What is special about &quot;methyl mercury?&quot;&nbsp;</li>\r\n		<li>\r\n			What conditions are typically necessary to create methyl mercury?</li>\r\n	</ul>\r\n	<div style=\"margin-left: 40px;\">\r\n		Set 5 (Concentrations)</div>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			What is the recommended maximum amount of mercury in drinking water?</li>\r\n		<li>\r\n			Nokomis Pond, the drinking water supply for Newport, covers approximately 119 acres, which is about 805,400 square meters. It is a fairly shallow pond -- 10 feet deep or less in most places, with a few places where it is about 20 feet deep. Assume an average depth of 3.5 meters (almost certainly an over estimate). A typical mercury thermometer of the kind that used to be common in high school laboratories contains about 3 grams of mercury. If you broke one of these thermometers in Nokomis pond, what would the mercury concentration of the water be? Would this be something to worry about?</li>\r\n	</ul>\r\n	<div style=\"margin-left: 40px;\">\r\n		Set 6 (Scale)</div>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			The measurements we make with mercury are often in parts per billion. To make sense out of that, we need some physical notion of how big a billion is. Or, putting it in terms of parts per billion, if we have something that is, say, 11 parts per billion -- we need a way to understand how big a group those 11 items are a part of.</li>\r\n		<li>\r\n			Suppose we had a billion ping pong balls. Would they all fit in a boxcar? If not, how many boxcars would it take to hold them? Here is the basic information you need to figure this out for yourself:\r\n			<ul>\r\n				<li>\r\n					The diameter of a ping pong ball is 40 mm.&nbsp;</li>\r\n				<li>\r\n					The volume inside a typical 50 foot boxcar is 148.32 m3.&nbsp;</li>\r\n				<li>\r\n					Because ping pong balls are round, there is unused space when you pack them together. A good estimate of the usable space when you are packing round things together is 74%.</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-FORMATIVE-ASSESSMENT-IDE\"></a> REFLECTION/FORMATIVE ASSESSMENT&nbsp;IDEAS</h2>\r\n	<p>\r\n		For a quick check of understanding, ask the students to suppose that they found an old style mercury fever thermometer in a medicine cabinet at home and that it broke, leaving a little silver ball of mercury on the floor. Ask them to answer the following questions:</p>\r\n	<ul>\r\n		<li>\r\n			What would probably happen if the dog ate the little ball of mercury?</li>\r\n		<li>\r\n			What if the dog just sniffed it?&nbsp;</li>\r\n		<li>\r\n			What would be a good way to clean up the mercury? Would it be a good idea to vacuum it up to get all the little pieces?</li>\r\n	</ul>\r\n	Students could present their answers to the class. (Check in with students to make sure that they have the <b><i>correct </i></b>information before presenting to the class.)<br />\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		Have the perfect extension for an activity like this? Share it with us in the comments section below.</p>\r\n	<h2>\r\n		<a name=\"TOC-TEACHER-S-CHEAT-SHEET\"></a>TEACHER&#39;S CHEAT SHEET</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs are also on the <a href=\"http://participatoryscience.org/mercury-watersheds/lesson-resources\">Lesson Resources</a> page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/1_A_math warm_answers_0.pdf\">Answer Key: Math Warm-Up</a></li>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/1_A_question sets_answers_0.pdf\">Answer Key: Question Sets</a></li>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/1_A_reflection assessment_answers(1).pdf\">Answer Key: Reflection/Formative Assessment</a></li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be downloaded by clicking the links below.&nbsp; Individual PDFs are also on the <a href=\"http://participatoryscience.org/mercury-watersheds/lesson-resources\">Lesson Resources</a> page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/1_A_math warm_0.pdf\">Math Warm-Up</a></li>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/1_A_question sets(1).pdf\">Question Sets</a></li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-RESOURCES\"></a>RESOURCES</h2>\r\n	<ul>\r\n		<li>\r\n			A <a href=\"http://www.engg.ksu.edu/CHSR/outreach/resources/docs/2UnitsofMeasure022508.pdf\" rel=\"nofollow\">useful sheet</a> that talks about the meaning of ppm, ppb, mg/kg, and so on is available from the Center for Hazardous Substance Research.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Library or Internet access</li>\r\n	<li>\r\n		Calculators</li>\r\n	<li>\r\n		Handouts</li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites\"></a>Student Prerequisites</h3>\r\n	<ul>\r\n		<li>\r\n			How to measure volume and square inches</li>\r\n		<li>\r\n			Parts of a circle</li>\r\n		<li>\r\n			Proportions</li>\r\n		<li>\r\n			Averages</li>\r\n		<li>\r\n			Ranges</li>\r\n		<li>\r\n			Computer skills</li>\r\n		<li>\r\n			Library skills</li>\r\n	</ul>\r\n','Outline Designer -- node renamed from <em>Essential Activities</em> to <em>Essential Activity</em>',1311608502,2),(9893,9969,4,'Classroom Activities- Peer Review','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Scientists often engage in debates about their hypotheses and approaches. These can be verbal or on paper, and are often called &quot;peer review&quot;. This type of constructive criticism is very important and helps scientists see how they might improve their work to get more definite answers, or to see things they might have overlooked.</p>\r\n		<p>\r\n			This is a short activity for students.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n	</div>\r\n	<div>\r\n		<h2>\r\n			<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<h3>\r\n			<a name=\"TOC-1\"></a></h3>\r\n		<p>\r\n			Engage the students in a type of peer review by having different groups review each others&#39; hypotheses and study designs. Discussions should focus around questions such as:</p>\r\n		<ul>\r\n			<li>\r\n				Why do you think that?</li>\r\n			<li>\r\n				Have you considered &hellip;. ? (For example, a competing explanation for how a system might work.)</li>\r\n			<li>\r\n				When you are collecting data, won&rsquo;t it be confusing if &hellip; (A good example of this would be a student proposing to look at the relationship between fish weight and mercury burden without paying attention to differences between species.)</li>\r\n			<li>\r\n				Couldn&rsquo;t you also measure &hellip;.? (For example, suggesting that students collecting insects also keep track of the kind of terrain that the insect is captured in, just in case it might matter.)</li>\r\n		</ul>\r\n		<p>\r\n			A key objective in this kind of exercise is helping students learn a different kind of discourse&mdash;one that is not personal, but is instead focused on leading to general improvement.&nbsp;You can help students see the importance of this by reminding them that the results will be used by others. Some students may have to play the role of &quot;devil&#39;s advocate&quot; - sometimes making an argument that they are not sure of, but that they think needs exploring. This type of thinking and healthy debate can lead to better projects and new ways of working.</p>\r\n		<h3>\r\n			<a name=\"TOC-Communication-with-Other-Teachers\"></a>Communication with Other Teachers</h3>\r\n		<p>\r\n			It would be useful to have the students prepare their hypotheses in a form that you can easily share with other teachers. You might also want to notify the cooperating scientist(s) that the materials are on the shared website if you would like an external review of what the students are proposing before the work begins.</p>\r\n	</div>\r\n	<div dir=\"ltr\">\r\n		&nbsp;</div>\r\n</div>\r\n','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>287</em>',1313086562,2),(276,324,4,'Essential Activity','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>275</em>',1306930362,2),(276,325,4,'Optional Activity- Concentrations','<h2>\r\n	GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		One set of containers per group, ranging in size:\r\n		<ul>\r\n			<li>\r\n				2 small glasses/test tubes</li>\r\n			<li>\r\n				One small beaker, glass, or small soda bottle that holds at least 6 ounces (200 mL, or about 3/4 cup)</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Food coloring (try to avoid yellow)&nbsp;</li>\r\n	<li>\r\n		Tap water&nbsp;</li>\r\n	<li>\r\n		Eye droppers (one for each group)&nbsp;</li>\r\n	<li>\r\n		Graduated cylinders <b>or</b> measuring cups and spoons. NOTE: You can use standard scientific equipment and measurement (graduated cylinder, in milliliters (mL)), or, if you think your class will have an easier time with it, you can use standard cookie-baking equipment (measuring cups and spoons) to do this project.</li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites\"></a>Student Prerequisites</h3>\r\n	<ul>\r\n		<li>\r\n			How to measure volume and square inches</li>\r\n		<li>\r\n			Parts of a circle</li>\r\n		<li>\r\n			Proportions</li>\r\n		<li>\r\n			Averages</li>\r\n		<li>\r\n			Ranges</li>\r\n		<li>\r\n			Computer skills</li>\r\n		<li>\r\n			Library skills</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			30-40 minutes</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p style=\"font-family: arial,sans-serif;\">\r\n		<font size=\"2\"><span>Have each group set up its work area with a set of supplies. Go through the following steps in which an increasing amount of water is added to a drop of food coloring and students note the change in intensity of the color.</span></font></p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per ten:</b><br />\r\n		Add one drop of food coloring to the small beaker/glass/bottle. With the eyedropper, add 10 drops of water. Have students note the color (it should be quite dark).</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per hundred:</b><br />\r\n		In another small beaker/glass/bottle, add a drop of food coloring, and then add 100 drops of water with the dropper. The color should be lighter than in the first beaker.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per thousand:</b><br />\r\n		In the 6 oz beaker/glass/bottle, add a drop of food coloring, then 1,000 drops of water. Here, students might count out how many drops of water make up a teaspoon or tablespoon, then add the number of teaspoons of water that would correspond to 1,000 drops. Ask: how many drops of water were in this solution? (1,000). How many drops of food coloring? (1). So &ndash; there&rsquo;s one drop per thousand &ndash; or 1 part food coloring per thou-sand parts water&mdash;1 part per thousand.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		&nbsp;Students should end up with about 120 mL (1/2 cup) of liquid and it should be about the color intensity of very weak Kool-Aid. Have students determine how much liquid they have &ndash; for example, is it &frac12; cup? They will use this conversion in the next step.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per million:</b><br />\r\n		Now, recall how many water drops were in the previous solution (part per thousand), and how much liquid they had (for example, &frac12; cup). To get a million drops, how many cups would they need? If they had &frac12; cup = 1,000 drops, they&rsquo;d need about 500 cups, which is about 31 gallons. Ask students what kind of container they would need to mix up a solution of 1 part per million &ndash; 1 drop of food coloring to 1,000,000 drops of water. Some ideas: 6 five-gallon buckets; a bathtub &frac34; full. (A bathtub is typically about 40 gallons).</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per billion:</b><br />\r\n		We would need 500,000 cups (31,250 gallons or 118,300 liters) of liquid to make a solution that would be one part per billion. Ask students to think of an example of something that has that much liquid in it. A household heating oil tank is typically about 275 gallons. So, you&rsquo;d need a hundred or so oil tanks<span>&nbsp; </span>&ndash; and still just ONE DROP of food coloring &ndash; to make a 1 part per billion solution. Ask students how intense the color would be in that solution. Note that this is the unit in which most of our mercury measurements will fall &ndash; we&rsquo;ll end up with things that have tens to hundreds of parts per billion of mercury. So we&rsquo;re looking for the &lsquo;drop in the oil tank&rsquo; amount.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per trillion:</b></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		To get to parts per trillion we&rsquo;d need 1,000 parts per billion. That&rsquo;s 31,250,000 gallons, or 118,300,000 liters. An Olympic swimming pool is about 800,000 gallons (3,000,000 liters). So, we&rsquo;d need about 40 Olympic pools of water - and still just the ONE DROP of food coloring &ndash; to have a part per trillion.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Handy information:</b></p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			There are 3 teaspoons in a Tablespoon</li>\r\n		<li>\r\n			There are 16 Tablespoons in 1 Cup</li>\r\n		<li>\r\n			1 Teaspoon should be around 40 drops (this will depend on your dropper; just an estimate)</li>\r\n		<li>\r\n			1 Tablespoon should be around 120 drops</li>\r\n		<li>\r\n			&frac12; cup liquid (4 oz) will be about 120 mL</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-FORMATIVE-ASSESSMENT-IDE\"></a> REFLECTION/FORMATIVE ASSESSMENT&nbsp;IDEAS</h2>\r\n	<br />\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		Have the perfect extension for an activity like this? Share it with us in the comments section below.</p>\r\n	<h2>\r\n		<a name=\"TOC-TEACHER-S-CHEAT-SHEET\"></a>TEACHER&#39;S CHEAT SHEET</h2>\r\n	<br />\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<br />\r\n	<h2>\r\n		<a name=\"TOC-RESOURCES\"></a>RESOURCES</h2>\r\n	<ul>\r\n		<li>\r\n			A <a href=\"http://www.engg.ksu.edu/CHSR/outreach/resources/docs/2UnitsofMeasure022508.pdf\" rel=\"nofollow\">useful sheet</a> that talks about the meaning of ppm, ppb, mg/kg, and so on is available from the Center for Hazardous Substance Research.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		One set of containers per group, ranging in size:\r\n		<ul>\r\n			<li>\r\n				2 small glasses/test tubes</li>\r\n			<li>\r\n				One small beaker, glass, or small soda bottle that holds at least 6 ounces (200 mL, or about 3/4 cup)</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Food coloring (try to avoid yellow)&nbsp;</li>\r\n	<li>\r\n		Tap water&nbsp;</li>\r\n	<li>\r\n		Eye droppers (one for each group)&nbsp;</li>\r\n	<li>\r','Outline Designer -- node renamed from <em>Essential Activity</em> to <em>Optional Activity</em>',1306932849,2),(277,326,4,'Optional Activity-Mapping U.S. Mercury Emissions','<h2>\r\n	OVERVIEW</h2>\r\n<p style=\"font-family: arial,sans-serif;\">\r\n	&nbsp;</p>\r\n<p style=\"font-family: arial,sans-serif;\">\r\n	In the Northeastern US, it has been estimated that at least 75% of mercury arrives here from the atmosphere. This activity tracks that mercury back to one of its sources (electric utilities), using data collected by the US Environmental Protection Agency. The data are reports from various industries regarding how much mercury they emit. Ideally, students work in teams and contribute to a classroom map that will ultimately show where large and small mercury emitters are in the country. If appropriate this can also be an individual project, with each student filling in his or her own map (using markers or colored pencils). After the mapping exercise there should be a follow-up discussion about how mercury arrives in the Northeast. (The map will show low emissions in our region.) There is an optional math problem to tie the results to the amounts found in fish.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Three colors of sticky notes (like Post-Its) (red, yellow, blue or green would be ideal)</li>\r\n	<li>\r\n		A US Map (wall-map size)</li>\r\n	<li>\r\n		<a href=\"http://participatoryscience.org/sites/default/files/1_C_student handout.pdf\">Student versions of the EPA&rsquo;s Mercury Release Table</a></li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites\"></a>Student Prerequisites</h3>\r\n	<ul>\r\n		<li>\r\n			How to measure volume and square inches</li>\r\n		<li>\r\n			Parts of a circle</li>\r\n		<li>\r\n			Proportions</li>\r\n		<li>\r\n			Averages</li>\r\n		<li>\r\n			Ranges</li>\r\n		<li>\r\n			Computer skills</li>\r\n		<li>\r\n			Library skills</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p style=\"font-family: arial,sans-serif;\">\r\n		&nbsp;</p>\r\n	<p>\r\n		Divide students into three groups. Give each group a different colored pad of sticky notes. Have students categorize the &ldquo;Total On-site Disposal or Other Releases&rdquo; numbers in the third column, classifying the values as high, medium, or low as follows:<span>&nbsp; </span>High (&gt;2938), Medium (1,260-2,938), Low (&lt;1,260). Note: The categories are fairly arbitrary. They were chosen to split the data in thirds and were used on the EPA&rsquo;s map.&nbsp;</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<a href=\"http://participatoryscience.org/sites/default/files/1_C_Student Version.jpg\"><img border=\"0\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445385/watershed-experiences/unit-1/mapping-us-mercury-emissions/1_C_Student%20Version.jpg\" /></a></div>\r\n	<p>\r\n		Assign one group to each category. Then have students place their sticky notes on the map to show the geo-graphic distribution of mercury releases in the US. For example, a group with red sticky notes could be the &ldquo;High&rdquo; group and should place their stickies on the states that have high levels of releases (e.g., Alabama, Arizona, etc.).</p>\r\n	<p>\r\n		When all the states have been categorized, lead a group discussion of any patterns in the data.</p>\r\n</div>\r\n<div>\r\n	<p>\r\n		<b>TEACHER VERSION</b>: Map (produced by EPA) showing distribution of mercury emissions by state, using the same data set as in the table students will use. The students&#39; map should look similar.</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<a href=\"http://participatoryscience.org/sites/default/files/1_C_teacher map.jpg\"><span style=\"font-size: 9pt; font-family: Calibri,sans-serif;\"><img border=\"0\" height=\"320\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445386/watershed-experiences/unit-1/mapping-us-mercury-emissions/1_C_teacher%20map.jpg?height=320&amp;width=400\" width=\"400\" /></span></a></div>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-FORMATIVE-ASSESSMENT-IDE\"></a> REFLECTION/FORMATIVE ASSESSMENT&nbsp;IDEAS</h2>\r\n	<p>\r\n		Which way does the wind blow?</p>\r\n	<p>\r\n		Follow up with a discussion about prevailing winds in the Northeast, and how mercury is transported here in the atmosphere.</p>\r\n	<p style=\"margin-left: 40px; color: rgb(106, 168, 79);\">\r\n		Answer: The graphic below is a visual demonstrating one way mercury is transported:<br />\r\n		Spatial distribution of coal-fired plants and volume of coal burned (black dots) and predominant wind patterns in the conterminous United States.</p>\r\n	<div style=\"display: block; text-align: left;\">\r\n		<a href=\"http://participatoryscience.org/sites/default/files/1_C_prevailing winds.jpg\"><img border=\"0\" height=\"251\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445385/watershed-experiences/unit-1/mapping-us-mercury-emissions/1_C_prevailing%20winds.jpg?height=251&amp;width=400\" width=\"400\" /></a></div>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"font-family: arial,sans-serif;\">\r\n		The data we just worked with are reported in pounds of mercury. To reinforce the concept of scale and some math/unit conversions, students will determine how many POUNDS of mercury are in a fish.</p>\r\n	<p style=\"font-family: arial,sans-serif;\">\r\n		Say a fish weighs 5 pounds. A pound is equal to 454 grams. Say that fish has a concentration of 300 ppb of mercury. One ppb is equal to one nanogram per gram. So the fish has 300 nangograms of mercury per gram of fish weight. Now &ndash; how many pounds of mercury are in the fish?</p>\r\n	<p style=\"font-family: arial,sans-serif;\">\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px; font-family: arial,sans-serif; color: rgb(106, 168, 79);\">\r\n		Answer: the fish weighs 5 lb x 454 g/lb = 2,270 grams. There are 300 nanograms mercury per gram of fish. So 300 ng/g (mercury mass) x 2,270 g (fish mass) = 681,000 ng of mercury in the whole fish. You can factor out 1,000 by converting to micrograms and say the fish contains 681 ug of mercury. How many pounds is 681 ug? Well, multiply: 681 ug x 1 mg/1000 ug x 1 g/1000 mg and you get 0.000681 grams. Now convert to pounds: 0.000681 g x 1 lb/2,270 g =<span>&nbsp; </span>0.0000003 lbs. You would need over 3.3 million fish to gather together a pound of mercury.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-TEACHER-S-CHEAT-SHEET\"></a>TEACHER&#39;S CHEAT SHEET</h2>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/1_C_teacher version.pdf\">Completed teacher version of EPA&#39;s Mercury Release Table</a></li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/1_C_student handout.pdf\">Student version of EPA&#39;s Mercury Release Table</a></li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-RESOURCES\"></a>RESOURCES</h2>\r\n	<ul>\r\n		<li>\r\n			<p>\r\n				All data regarding mercury releases in this activity were gathered from the US EPA&rsquo;s TRI explorer, and are 2007 data, accessed August 18, 2009.<br />\r\n				Main TRI web site:<span>&nbsp; </span><a href=\"http://www.epa.gov/triexplorer/\" rel=\"nofollow\">http://www.epa.gov/triexplorer/</a><br />\r\n				<span style=\"font-family: arial,sans-serif;\">Online tutorial for further investigation: </span><a href=\"http://www.epa.gov/tri/triexplorertutorial/index.html\" rel=\"nofollow\" style=\"font-family: arial,sans-serif;\">http://www.epa.gov/tri/triexplorertutorial/index.html</a></p>\r\n		</li>\r\n		<li style=\"font-family: arial,sans-serif;\">\r\n			Map courtesy of Portland Press Herald, Portland, Maine, USA. Source: United States Energy Information Administration, E-3 Ventures (USDOE, 1999), adapted from Bank et al. 2005.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	OVERVIEW</h2>\r\n<p style=\"font-family: arial,sans-serif;\">\r\n	&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>276</em>',1311610805,2),(278,327,4,'Optional Activity- The Road to Toxicity','<h2>\r\n	&nbsp;</h2>\r\n<div style=\"display: inline; margin: 5px 10px 0pt 0pt; float: left;\">\r\n	<h2>\r\n		<a href=\"http://participatoryscience.org/sites/default/files/board preview.jpg\"><font size=\"2\"><img border=\"0\" height=\"320\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445390/watershed-experiences/unit-1/the-road-to-toxicity/board%20preview.jpg?height=320&amp;width=206\" width=\"206\" /></font></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Now that students have some background as to why mercury is an issue for humans and the environment, they need to begin to get some idea about where it comes from and how it develops into a toxic form that can be ingested by living things.</p>\r\n<p>\r\n	Students<font size=\"2\"> need to develop a basic understanding of how mercury gets into their pond, field, forest, stream, or other area that they are studying.<span>&nbsp; </span>They also need to have a general feel for the factors that need to be present in order for the mercury to change into a form that can be absorbed by living things.<span>&nbsp; </span>In short, the students need a basic understanding of mercury chemistry.</font></p>\r\n<p>\r\n	<font size=\"2\">There&#39;s more to it than the mercury chemistry, of course.<span>&nbsp; Students</span> also need to understand how bioaccumulation works, which means understanding the operation of food chains and food webs.<span>&nbsp; </span>We will focus on food chains and food webs in Unit 2.<span>&nbsp;&nbsp; </span>Here, in this first unit, our objective is just to introduce the following basic ideas:</font></p>\r\n<ul>\r\n	<li>\r\n		<font size=\"2\">Mercury is toxic in very small quantities.</font></li>\r\n	<li>\r\n		<font size=\"2\">Mercury occurs in a number of forms in nature.<span>&nbsp; </span>One of these forms- methylmercury- can be absorbed by living things and is very toxic.</font></li>\r\n	<li>\r\n		<font size=\"2\">In the Northeast, most mercury arrives through the air.</font></li>\r\n	<li>\r\n		<font size=\"2\">Methylmercury is the byproduct of metabolism by anaerobic bacteria, typically living in an acidic environment with access to carbon and sulfur.</font></li>\r\n</ul>\r\n<p>\r\n	<font size=\"2\">Before engaging in Road to Toxicity you will probably want to review the mercury cycle yourself. </font><font size=\"2\"><span><a href=\"http://www.ec.gc.ca/mercure-mercury/default.asp?lang=En&amp;n=67E16201-1\">Environment Canada</a> has provided this schematic:</span></font><font size=\"2\"><span> </span></font></p>\r\n<p>\r\n	<font size=\"2\"><span><img alt=\"\" src=\"http://participatoryscience.org/sites/default/files/environment canada mercury cycle.gif\" style=\"width: 300px; height: 226px; float: left; border-width: 10px; border-style: solid; margin: 10px;\" /></span></font></p>\r\n<p>\r\n	<font size=\"2\">Additionally, the <a href=\"http://people.uwec.edu/piercech/Hg/mercury_water/cycling.htm\">University of Wisconsin at Eau Claire</a> offers </font><font size=\"2\">a simple diagram</font><font size=\"2\"> (if using this diagram you may want to explain that the &ldquo;organic mercury&rdquo; is a reference to methylmercury).<span>&nbsp; </span></font></p>\r\n<p>\r\n	<font size=\"2\">The <a href=\"http://wi.water.usgs.gov/mercury/mercury-cycling.html\">USGS</a> has reprinted a useful schematic of the <a href=\"http://participatoryscience.org/sites/default/files/mercury_cycle.gif\">aquatic mercury cycle</a>.<span>&nbsp; </span></font></p>\r\n<p>\r\n	<font size=\"2\">The Northeast Waste Management Association has published <a href=\"http://www.newmoa.org/prevention/topichub/22/mercury_cycle.pdf\" rel=\"nofollow\" target=\"_blank\">a similar, simpler, diagram</a>.<span> </span></font></p>\r\n<p>\r\n	<font size=\"2\">If you are looking for a description of the cycle that digs more deeply in to the chemistry (probably for your own use more than for students), <a href=\"http://www.princeton.edu/geosciences/people/morel/pdf/masonGCA1994.pdf\">Princeton University&rsquo;s online publication</a> is very useful.</font></p>\r\n<h3>\r\n	<a name=\"TOC-About-this-Activity\"></a>About this Activity</h3>\r\n<p>\r\n	This activity is built around a board game in which the students compete to become &ldquo;toxic.&rdquo;<span>&nbsp; </span>Each student starts out as airborne mercury<sup>*</sup>- the kind of mercury that is captured by the needles and leaves of the trees in the watersheds that the students are studying.<span>&nbsp; </span>The goal is to convert to methylmercury.<span>&nbsp; </span>To do that, they need to bring together the three critical factors required for the transformation:<span>&nbsp; </span>the right chemistry (mercury, sulfur, and organic carbon, preferably in an acidic environment), an anaerobic environment, and the sulfate reducing bacteria that take inorganic mercury and convert it to methylmercury as a byproduct of metabolism.</p>\r\n<p>\r\n	Students can acquire these three critical factors either by landing on the right spaces and picking up a card&mdash;or by &ldquo;stealing&rdquo; the required factor from another student who is not able to answer a &ldquo;pop quiz&rdquo; question about mercury.</p>\r\n<p>\r\n	As students move around the board, they also pick up the &ldquo;facts&rdquo; about mercury that the need to provide correct answers on the pop quiz.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<p style=\"line-height: normal; margin-left: 40px; font-family: arial,sans-serif;\">\r\n	<font size=\"2\">Print out enough copies of the game board (on card stock if available) and the rules, cards, and game pieces so that students can work in groups of 3 or 4 as they play the game. Students can cut out cards and pieces.<span>&nbsp; </span>You will need a single six sided dice for each group.<span>&nbsp; </span>Here are the files that you need: </font></p>\r\n<div style=\"margin-left: 40px; font-family: arial,sans-serif;\">\r\n	<ul>\r\n		<li>\r\n			<font size=\"2\">Game Board (choose a size):</font>\r\n			<ul>\r\n				<li>\r\n					<font size=\"2\">Sized to print <u>on a single 11x17</u> sheet of paper, <a href=\"http://participatoryscience.org/sites/default/files/game_board_11x17.pdf\">all-in-one</a></font></li>\r\n				<li>\r\n					<font size=\"2\">Sized to print <u>on a pair of 8.5 x 11</u> sheets of paper, <a href=\"http://participatoryscience.org/sites/default/files/game_board-8.5x11page_1.pdf\">top half</a> &amp; <a href=\"http://participatoryscience.org/sites/default/files/game_board-8.5x11page_2.pdf\">bottom half</a></font></li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/pieces.pdf\"><font size=\"2\">Pieces</font></a></li>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/Game_Rules_and_cards.pdf\"><font size=\"2\">Rules and fact and factor cards</font></a></li>\r\n	</ul>\r\n</div>\r\n<div style=\"margin-left: 40px; font-family: arial,sans-serif;\">\r\n	<font size=\"2\">The above files are also available for download from the <a href=\"http://participatoryscience.org/mercury-watersheds/lesson-resources\">Lesson Resources</a></font> page.</div>\r\n<div style=\"margin-left: 40px;\">\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites\"></a>Student Prerequisites</h3>\r\n	<ul>\r\n		<li>\r\n			How to measure volume and square inches</li>\r\n		<li>\r\n			Parts of a circle</li>\r\n		<li>\r\n			Proportions</li>\r\n		<li>\r\n			Averages</li>\r\n		<li>\r\n			Ranges</li>\r\n		<li>\r\n			Computer skills</li>\r\n		<li>\r\n			Library skills</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p>\r\n		<font size=\"2\">Using the game will be more successful for most students if you provide them with some background about the mercury cycle before introducing the game.<span>&nbsp; </span>It is probably useful to put this background information in the context of the field work that the students will be doing, in addition to relating it to the game.<span>&nbsp; </span>You might want to print off one of the mercury cycle diagrams referenced above and then take the students through the different phases of the cycle.</font></p>\r\n	<p>\r\n		<font size=\"2\"><span style=\"font-family: arial,sans-serif;\">Working in groups, students can play the Road to Toxicity game until you feel assured that most of them have developed mastery of the key facts about mercury chemistry and how it moves from inorganic into an organic, toxic form. <span>&nbsp;</span>Once game play is complete, you will probably want to revisit the mercury cycle once again with the class as whole, using the assessment questions, below to check and correct understanding.</span></font></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-The-Rules\"></a>The Rules</h3>\r\n	<p>\r\n		The goal of the game is to become TOXIC <span>-</span> to be converted from inorganic mercury to methylmercury, the form that bioaccumulates in organisms. You can become toxic in soils, lakes, streams, or wetlands <span>-</span> depending where you land.</p>\r\n	<ul>\r\n		<li>\r\n			Each player picks a game piece (thermometer, power plant, volcano, hazardous waste).</li>\r\n		<li>\r\n			Shuffle each stack of cards (FACT and FACTOR) and place in a central location.</li>\r\n		<li>\r\n			Take turns rolling 1 die and move the number of spaces indicated.</li>\r\n		<li>\r\n			If you land on a silver space, pick up a FACT card. Read the card aloud to the other players <span>-</span> the information will be important later. Keep the card.</li>\r\n		<li>\r\n			If you land on a green space, pick up a FACTOR card. Read it aloud to the other players. Keep this card</li>\r\n	</ul>\r\n	<p>\r\n		<font size=\"2\"><sup>*</sup>Scientists are currently debating the amount of each form in the atmosphere, how each moves, and how long they stay aloft. The three forms are usually called: Hg<sup>0</sup> (gaseous elemental mercury, GEM), Hg<sup>2+</sup> (reactive gaseous mercury, RGM), and Hg<sub>p</sub> (particulate-bound mercury) (Lindberg et al. 2008).</font></p>\r\n</div>\r\n','<h2>\r\n	&nbsp;</h2>\r\n<div style=\"display: inline; margin: 5px 10px 0pt 0pt; float: left;\">\r\n	<h2>\r\n		<a href=\"http://participatoryscience.org/sites/default/files/board preview.jpg\"><font size=\"2\"><img border=\"0\" height=\"320\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445390/watershed-experiences/unit-1/the-road-to-toxicity/board%20preview.jpg?height=320&amp;width=206\" width=\"206\" /></font></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>276</em>',1311688897,2),(276,328,1,'Optional Activity- Concentrations','<h2>\r\n	GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		One set of containers per group, ranging in size:\r\n		<ul>\r\n			<li>\r\n				2 small glasses/test tubes</li>\r\n			<li>\r\n				One small beaker, glass, or small soda bottle that holds at least 6 ounces (200 mL, or about 3/4 cup)</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Food coloring (try to avoid yellow)&nbsp;</li>\r\n	<li>\r\n		Tap water&nbsp;</li>\r\n	<li>\r\n		Eye droppers (one for each group)&nbsp;</li>\r\n	<li>\r\n		Graduated cylinders <b>or</b> measuring cups and spoons. NOTE: You can use standard scientific equipment and measurement (graduated cylinder, in milliliters (mL)), or, if you think your class will have an easier time with it, you can use standard cookie-baking equipment (measuring cups and spoons) to do this project.</li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	<h3>\r\n		<a name=\"TOC-Student-Prerequisites\"></a>Student Prerequisites</h3>\r\n	<ul>\r\n		<li>\r\n			How to measure volume and square inches</li>\r\n		<li>\r\n			Parts of a circle</li>\r\n		<li>\r\n			Proportions</li>\r\n		<li>\r\n			Averages</li>\r\n		<li>\r\n			Ranges</li>\r\n		<li>\r\n			Computer skills</li>\r\n		<li>\r\n			Library skills</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			30-40 minutes</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p style=\"font-family: arial,sans-serif;\">\r\n		<font size=\"2\"><span>Have each group set up its work area with a set of supplies. Go through the following steps in which an increasing amount of water is added to a drop of food coloring and students note the change in intensity of the color.</span></font></p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per ten:</b><br />\r\n		Add one drop of food coloring to the small beaker/glass/bottle. With the eyedropper, add 10 drops of water. Have students note the color (it should be quite dark).</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per hundred:</b><br />\r\n		In another small beaker/glass/bottle, add a drop of food coloring, and then add 100 drops of water with the dropper. The color should be lighter than in the first beaker.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per thousand:</b><br />\r\n		In the 6 oz beaker/glass/bottle, add a drop of food coloring, then 1,000 drops of water. Here, students might count out how many drops of water make up a teaspoon or tablespoon, then add the number of teaspoons of water that would correspond to 1,000 drops. Ask: how many drops of water were in this solution? (1,000). How many drops of food coloring? (1). So &ndash; there&rsquo;s one drop per thousand &ndash; or 1 part food coloring per thou-sand parts water&mdash;1 part per thousand.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		&nbsp;Students should end up with about 120 mL (1/2 cup) of liquid and it should be about the color intensity of very weak Kool-Aid. Have students determine how much liquid they have &ndash; for example, is it &frac12; cup? They will use this conversion in the next step.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per million:</b><br />\r\n		Now, recall how many water drops were in the previous solution (part per thousand), and how much liquid they had (for example, &frac12; cup). To get a million drops, how many cups would they need? If they had &frac12; cup = 1,000 drops, they&rsquo;d need about 500 cups, which is about 31 gallons. Ask students what kind of container they would need to mix up a solution of 1 part per million &ndash; 1 drop of food coloring to 1,000,000 drops of water. Some ideas: 6 five-gallon buckets; a bathtub &frac34; full. (A bathtub is typically about 40 gallons).</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per billion:</b><br />\r\n		We would need 500,000 cups (31,250 gallons or 118,300 liters) of liquid to make a solution that would be one part per billion. Ask students to think of an example of something that has that much liquid in it. A household heating oil tank is typically about 275 gallons. So, you&rsquo;d need a hundred or so oil tanks<span>&nbsp; </span>&ndash; and still just ONE DROP of food coloring &ndash; to make a 1 part per billion solution. Ask students how intense the color would be in that solution. Note that this is the unit in which most of our mercury measurements will fall &ndash; we&rsquo;ll end up with things that have tens to hundreds of parts per billion of mercury. So we&rsquo;re looking for the &lsquo;drop in the oil tank&rsquo; amount.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Part per trillion:</b></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		To get to parts per trillion we&rsquo;d need 1,000 parts per billion. That&rsquo;s 31,250,000 gallons, or 118,300,000 liters. An Olympic swimming pool is about 800,000 gallons (3,000,000 liters). So, we&rsquo;d need about 40 Olympic pools of water - and still just the ONE DROP of food coloring &ndash; to have a part per trillion.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		<b>Handy information:</b></p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			There are 3 teaspoons in a Tablespoon</li>\r\n		<li>\r\n			There are 16 Tablespoons in 1 Cup</li>\r\n		<li>\r\n			1 Teaspoon should be around 40 drops (this will depend on your dropper; just an estimate)</li>\r\n		<li>\r\n			1 Tablespoon should be around 120 drops</li>\r\n		<li>\r\n			&frac12; cup liquid (4 oz) will be about 120 mL</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-FORMATIVE-ASSESSMENT-IDE\"></a> REFLECTION/FORMATIVE ASSESSMENT&nbsp;IDEAS</h2>\r\n	<br />\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		Have the perfect extension for an activity like this? Share it with us in the comments section below.</p>\r\n	<h2>\r\n		<a name=\"TOC-TEACHER-S-CHEAT-SHEET\"></a>TEACHER&#39;S CHEAT SHEET</h2>\r\n	<br />\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<br />\r\n	<h2>\r\n		<a name=\"TOC-RESOURCES\"></a>RESOURCES</h2>\r\n	<ul>\r\n		<li>\r\n			A <a href=\"http://www.engg.ksu.edu/CHSR/outreach/resources/docs/2UnitsofMeasure022508.pdf\" rel=\"nofollow\">useful sheet</a> that talks about the meaning of ppm, ppb, mg/kg, and so on is available from the Center for Hazardous Substance Research.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		One set of containers per group, ranging in size:\r\n		<ul>\r\n			<li>\r\n				2 small glasses/test tubes</li>\r\n			<li>\r\n				One small beaker, glass, or small soda bottle that holds at least 6 ounces (200 mL, or about 3/4 cup)</li>\r\n		</ul>\r\n	</li>\r\n	<li>\r\n		Food coloring (try to avoid yellow)&nbsp;</li>\r\n	<li>\r\n		Tap water&nbsp;</li>\r\n	<li>\r\n		Eye droppers (one for each group)&nbsp;</li>\r\n	<li>\r','Outline Designer -- nid:<em>276</em> parent nid changed to <em>235</em>',1308785160,2),(337,406,1,'Acadia-Burned','','','',1307963400,0),(338,407,1,'Acadia-Schoodic','','','',1307963400,0),(283,333,4,'Classroom Activities','<h3>\r\n	Overview</h3>\r\n<p>\r\n	In Unit 1 we introduced the students to mercury.<span>&nbsp; </span>They learned that it is toxic and they should by now have at least a rough idea of the kinds of quantities that we might expect to find in human hair and in fish.<span>&nbsp; </span>They should also have a general familiarity with the way that mercury, in its different forms, moves through the environment; more specifically they should think about how it moves through their study site and organism.</p>\r\n<p>\r\n	In this second unit we begin work on the notion of bioaccumulation.<span>&nbsp; </span>Bioaccumulation means that mercury magnifies as you move up a food chain to higher trophic levels.<span>&nbsp; </span>The mechanism is, in some ways, the inverse of the &ldquo;pyramid&rdquo; structure that you introduce to students when you explain how only a small fraction of the energy at one trophic level is transferred to the next, higher level.</p>\r\n<p>\r\n	Understanding the way that bioaccumulation works is essential before students can begin to ask meaningful questions about mercury levels in different organisms, including themselves.<span>&nbsp; </span>It is also a great way to pull together ideas that you are introducing elsewhere in a biology, environmental science, or health science course.</p>\r\n<p>\r\n	Are you what you eat? What about all the toxins and other substances contained in what you eat? These activities provide an understanding of how mercury biomagnifies through food webs, and finally allow students to construct a mercury diagram for their own study site. Additional background material specific to each activity is presented within the text for each activity.</p>\r\n<p>\r\n	This unit also provides a brief background fact sheet about dragonfly larvae and why scientists suspect they might be good indicators for mercury in our region. The fact sheet and site visit should begin to spark some concrete questions that students might turn into their hypotheses in the next unit.</p>\r\n<p>\r\n	Note:<span>&nbsp; </span>Much of the important material that you will need is referenced through &ldquo;links&rdquo; within this document.<span>&nbsp; </span>Links are indicated through use of colored, underlined text.<span>&nbsp; </span>That means that you will want to use this document in electronic form as well as in printed form, at least some of the time, so you can follow these links.</p>\r\n','<h3>\r\n	Overview</h3>\r\n<p>\r\n	In Unit 1 we introduced the students to mercury.<span>&nbsp; </span>They learned that it is toxic and they should by now have at least a rough idea of the kinds of quantities that we might expect to find in human hair and in fish.<span>&nbsp; </span>They should also have a general familiarity with the way that mercury, in its different forms, moves through the environment; more specifically they should think about how it moves through their study site and organism.</p>','Outline Designer -- Duplicate of old node nid:<em>263</em>',1306948180,2),(283,334,4,'Essential Activity--Where is mercury in our study site, and how does it move?','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	This is the <u>essential</u> activity within Unit 2 and has students visit (or virtually visit) their field site in order to better understand its ecosystem and the food web that exists there.&nbsp; Diagramming these characteristics helps lead to a richer understanding of how mercury is transported in the environment.</p>\r\n<h2>\r\n	<a name=\"TOC-BACKGROUND\"></a>BACKGROUND</h2>\r\n<h4>\r\n	<a name=\"TOC-A-review-of-mercury-cycling-in-the-\"></a> A review of mercury cycling in the environment</h4>\r\n<div>\r\n	<ul>\r\n	</ul>\r\n	<ul>\r\n		<li>\r\n			Elemental mercury (Hg(0)) is released from natural and manmade sources- it is a gas, fairly insoluble, and has an atmospheric half-life of six months to a year.</li>\r\n		<li>\r\n			Oxidized mercury (Hg(II)) can either be emitted from point sources or can be formed from the elemental mercury mentioned above via oxidation in the atmosphere. This form of mercury does not last very long in the atmosphere but rather is deposited in terrestrial and aquatic ecosystems.</li>\r\n		<li>\r\n			Oxidized mercury is very reactive. Because of this reactivity when Hg (II) enters the ecosystem it can be methylated to form methylmercury (CH3Hg+). Although the entire process of methylation is not completely known, we do know that for methylation to occur there must be an anoxic environment where sulfur-reducing bacteria are abundant.&nbsp;</li>\r\n		<li>\r\n			Methylmercury may adsorb onto phytoplankton, be absorbed by phytoplankton, or be consumed by bacteria eating microorganisms- mercury has now entered the food web. From a health perspective, human or other organism, methylmercury is the mercury form that is of highest concern.<span>&nbsp; </span>This is the form of mercury that organisms are most likely to be exposed to and it is the most toxic form. See the diagrams and other materials in Unit 1 for a review of the mercury cycle.</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Materials\"></a>Materials</h3>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Student notebooks for note taking at field site</li>\r\n		<li>\r\n			Handouts or Internet access</li>\r\n		<li>\r\n			Medium for student diagram - paper, whiteboard, poster board, or computer</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h4>\r\n		<a name=\"TOC-Diagramming-the-mercury-cycle-for-t\"></a><font size=\"2\">Diagramming the mercury cycle for the study site(s)</font></h4>\r\n	<p>\r\n		Ideally you are able to visit the field site, student notebooks in hand, and spend at least part of a class period looking around, sketching, or taking notes about the field site in general. Is it forested? Are there a lot of houses and industrial buildings around, or is it rural? Are there farms nearby? How big is the stream or pond? Are there wetlands? Is it hills or flat? What types of trees and plants are around? Get students to have a mental picture of the site so they will have a frame of reference for the following units. Take photos or videos to help remember the details later on. (We will also be able to post these on a data sharing site soon).</p>\r\n	<p>\r\n		If you are unable to visit the site as a class, share some photos of the site, consult hard copy maps, or use Google Earth to get a view of some of the site&rsquo;s characteristics.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Get together the documents referenced below in hardcopy, or gain access to computers for research. These reports and information sources focus on mercury in the environment. They are all resources that we reference in Unit 1, so they may be things that you have already distributed to the students.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/mercury-matters1_0.pdf\"><span>Hubbard Brook Research Foundation&#39;s Mercury Matters</span></a><span> </span><a href=\"http://participatoryscience.org/sites/default/files/mercury-matters1_0.pdf\"><img alt=\"\" src=\"http://participatoryscience.org/sites/default/files/mercury matters cover_0.png\" style=\"width: 50px; height: 65px; float: right;\" /></a></li>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/BRIMercury.pdf\"><span>Biodiversity Research Institute: Mercury Connections</span></a><a href=\"http://participatoryscience.org/sites/default/files/BRIMercury.pdf\"><img alt=\"\" src=\"http://participatoryscience.org/sites/default/files/mercuryconnectionscover.png\" style=\"width: 50px; height: 64px; margin: 3px; float: right;\" /></a></li>\r\n		<li>\r\n			<a href=\"http://www.epa.gov/mercury/eco.htm\" rel=\"nofollow\"><span>US EPA&#39;s mercury site</span></a><span> </span></li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p>\r\n		<font size=\"2\"><u>Mercury Cycle Diagram</u></font></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Given 2-3 key literature references from the above resources, plus the dragonfly fact sheets, and some key words, have the students construct a mercury cycle diagram <b>that is specific to your study area and organisms</b>. The diagram should reflect the kind of system that the students will be working with&mdash;field, stream, pond, coast, and so on. What would matter at students&#39; research sites? The diagram can be done on paper, collaboratively on a whiteboard, on a computer, or in poster formats. The important thing is that they begin to think about what is living there, about the food chain, and about the way that mercury might enter the site and then accumulate.</p>\r\n	<p>\r\n		Consider having students develop a number of different versions of this diagram as they move through the entire program of inquiry and research. You would expect the diagrams to get more detailed over time. The goal, at this first stage, is to prepare the students for the next step in which they will be formulating research questions.</p>\r\n	<p>\r\n		Here are some suggestions and considerations:</p>\r\n	<ul>\r\n		<li>\r\n			Make an initial visit to the field site to look at what types of media (leaves, soil, water, fish, aquatic plants, algae, etc.) are components of the site.</li>\r\n		<li>\r\n			Have the students use their judgment to decide which sources and steps are appropriate for their own study system. For example, volcanoes are not a large source of mercury in Maine; neither is mining. But rain and snow are important as are forest processes and wetlands.</li>\r\n		<li>\r\n			Encourage students to make a cartoon of what they see. Stick figures and rudimentary shapes are fine&mdash;this is not a work of art.</li>\r\n		<li>\r\n			If students are stuck, ask them to take a &lsquo;dragonfly larva&rsquo;s-eye view&rsquo; &ndash; visualize themselves as a dragonfly larva in the stream or lake. What do they see and experience? Have them think of mercury moving in and out of contact with the larva along with food, water, and other necessities.</li>\r\n		<li>\r\n			Since we are focusing on research that the students will do, they should not include information that is not relevant to the questions they will study. For example, they should not focus on terrestrial birds if they working with an aquatic system, except perhaps to note that they could be affected by the part of the system under investigation.</li>\r\n		<li>\r\n			The students should reference and cite the material from other sources that they use in their mercury diagram.</li>\r\n		<li>\r\n			We would like you to post the mercury cycle diagram(s) (scan or digital photo) on the <a href=\"http://participatoryscience.org/photos-gallery\">Photo Gallery </a>so that students can understand each other&#39;s work.</li>\r\n	</ul>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<h3>\r\n		<a name=\"TOC-Formative:\"></a>Formative:</h3>\r\n	<p>\r\n		Below are a number of questions that you might use, either as homework or to stimulate some additional discussion.</p>\r\n	<p>\r\n		<u>Question Set for Activity B</u></p>\r\n	<ol>\r\n		<li>\r\n			Why are there more fish mercury consumption advisories on the east coast of the United States than the west? (Answer: Power plant emissions in the Midwest are an important source of mercury. Other answers would include higher levels of acidity in Northeastern lakes, higher levels of sediment deposited in lakes by eastern rivers.)</li>\r\n		<li>\r\n			There are two ponds in your watershed - one has 0.5 acres of wetland next to it, the other has 40 acres of wetland next to it. Do you think the difference in amount of wetland will affect mercury concentrations in the fish of these two ponds? If so, how? (Answer: more wetland = more opportunity for methylation by anaerobic bacteria.)</li>\r\n		<li>\r\n			In an adjacent watershed there are two other ponds - one with highly oxygenated (oxic) sediments and one with areas of poorly oxygenated (anoxic) sediments. Do you think the difference in sediment types will affect mercury concentrations in the fish of these two ponds? If so, how? (Answer: poor oxygenation = more methylation by anaerobic bacteria.)</li>\r\n		<li>\r\n			Mercury bioavailability is influenced by a number of factors. What factors do you think are most important at your site? (This is a very important question for the students to spend some time with. You may want to consider engaging the students in a structured debate on the question.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Summative:\"></a>Summative:</h3>\r\n	<ul>\r\n		<li>\r\n			Pass out a blank piece of paper and ask the students to draw the mercury cycle.</li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		Teachers focused primarily on preparing students to investigate mercury levels in insects or fish might find that this first activity provides all of the introduction to toxicology that students need. Teachers in health occupations, however, might usefully follow this lesson with the next two lessons in the Science NetLinks Toxicology series: <a href=\"http://www.sciencenetlinks.com/lessons.php?DocID=430\"><span style=\"color: blue;\">Toxicology 2: Finding the Toxic Dose </span></a>and <a href=\"http://www.sciencenetlinks.com/lessons.php?DocID=431\"><span style=\"color: blue;\">Toxicology 3: Toxicology and Human Health</span>.</a></p>\r\n	<p>\r\n		Biology teachers might want to connect this toxicology study to lessons on the structure of the cell.<span>&nbsp; </span>There are also potential connections to the study of anatomy.</p>\r\n	<p>\r\n		<span>The Society of Toxicology suggests the following topics for more extensive student work on its </span><a href=\"http://209.183.221.234/AI/EO/topics.asp\"><span style=\"color: blue;\">Topics in Toxicology </span></a><span>page: </span></p>\r\n	<ul>\r\n		<li>\r\n			<span>Gulf War Syndrome </span></li>\r\n		<li>\r\n			<span>Thalidomide </span></li>\r\n		<li>\r\n			<span>DDT </span></li>\r\n		<li>\r\n			<span>Aflatoxin </span></li>\r\n		<li>\r\n			<span>Lead </span></li>\r\n		<li>\r\n			<span>Domoic Acid </span></li>\r\n	</ul>\r\n	<p>\r\n		<span>Each topic is associated with a number of questions that require students to perform independent research. The questions range from factual to interpretive to evaluative. The goal is for students to gain enough information on a particular topic to be able to form an opinion about it. The site also provides Teacher&rsquo;s Notes with a brief description of each of the topics and suggestions for use in a classroom toxicology discussion. </span></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-TEACHER-S-CHEAT-SHEET\"></a>TEACHER&#39;S CHEAT SHEET</h2>\r\n	<p>\r\n		These documents can be downloaded by clicking the links below. Individual PDFs are also on the <a href=\"http://participatoryscience.org/mercury-watersheds/lesson-resources-2\">Lesson Resources</a> page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/2_B_question set_answers.pdf\">Answer Key: Question Set</a></li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be downloaded by clicking the links below. Individual PDFs are also on the <a href=\"http://participatoryscience.org/mercury-watersheds/lesson-resources-2\">Lesson Resources</a> page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/2_B_dragonfly fact sheet.pdf\">Question Set</a></li>\r\n		<li>\r\n			<a href=\"http://participatoryscience.org/sites/default/files/2_B_dragonfly fact sheet.pdf\">Dragonfly Fact Sheet</a></li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	This is the <u>essential</u> activity within Unit 2 and has students visit (or virtually visit) their field site in order to better understand its ecosystem and the food web that exists there.&nbsp; Diagramming these characteristics helps lead to a richer understanding of how mercury is transported in the environment.</p>','Outline Designer -- nid:<em>283</em> parent nid changed to <em>263</em>',1311703096,2),(284,335,4,'Optional Activity- The Food Chain Game','<h2>\r\n	OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	The study of mercury provides a good example of bioaccumulation and biomagnification of the chemicals in the ecosystem. Environment Canada has a simplified worksheet reinforcing <a href=\"http://www.on.ec.gc.ca/community/classroom/millennium/m3-science-assign2-e.html\" rel=\"nofollow\">the idea of biomagnification</a>. The activity below outlines a popular simulation game illustrating bioaccumulation and biomagnification. The activity was developed by <a href=\"http://www.projectwild.org/\" rel=\"nofollow\">Project Wild</a> and is available on the web from a number of different sources. We have adapted this exercise from a <a href=\"http://www.fws.gov/rachelcarson/toolkit/Environmental_Contaminants/Hazardous%20Links,%20Possible%20Solutions.pdf\" rel=\"nofollow\">unit on food chains and bioaccumulation</a> published by the Fish and Wildlife Service.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Construction paper squares:<span>&nbsp; </span>For each student, prepare 20 white and 10 colored squares to represent &lsquo;food&rsquo;</li>\r\n	<li>\r\n		Provide one paper bag per &lsquo;grasshopper&rsquo;<span>&nbsp; </span>(see below &ndash; students will be grouped into grasshoppers, shrews, and hawks)</li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n	<div style=\"margin-left: 40px;\">\r\n		<ul>\r\n			<li>\r\n				&nbsp;</li>\r\n		</ul>\r\n	</div>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Warm-up\"></a>Warm-up</h3>\r\n	<p>\r\n		Review the terms food chain, food web, ecosystem, bioaccumulation and biomagnification.<span>&nbsp; </span>Since the students will be assuming roles of grasshoppers, shrews, and hawks, it would be useful to use grasshoppers, shrews, and hawks within the examples of food chains and food webs that you provide for students.</p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Playing-the-Game\"></a>Playing the Game</h3>\r\n	<p>\r\n		Take students outside, to a gymnasium, or large open space.<span>&nbsp; </span>Since you will be scattering bits of paper around, it is important that it not be a windy space.</p>\r\n	<p>\r\n		Divide the class into 3 groups: grasshoppers, shrews and hawks - with approximately 3 times as many shrews as hawks and grasshoppers as shrews (ex. in a class of 26 students, there would be 2 hawks, 6 shrews and 18 grasshoppers), you may wish to mark them for easy identification using arm ties or bandanas.</p>\r\n	<ul>\r\n		<li>\r\n			Give each grasshopper a bag to represent its &#39;stomach&#39; and then have the students look the other way while you spread the paper squares of &#39;food&#39; all over the playing area.</li>\r\n		<li>\r\n			Instruct the grasshoppers to enter the playing area and to quickly gather as much food as they can in 30 seconds while the hawks and shrews sit on the sidelines and watch.</li>\r\n		<li>\r\n			After 30 seconds, while the grasshoppers continue to look for food, allow the shrews to enter the playing area to catch the grasshoppers by tagging them.<span>&nbsp; </span>This stage of the game should last for a short amount of time (enough for some grasshoppers to be &ldquo;caught&rdquo;)&ndash;the right amount of time depends on the size of the playing field and number of students. When a grasshopper is tagged by a shrew, he/she must give the bag of food to the shrew and then sit down.</li>\r\n		<li>\r\n			While shrews are still trying to catch grasshoppers (and after a few have been caught), allow the hawks to enter the playing area to catch the shrews.<span>&nbsp; </span>The same rules apply - when a shrew is caught it must give the bag of food to the hawk and sit down.</li>\r\n		<li>\r\n			Call an end to the game.<span>&nbsp; </span>You should time this so that there are still a few grasshoppers and shrews in the game.<span>&nbsp; </span>Ask students to circle together and look at the food bags they have, or report if they were eaten. Count the number of grasshoppers and shrews left and the food squares (white and colored) in their stomachs. Ask the hawks to empty out their bags and count the number of white and colored squares.</li>\r\n		<li>\r\n			Inform the students that the colored squares represent mercury. Have students determine how many of the lower trophic level organisms they ate, how many squares they ended up with, and the number of colored (mercury) squares that they acquired into their system.</li>\r\n		<li>\r\n			Next, head back to the classroom to do some follow-up fact finding.</li>\r\n	</ul>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Class-Discussion-of-Game-Results\"></a>Class Discussion of Game Results</h3>\r\n	<p>\r\n		The general idea that you want to have emerge from this game is that animals higher on the food chain end up with a greater amount of mercury.<span>&nbsp; </span>So, the important number for each student is the number of colored squares.</p>\r\n	<p>\r\n		You should be aware that the &ldquo;model&rdquo; of bioaccumulation implied in this game is inaccurate in one very important respect:<span>&nbsp; </span>food never gets &ldquo;used&rdquo; to sustain the metabolism of grasshoppers, shrews, or hawks.<span>&nbsp; </span>What this means is that the percentage of mercury&mdash;the ratio of colored squares to all squares&mdash;will not increase as you move up the food chain.<span>&nbsp;&nbsp; </span>In a more realistic model we would &ldquo;use up&rdquo; white squares over time, which would do even more to magnify the mercury as it moves up the food chain.<span>&nbsp; </span>You don&rsquo;t need to explain this to the students at the outset&mdash;but you do need to be aware of it yourself.<span>&nbsp; </span>What this means is that you want to have the students just focus on the count of colored squares (quantity of mercury) rather than on the ratio of colored squares to white squares.</p>\r\n	<p>\r\n		Keeping this in mind, here are some &ldquo;data&rdquo; that you should have the students record.</p>\r\n	<ul>\r\n		<li>\r\n			The number of surviving organisms of each type.</li>\r\n		<li>\r\n			The average number of grasshoppers eaten by each shrew and the average number of shrews eaten by each hawk.</li>\r\n		<li>\r\n			The total amount of mercury contained in each organism.</li>\r\n		<li>\r\n			The average amount of mercury absorbed by each species.</li>\r\n		<li>\r\n			The ratios of absorbed mercury as one moves up the food chain.</li>\r\n	</ul>\r\n	<p>\r\n		You might have the students portray the average amounts of mercury graphically.</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-SUMMATIVE-ASSESSMENT-IDE\"></a> REFLECTION/SUMMATIVE ASSESSMENT&nbsp;IDEAS</h2>\r\n	<p>\r\n		Once the students have worked through this idea of bioaccumulation as a group, you might want to have them work some problems individually or in small groups.<span>&nbsp; </span>The following questions couple the lessons learned from the Food Chain Game with the work on quantities introduced in Unit 1.</p>\r\n	<h4>\r\n		<a name=\"TOC-Question-Set-Activity-A\"></a>Question Set Activity A</h4>\r\n	<ol>\r\n		<li>\r\n			Suppose a hawk eats 1800 rodents per year (<a href=\"http://www.hooswoods.org/facts.html\">more info about hawks</a>), and suppose that the rodents have an average mercury concentration of 0.05 &micro;g/g and an average weight of 20 g. How much mercury (total mass) would a bird of prey eat in a lifetime of 20 years?<span>&nbsp;&nbsp; </span></li>\r\n		<li>\r\n			If 5% of the mercury ingested is excreted from a bird of prey, and we assume that the bird weighs a kilogram at its death, what would be the concentration of mercury in that bird at that time? Please note that not all of the mercury in the prey is in the toxic methylmercury form, so this question is a hypothetical illustration of what would be a maximum accumulation.</li>\r\n		<li>\r\n			Assume that the bird of prey dies because it was eaten by an owl. The owl then eats two more almost identical birds of prey. How many grams of mercury has the owl ingested in these three meals alone?</li>\r\n		<li>\r\n			The Biodiversity Research Institute has done a substantial amount of research looking at the mercury burden in bald eagles in Maine.<span>&nbsp; </span>Here is a <a href=\"http://participatoryscience.org/sites/default/files/2006BaldEagle.pdf\">link to a poster presentation</a> summarizing some recent work.<span>&nbsp; </span>The mercury levels sampled among eaglets ranged from 0.08 to 1.27 ppm, with an average of 0.59 ppm.<span>&nbsp; </span>The mercury levels sampled from adult eagles ranged from 0.94 to 93.5 ppm.<span>&nbsp; </span>For adults, the average amount of mercury sampled from eagles living along rivers was 27.7 ppm; for eagles living on lakes it was 42.6 ppm.\r\n			<ul>\r\n				<li>\r\n					How does the mercury concentration measured in adult eagles compare to the concentration that we estimated as the maximum for our imaginary hawk?<span>&nbsp; </span>If it is different, what might explain the difference?</li>\r\n				<li>\r\n					Why do the adult eagles have so much more mercury than eaglets?<span>&nbsp; </span>What might account for the wide range of values found in adult eagles?</li>\r\n				<li>\r\n					Notice the higher levels of mercury in eagles living along lakes.<span>&nbsp; </span>What might explain this difference?<span>&nbsp; </span></li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			Give 3 examples of other food chains involving humans in which pesticides may enter. Discuss the consequences of these pesticides entering these food chains.</li>\r\n		<li>\r\n			An ecologist studied the presence of a toxic chemical in a lake. She found the water had one molecule of the chemical for every billion molecules of water (1 ppb). The algae had one part per million (1 ppm) of the toxic chemical. Small animals, zooplankton, had 10 ppm. Small fish had 100 ppm. Large fish had 1000 ppm. How do you explain the increase in this toxic chemical to 1000 ppm for the large fish? Use a drawing to help support your answer. The ecologist found the chemical was mercury which had been emitted into the air many miles away from the lake. How did so much of it get into the lake?<span>&nbsp; </span></li>\r\n		<li>\r\n			Who would have a greater concentration of mercury in their body- a person eating fish daily? A person who eats fish weekly?<span>&nbsp; </span>A person who eats fish only every now and then?</li>\r\n		<li>\r\n			Why is it recommended that you eat salmon, sardines, and smelt, but not swordfish, shark, or pickerel?</li>\r\n	</ol>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Teachers focused primarily on preparing students to investigate mercury levels in insects or fish might find that this first activity provides all of the introduction to toxicology that students need. Teachers in health occupations, however, might usefully follow this lesson with the next two lessons in the Science NetLinks Toxicology series: <a href=\"http://www.sciencenetlinks.com/lessons.php?DocID=430\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Toxicology 2: Finding the Toxic Dose </span></a>and <a href=\"http://www.sciencenetlinks.com/lessons.php?DocID=431\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Toxicology 3: Toxicology and Human Health </span></a>.</p>\r\n	<p>\r\n		Biology teachers might want to connect this toxicology study to lessons on the structure of the cell.<span>&nbsp; </span>There are also potential connections to the study of anatomy.</p>\r\n	<p>\r\n		<span>The Society of Toxicology suggests the following topics for more extensive student work on its </span><a href=\"http://209.183.221.234/AI/EO/topics.asp\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Topics in Toxicology </span></a><span>page: </span></p>\r\n	<ul>\r\n		<li>\r\n			<span>Gulf War Syndrome </span></li>\r\n		<li>\r\n			<span>Thalidomide </span></li>\r\n		<li>\r\n			<span>DDT </span></li>\r\n		<li>\r\n			<span>Aflatoxin </span></li>\r\n		<li>\r\n			<span>Lead </span></li>\r\n		<li>\r\n			<span>Domoic Acid </span></li>\r\n	</ul>\r\n	<p>\r\n		<span>Each topic is associated with a number of questions that require students to perform independent research. The questions range from factual to interpretive to evaluative. The goal is for students to gain enough information on a particular topic to be able to form an opinion about it. The site also provides Teacher&rsquo;s Notes with a brief description of each of the topics and suggestions for use in a classroom toxicology discussion. </span></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-TEACHER-S-CHEAT-SHEET\"></a>TEACHER&#39;S CHEAT SHEET</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDo2MjE0YWYyNGI3ZjAzYWU1\" target=\"_blank\">Answer Key: Question Sets</a></li>\r\n	</ul>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;attachments&quot; at the bottom of this web page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozYTc2ZWIzOGQyYmFlZWU3\" target=\"_blank\">Question Sets</a></li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>','Changed permanently moved link in <em>/serc/mercury-watersheds/optional-activity-food-chain-game</em> from <em>http://www.sciencenetlinks.com/lessons.cfm?DocID=430</em> to <em>http://www.sciencenetlinks.com/lessons.php?DocID=430</em>.',1311705428,2),(285,336,4,'Optional Activity- Toxicology and Living Systems','<h2>\r\n	OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Mercury is toxic &ndash; what does that mean? How does mercury get into organisms, how does it move through their systems, and how does it affect them? <span>&nbsp;</span>This activity begins to introduce students to answers to these questions. This activity is especially useful for chemistry classes.</p>\r\n<p>\r\n	The activity is an adaptation of a lesson titled <a href=\"http://www.sciencenetlinks.com/lessons.php?DocID=429\" rel=\"nofollow\">Toxicology 1: Toxicology and Living Systems</a>, published on the <a href=\"http://www.sciencenetlinks.com/index.php\" rel=\"nofollow\">Science NetLinks website</a> by the <a href=\"http://www.aaas.org/\" rel=\"nofollow\">AAAS</a>. <span>&nbsp;</span>It also makes use of materials developed by the Society of Toxicology on their <a href=\"http://209.183.221.234/ai/k12o/K-12educators.asp\" rel=\"nofollow\">website for educators</a>.<span>&nbsp; </span>We have replicated much of the lesson intact&mdash;but have made adaptations and additions to connect it to our focus on mercury.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student Worksheets (see below)</li>\r\n	<li>\r\n		Teacher&#39;s Notes (see below)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		This activity requires the students to fill out some worksheets. Here are links to online, PDF versions of the worksheets that you can print off. You should make a copy of each worksheet for each student (or group, if you decide to have the students work in groups.)<a href=\"http://209.183.221.234/AI/FA/toxenrich_org.pdf\" rel=\"nofollow\"><br />\r\n		<span style=\"color: blue;\"> </span></a></p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/FA/toxenrich_org.pdf\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Toxicology at Every Level of Biological Organization </span></a><span>student sheet and transparency</span></li>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/FA/toxenrich_basic.pdf\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Some Basic Principles of Toxicology </span></a><span>student sheet </span></li>\r\n	</ul>\r\n	<p style=\"margin-bottom: 3pt;\">\r\n		There are also &ldquo;Teacher&rsquo;s Notes&rdquo; to go along with two of the worksheets.<span>&nbsp; </span>The Teacher&rsquo;s Notes will help you make use of the worksheet</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/EO/organote.asp\" rel=\"nofollow\" target=\"_blank\"><span style=\"line-height: 115%; color: blue;\">Toxicology at Every Level of Biological Organization </span></a><span style=\"line-height: 115%;\">Teacher&rsquo;s Notes</span></li>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/EO/prinnote.asp\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Some Basic Principles of Toxicology </span></a><span>Teacher&rsquo;s Notes </span></li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<p>\r\n		What follows is a suggested approach to implementing this activity. Teachers in the project will undoubtedly develop other approaches. If you find something that works well, please share it online with others.</p>\r\n	<h4>\r\n		<a name=\"TOC-Introducing-the-Key-Ideas\"></a>Introducing the Key Ideas</h4>\r\n	<p>\r\n		Write the following quote on the board: &ldquo;All substances are poisons: there is none which is not a poison. The right dose differentiates a poison and a remedy.&rdquo; (Paraclesus, 1493-1541) Read the quote aloud to the class, telling students that Paraclesus was a Swiss physician.</p>\r\n	<p>\r\n		Ask students these questions. They are designed to elicit students&rsquo; ideas and misconceptions about toxic substances:</p>\r\n	<ul>\r\n		<li>\r\n			Do you agree or disagree with this statement?</li>\r\n		<li>\r\n			Why or why not?</li>\r\n		<li>\r\n			Why does the dose determine if a substance is a poison or a remedy?</li>\r\n		<li>\r\n			What is a toxic substance?</li>\r\n		<li>\r\n			What does it mean for something to be toxic?</li>\r\n		<li>\r\n			What is the effect of a toxic substance?</li>\r\n		<li>\r\n			Do all substances have the potential of being toxic?</li>\r\n		<li>\r\n			Are toxic substances natural or man-made?</li>\r\n		<li>\r\n			Who or what is affected by toxic substances?</li>\r\n		<li>\r\n			How would you define toxicology?</li>\r\n		<li>\r\n			What sciences does toxicology incorporate?</li>\r\n	</ul>\r\n	<p>\r\n		Through a discussion guided by these questions, students should develop an understanding that all chemicals and substances can be toxic. The dose delivered determines whether or not the chemical is toxic to its target. Also, a substance that is toxic to one organism may not be toxic to another. For example, the herbicide 2,4-D is toxic to dandelions but not grass. The antibiotic penicillin kills bacteria by disrupting the cell wall-building process. Thus, bacteria that lack cell walls are unaffected by penicillin. Not all toxic substances are lethal. Toxic chemicals can cause disease, behavioral abnormalities, cancer, genetic mutations, physiological or reproductive malfunctions, or physical deformities in any organism or its offspring. Toxic chemicals can also become poisonous after concentration in the food chain, in the environment, or in combination with other substances.</p>\r\n	<h4>\r\n		<a name=\"TOC-Student-Work\"></a>Student Work</h4>\r\n	<p>\r\n		Distribute the <a href=\"http://209.183.221.234/AI/FA/toxenrich_org.pdf\" rel=\"nofollow\" target=\"_blank\">Toxicology at Every Level of Biological Organization</a> student sheet to students. If desired, have one worksheet ready as a transparency to fill out with the class using an overhead projector. Tell students that each category represents the different biological levels that can be affected by toxic substances.</p>\r\n	<p>\r\n		Review each biological level with students and ask them:</p>\r\n	<ul>\r\n		<li>\r\n			How do you think toxic chemicals affect molecules in the body?</li>\r\n		<li>\r\n			Can you give an example of a molecule in the body that is affected by a toxic chemical?</li>\r\n	</ul>\r\n	<p>\r\n		Use the Teacher&#39;s Notes to supplement student answers and to provide students with more examples. Ask the above two questions for each biological level. Have students write down how toxic chemicals affect each biological level on their worksheets.</p>\r\n	<p>\r\n		Before moving on to the next part of the activity, students need to understand the term xenobiotic. Tell students that the Greek prefix xeno means foreign or different. (Some students might be able to come up with another example of a word using this prefix, such as &ldquo;xenophobia.&rdquo;) The term biotic refers to something living, like the body. Thus a xenobiotic is a chemical substance that is foreign to the body or not produced by the body itself.</p>\r\n	<p>\r\n		Distribute the five-page <a href=\"http://209.183.221.234/AI/FA/toxenrich_basic.pdf\" rel=\"nofollow\" target=\"_blank\">Some Basic Principles of Toxicology</a> student sheet. Have students answer the questions posed in the reading. This activity can be done in groups or as homework.</p>\r\n	<p>\r\n		If you are assigning this as homework rather than an &ldquo;in-class&rdquo; exercise for which you could provide help, you might find that students will have difficulty with the second question: &quot;Describe, in general terms, the target and/or mechanism of action for one of the poisons you named above.&quot; You can tell them to skip this part of the work since we will pick it up later in the &ldquo;Assessment&rdquo; section.</p>\r\n	<p>\r\n		In class, review students&rsquo; answers to the questions using the Teacher&rsquo;s Notes.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<p>\r\n		The students should now be ready to put the knowledge that they gained in Unit 1 to use while extending and solidifying their understanding of mercury&rsquo;s toxicity. Working individually, in groups, or as a whole class, have them answer the following questions:</p>\r\n	<ul>\r\n		<li>\r\n			At what dose is mercury toxic?</li>\r\n		<li>\r\n			What organism(s) does (do) mercury affect?</li>\r\n		<li>\r\n			Describe, in general terms, the mechanism of action for mercury.</li>\r\n		<li>\r\n			Using the diagram <a href=\"http://209.183.221.234/AI/FA/toxenrich_org.pdf\" rel=\"nofollow\" target=\"_blank\">Toxicology at Every Level of Biological Organization</a>, state how this toxic chemical affects each level of the biological system.</li>\r\n	</ul>\r\n	<p>\r\n		You might want to ask students to draw a diagram of the mechanism of action of the poison. An additional option is to have students make posters about mercury&rsquo;s toxicity.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		Teachers focused primarily on preparing students to investigate mercury levels in insects or fish might find that this first activity provides all of the introduction to toxicology that students need. Teachers in health occupations, however, might usefully follow this lesson with the next two lessons in the Science NetLinks Toxicology series: <a href=\"http://www.sciencenetlinks.com/lessons.php?DocID=430\"><span style=\"color: blue;\">Toxicology 2: Finding the Toxic Dose </span></a>and <a href=\"http://www.sciencenetlinks.com/lessons.php?DocID=431\"><span style=\"color: blue;\">Toxicology 3: Toxicology and Human Health</span></a>.</p>\r\n	<p>\r\n		Biology teachers might want to connect this toxicology study to lessons on the structure of the cell.<span>&nbsp; </span>There are also potential connections to the study of anatomy.</p>\r\n	<p>\r\n		<span>The Society of Toxicology suggests the following topics for more extensive student work on its </span><a href=\"http://www.google.com/url?q=http%3A%2F%2F209.183.221.234%2FAI%2FEO%2Ftopics.asp&amp;sa=D&amp;sntz=1&amp;usg=AFrqEzcX0n5s7H9a1OZYj6Asoc9sXGVGLw\" target=\"_blank\"><span style=\"color: blue;\">Topics in Toxicology </span></a><span>page: </span></p>\r\n	<ul>\r\n		<li>\r\n			<span>Gulf War Syndrome </span></li>\r\n		<li>\r\n			<span>Thalidomide </span></li>\r\n		<li>\r\n			<span>DDT </span></li>\r\n		<li>\r\n			<span>Aflatoxin </span></li>\r\n		<li>\r\n			<span>Lead </span></li>\r\n		<li>\r\n			<span>Domoic Acid </span></li>\r\n	</ul>\r\n	<p>\r\n		<span>Each topic is associated with a number of questions that require students to perform independent research. The questions range from factual to interpretive to evaluative. The goal is for students to gain enough information on a particular topic to be able to form an opinion about it. The site also provides Teacher&rsquo;s Notes with a brief description of each of the topics and suggestions for use in a classroom toxicology discussion. </span></p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<a name=\"notes\"> </a>\r\n	<h2>\r\n		<a name=\"TOC-TEACHER-S-NOTES\"></a>TEACHER&#39;S NOTES</h2>\r\n	<p style=\"margin-bottom: 3pt;\">\r\n		There are also &ldquo;Teacher&rsquo;s Notes&rdquo; to go along with two of the worksheets.<span>&nbsp; </span>The Teacher&rsquo;s Notes will help you make use of the worksheet</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/EO/organote.asp\" rel=\"nofollow\" target=\"_blank\"><span style=\"line-height: 115%; color: blue;\">Toxicology at Every Level of Biological Organization </span></a><span style=\"line-height: 115%;\">Teacher&rsquo;s Notes</span></li>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/EO/prinnote.asp\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Some Basic Principles of Toxicology </span></a><span>Teacher&rsquo;s Notes </span></li>\r\n	</ul>\r\n	<a name=\"work\"></a>\r\n	<h2>\r\n		<a name=\"TOC-WORKSHEETS\"></a>WORKSHEETS</h2>\r\n	<p>\r\n		This activity requires the students to fill out some worksheets. Here are links to online, PDF versions of the worksheets that you can print off. You should make a copy of each worksheet for each student (or group, if you decide to have the students work in groups.)<a href=\"http://209.183.221.234/AI/FA/toxenrich_org.pdf\" rel=\"nofollow\"><br />\r\n		<span style=\"color: blue;\"> </span></a></p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/FA/toxenrich_org.pdf\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Toxicology at Every Level of Biological Organization </span></a><span>student sheet and transparency</span></li>\r\n		<li>\r\n			<a href=\"http://209.183.221.234/AI/FA/toxenrich_basic.pdf\" rel=\"nofollow\" target=\"_blank\"><span style=\"color: blue;\">Some Basic Principles of Toxicology </span></a><span>student sheet </span></li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	OVERVIEW</h2>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	Mercury is toxic &ndash; what does that mean? How does mercury get into organisms, how does it move through their systems, and how does it affect them? <span>&nbsp;</span>This activity begins to introduce students to answers to these questions. This activity is especially useful for chemistry classes.</p>','Changed permanently moved link in <em>/serc/node/285</em> from <em>http://www.sciencenetlinks.com/index.cfm</em> to <em>http://www.sciencenetlinks.com/index.php</em>.',1311706186,2),(286,337,4,'Classroom Activities','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity is primarily a brainstorming activity that looks at the assumptions, mechanisms, and unanswered questions that are buried in the students&rsquo; picture of the system they are studying. Ultimately, each group will come up with one or more questions and will choose one to turn it into a hypothesis.<span>&nbsp; </span>They will then propose a general approach for a research project that addresses their hypothesis.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student background materials from Units 1 &amp; 2</li>\r\n	<li>\r\n		Student mercury cycle diagrams, completed in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-2-1/where-is-hg-how-does-it-move\">Unit 2 - Activity B</a></li>\r\n	<li>\r\n		Student <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">Brainstorming Worksheet</a> (PDF)</li>\r\n	<li>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a> (PDF)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Divide students into working groups. Provide each group with the background materials that they encountered in the preceding units and the mercury cycle diagrams that they produced at the end of Unit 2.<span>&nbsp; </span>The mercury cycle diagrams are the students&rsquo; models of the system that they are studying, and therefore the starting point for their thinking about how they think the system works.</p>\r\n	<p>\r\n		Teachers - take a look at the &quot;<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a>,&quot; it may aid you in helping the students brainstorm.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-the-Analysis-Started:\"></a>Getting the Analysis Started:</h3>\r\n	<p>\r\n		Typically, you will want to start this by having the students review their diagrams of the mercury cycle, thinking through all of the elements of the system and making sure that they have answers to questions such as:</p>\r\n	<ul>\r\n		<li>\r\n			Where is the mercury coming from and how does it move into the system under study?</li>\r\n		<li>\r\n			Where does the mercury change into its organic, methyl form?</li>\r\n		<li>\r\n			What life is at the bottom of the food chain that takes in the methylmercury?</li>\r\n		<li>\r\n			How does the mercury move up the food chain?</li>\r\n		<li>\r\n			Are there any special features in the actual system under study that might make this cycle more complicated or somehow different than a &ldquo;typical&rdquo; system?</li>\r\n		<li>\r\n			What assumptions are we making at each step of this cycle?</li>\r\n	</ul>\r\n	<p>\r\n		You will almost certainly want to spend some time with each group going over questions such as these, making sure that the students have a workable model and a model that they understand.</p>\r\n	<p>\r\n		Once you are comfortable that a group has a model of what they think is happening, you can start guiding them toward some testable hypotheses.<span>&nbsp; </span>Since the key &ldquo;result&rdquo; or &ldquo;dependent variable&rdquo; that the students will be measuring is the amount of mercury in organisms, you should ask the students to use their model to predict:</p>\r\n	<ol>\r\n		<li>\r\n			Which organisms in the system will have more and less mercury?</li>\r\n		<li>\r\n			What it is about the organisms that might cause them to have more mercury than others? (such as, does their size matter? age? etc.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-Ahead:\"></a>Thinking Ahead:</h3>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-data-can-the-students\"></a><u>What kinds of data can the students collect?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		What the students can measure depends on the types of resources that are available.<span>&nbsp; </span>You should provide them with a list of the kinds of things that they can collect and measure in the system that you are studying.<span>&nbsp; </span>What follows is a partial, very general list.<span>&nbsp; </span><u>The actual list for your site and situation might have fewer elements, or might be larger</u>.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Invertebrates</li>\r\n		<li>\r\n			Plants</li>\r\n		<li>\r\n			Soil</li>\r\n		<li>\r\n			Leaf litter</li>\r\n		<li>\r\n			Fish</li>\r\n		<li>\r\n			Human hair</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		In addition to the list of materials and organisms that they might sample, the students need to know what measurements they can make.<span>&nbsp; </span>Again, <u>this list will vary from school to school and site to site</u>.<span>&nbsp; </span>If you have special needs, we can sometimes help you get access to equipment to make additional measurements.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Mass or weight</li>\r\n		<li>\r\n			Size (length, other measures)</li>\r\n		<li>\r\n			Number of things collected</li>\r\n		<li>\r\n			Species, or family for dragonfly larvae, or type (e.g., floating versus submerged plants; small mouth bass versus sunfish)</li>\r\n		<li>\r\n			Age<span>&nbsp; </span>(for fish, using analysis of fish scales)</li>\r\n		<li>\r\n			Stomach contents</li>\r\n		<li>\r\n			Gender</li>\r\n		<li>\r\n			Site characteristics&mdash;substrate i.e. muddy or cobble bottom, stream or lake size, type of forest or land cover around the site, stream flow, etc.</li>\r\n		<li>\r\n			Water quality characteristics (such as turbidity, dissolved oxygen, temperature, acidity)</li>\r\n		<li>\r\n			And, of course, mercury in the substance/organism</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-questions-can-the-stu\"></a><u>What kinds of questions can the students explore?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		For most students you will need to guide them from having a general area of interest toward having a question that can be answered with data.<span>&nbsp; </span>Keep in mind that the students will be able to explore <i><b>two general kinds of questions</b></i>:</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			<b>Questions about differences:</b><span>&nbsp;&nbsp; </span>Does one set of samples contain, on average, more mercury than some other set?<span>&nbsp; </span>There are many questions of this kind.<span>&nbsp; </span>Do people that eat a lot of fish have more mercury in their hair than people who eat beef, but not very much fish?<span>&nbsp; </span>Do bass have more mercury than crayfish?<span>&nbsp; </span>Do dragonfly larvae in a wetland have more mercury than those in a rocky no-wetland site? These kinds of questions will involve a comparison of means, or averages.</li>\r\n		<li>\r\n			<b>Questions about the strength of relationships:</b><span>&nbsp; </span>What goes with what?<span>&nbsp; </span>Is there a strong relationship between the weight of a fish of some species and its mercury burden?<span>&nbsp; </span>Do larger dragonfly larvae have more mercury than smaller individuals? Is there a strong relationship between a fish&rsquo;s age and its mercury burden?<span>&nbsp; </span>Is the size of a person related to the amount of mercury in the person&rsquo;s hair?<span>&nbsp; </span>This kind of question involves creating a scatter plot to see if there is an orderly relationship between the two factors.<span>&nbsp; </span>Of course, it requires that each factor be something that can be expressed in a numeric relationship on the scale of the axis of a graph.<span>&nbsp; </span>So, weight, length, age, and other &ldquo;countable&rdquo; factors work well for this.<span>&nbsp; </span>Something that does not fit into an <a href=\"http://www.math.sfu.ca/%7Ecschwarz/Stat-301/Handouts/node5.html\" rel=\"nofollow\" target=\"_blank\">interval scale or ratio scale</a> won&rsquo;t work.<span>&nbsp; </span>So, you can&rsquo;t do this kind of analysis when the factors on one axis are, say, different kinds of insects (beetles, moths, dragonflies, mosquitoes).<span>&nbsp; </span>But it WOULD work if you were comparing mercury content for beetles of different average weights.</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		Helping the students be clear about which kind of question they are asking will be very useful as you help them think through the design of their experiment.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Our experience has been that questions about <i><b>relationships </b></i>often open up richer opportunities for learning than simple questions about differences.<span>&nbsp; </span>Looking at how much two factors are correlated is a good way to get a better understanding of what is happening in a system.<span>&nbsp; </span>Questions about differences are useful too, of course, and provide important insights into the structure of a system.<span>&nbsp; </span>But, if students are looking at an issue that can be explored through a scatter plot, encourage them to pursue that direction.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Kevin Simon, Assistant Professor of Biological Sciences at UMaine, gave some feedback on a class&rsquo; hypotheses last year and his comments might help you in the development of your students&rsquo; hypotheses:<span>&nbsp; </span>A hypothesis that <b>explains </b>something leads to more interesting and informative research. Hypotheses that use the words &ldquo;because&rdquo; or &ldquo;due to&rdquo; or &ldquo;cause&rdquo; are generally more informative. See the examples below:</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #1&mdash;There will be fewer invertebrates in streams subject to frequent floods than in streams that experience less frequent flooding.</b><span>&nbsp; </span></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		You might sample and, indeed, prove that this is so. However, you don&rsquo;t know WHY.</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #2&mdash;There will be fewer invertebrates in streams subject to frequent floods BECAUSE the stream is highly disturbed, causing high insect mortality.</b></p>\r\n	<div style=\"margin-left: 40px;\">\r\n		This 2nd hypothesis now explains something and it leads to specific predictions that you can test.&nbsp;</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Right-Wrong:\"></a>Right &amp; Wrong:</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Once each group has identified a question - for example, &quot;Do fish that eat other fish have more mercury than fish that eat algae?&quot; - have students turn the question into a hypothesis by expressing it as an assertion.<span>&nbsp; </span>That means choosing one outcome over the other, based on what the model suggests.<span>&nbsp; </span></p>\r\n	<p>\r\n		It is important to assure the students that a hypothesis is just an educated guess&mdash;a prediction from the model&mdash;and that there is no right or wrong.<span>&nbsp; </span>Scientists don&#39;t use the word &quot;wrong&quot; (or &quot;right&quot;, for that matter) when discussing hypotheses. They will usually say their findings either did or did not support their hypothesis. For example, in the question about fish with different diets, a working hypothesis might be something like, &quot;Because mercury bioaccumulates in food chains, fish that eat other fish will have more mercury in their bodies than fish that eat algae&quot;.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Mind-onto-Paper\"></a>Mind onto Paper</h3>\r\n	<p>\r\n		Students should have some ideas in their heads now.&nbsp; Have them complete the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">brainstorming worksheet</a>, which will help them get their ideas onto paper.</p>\r\n	<p>\r\n		FYI - The teacher&#39;s guide includes some guiding advice concerning the brainstorming worksheet.</p>\r\n	<h3>\r\n		<a name=\"TOC-Study-Design\"></a>Study Design</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Finally, have students brainstorm about how they might do a field research project to address their hypothesis. In our example it might be &quot;catch some of each type of fish and measure mercury in them&quot;.</p>\r\n	<p>\r\n		At the end of the discussion have a student record (on the blackboard and/or web site) the samples that will need to be collected to address the hypotheses. As the research coordinator, determine where some sample collections could be combined. Each class can have a maximum of 20 samples analyzed for mercury for projects focusing on aquatic invertebrates. <b><span style=\"color: rgb(99, 36, 35);\">At least ten samples should be individual dragonfly larvae (you are adding to a regional database for dragonfly mercury).</span></b></p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p style=\"margin-bottom: 0.25in;\">\r\n		Have student groups briefly present their questions and hypotheses to the rest of the class.<span>&nbsp; </span>Make sure that they explain the thinking behind the hypothesis.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Teacher-s-Guide\"></a>Teacher&#39;s Guide</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozOTg0ODk4N2Q0M2M5ZTJk\" target=\"_blank\">Teacher&#39;s Guide</a></li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozNzVlMTQwNjUxOTJiMzk4\" target=\"_blank\">Student Brainstorming Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n<div dir=\"ltr\">\r\n	&nbsp;</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>264</em>',1306953967,2),(286,338,4,'Classroom Activities','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity is primarily a brainstorming activity that looks at the assumptions, mechanisms, and unanswered questions that are buried in the students&rsquo; picture of the system they are studying. Ultimately, each group will come up with one or more questions and will choose one to turn it into a hypothesis.<span>&nbsp; </span>They will then propose a general approach for a research project that addresses their hypothesis.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student background materials from Units 1 &amp; 2</li>\r\n	<li>\r\n		Student mercury cycle diagrams, completed in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-2-1/where-is-hg-how-does-it-move\">Unit 2 - Activity B</a></li>\r\n	<li>\r\n		Student <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">Brainstorming Worksheet</a> (PDF)</li>\r\n	<li>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a> (PDF)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Divide students into working groups. Provide each group with the background materials that they encountered in the preceding units and the mercury cycle diagrams that they produced at the end of Unit 2.<span>&nbsp; </span>The mercury cycle diagrams are the students&rsquo; models of the system that they are studying, and therefore the starting point for their thinking about how they think the system works.</p>\r\n	<p>\r\n		Teachers - take a look at the &quot;<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a>,&quot; it may aid you in helping the students brainstorm.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-the-Analysis-Started:\"></a>Getting the Analysis Started:</h3>\r\n	<p>\r\n		Typically, you will want to start this by having the students review their diagrams of the mercury cycle, thinking through all of the elements of the system and making sure that they have answers to questions such as:</p>\r\n	<ul>\r\n		<li>\r\n			Where is the mercury coming from and how does it move into the system under study?</li>\r\n		<li>\r\n			Where does the mercury change into its organic, methyl form?</li>\r\n		<li>\r\n			What life is at the bottom of the food chain that takes in the methylmercury?</li>\r\n		<li>\r\n			How does the mercury move up the food chain?</li>\r\n		<li>\r\n			Are there any special features in the actual system under study that might make this cycle more complicated or somehow different than a &ldquo;typical&rdquo; system?</li>\r\n		<li>\r\n			What assumptions are we making at each step of this cycle?</li>\r\n	</ul>\r\n	<p>\r\n		You will almost certainly want to spend some time with each group going over questions such as these, making sure that the students have a workable model and a model that they understand.</p>\r\n	<p>\r\n		Once you are comfortable that a group has a model of what they think is happening, you can start guiding them toward some testable hypotheses.<span>&nbsp; </span>Since the key &ldquo;result&rdquo; or &ldquo;dependent variable&rdquo; that the students will be measuring is the amount of mercury in organisms, you should ask the students to use their model to predict:</p>\r\n	<ol>\r\n		<li>\r\n			Which organisms in the system will have more and less mercury?</li>\r\n		<li>\r\n			What it is about the organisms that might cause them to have more mercury than others? (such as, does their size matter? age? etc.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-Ahead:\"></a>Thinking Ahead:</h3>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-data-can-the-students\"></a><u>What kinds of data can the students collect?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		What the students can measure depends on the types of resources that are available.<span>&nbsp; </span>You should provide them with a list of the kinds of things that they can collect and measure in the system that you are studying.<span>&nbsp; </span>What follows is a partial, very general list.<span>&nbsp; </span><u>The actual list for your site and situation might have fewer elements, or might be larger</u>.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Invertebrates</li>\r\n		<li>\r\n			Plants</li>\r\n		<li>\r\n			Soil</li>\r\n		<li>\r\n			Leaf litter</li>\r\n		<li>\r\n			Fish</li>\r\n		<li>\r\n			Human hair</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		In addition to the list of materials and organisms that they might sample, the students need to know what measurements they can make.<span>&nbsp; </span>Again, <u>this list will vary from school to school and site to site</u>.<span>&nbsp; </span>If you have special needs, we can sometimes help you get access to equipment to make additional measurements.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Mass or weight</li>\r\n		<li>\r\n			Size (length, other measures)</li>\r\n		<li>\r\n			Number of things collected</li>\r\n		<li>\r\n			Species, or family for dragonfly larvae, or type (e.g., floating versus submerged plants; small mouth bass versus sunfish)</li>\r\n		<li>\r\n			Age<span>&nbsp; </span>(for fish, using analysis of fish scales)</li>\r\n		<li>\r\n			Stomach contents</li>\r\n		<li>\r\n			Gender</li>\r\n		<li>\r\n			Site characteristics&mdash;substrate i.e. muddy or cobble bottom, stream or lake size, type of forest or land cover around the site, stream flow, etc.</li>\r\n		<li>\r\n			Water quality characteristics (such as turbidity, dissolved oxygen, temperature, acidity)</li>\r\n		<li>\r\n			And, of course, mercury in the substance/organism</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-questions-can-the-stu\"></a><u>What kinds of questions can the students explore?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		For most students you will need to guide them from having a general area of interest toward having a question that can be answered with data.<span>&nbsp; </span>Keep in mind that the students will be able to explore <i><b>two general kinds of questions</b></i>:</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			<b>Questions about differences:</b><span>&nbsp;&nbsp; </span>Does one set of samples contain, on average, more mercury than some other set?<span>&nbsp; </span>There are many questions of this kind.<span>&nbsp; </span>Do people that eat a lot of fish have more mercury in their hair than people who eat beef, but not very much fish?<span>&nbsp; </span>Do bass have more mercury than crayfish?<span>&nbsp; </span>Do dragonfly larvae in a wetland have more mercury than those in a rocky no-wetland site? These kinds of questions will involve a comparison of means, or averages.</li>\r\n		<li>\r\n			<b>Questions about the strength of relationships:</b><span>&nbsp; </span>What goes with what?<span>&nbsp; </span>Is there a strong relationship between the weight of a fish of some species and its mercury burden?<span>&nbsp; </span>Do larger dragonfly larvae have more mercury than smaller individuals? Is there a strong relationship between a fish&rsquo;s age and its mercury burden?<span>&nbsp; </span>Is the size of a person related to the amount of mercury in the person&rsquo;s hair?<span>&nbsp; </span>This kind of question involves creating a scatter plot to see if there is an orderly relationship between the two factors.<span>&nbsp; </span>Of course, it requires that each factor be something that can be expressed in a numeric relationship on the scale of the axis of a graph.<span>&nbsp; </span>So, weight, length, age, and other &ldquo;countable&rdquo; factors work well for this.<span>&nbsp; </span>Something that does not fit into an <a href=\"http://www.math.sfu.ca/%7Ecschwarz/Stat-301/Handouts/node5.html\" rel=\"nofollow\" target=\"_blank\">interval scale or ratio scale</a> won&rsquo;t work.<span>&nbsp; </span>So, you can&rsquo;t do this kind of analysis when the factors on one axis are, say, different kinds of insects (beetles, moths, dragonflies, mosquitoes).<span>&nbsp; </span>But it WOULD work if you were comparing mercury content for beetles of different average weights.</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		Helping the students be clear about which kind of question they are asking will be very useful as you help them think through the design of their experiment.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Our experience has been that questions about <i><b>relationships </b></i>often open up richer opportunities for learning than simple questions about differences.<span>&nbsp; </span>Looking at how much two factors are correlated is a good way to get a better understanding of what is happening in a system.<span>&nbsp; </span>Questions about differences are useful too, of course, and provide important insights into the structure of a system.<span>&nbsp; </span>But, if students are looking at an issue that can be explored through a scatter plot, encourage them to pursue that direction.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Kevin Simon, Assistant Professor of Biological Sciences at UMaine, gave some feedback on a class&rsquo; hypotheses last year and his comments might help you in the development of your students&rsquo; hypotheses:<span>&nbsp; </span>A hypothesis that <b>explains </b>something leads to more interesting and informative research. Hypotheses that use the words &ldquo;because&rdquo; or &ldquo;due to&rdquo; or &ldquo;cause&rdquo; are generally more informative. See the examples below:</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #1&mdash;There will be fewer invertebrates in streams subject to frequent floods than in streams that experience less frequent flooding.</b><span>&nbsp; </span></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		You might sample and, indeed, prove that this is so. However, you don&rsquo;t know WHY.</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #2&mdash;There will be fewer invertebrates in streams subject to frequent floods BECAUSE the stream is highly disturbed, causing high insect mortality.</b></p>\r\n	<div style=\"margin-left: 40px;\">\r\n		This 2nd hypothesis now explains something and it leads to specific predictions that you can test.&nbsp;</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Right-Wrong:\"></a>Right &amp; Wrong:</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Once each group has identified a question - for example, &quot;Do fish that eat other fish have more mercury than fish that eat algae?&quot; - have students turn the question into a hypothesis by expressing it as an assertion.<span>&nbsp; </span>That means choosing one outcome over the other, based on what the model suggests.<span>&nbsp; </span></p>\r\n	<p>\r\n		It is important to assure the students that a hypothesis is just an educated guess&mdash;a prediction from the model&mdash;and that there is no right or wrong.<span>&nbsp; </span>Scientists don&#39;t use the word &quot;wrong&quot; (or &quot;right&quot;, for that matter) when discussing hypotheses. They will usually say their findings either did or did not support their hypothesis. For example, in the question about fish with different diets, a working hypothesis might be something like, &quot;Because mercury bioaccumulates in food chains, fish that eat other fish will have more mercury in their bodies than fish that eat algae&quot;.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Mind-onto-Paper\"></a>Mind onto Paper</h3>\r\n	<p>\r\n		Students should have some ideas in their heads now.&nbsp; Have them complete the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">brainstorming worksheet</a>, which will help them get their ideas onto paper.</p>\r\n	<p>\r\n		FYI - The teacher&#39;s guide includes some guiding advice concerning the brainstorming worksheet.</p>\r\n	<h3>\r\n		<a name=\"TOC-Study-Design\"></a>Study Design</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Finally, have students brainstorm about how they might do a field research project to address their hypothesis. In our example it might be &quot;catch some of each type of fish and measure mercury in them&quot;.</p>\r\n	<p>\r\n		At the end of the discussion have a student record (on the blackboard and/or web site) the samples that will need to be collected to address the hypotheses. As the research coordinator, determine where some sample collections could be combined. Each class can have a maximum of 20 samples analyzed for mercury for projects focusing on aquatic invertebrates. <b><span style=\"color: rgb(99, 36, 35);\">At least ten samples should be individual dragonfly larvae (you are adding to a regional database for dragonfly mercury).</span></b></p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p style=\"margin-bottom: 0.25in;\">\r\n		Have student groups briefly present their questions and hypotheses to the rest of the class.<span>&nbsp; </span>Make sure that they explain the thinking behind the hypothesis.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Teacher-s-Guide\"></a>Teacher&#39;s Guide</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozOTg0ODk4N2Q0M2M5ZTJk\" target=\"_blank\">Teacher&#39;s Guide</a></li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozNzVlMTQwNjUxOTJiMzk4\" target=\"_blank\">Student Brainstorming Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n<div dir=\"ltr\">\r\n	&nbsp;</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- nid:<em>286</em> parent nid changed to <em>238</em>',1306953978,2),(286,339,4,'Classroom Activities','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity is primarily a brainstorming activity that looks at the assumptions, mechanisms, and unanswered questions that are buried in the students&rsquo; picture of the system they are studying. Ultimately, each group will come up with one or more questions and will choose one to turn it into a hypothesis.<span>&nbsp; </span>They will then propose a general approach for a research project that addresses their hypothesis.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student background materials from Units 1 &amp; 2</li>\r\n	<li>\r\n		Student mercury cycle diagrams, completed in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-2-1/where-is-hg-how-does-it-move\">Unit 2 - Activity B</a></li>\r\n	<li>\r\n		Student <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">Brainstorming Worksheet</a> (PDF)</li>\r\n	<li>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a> (PDF)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Divide students into working groups. Provide each group with the background materials that they encountered in the preceding units and the mercury cycle diagrams that they produced at the end of Unit 2.<span>&nbsp; </span>The mercury cycle diagrams are the students&rsquo; models of the system that they are studying, and therefore the starting point for their thinking about how they think the system works.</p>\r\n	<p>\r\n		Teachers - take a look at the &quot;<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a>,&quot; it may aid you in helping the students brainstorm.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-the-Analysis-Started:\"></a>Getting the Analysis Started:</h3>\r\n	<p>\r\n		Typically, you will want to start this by having the students review their diagrams of the mercury cycle, thinking through all of the elements of the system and making sure that they have answers to questions such as:</p>\r\n	<ul>\r\n		<li>\r\n			Where is the mercury coming from and how does it move into the system under study?</li>\r\n		<li>\r\n			Where does the mercury change into its organic, methyl form?</li>\r\n		<li>\r\n			What life is at the bottom of the food chain that takes in the methylmercury?</li>\r\n		<li>\r\n			How does the mercury move up the food chain?</li>\r\n		<li>\r\n			Are there any special features in the actual system under study that might make this cycle more complicated or somehow different than a &ldquo;typical&rdquo; system?</li>\r\n		<li>\r\n			What assumptions are we making at each step of this cycle?</li>\r\n	</ul>\r\n	<p>\r\n		You will almost certainly want to spend some time with each group going over questions such as these, making sure that the students have a workable model and a model that they understand.</p>\r\n	<p>\r\n		Once you are comfortable that a group has a model of what they think is happening, you can start guiding them toward some testable hypotheses.<span>&nbsp; </span>Since the key &ldquo;result&rdquo; or &ldquo;dependent variable&rdquo; that the students will be measuring is the amount of mercury in organisms, you should ask the students to use their model to predict:</p>\r\n	<ol>\r\n		<li>\r\n			Which organisms in the system will have more and less mercury?</li>\r\n		<li>\r\n			What it is about the organisms that might cause them to have more mercury than others? (such as, does their size matter? age? etc.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-Ahead:\"></a>Thinking Ahead:</h3>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-data-can-the-students\"></a><u>What kinds of data can the students collect?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		What the students can measure depends on the types of resources that are available.<span>&nbsp; </span>You should provide them with a list of the kinds of things that they can collect and measure in the system that you are studying.<span>&nbsp; </span>What follows is a partial, very general list.<span>&nbsp; </span><u>The actual list for your site and situation might have fewer elements, or might be larger</u>.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Invertebrates</li>\r\n		<li>\r\n			Plants</li>\r\n		<li>\r\n			Soil</li>\r\n		<li>\r\n			Leaf litter</li>\r\n		<li>\r\n			Fish</li>\r\n		<li>\r\n			Human hair</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		In addition to the list of materials and organisms that they might sample, the students need to know what measurements they can make.<span>&nbsp; </span>Again, <u>this list will vary from school to school and site to site</u>.<span>&nbsp; </span>If you have special needs, we can sometimes help you get access to equipment to make additional measurements.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Mass or weight</li>\r\n		<li>\r\n			Size (length, other measures)</li>\r\n		<li>\r\n			Number of things collected</li>\r\n		<li>\r\n			Species, or family for dragonfly larvae, or type (e.g., floating versus submerged plants; small mouth bass versus sunfish)</li>\r\n		<li>\r\n			Age<span>&nbsp; </span>(for fish, using analysis of fish scales)</li>\r\n		<li>\r\n			Stomach contents</li>\r\n		<li>\r\n			Gender</li>\r\n		<li>\r\n			Site characteristics&mdash;substrate i.e. muddy or cobble bottom, stream or lake size, type of forest or land cover around the site, stream flow, etc.</li>\r\n		<li>\r\n			Water quality characteristics (such as turbidity, dissolved oxygen, temperature, acidity)</li>\r\n		<li>\r\n			And, of course, mercury in the substance/organism</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-questions-can-the-stu\"></a><u>What kinds of questions can the students explore?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		For most students you will need to guide them from having a general area of interest toward having a question that can be answered with data.<span>&nbsp; </span>Keep in mind that the students will be able to explore <i><b>two general kinds of questions</b></i>:</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			<b>Questions about differences:</b><span>&nbsp;&nbsp; </span>Does one set of samples contain, on average, more mercury than some other set?<span>&nbsp; </span>There are many questions of this kind.<span>&nbsp; </span>Do people that eat a lot of fish have more mercury in their hair than people who eat beef, but not very much fish?<span>&nbsp; </span>Do bass have more mercury than crayfish?<span>&nbsp; </span>Do dragonfly larvae in a wetland have more mercury than those in a rocky no-wetland site? These kinds of questions will involve a comparison of means, or averages.</li>\r\n		<li>\r\n			<b>Questions about the strength of relationships:</b><span>&nbsp; </span>What goes with what?<span>&nbsp; </span>Is there a strong relationship between the weight of a fish of some species and its mercury burden?<span>&nbsp; </span>Do larger dragonfly larvae have more mercury than smaller individuals? Is there a strong relationship between a fish&rsquo;s age and its mercury burden?<span>&nbsp; </span>Is the size of a person related to the amount of mercury in the person&rsquo;s hair?<span>&nbsp; </span>This kind of question involves creating a scatter plot to see if there is an orderly relationship between the two factors.<span>&nbsp; </span>Of course, it requires that each factor be something that can be expressed in a numeric relationship on the scale of the axis of a graph.<span>&nbsp; </span>So, weight, length, age, and other &ldquo;countable&rdquo; factors work well for this.<span>&nbsp; </span>Something that does not fit into an <a href=\"http://www.math.sfu.ca/%7Ecschwarz/Stat-301/Handouts/node5.html\" rel=\"nofollow\" target=\"_blank\">interval scale or ratio scale</a> won&rsquo;t work.<span>&nbsp; </span>So, you can&rsquo;t do this kind of analysis when the factors on one axis are, say, different kinds of insects (beetles, moths, dragonflies, mosquitoes).<span>&nbsp; </span>But it WOULD work if you were comparing mercury content for beetles of different average weights.</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		Helping the students be clear about which kind of question they are asking will be very useful as you help them think through the design of their experiment.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Our experience has been that questions about <i><b>relationships </b></i>often open up richer opportunities for learning than simple questions about differences.<span>&nbsp; </span>Looking at how much two factors are correlated is a good way to get a better understanding of what is happening in a system.<span>&nbsp; </span>Questions about differences are useful too, of course, and provide important insights into the structure of a system.<span>&nbsp; </span>But, if students are looking at an issue that can be explored through a scatter plot, encourage them to pursue that direction.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Kevin Simon, Assistant Professor of Biological Sciences at UMaine, gave some feedback on a class&rsquo; hypotheses last year and his comments might help you in the development of your students&rsquo; hypotheses:<span>&nbsp; </span>A hypothesis that <b>explains </b>something leads to more interesting and informative research. Hypotheses that use the words &ldquo;because&rdquo; or &ldquo;due to&rdquo; or &ldquo;cause&rdquo; are generally more informative. See the examples below:</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #1&mdash;There will be fewer invertebrates in streams subject to frequent floods than in streams that experience less frequent flooding.</b><span>&nbsp; </span></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		You might sample and, indeed, prove that this is so. However, you don&rsquo;t know WHY.</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #2&mdash;There will be fewer invertebrates in streams subject to frequent floods BECAUSE the stream is highly disturbed, causing high insect mortality.</b></p>\r\n	<div style=\"margin-left: 40px;\">\r\n		This 2nd hypothesis now explains something and it leads to specific predictions that you can test.&nbsp;</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Right-Wrong:\"></a>Right &amp; Wrong:</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Once each group has identified a question - for example, &quot;Do fish that eat other fish have more mercury than fish that eat algae?&quot; - have students turn the question into a hypothesis by expressing it as an assertion.<span>&nbsp; </span>That means choosing one outcome over the other, based on what the model suggests.<span>&nbsp; </span></p>\r\n	<p>\r\n		It is important to assure the students that a hypothesis is just an educated guess&mdash;a prediction from the model&mdash;and that there is no right or wrong.<span>&nbsp; </span>Scientists don&#39;t use the word &quot;wrong&quot; (or &quot;right&quot;, for that matter) when discussing hypotheses. They will usually say their findings either did or did not support their hypothesis. For example, in the question about fish with different diets, a working hypothesis might be something like, &quot;Because mercury bioaccumulates in food chains, fish that eat other fish will have more mercury in their bodies than fish that eat algae&quot;.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Mind-onto-Paper\"></a>Mind onto Paper</h3>\r\n	<p>\r\n		Students should have some ideas in their heads now.&nbsp; Have them complete the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">brainstorming worksheet</a>, which will help them get their ideas onto paper.</p>\r\n	<p>\r\n		FYI - The teacher&#39;s guide includes some guiding advice concerning the brainstorming worksheet.</p>\r\n	<h3>\r\n		<a name=\"TOC-Study-Design\"></a>Study Design</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Finally, have students brainstorm about how they might do a field research project to address their hypothesis. In our example it might be &quot;catch some of each type of fish and measure mercury in them&quot;.</p>\r\n	<p>\r\n		At the end of the discussion have a student record (on the blackboard and/or web site) the samples that will need to be collected to address the hypotheses. As the research coordinator, determine where some sample collections could be combined. Each class can have a maximum of 20 samples analyzed for mercury for projects focusing on aquatic invertebrates. <b><span style=\"color: rgb(99, 36, 35);\">At least ten samples should be individual dragonfly larvae (you are adding to a regional database for dragonfly mercury).</span></b></p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p style=\"margin-bottom: 0.25in;\">\r\n		Have student groups briefly present their questions and hypotheses to the rest of the class.<span>&nbsp; </span>Make sure that they explain the thinking behind the hypothesis.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Teacher-s-Guide\"></a>Teacher&#39;s Guide</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozOTg0ODk4N2Q0M2M5ZTJk\" target=\"_blank\">Teacher&#39;s Guide</a></li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozNzVlMTQwNjUxOTJiMzk4\" target=\"_blank\">Student Brainstorming Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n<div dir=\"ltr\">\r\n	&nbsp;</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- nid:<em>286</em> parent nid changed to <em>264</em>',1306953978,2),(286,340,4,'Classroom Activities- Research Questuins and Hypotheses','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity is primarily a brainstorming activity that looks at the assumptions, mechanisms, and unanswered questions that are buried in the students&rsquo; picture of the system they are studying. Ultimately, each group will come up with one or more questions and will choose one to turn it into a hypothesis.<span>&nbsp; </span>They will then propose a general approach for a research project that addresses their hypothesis.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student background materials from Units 1 &amp; 2</li>\r\n	<li>\r\n		Student mercury cycle diagrams, completed in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-2-1/where-is-hg-how-does-it-move\">Unit 2 - Activity B</a></li>\r\n	<li>\r\n		Student <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">Brainstorming Worksheet</a> (PDF)</li>\r\n	<li>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a> (PDF)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Divide students into working groups. Provide each group with the background materials that they encountered in the preceding units and the mercury cycle diagrams that they produced at the end of Unit 2.<span>&nbsp; </span>The mercury cycle diagrams are the students&rsquo; models of the system that they are studying, and therefore the starting point for their thinking about how they think the system works.</p>\r\n	<p>\r\n		Teachers - take a look at the &quot;<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a>,&quot; it may aid you in helping the students brainstorm.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-the-Analysis-Started:\"></a>Getting the Analysis Started:</h3>\r\n	<p>\r\n		Typically, you will want to start this by having the students review their diagrams of the mercury cycle, thinking through all of the elements of the system and making sure that they have answers to questions such as:</p>\r\n	<ul>\r\n		<li>\r\n			Where is the mercury coming from and how does it move into the system under study?</li>\r\n		<li>\r\n			Where does the mercury change into its organic, methyl form?</li>\r\n		<li>\r\n			What life is at the bottom of the food chain that takes in the methylmercury?</li>\r\n		<li>\r\n			How does the mercury move up the food chain?</li>\r\n		<li>\r\n			Are there any special features in the actual system under study that might make this cycle more complicated or somehow different than a &ldquo;typical&rdquo; system?</li>\r\n		<li>\r\n			What assumptions are we making at each step of this cycle?</li>\r\n	</ul>\r\n	<p>\r\n		You will almost certainly want to spend some time with each group going over questions such as these, making sure that the students have a workable model and a model that they understand.</p>\r\n	<p>\r\n		Once you are comfortable that a group has a model of what they think is happening, you can start guiding them toward some testable hypotheses.<span>&nbsp; </span>Since the key &ldquo;result&rdquo; or &ldquo;dependent variable&rdquo; that the students will be measuring is the amount of mercury in organisms, you should ask the students to use their model to predict:</p>\r\n	<ol>\r\n		<li>\r\n			Which organisms in the system will have more and less mercury?</li>\r\n		<li>\r\n			What it is about the organisms that might cause them to have more mercury than others? (such as, does their size matter? age? etc.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-Ahead:\"></a>Thinking Ahead:</h3>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-data-can-the-students\"></a><u>What kinds of data can the students collect?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		What the students can measure depends on the types of resources that are available.<span>&nbsp; </span>You should provide them with a list of the kinds of things that they can collect and measure in the system that you are studying.<span>&nbsp; </span>What follows is a partial, very general list.<span>&nbsp; </span><u>The actual list for your site and situation might have fewer elements, or might be larger</u>.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Invertebrates</li>\r\n		<li>\r\n			Plants</li>\r\n		<li>\r\n			Soil</li>\r\n		<li>\r\n			Leaf litter</li>\r\n		<li>\r\n			Fish</li>\r\n		<li>\r\n			Human hair</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		In addition to the list of materials and organisms that they might sample, the students need to know what measurements they can make.<span>&nbsp; </span>Again, <u>this list will vary from school to school and site to site</u>.<span>&nbsp; </span>If you have special needs, we can sometimes help you get access to equipment to make additional measurements.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Mass or weight</li>\r\n		<li>\r\n			Size (length, other measures)</li>\r\n		<li>\r\n			Number of things collected</li>\r\n		<li>\r\n			Species, or family for dragonfly larvae, or type (e.g., floating versus submerged plants; small mouth bass versus sunfish)</li>\r\n		<li>\r\n			Age<span>&nbsp; </span>(for fish, using analysis of fish scales)</li>\r\n		<li>\r\n			Stomach contents</li>\r\n		<li>\r\n			Gender</li>\r\n		<li>\r\n			Site characteristics&mdash;substrate i.e. muddy or cobble bottom, stream or lake size, type of forest or land cover around the site, stream flow, etc.</li>\r\n		<li>\r\n			Water quality characteristics (such as turbidity, dissolved oxygen, temperature, acidity)</li>\r\n		<li>\r\n			And, of course, mercury in the substance/organism</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-questions-can-the-stu\"></a><u>What kinds of questions can the students explore?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		For most students you will need to guide them from having a general area of interest toward having a question that can be answered with data.<span>&nbsp; </span>Keep in mind that the students will be able to explore <i><b>two general kinds of questions</b></i>:</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			<b>Questions about differences:</b><span>&nbsp;&nbsp; </span>Does one set of samples contain, on average, more mercury than some other set?<span>&nbsp; </span>There are many questions of this kind.<span>&nbsp; </span>Do people that eat a lot of fish have more mercury in their hair than people who eat beef, but not very much fish?<span>&nbsp; </span>Do bass have more mercury than crayfish?<span>&nbsp; </span>Do dragonfly larvae in a wetland have more mercury than those in a rocky no-wetland site? These kinds of questions will involve a comparison of means, or averages.</li>\r\n		<li>\r\n			<b>Questions about the strength of relationships:</b><span>&nbsp; </span>What goes with what?<span>&nbsp; </span>Is there a strong relationship between the weight of a fish of some species and its mercury burden?<span>&nbsp; </span>Do larger dragonfly larvae have more mercury than smaller individuals? Is there a strong relationship between a fish&rsquo;s age and its mercury burden?<span>&nbsp; </span>Is the size of a person related to the amount of mercury in the person&rsquo;s hair?<span>&nbsp; </span>This kind of question involves creating a scatter plot to see if there is an orderly relationship between the two factors.<span>&nbsp; </span>Of course, it requires that each factor be something that can be expressed in a numeric relationship on the scale of the axis of a graph.<span>&nbsp; </span>So, weight, length, age, and other &ldquo;countable&rdquo; factors work well for this.<span>&nbsp; </span>Something that does not fit into an <a href=\"http://www.math.sfu.ca/%7Ecschwarz/Stat-301/Handouts/node5.html\" rel=\"nofollow\" target=\"_blank\">interval scale or ratio scale</a> won&rsquo;t work.<span>&nbsp; </span>So, you can&rsquo;t do this kind of analysis when the factors on one axis are, say, different kinds of insects (beetles, moths, dragonflies, mosquitoes).<span>&nbsp; </span>But it WOULD work if you were comparing mercury content for beetles of different average weights.</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		Helping the students be clear about which kind of question they are asking will be very useful as you help them think through the design of their experiment.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Our experience has been that questions about <i><b>relationships </b></i>often open up richer opportunities for learning than simple questions about differences.<span>&nbsp; </span>Looking at how much two factors are correlated is a good way to get a better understanding of what is happening in a system.<span>&nbsp; </span>Questions about differences are useful too, of course, and provide important insights into the structure of a system.<span>&nbsp; </span>But, if students are looking at an issue that can be explored through a scatter plot, encourage them to pursue that direction.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Kevin Simon, Assistant Professor of Biological Sciences at UMaine, gave some feedback on a class&rsquo; hypotheses last year and his comments might help you in the development of your students&rsquo; hypotheses:<span>&nbsp; </span>A hypothesis that <b>explains </b>something leads to more interesting and informative research. Hypotheses that use the words &ldquo;because&rdquo; or &ldquo;due to&rdquo; or &ldquo;cause&rdquo; are generally more informative. See the examples below:</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #1&mdash;There will be fewer invertebrates in streams subject to frequent floods than in streams that experience less frequent flooding.</b><span>&nbsp; </span></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		You might sample and, indeed, prove that this is so. However, you don&rsquo;t know WHY.</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #2&mdash;There will be fewer invertebrates in streams subject to frequent floods BECAUSE the stream is highly disturbed, causing high insect mortality.</b></p>\r\n	<div style=\"margin-left: 40px;\">\r\n		This 2nd hypothesis now explains something and it leads to specific predictions that you can test.&nbsp;</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Right-Wrong:\"></a>Right &amp; Wrong:</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Once each group has identified a question - for example, &quot;Do fish that eat other fish have more mercury than fish that eat algae?&quot; - have students turn the question into a hypothesis by expressing it as an assertion.<span>&nbsp; </span>That means choosing one outcome over the other, based on what the model suggests.<span>&nbsp; </span></p>\r\n	<p>\r\n		It is important to assure the students that a hypothesis is just an educated guess&mdash;a prediction from the model&mdash;and that there is no right or wrong.<span>&nbsp; </span>Scientists don&#39;t use the word &quot;wrong&quot; (or &quot;right&quot;, for that matter) when discussing hypotheses. They will usually say their findings either did or did not support their hypothesis. For example, in the question about fish with different diets, a working hypothesis might be something like, &quot;Because mercury bioaccumulates in food chains, fish that eat other fish will have more mercury in their bodies than fish that eat algae&quot;.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Mind-onto-Paper\"></a>Mind onto Paper</h3>\r\n	<p>\r\n		Students should have some ideas in their heads now.&nbsp; Have them complete the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">brainstorming worksheet</a>, which will help them get their ideas onto paper.</p>\r\n	<p>\r\n		FYI - The teacher&#39;s guide includes some guiding advice concerning the brainstorming worksheet.</p>\r\n	<h3>\r\n		<a name=\"TOC-Study-Design\"></a>Study Design</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Finally, have students brainstorm about how they might do a field research project to address their hypothesis. In our example it might be &quot;catch some of each type of fish and measure mercury in them&quot;.</p>\r\n	<p>\r\n		At the end of the discussion have a student record (on the blackboard and/or web site) the samples that will need to be collected to address the hypotheses. As the research coordinator, determine where some sample collections could be combined. Each class can have a maximum of 20 samples analyzed for mercury for projects focusing on aquatic invertebrates. <b><span style=\"color: rgb(99, 36, 35);\">At least ten samples should be individual dragonfly larvae (you are adding to a regional database for dragonfly mercury).</span></b></p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p style=\"margin-bottom: 0.25in;\">\r\n		Have student groups briefly present their questions and hypotheses to the rest of the class.<span>&nbsp; </span>Make sure that they explain the thinking behind the hypothesis.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Teacher-s-Guide\"></a>Teacher&#39;s Guide</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozOTg0ODk4N2Q0M2M5ZTJk\" target=\"_blank\">Teacher&#39;s Guide</a></li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozNzVlMTQwNjUxOTJiMzk4\" target=\"_blank\">Student Brainstorming Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n<div dir=\"ltr\">\r\n	&nbsp;</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- node renamed from <em>Classroom Activities</em> to <em>Classroom Activities- Research Questuins and Hypotheses</em>',1306954016,2),(286,341,4,'Classroom Activities- Research Questions and Hypotheses','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity is primarily a brainstorming activity that looks at the assumptions, mechanisms, and unanswered questions that are buried in the students&rsquo; picture of the system they are studying. Ultimately, each group will come up with one or more questions and will choose one to turn it into a hypothesis.<span>&nbsp; </span>They will then propose a general approach for a research project that addresses their hypothesis.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student background materials from Units 1 &amp; 2</li>\r\n	<li>\r\n		Student mercury cycle diagrams, completed in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-2-1/where-is-hg-how-does-it-move\">Unit 2 - Activity B</a></li>\r\n	<li>\r\n		Student <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">Brainstorming Worksheet</a> (PDF)</li>\r\n	<li>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a> (PDF)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Divide students into working groups. Provide each group with the background materials that they encountered in the preceding units and the mercury cycle diagrams that they produced at the end of Unit 2.<span>&nbsp; </span>The mercury cycle diagrams are the students&rsquo; models of the system that they are studying, and therefore the starting point for their thinking about how they think the system works.</p>\r\n	<p>\r\n		Teachers - take a look at the &quot;<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a>,&quot; it may aid you in helping the students brainstorm.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-the-Analysis-Started:\"></a>Getting the Analysis Started:</h3>\r\n	<p>\r\n		Typically, you will want to start this by having the students review their diagrams of the mercury cycle, thinking through all of the elements of the system and making sure that they have answers to questions such as:</p>\r\n	<ul>\r\n		<li>\r\n			Where is the mercury coming from and how does it move into the system under study?</li>\r\n		<li>\r\n			Where does the mercury change into its organic, methyl form?</li>\r\n		<li>\r\n			What life is at the bottom of the food chain that takes in the methylmercury?</li>\r\n		<li>\r\n			How does the mercury move up the food chain?</li>\r\n		<li>\r\n			Are there any special features in the actual system under study that might make this cycle more complicated or somehow different than a &ldquo;typical&rdquo; system?</li>\r\n		<li>\r\n			What assumptions are we making at each step of this cycle?</li>\r\n	</ul>\r\n	<p>\r\n		You will almost certainly want to spend some time with each group going over questions such as these, making sure that the students have a workable model and a model that they understand.</p>\r\n	<p>\r\n		Once you are comfortable that a group has a model of what they think is happening, you can start guiding them toward some testable hypotheses.<span>&nbsp; </span>Since the key &ldquo;result&rdquo; or &ldquo;dependent variable&rdquo; that the students will be measuring is the amount of mercury in organisms, you should ask the students to use their model to predict:</p>\r\n	<ol>\r\n		<li>\r\n			Which organisms in the system will have more and less mercury?</li>\r\n		<li>\r\n			What it is about the organisms that might cause them to have more mercury than others? (such as, does their size matter? age? etc.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-Ahead:\"></a>Thinking Ahead:</h3>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-data-can-the-students\"></a><u>What kinds of data can the students collect?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		What the students can measure depends on the types of resources that are available.<span>&nbsp; </span>You should provide them with a list of the kinds of things that they can collect and measure in the system that you are studying.<span>&nbsp; </span>What follows is a partial, very general list.<span>&nbsp; </span><u>The actual list for your site and situation might have fewer elements, or might be larger</u>.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Invertebrates</li>\r\n		<li>\r\n			Plants</li>\r\n		<li>\r\n			Soil</li>\r\n		<li>\r\n			Leaf litter</li>\r\n		<li>\r\n			Fish</li>\r\n		<li>\r\n			Human hair</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		In addition to the list of materials and organisms that they might sample, the students need to know what measurements they can make.<span>&nbsp; </span>Again, <u>this list will vary from school to school and site to site</u>.<span>&nbsp; </span>If you have special needs, we can sometimes help you get access to equipment to make additional measurements.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Mass or weight</li>\r\n		<li>\r\n			Size (length, other measures)</li>\r\n		<li>\r\n			Number of things collected</li>\r\n		<li>\r\n			Species, or family for dragonfly larvae, or type (e.g., floating versus submerged plants; small mouth bass versus sunfish)</li>\r\n		<li>\r\n			Age<span>&nbsp; </span>(for fish, using analysis of fish scales)</li>\r\n		<li>\r\n			Stomach contents</li>\r\n		<li>\r\n			Gender</li>\r\n		<li>\r\n			Site characteristics&mdash;substrate i.e. muddy or cobble bottom, stream or lake size, type of forest or land cover around the site, stream flow, etc.</li>\r\n		<li>\r\n			Water quality characteristics (such as turbidity, dissolved oxygen, temperature, acidity)</li>\r\n		<li>\r\n			And, of course, mercury in the substance/organism</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-questions-can-the-stu\"></a><u>What kinds of questions can the students explore?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		For most students you will need to guide them from having a general area of interest toward having a question that can be answered with data.<span>&nbsp; </span>Keep in mind that the students will be able to explore <i><b>two general kinds of questions</b></i>:</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			<b>Questions about differences:</b><span>&nbsp;&nbsp; </span>Does one set of samples contain, on average, more mercury than some other set?<span>&nbsp; </span>There are many questions of this kind.<span>&nbsp; </span>Do people that eat a lot of fish have more mercury in their hair than people who eat beef, but not very much fish?<span>&nbsp; </span>Do bass have more mercury than crayfish?<span>&nbsp; </span>Do dragonfly larvae in a wetland have more mercury than those in a rocky no-wetland site? These kinds of questions will involve a comparison of means, or averages.</li>\r\n		<li>\r\n			<b>Questions about the strength of relationships:</b><span>&nbsp; </span>What goes with what?<span>&nbsp; </span>Is there a strong relationship between the weight of a fish of some species and its mercury burden?<span>&nbsp; </span>Do larger dragonfly larvae have more mercury than smaller individuals? Is there a strong relationship between a fish&rsquo;s age and its mercury burden?<span>&nbsp; </span>Is the size of a person related to the amount of mercury in the person&rsquo;s hair?<span>&nbsp; </span>This kind of question involves creating a scatter plot to see if there is an orderly relationship between the two factors.<span>&nbsp; </span>Of course, it requires that each factor be something that can be expressed in a numeric relationship on the scale of the axis of a graph.<span>&nbsp; </span>So, weight, length, age, and other &ldquo;countable&rdquo; factors work well for this.<span>&nbsp; </span>Something that does not fit into an <a href=\"http://www.math.sfu.ca/%7Ecschwarz/Stat-301/Handouts/node5.html\" rel=\"nofollow\" target=\"_blank\">interval scale or ratio scale</a> won&rsquo;t work.<span>&nbsp; </span>So, you can&rsquo;t do this kind of analysis when the factors on one axis are, say, different kinds of insects (beetles, moths, dragonflies, mosquitoes).<span>&nbsp; </span>But it WOULD work if you were comparing mercury content for beetles of different average weights.</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		Helping the students be clear about which kind of question they are asking will be very useful as you help them think through the design of their experiment.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Our experience has been that questions about <i><b>relationships </b></i>often open up richer opportunities for learning than simple questions about differences.<span>&nbsp; </span>Looking at how much two factors are correlated is a good way to get a better understanding of what is happening in a system.<span>&nbsp; </span>Questions about differences are useful too, of course, and provide important insights into the structure of a system.<span>&nbsp; </span>But, if students are looking at an issue that can be explored through a scatter plot, encourage them to pursue that direction.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Kevin Simon, Assistant Professor of Biological Sciences at UMaine, gave some feedback on a class&rsquo; hypotheses last year and his comments might help you in the development of your students&rsquo; hypotheses:<span>&nbsp; </span>A hypothesis that <b>explains </b>something leads to more interesting and informative research. Hypotheses that use the words &ldquo;because&rdquo; or &ldquo;due to&rdquo; or &ldquo;cause&rdquo; are generally more informative. See the examples below:</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #1&mdash;There will be fewer invertebrates in streams subject to frequent floods than in streams that experience less frequent flooding.</b><span>&nbsp; </span></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		You might sample and, indeed, prove that this is so. However, you don&rsquo;t know WHY.</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #2&mdash;There will be fewer invertebrates in streams subject to frequent floods BECAUSE the stream is highly disturbed, causing high insect mortality.</b></p>\r\n	<div style=\"margin-left: 40px;\">\r\n		This 2nd hypothesis now explains something and it leads to specific predictions that you can test.&nbsp;</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Right-Wrong:\"></a>Right &amp; Wrong:</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Once each group has identified a question - for example, &quot;Do fish that eat other fish have more mercury than fish that eat algae?&quot; - have students turn the question into a hypothesis by expressing it as an assertion.<span>&nbsp; </span>That means choosing one outcome over the other, based on what the model suggests.<span>&nbsp; </span></p>\r\n	<p>\r\n		It is important to assure the students that a hypothesis is just an educated guess&mdash;a prediction from the model&mdash;and that there is no right or wrong.<span>&nbsp; </span>Scientists don&#39;t use the word &quot;wrong&quot; (or &quot;right&quot;, for that matter) when discussing hypotheses. They will usually say their findings either did or did not support their hypothesis. For example, in the question about fish with different diets, a working hypothesis might be something like, &quot;Because mercury bioaccumulates in food chains, fish that eat other fish will have more mercury in their bodies than fish that eat algae&quot;.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Mind-onto-Paper\"></a>Mind onto Paper</h3>\r\n	<p>\r\n		Students should have some ideas in their heads now.&nbsp; Have them complete the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">brainstorming worksheet</a>, which will help them get their ideas onto paper.</p>\r\n	<p>\r\n		FYI - The teacher&#39;s guide includes some guiding advice concerning the brainstorming worksheet.</p>\r\n	<h3>\r\n		<a name=\"TOC-Study-Design\"></a>Study Design</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Finally, have students brainstorm about how they might do a field research project to address their hypothesis. In our example it might be &quot;catch some of each type of fish and measure mercury in them&quot;.</p>\r\n	<p>\r\n		At the end of the discussion have a student record (on the blackboard and/or web site) the samples that will need to be collected to address the hypotheses. As the research coordinator, determine where some sample collections could be combined. Each class can have a maximum of 20 samples analyzed for mercury for projects focusing on aquatic invertebrates. <b><span style=\"color: rgb(99, 36, 35);\">At least ten samples should be individual dragonfly larvae (you are adding to a regional database for dragonfly mercury).</span></b></p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p style=\"margin-bottom: 0.25in;\">\r\n		Have student groups briefly present their questions and hypotheses to the rest of the class.<span>&nbsp; </span>Make sure that they explain the thinking behind the hypothesis.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Teacher-s-Guide\"></a>Teacher&#39;s Guide</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozOTg0ODk4N2Q0M2M5ZTJk\" target=\"_blank\">Teacher&#39;s Guide</a></li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozNzVlMTQwNjUxOTJiMzk4\" target=\"_blank\">Student Brainstorming Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n<div dir=\"ltr\">\r\n	&nbsp;</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- node renamed from <em>Classroom Activities- Research Questuins and Hypotheses</em> to <em>Classroom Activities- Research Questions and Hypotheses</em>',1306954041,2),(287,342,4,'Classroom Activities- Peer Review','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/peer-review/peer%20review.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		OVERVIEW\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Scientists often engage in debates about their hypotheses and approaches. These can be verbal or on paper, and are often called &quot;peer review&quot;. This type of constructive criticism is very important and helps scientists see how they might improve their work to get more definite answers, or to see things they might have overlooked.</p>\r\n		<p>\r\n			This is a short activity for students.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n	</div>\r\n	<div>\r\n		<h2>\r\n			<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<h3>\r\n			<a name=\"TOC-1\"></a></h3>\r\n		<p>\r\n			Engage the students in a type of peer review by having different groups review each others&#39; hypotheses and study designs. Discussions should focus around questions such as:</p>\r\n		<ul>\r\n			<li>\r\n				Why do you think that?</li>\r\n			<li>\r\n				Have you considered &hellip;. ? (For example, a competing explanation for how a system might work.)</li>\r\n			<li>\r\n				When you are collecting data, won&rsquo;t it be confusing if &hellip; (A good example of this would be a student proposing to look at the relationship between fish weight and mercury burden without paying attention to differences between species.)</li>\r\n			<li>\r\n				Couldn&rsquo;t you also measure &hellip;.? (For example, suggesting that students collecting insects also keep track of the kind of terrain that the insect is captured in, just in case it might matter.)</li>\r\n		</ul>\r\n		<p>\r\n			A key objective in this kind of exercise is helping students learn a different kind of discourse&mdash;one that is not personal, but is instead focused on leading to general improvement.&nbsp;You can help students see the importance of this by reminding them that the results will be used by others. Some students may have to play the role of &quot;devil&#39;s advocate&quot; - sometimes making an argument that they are not sure of, but that they think needs exploring. This type of thinking and healthy debate can lead to better projects and new ways of working.</p>\r\n		<h3>\r\n			<a name=\"TOC-Communication-with-Other-Teachers\"></a>Communication with Other Teachers</h3>\r\n		<p>\r\n			It would be useful to have the students prepare their hypotheses in a form that you can easily share with other teachers. You might also want to notify the cooperating scientist(s) that the materials are on the shared website if you would like an external review of what the students are proposing before the work begins.</p>\r\n	</div>\r\n	<div dir=\"ltr\">\r\n		&nbsp;</div>\r\n</div>\r\n','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/peer-review/peer%20review.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		OVERVIEW\r\n		<p>\r\n			&nbsp;</p>','Outline Designer -- Duplicate of old node nid:<em>286</em>',1306954347,2),(287,343,4,'Classroom Activities- Peer Review','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<p>\r\n			Scientists often engage in debates about their hypotheses and approaches. These can be verbal or on paper, and are often called &quot;peer review&quot;. This type of constructive criticism is very important and helps scientists see how they might improve their work to get more definite answers, or to see things they might have overlooked.</p>\r\n		<p>\r\n			This is a short activity for students.</p>\r\n		<p>\r\n			&nbsp;</p>\r\n	</div>\r\n	<div>\r\n		<h2>\r\n			<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n		<p>\r\n			&nbsp;</p>\r\n		<h3>\r\n			<a name=\"TOC-1\"></a></h3>\r\n		<p>\r\n			Engage the students in a type of peer review by having different groups review each others&#39; hypotheses and study designs. Discussions should focus around questions such as:</p>\r\n		<ul>\r\n			<li>\r\n				Why do you think that?</li>\r\n			<li>\r\n				Have you considered &hellip;. ? (For example, a competing explanation for how a system might work.)</li>\r\n			<li>\r\n				When you are collecting data, won&rsquo;t it be confusing if &hellip; (A good example of this would be a student proposing to look at the relationship between fish weight and mercury burden without paying attention to differences between species.)</li>\r\n			<li>\r\n				Couldn&rsquo;t you also measure &hellip;.? (For example, suggesting that students collecting insects also keep track of the kind of terrain that the insect is captured in, just in case it might matter.)</li>\r\n		</ul>\r\n		<p>\r\n			A key objective in this kind of exercise is helping students learn a different kind of discourse&mdash;one that is not personal, but is instead focused on leading to general improvement.&nbsp;You can help students see the importance of this by reminding them that the results will be used by others. Some students may have to play the role of &quot;devil&#39;s advocate&quot; - sometimes making an argument that they are not sure of, but that they think needs exploring. This type of thinking and healthy debate can lead to better projects and new ways of working.</p>\r\n		<h3>\r\n			<a name=\"TOC-Communication-with-Other-Teachers\"></a>Communication with Other Teachers</h3>\r\n		<p>\r\n			It would be useful to have the students prepare their hypotheses in a form that you can easily share with other teachers. You might also want to notify the cooperating scientist(s) that the materials are on the shared website if you would like an external review of what the students are proposing before the work begins.</p>\r\n	</div>\r\n	<div dir=\"ltr\">\r\n		&nbsp;</div>\r\n</div>\r\n','<div dir=\"ltr\">\r\n	<a name=\"TOC-OVERVIEW\"></a><br />\r\n	<div>\r\n		<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n			<h2>\r\n				<a href=\"http://participatoryscience.org/sites/default/files/peer review.jpg\"><img border=\"0\" height=\"199\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445414/watershed-experiences/unit-3/peer-review/peer%20review.jpg?height=199&amp;width=200\" width=\"200\" /></a></h2>\r\n		</div>\r\n		<h2>\r\n			OVERVIEW</h2>\r\n		<p>\r\n			&nbsp;</p>','Outline Designer -- node renamed from <em>Classroom Activities- Peer Review</em> to <em>Classroom Activities- Peer Review</em>',1312381658,2),(9885,9961,0,'Bill Zoellick','','','',1311724525,2),(9886,9962,0,'Bill Zoellick','','','',1311724525,2),(286,344,4,'Classroom Activities- Research Questions and Hypotheses','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	This activity is primarily a brainstorming activity that looks at the assumptions, mechanisms, and unanswered questions that are buried in the students&rsquo; picture of the system they are studying. Ultimately, each group will come up with one or more questions and will choose one to turn it into a hypothesis.<span>&nbsp; </span>They will then propose a general approach for a research project that addresses their hypothesis.</p>\r\n<p>\r\n	&nbsp;</p>\r\n<p>\r\n	&nbsp;</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Student background materials from Units 1 &amp; 2</li>\r\n	<li>\r\n		Student mercury cycle diagrams, completed in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-2-1/where-is-hg-how-does-it-move\">Unit 2 - Activity B</a></li>\r\n	<li>\r\n		Student <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">Brainstorming Worksheet</a> (PDF)</li>\r\n	<li>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a> (PDF)</li>\r\n</ul>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready:\"></a>Getting Ready:</h3>\r\n	<p>\r\n		Divide students into working groups. Provide each group with the background materials that they encountered in the preceding units and the mercury cycle diagrams that they produced at the end of Unit 2.<span>&nbsp; </span>The mercury cycle diagrams are the students&rsquo; models of the system that they are studying, and therefore the starting point for their thinking about how they think the system works.</p>\r\n	<p>\r\n		Teachers - take a look at the &quot;<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_teachersguide.pdf?attredirects=0\">Teacher&#39;s Guide</a>,&quot; it may aid you in helping the students brainstorm.</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-the-Analysis-Started:\"></a>Getting the Analysis Started:</h3>\r\n	<p>\r\n		Typically, you will want to start this by having the students review their diagrams of the mercury cycle, thinking through all of the elements of the system and making sure that they have answers to questions such as:</p>\r\n	<ul>\r\n		<li>\r\n			Where is the mercury coming from and how does it move into the system under study?</li>\r\n		<li>\r\n			Where does the mercury change into its organic, methyl form?</li>\r\n		<li>\r\n			What life is at the bottom of the food chain that takes in the methylmercury?</li>\r\n		<li>\r\n			How does the mercury move up the food chain?</li>\r\n		<li>\r\n			Are there any special features in the actual system under study that might make this cycle more complicated or somehow different than a &ldquo;typical&rdquo; system?</li>\r\n		<li>\r\n			What assumptions are we making at each step of this cycle?</li>\r\n	</ul>\r\n	<p>\r\n		You will almost certainly want to spend some time with each group going over questions such as these, making sure that the students have a workable model and a model that they understand.</p>\r\n	<p>\r\n		Once you are comfortable that a group has a model of what they think is happening, you can start guiding them toward some testable hypotheses.<span>&nbsp; </span>Since the key &ldquo;result&rdquo; or &ldquo;dependent variable&rdquo; that the students will be measuring is the amount of mercury in organisms, you should ask the students to use their model to predict:</p>\r\n	<ol>\r\n		<li>\r\n			Which organisms in the system will have more and less mercury?</li>\r\n		<li>\r\n			What it is about the organisms that might cause them to have more mercury than others? (such as, does their size matter? age? etc.)</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-Ahead:\"></a>Thinking Ahead:</h3>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-data-can-the-students\"></a><u>What kinds of data can the students collect?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		What the students can measure depends on the types of resources that are available.<span>&nbsp; </span>You should provide them with a list of the kinds of things that they can collect and measure in the system that you are studying.<span>&nbsp; </span>What follows is a partial, very general list.<span>&nbsp; </span><u>The actual list for your site and situation might have fewer elements, or might be larger</u>.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Invertebrates</li>\r\n		<li>\r\n			Plants</li>\r\n		<li>\r\n			Soil</li>\r\n		<li>\r\n			Leaf litter</li>\r\n		<li>\r\n			Fish</li>\r\n		<li>\r\n			Human hair</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		In addition to the list of materials and organisms that they might sample, the students need to know what measurements they can make.<span>&nbsp; </span>Again, <u>this list will vary from school to school and site to site</u>.<span>&nbsp; </span>If you have special needs, we can sometimes help you get access to equipment to make additional measurements.</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			Mass or weight</li>\r\n		<li>\r\n			Size (length, other measures)</li>\r\n		<li>\r\n			Number of things collected</li>\r\n		<li>\r\n			Species, or family for dragonfly larvae, or type (e.g., floating versus submerged plants; small mouth bass versus sunfish)</li>\r\n		<li>\r\n			Age<span>&nbsp; </span>(for fish, using analysis of fish scales)</li>\r\n		<li>\r\n			Stomach contents</li>\r\n		<li>\r\n			Gender</li>\r\n		<li>\r\n			Site characteristics&mdash;substrate i.e. muddy or cobble bottom, stream or lake size, type of forest or land cover around the site, stream flow, etc.</li>\r\n		<li>\r\n			Water quality characteristics (such as turbidity, dissolved oxygen, temperature, acidity)</li>\r\n		<li>\r\n			And, of course, mercury in the substance/organism</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-What-kinds-of-questions-can-the-stu\"></a><u>What kinds of questions can the students explore?</u></h4>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		For most students you will need to guide them from having a general area of interest toward having a question that can be answered with data.<span>&nbsp; </span>Keep in mind that the students will be able to explore <i><b>two general kinds of questions</b></i>:</p>\r\n	<ul style=\"margin-left: 40px;\">\r\n		<li>\r\n			<b>Questions about differences:</b><span>&nbsp;&nbsp; </span>Does one set of samples contain, on average, more mercury than some other set?<span>&nbsp; </span>There are many questions of this kind.<span>&nbsp; </span>Do people that eat a lot of fish have more mercury in their hair than people who eat beef, but not very much fish?<span>&nbsp; </span>Do bass have more mercury than crayfish?<span>&nbsp; </span>Do dragonfly larvae in a wetland have more mercury than those in a rocky no-wetland site? These kinds of questions will involve a comparison of means, or averages.</li>\r\n		<li>\r\n			<b>Questions about the strength of relationships:</b><span>&nbsp; </span>What goes with what?<span>&nbsp; </span>Is there a strong relationship between the weight of a fish of some species and its mercury burden?<span>&nbsp; </span>Do larger dragonfly larvae have more mercury than smaller individuals? Is there a strong relationship between a fish&rsquo;s age and its mercury burden?<span>&nbsp; </span>Is the size of a person related to the amount of mercury in the person&rsquo;s hair?<span>&nbsp; </span>This kind of question involves creating a scatter plot to see if there is an orderly relationship between the two factors.<span>&nbsp; </span>Of course, it requires that each factor be something that can be expressed in a numeric relationship on the scale of the axis of a graph.<span>&nbsp; </span>So, weight, length, age, and other &ldquo;countable&rdquo; factors work well for this.<span>&nbsp; </span>Something that does not fit into an <a href=\"http://www.math.sfu.ca/%7Ecschwarz/Stat-301/Handouts/node5.html\" rel=\"nofollow\" target=\"_blank\">interval scale or ratio scale</a> won&rsquo;t work.<span>&nbsp; </span>So, you can&rsquo;t do this kind of analysis when the factors on one axis are, say, different kinds of insects (beetles, moths, dragonflies, mosquitoes).<span>&nbsp; </span>But it WOULD work if you were comparing mercury content for beetles of different average weights.</li>\r\n	</ul>\r\n	<p style=\"margin-left: 40px;\">\r\n		Helping the students be clear about which kind of question they are asking will be very useful as you help them think through the design of their experiment.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Our experience has been that questions about <i><b>relationships </b></i>often open up richer opportunities for learning than simple questions about differences.<span>&nbsp; </span>Looking at how much two factors are correlated is a good way to get a better understanding of what is happening in a system.<span>&nbsp; </span>Questions about differences are useful too, of course, and provide important insights into the structure of a system.<span>&nbsp; </span>But, if students are looking at an issue that can be explored through a scatter plot, encourage them to pursue that direction.</p>\r\n	<p style=\"margin-left: 40px;\">\r\n		Kevin Simon, Assistant Professor of Biological Sciences at UMaine, gave some feedback on a class&rsquo; hypotheses last year and his comments might help you in the development of your students&rsquo; hypotheses:<span>&nbsp; </span>A hypothesis that <b>explains </b>something leads to more interesting and informative research. Hypotheses that use the words &ldquo;because&rdquo; or &ldquo;due to&rdquo; or &ldquo;cause&rdquo; are generally more informative. See the examples below:</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #1&mdash;There will be fewer invertebrates in streams subject to frequent floods than in streams that experience less frequent flooding.</b><span>&nbsp; </span></p>\r\n	<p style=\"margin-left: 40px;\">\r\n		You might sample and, indeed, prove that this is so. However, you don&rsquo;t know WHY.</p>\r\n	<p style=\"margin-left: 80px;\">\r\n		<b>Hypothesis #2&mdash;There will be fewer invertebrates in streams subject to frequent floods BECAUSE the stream is highly disturbed, causing high insect mortality.</b></p>\r\n	<div style=\"margin-left: 40px;\">\r\n		This 2nd hypothesis now explains something and it leads to specific predictions that you can test.&nbsp;</div>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Right-Wrong:\"></a>Right &amp; Wrong:</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Once each group has identified a question - for example, &quot;Do fish that eat other fish have more mercury than fish that eat algae?&quot; - have students turn the question into a hypothesis by expressing it as an assertion.<span>&nbsp; </span>That means choosing one outcome over the other, based on what the model suggests.<span>&nbsp; </span></p>\r\n	<p>\r\n		It is important to assure the students that a hypothesis is just an educated guess&mdash;a prediction from the model&mdash;and that there is no right or wrong.<span>&nbsp; </span>Scientists don&#39;t use the word &quot;wrong&quot; (or &quot;right&quot;, for that matter) when discussing hypotheses. They will usually say their findings either did or did not support their hypothesis. For example, in the question about fish with different diets, a working hypothesis might be something like, &quot;Because mercury bioaccumulates in food chains, fish that eat other fish will have more mercury in their bodies than fish that eat algae&quot;.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Mind-onto-Paper\"></a>Mind onto Paper</h3>\r\n	<p>\r\n		Students should have some ideas in their heads now.&nbsp; Have them complete the <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/3_A_brainstormingworksheet.pdf?attredirects=0\">brainstorming worksheet</a>, which will help them get their ideas onto paper.</p>\r\n	<p>\r\n		FYI - The teacher&#39;s guide includes some guiding advice concerning the brainstorming worksheet.</p>\r\n	<h3>\r\n		<a name=\"TOC-Study-Design\"></a>Study Design</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		Finally, have students brainstorm about how they might do a field research project to address their hypothesis. In our example it might be &quot;catch some of each type of fish and measure mercury in them&quot;.</p>\r\n	<p>\r\n		At the end of the discussion have a student record (on the blackboard and/or web site) the samples that will need to be collected to address the hypotheses. As the research coordinator, determine where some sample collections could be combined. Each class can have a maximum of 20 samples analyzed for mercury for projects focusing on aquatic invertebrates. <b><span style=\"color: rgb(99, 36, 35);\">At least ten samples should be individual dragonfly larvae (you are adding to a regional database for dragonfly mercury).</span></b></p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p style=\"margin-bottom: 0.25in;\">\r\n		Have student groups briefly present their questions and hypotheses to the rest of the class.<span>&nbsp; </span>Make sure that they explain the thinking behind the hypothesis.</p>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-DOCUMENTS\"></a>DOCUMENTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;Attachments&quot; at the bottom of this web page.</p>\r\n	<h3>\r\n		<a name=\"TOC-Teacher-s-Guide\"></a>Teacher&#39;s Guide</h3>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozOTg0ODk4N2Q0M2M5ZTJk\" target=\"_blank\">Teacher&#39;s Guide</a></li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-Handouts\"></a>Handouts</h3>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDozNzVlMTQwNjUxOTJiMzk4\" target=\"_blank\">Student Brainstorming Worksheet</a></li>\r\n	</ul>\r\n</div>\r\n<div dir=\"ltr\">\r\n	&nbsp;</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a></h2>\r\n<div style=\"display: inline; float: left; margin: 5px 10px 0pt 0pt;\">\r\n	<h2>\r\n		<a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?attredirects=0\" imageanchor=\"1\"><img border=\"0\" height=\"200\" src=\"https://sites.google.com/site/mercuryourwatershedfriends/_/rsrc/1289935445418/watershed-experiences/unit-3/research-question-hypothesis/Cartoon_hypothesis.jpg?height=200&amp;width=200\" width=\"200\" /></a></h2>\r\n</div>\r\n<p>\r\n	OVERVIEW</p>\r\n<p>\r\n	&nbsp;</p>','Outline Designer -- nid:<em>286</em> parent nid changed to <em>264</em>',1306954557,2),(288,346,4,'Classroom Activities','<p>\r\n	This is content. Will it clone?</p>\r\n','<p>\r\n	This is content. Will it clone?</p>\r\n','Outline Designer -- Duplicate of old node nid:<em>256</em>',1306955589,2),(288,347,4,'Classroom Activities','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n</ul>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Students will need to assemble their hypotheses, questions, background information, and notes about the field site.<br />\r\n		(It would be better yet to have students keep these documents together in a folder for the project.)</li>\r\n	<li>\r\n		List (on the board, web site, or handout) the materials that are available to the students.&nbsp; See the extensive list of equipment in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/inverts/b-preparing-for-sampling\">Activity B. Preparing for Sampling</a></li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-about-samples\"></a>Thinking about samples</h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-sample:\"></a>Things we can sample:</h4>\r\n	<h3>\r\n		<a name=\"TOC-1\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			Invertebrates &ndash; insects, worms, snails, etc.</li>\r\n		<li>\r\n			Fish muscle or other tissue (with permission)</li>\r\n		<li>\r\n			Plants &ndash; floating or submerged</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-2\"></a></h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-measure-about-those-s\"></a>Things we can measure about those samples:</h4>\r\n	<h3>\r\n		<a name=\"TOC-3\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			mass or weight</li>\r\n		<li>\r\n			size (length, other measures)</li>\r\n		<li>\r\n			number of things collected</li>\r\n		<li>\r\n			species abundance</li>\r\n		<li>\r\n			species richness</li>\r\n		<li>\r\n			species or type (e.g., deciduous versus coniferous plants; species of insects)</li>\r\n		<li>\r\n			mercury in the substance/organism(s)</li>\r\n		<li>\r\n			higher trophic level organisms in the study area (bird surveys, mammal tracking)</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-4\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-5\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<h3>\r\n		<a name=\"TOC-6\"></a></h3>\r\n	<p>\r\n		Finalize the research plan by answering the questions who, what, where, when, why and how. The &ldquo;why&rdquo; is the hypothesis. The guiding question for this activity is: How would you go about collecting evidence to support or refute your hypothesis?</p>\r\n	<ul>\r\n		<li>\r\n			Each group should reiterate its hypothesis.\r\n			<ul>\r\n				<li>\r\n					Answer the question in a general sense (if a hypothesis is &ldquo;aquatic invertebrates that live in sediments have greater mercury than those that are suspended in water&rdquo;, then they might answer: &ldquo;Find some invertebrates that live in each place and test them for mercury&rdquo;).</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			Craft that general approach into a workable study plan &ndash; iron out all the details. Some questions to start with are:\r\n			<ul>\r\n				<li>\r\n					How will you find out how which fish live where? Will smaller fish live near larger fish?</li>\r\n				<li>\r\n					What else would you need to know about the fish &ndash; their size, their species, what they eat, what eats them&hellip;?</li>\r\n				<li>\r\n					How will you group fish once you find them?</li>\r\n				<li>\r\n					Who will collect the samples?</li>\r\n				<li>\r\n					How will they be collected?Will you have the whole fish analyzed for mercury, or do you want to know how much is in different parts of the fish? Does that matter in answering your specific hypothesis?</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-7\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-8\"></a></h3>\r\n	<p>\r\n		There are more questions. Many more will arise during the process and will need to be addressed. Students should take notes and keep track of how they will address all of the issues.</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<h3>\r\n		<a name=\"TOC-Peer-review:\"></a>Peer review:</h3>\r\n	<p>\r\n		Have each group present its research plan to the class, and encourage feedback and questions from the other groups. If the project is going to be a class project, follow with a discussion of pros and cons of each group&rsquo;s presentation, and formulate a coordinated plan for sampling, using a collaborative approach where the best of each group&rsquo;s methods are combined.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		The information the students have put together to this point can be called a research proposal. Students can now be asked to put together a more formal proposal. A research proposal is a document that describes the plan for the project. It makes the case for the proposed study and approach. (Scientists frequently write research proposals and other groups of scientists or people from science agencies judge those proposals to decide which ones deserve funding.)</p>\r\n	<p>\r\n		Once the proposals are completed, students will then have the opportunity to review their peers&#39; proposals with the goal of making constructive, collaborative improvements. Remember, <b>there&rsquo;s no right or wrong approach to a research project, but the choices students make will determine how they can interpret their results</b>. Alternatively, the teacher or the cooperating scientist can review and make comments on everyone&rsquo;s proposal.</p>\r\n	<p>\r\n		The following are the general sections that should be included in a research proposal and some questions to answer in each secton. Here you&rsquo;ll think about, collect, and enter information about your project.</p>\r\n	<ul>\r\n		<li>\r\n			<b>Research project title:</b> Give your project a name</li>\r\n		<li>\r\n			<b>Introduction:</b> <i>(3‐4 sentences)</i> Why do we care about mercury in the environment? In organisms? How does mercury get into the environment at your study site? How does it get into organisms and move through food webs?</li>\r\n		<li>\r\n			<b>Hypothesis:</b> <i>(1‐2 sentences)</i> &ldquo;We hypothesize that&hellip;&rdquo;</li>\r\n		<li>\r\n			<b>Methods:</b> This section summarizes all the decisions made above &ndash; who, what, when, where how?</li>\r\n		<li>\r\n			<b>Results and discussion: </b><i>(2‐3 sentences)</i>\r\n			<ul>\r\n				<li>\r\n					What do you think you might find? Maybe you have some ideas because you already have some data.</li>\r\n				<li>\r\n					What will your data mean? Two sentences:\r\n					<ul>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is supported, then&hellip; &ldquo;</li>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is not supported, then&hellip; &ldquo;</li>\r\n					</ul>\r\n				</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			<b>References:</b> If you cite (or mention in your proposal) any web sites or articles where you found information (such as your statements about how mercury gets into people, or if you&rsquo;re using someone else&rsquo;s methods), you need to list them here.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>','Outline Designer -- nid:<em>288</em> parent nid changed to <em>256</em>',1306955641,2),(289,348,1,'Essential Activity- Preparing for Sampling','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	This activity prepares the class for the field sampling.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n</ul>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		See the extensive list of equipment below</li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Getting-Ready\"></a>Getting Ready</h3>\r\n	Read through the activity and assemble the materials. Your class may not take all the types of samples &ndash; so be sure to look at the specific materials list and protocols for your class&rsquo; sample type(s). Contact the participating scientist, who will coordinate with the lab regarding arrival of the samples.&nbsp;</div>\r\n<div>\r\n	<p>\r\n		&nbsp;</p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<h4>\r\n		<a name=\"TOC-Prepare-to-sample:\"></a>Prepare to sample:</h4>\r\n	<ul>\r\n		<li>\r\n			Teachers may use this time to talk about safety and field/lab practices. Even though we&rsquo;re not using chemicals, treat this as a lab time and nobody should be eating, drinking, or chewing gum. Ensure that no students have allergies to latex or other substances being used. Safety goggles aren&rsquo;t required for this exercise, but scissors and knives should be handled with care, as always.</li>\r\n		<li>\r\n			Also, a brief chat about contaminating samples is in order here, as appropriate. Because we measure mercury at such low levels in the environment and in people, it is pretty easy to contaminate samples. For mercury studies, we wear gloves not to protect ourselves from the samples, but to protect the samples from us! For example, if you have pets their hair could have mercury and pet hair is all over us. Also, anything metal could potentially contaminate a mercury sample because mercury itself is a metal. Therefore, we use stainless steel, plastic, or glass for everything. These materials have been tested by many researchers and are usually free of mercury (at least, at the levels we can detect). Finally, we always use powder‐free gloves for mercury sampling. The talcum powder in regular, hospital‐type latex gloves can have trace amounts of mercury. Use Nitrile or powder‐free vinyl gloves (which can be fairly expensive).</li>\r\n		<li>\r\n			Decide whether there will be one person taking notes for the entire class, or if students will work in groups. If working in groups, there need to be at least 3 people per group: one to collect, one to manage the sample bags, and one to take notes. If there&rsquo;s one person taking notes for all, be sure sampling can proceed one sampling pair at a time so the note taker can pay attention to what&rsquo;s happening.</li>\r\n		<li>\r\n			It&rsquo;s a good idea to do a dry run with students to practice the sampling. Take a sample of soils or insects or whatever you&rsquo;re sampling, just don&rsquo;t keep the samples or send them in. Don&rsquo;t kill any extra animals &ndash; please just test the methods and put them back.</li>\r\n		<li>\r\n			Decide with the students what your field data sheets should look like and have students create them (ask students‐ should there be a column for fish weight? fish species? sampling location? water depth? etc.)</li>\r\n		<li>\r\n			Are you collecting fish to examine environmental risk through food chain concentration of contaminants? The whole body should be analyzed for tissue residue.</li>\r\n		<li>\r\n			Are you collecting fish to assess risk to humans from fish consumption? The fish should be filleted and only muscle tissue sent to the laboratory for analysis.</li>\r\n		<li>\r\n			Before any sampling starts, determine how many samples you will have and be sure you have enough sample bags.</li>\r\n		<li>\r\n			Choose a labeling system that you will be able to understand when the data come back from the lab. Keep labels short since lab technicians need to type them all into the computer! For example, WHITE PERCH‐1, WHITE PERCH‐2, WHITE PERCH‐3; PICKEREL‐1, PICKEREL‐2, PICKEREL‐3, etc. The labeling system does not matter to anyone except the class. The class needs to be able to interpret the labels later.</li>\r\n		<li>\r\n			Each sample will have 2 bags &ndash; an inner bag where you will place the sample, and an outer bag which has the label and is there to protect that inner bag from contamination during transportation. So this is where it&rsquo;s important to have someone keeping track of the bags! Keep the inner bag clean and away from any contamination.</li>\r\n		<li>\r\n			Build and assemble all of the field gear needed. Have students brainstorm a list of equipment‐ How will we catch, store, transport the fish? How will we collect the tissues that we want?</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-Assemble-materials:\"></a>Assemble materials:</h4>\r\n	<p>\r\n		<u>Here is a generalized list of equipment:</u></p>\r\n	<ul>\r\n		<li>\r\n			Zipper seal bags (Ziploc&reg; bags)&ndash; Two for each sample you will collect. These can be regular, grocery store type bags, but be sure they&rsquo;re unused and have not been sitting open for a long time. We recommend buying a new box of bags specifically for the project. Good lab practices tell us that once the bags have been used for sampling, the whole box of bags should ONLY be used for sampling &ndash; so don&rsquo;t take extras home and put food in them! Even though we&rsquo;re not dealing directly with chemicals, it&rsquo;s an important safety habit that lab things stay in the lab and never mix with food.</li>\r\n		<li>\r\n			Sharpie marker for sample bag labeling</li>\r\n		<li>\r\n			Field book and pencil or waterproof pen</li>\r\n		<li>\r\n			Sample &ldquo;Chain of Custody&rdquo; sheet (see below)</li>\r\n		<li>\r\n			Mailing envelope, or have arranged sample pickup/delivery to the lab</li>\r\n		<li>\r\n			Poland Spring water (new, fresh bottles). One or two liters should be enough for each sample type.</li>\r\n		<li>\r\n			Nitrile gloves &ndash; one pair for each person who will collect samples, OR if one person will collect all the samples, one pair for each group of samples you will collect.</li>\r\n		<li>\r\n			Fishing gear</li>\r\n		<li>\r\n			Student‐generated data sheets</li>\r\n		<li>\r\n			Coin envelopes</li>\r\n		<li>\r\n			Knife</li>\r\n		<li>\r\n			Measuring board</li>\r\n		<li>\r\n			Balance or scale</li>\r\n		<li>\r\n			Field guides or keys</li>\r\n		<li>\r\n			Forceps</li>\r\n		<li>\r\n			Probe</li>\r\n		<li>\r\n			Pliers</li>\r\n		<li>\r\n			Aluminum foil</li>\r\n		<li>\r\n			Large scissors</li>\r\n		<li>\r\n			Small scissors</li>\r\n		<li>\r\n			Dissecting microscope</li>\r\n		<li>\r\n			Scalpel</li>\r\n		<li>\r\n			Fillet knives</li>\r\n		<li>\r\n			Biopsy punch</li>\r\n		<li>\r\n			Antibiotic salve</li>\r\n		<li>\r\n			Laboratory pipette bulb</li>\r\n		<li>\r\n			Knife sharpener</li>\r\n		<li>\r\n			Dissecting trays/nylon cutting boards</li>\r\n		<li>\r\n			Poland Spring Water</li>\r\n	</ul>\r\n</div>\r\n<div>\r\n	<p>\r\n		Here is an example of <a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDo5ODQwYTlmMWI2MDE3ZGI\" target=\"_blank\">a more exhaustive list</a> assembled by Nokomis High School students in 2008.</p>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<p>\r\n		Have students critique each other as they do their dry runs to look for proper collection techniques and labeling procedures.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<ol>\r\n		<li>\r\n			Why are we using Poland Spring water? Have students go to the <a href=\"http://www.nestle-watersna.com/pdf/PS_BWFA.pdf\" rel=\"nofollow\" target=\"_blank\">Poland Spring water quality report</a> to sleuth out the answer.<br />\r\n			<i style=\"color: rgb(39, 78, 19);\">[If hints are needed, direct them to look for Mercury in the list.]</i></li>\r\n		<li>\r\n			Mercury in Poland Spring water is listed as ND, which means &ldquo;Not Detected&rdquo;. This means that it was lower than the detection limit of the lab instruments they were using. The &ldquo;MRL&rdquo; number they are listing is that detection limit. Notice that it can be a different number for each chemical. What is the MRL for mercury? So how much mercury is in their water?<br />\r\n			<i> <span style=\"color: rgb(39, 78, 19);\">[Less than 0.0002 mg/L or ppm, units are the same.]</span></i></li>\r\n		<li>\r\n			Typical average mercury in organic soil concentration is about 100‐200 ppb. In litter, about 40 ppb. In insects, probably about the same as litter. Do you think the amount of mercury that might be in the Poland Spring water could contaminate our samples? If students need a hint, have them start by converting everything to the same units &ndash; the MRL from Poland Spring and the average hair concentrations.<br />\r\n			<i> <span style=\"color: rgb(39, 78, 19);\">[The answer is that the water has less than 0.2 ppb and soil or insects have around 40‐200 ppb, meaning that the water would have 1000 times LESS mercury than our samples, even if it were right at that MRL.]</span> </i></li>\r\n	</ol>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	This activity prepares the class for the field sampling.</p>','Outline Designer -- Duplicate of old node nid:<em>288</em>',1308785006,2),(288,349,4,'Essential Activity- Experimental Design','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n</ul>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Students will need to assemble their hypotheses, questions, background information, and notes about the field site.<br />\r\n		(It would be better yet to have students keep these documents together in a folder for the project.)</li>\r\n	<li>\r\n		List (on the board, web site, or handout) the materials that are available to the students.&nbsp; See the extensive list of equipment in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/inverts/b-preparing-for-sampling\">Activity B. Preparing for Sampling</a></li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-about-samples\"></a>Thinking about samples</h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-sample:\"></a>Things we can sample:</h4>\r\n	<h3>\r\n		<a name=\"TOC-1\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			Invertebrates &ndash; insects, worms, snails, etc.</li>\r\n		<li>\r\n			Fish muscle or other tissue (with permission)</li>\r\n		<li>\r\n			Plants &ndash; floating or submerged</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-2\"></a></h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-measure-about-those-s\"></a>Things we can measure about those samples:</h4>\r\n	<h3>\r\n		<a name=\"TOC-3\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			mass or weight</li>\r\n		<li>\r\n			size (length, other measures)</li>\r\n		<li>\r\n			number of things collected</li>\r\n		<li>\r\n			species abundance</li>\r\n		<li>\r\n			species richness</li>\r\n		<li>\r\n			species or type (e.g., deciduous versus coniferous plants; species of insects)</li>\r\n		<li>\r\n			mercury in the substance/organism(s)</li>\r\n		<li>\r\n			higher trophic level organisms in the study area (bird surveys, mammal tracking)</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-4\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-5\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<h3>\r\n		<a name=\"TOC-6\"></a></h3>\r\n	<p>\r\n		Finalize the research plan by answering the questions who, what, where, when, why and how. The &ldquo;why&rdquo; is the hypothesis. The guiding question for this activity is: How would you go about collecting evidence to support or refute your hypothesis?</p>\r\n	<ul>\r\n		<li>\r\n			Each group should reiterate its hypothesis.\r\n			<ul>\r\n				<li>\r\n					Answer the question in a general sense (if a hypothesis is &ldquo;aquatic invertebrates that live in sediments have greater mercury than those that are suspended in water&rdquo;, then they might answer: &ldquo;Find some invertebrates that live in each place and test them for mercury&rdquo;).</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			Craft that general approach into a workable study plan &ndash; iron out all the details. Some questions to start with are:\r\n			<ul>\r\n				<li>\r\n					How will you find out how which fish live where? Will smaller fish live near larger fish?</li>\r\n				<li>\r\n					What else would you need to know about the fish &ndash; their size, their species, what they eat, what eats them&hellip;?</li>\r\n				<li>\r\n					How will you group fish once you find them?</li>\r\n				<li>\r\n					Who will collect the samples?</li>\r\n				<li>\r\n					How will they be collected?Will you have the whole fish analyzed for mercury, or do you want to know how much is in different parts of the fish? Does that matter in answering your specific hypothesis?</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-7\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-8\"></a></h3>\r\n	<p>\r\n		There are more questions. Many more will arise during the process and will need to be addressed. Students should take notes and keep track of how they will address all of the issues.</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<h3>\r\n		<a name=\"TOC-Peer-review:\"></a>Peer review:</h3>\r\n	<p>\r\n		Have each group present its research plan to the class, and encourage feedback and questions from the other groups. If the project is going to be a class project, follow with a discussion of pros and cons of each group&rsquo;s presentation, and formulate a coordinated plan for sampling, using a collaborative approach where the best of each group&rsquo;s methods are combined.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		The information the students have put together to this point can be called a research proposal. Students can now be asked to put together a more formal proposal. A research proposal is a document that describes the plan for the project. It makes the case for the proposed study and approach. (Scientists frequently write research proposals and other groups of scientists or people from science agencies judge those proposals to decide which ones deserve funding.)</p>\r\n	<p>\r\n		Once the proposals are completed, students will then have the opportunity to review their peers&#39; proposals with the goal of making constructive, collaborative improvements. Remember, <b>there&rsquo;s no right or wrong approach to a research project, but the choices students make will determine how they can interpret their results</b>. Alternatively, the teacher or the cooperating scientist can review and make comments on everyone&rsquo;s proposal.</p>\r\n	<p>\r\n		The following are the general sections that should be included in a research proposal and some questions to answer in each secton. Here you&rsquo;ll think about, collect, and enter information about your project.</p>\r\n	<ul>\r\n		<li>\r\n			<b>Research project title:</b> Give your project a name</li>\r\n		<li>\r\n			<b>Introduction:</b> <i>(3‐4 sentences)</i> Why do we care about mercury in the environment? In organisms? How does mercury get into the environment at your study site? How does it get into organisms and move through food webs?</li>\r\n		<li>\r\n			<b>Hypothesis:</b> <i>(1‐2 sentences)</i> &ldquo;We hypothesize that&hellip;&rdquo;</li>\r\n		<li>\r\n			<b>Methods:</b> This section summarizes all the decisions made above &ndash; who, what, when, where how?</li>\r\n		<li>\r\n			<b>Results and discussion: </b><i>(2‐3 sentences)</i>\r\n			<ul>\r\n				<li>\r\n					What do you think you might find? Maybe you have some ideas because you already have some data.</li>\r\n				<li>\r\n					What will your data mean? Two sentences:\r\n					<ul>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is supported, then&hellip; &ldquo;</li>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is not supported, then&hellip; &ldquo;</li>\r\n					</ul>\r\n				</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			<b>References:</b> If you cite (or mention in your proposal) any web sites or articles where you found information (such as your statements about how mercury gets into people, or if you&rsquo;re using someone else&rsquo;s methods), you need to list them here.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>','Outline Designer -- node renamed from <em>Classroom Activities</em> to <em>Essential Activity- Experimental Design</em>',1306955708,2),(290,350,1,'Essential Activity- Environmental Sampling','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Activity C follows Activity B and takes the class out to collect samples from their field site.&nbsp; Refresh the class as necessary, or do another &lsquo;dry run&rsquo; of the procedure. Ensure that all materials are available.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n</ul>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		See the extensive list of equipment in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/inverts/b-preparing-for-sampling\">Activity B. Preparing for Sampling</a></li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Sampling:\"></a>Sampling:</h3>\r\n	<ol>\r\n		<li>\r\n			Label the sample bags before you begin. Labels should be written in permanent marker right on the outside of the outer sample bag and only on the outside. Write the label in 2 places &ndash; on the front and back of the bag, or top and bottom, in case one label gets partly wiped off. Let the writing dry before you start sampling.</li>\r\n		<li>\r\n			The mercury instrument needs a very small amount of material. The dish that holds the samples for analysis is about the size of an average paper clip so it is not necessary to send much material in. A single beetle can be a sample. A larger amount of soil is OK but the lab technician will mix it and pull out a small piece to analyze. A few leaves and\r\n			<div class=\"sites-embed-align-right-wrapping-on\">\r\n				<div class=\"sites-embed-border-on sites-embed\" style=\"width: 250px;\">\r\n					<h4 class=\"sites-embed-title\">\r\n						Important note:</h4>\r\n					<div class=\"sites-embed-content sites-embed-type-text\">\r\n						<div class=\"sites-embed-content-textbox\">\r\n							<div dir=\"ltr\">\r\n								<b>Students should do the whole study as planned and interpret the results, even if they realize partway through that they might have done something different. If the protocols are changed in the middle of the study, no one will know whether the results are real or whether the protocol change created some odd results.</b></div>\r\n						</div>\r\n					</div>\r\n				</div>\r\n			</div>\r\n			needles would be enough to analyze litter. You do need to ensure that your sampling is representative, such that it characterizes what&rsquo;s in the field. If the litter at your site is mostly spruce needles with a few maple leaves, the sample you send in should be about that same proportion.</li>\r\n		<li>\r\n			To collect samples, no matter what type, work in pairs. One person is in charge of the sample bag (they are called &ldquo;Dirty Hands&rdquo;) and the other will collect the samples (they are called &ldquo;Clean Hands&rdquo;). The person collecting samples (Clean Hands) puts on a pair of gloves. Once the gloves are on, Clean Hands touches nothing but the sample he/she is collecting and any pre‐cleaned supplies. Any rinsing should be done with the Poland Spring water, not any other type of water (e.g., tap water).</li>\r\n		<li>\r\n			Collect samples of one or more types, as appropriate for your study.</li>\r\n	</ol>\r\n	<p>\r\n		&nbsp;</p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Fish-Muscle-Plugs:-Ice-Fishing\"></a>Fish Muscle Plugs: Ice Fishing</h3>\r\n	<ol>\r\n		<li>\r\n			On left side dorsal area of fish, clear a small area of scales with a triple‐rinsed decontaminated stainless steel scalpel.</li>\r\n		<li>\r\n			Clean Hands inserts the 8 millimeter biopsy punch into the fish through the scale‐free area. The punch is inserted with a slight twisting motion cutting the skin and muscle tissue. Once full depth of punch is achieved a slight bending or tilting of the punch is needed to break off the end of the sample. Remove the biopsy punch taking care to ensure the sample remains in the punch.</li>\r\n		<li>\r\n			Apply a generous amount of antibiotic salve to the plug area and gently return the fish to the water.</li>\r\n		<li>\r\n			Using a laboratory pipette bulb placed on the end of the biopsy punch, give a quick squeeze, blowing the tissue sample onto the nylon cutting board. With scalpel remove any remaining skin.</li>\r\n		<li>\r\n			Using forceps place muscle sample in Ziploc bag.</li>\r\n		<li>\r\n			Dispose of gloves and biopsy punch. Rinse scalpel and forceps three times with Poland Spring water.</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Collecting-whole-fish-fish-for-tiss\"></a>Collecting whole fish, fish for tissue analysis and/or stomach contents:</h3>\r\n	<ol>\r\n		<li>\r\n			If you are collecting whole fish, analyzing different fish tissues or analyzing fish stomach content you will need to euthanize the fish.</li>\r\n		<li>\r\n			To minimize the loss of fish from the ecosystem you are sampling take NO MORE THAN 5 individual fish of any species, and/or NO MORE THAN 3 American Eel.</li>\r\n		<li>\r\n			To humanely kill fish:\r\n			<ol>\r\n				<li>\r\n					Do not &ldquo;play&rdquo; the fish while catching it.</li>\r\n				<li>\r\n					Minimize the time that the fish spends out of water prior to being euthanized.</li>\r\n				<li>\r\n					Record the species, length and weight of your fish (if that is part of your study design). After you have recorded weight and length stun the fish with a blow to the back of the head and then decapitate the fish.</li>\r\n				<li>\r\n					Dissect fish using a clean nylon cutting board and rinsed stainless steel scalpel blade and handle, scissors, and forceps (dissection can occur in the classroom after the sampling event‐ store fish on ice in labeled Ziploc bags until dissection).</li>\r\n			</ol>\r\n		</li>\r\n		<li>\r\n			Set up a fish processing center by the shore, in a suitable place. Cover the working table with plastic sheeting which can be changed if necessary, so that surfaces are always kept clean.</li>\r\n		<li>\r\n			To fillet a fish: (If you are interested in risk to humans from fish consumption and are just sampling muscle) An initial cut should be made from the dorsal fin to the pelvic fin, just behind the opercular flap. Run the tip of the rinsed knife along the dorsal side of the fish, from the initial cut to the caudal fin. Continue making successively deeper cuts, running the knife blade as close to the neural spines and ribs as possible. After the fillet is obtained, remove the skin. Place the skin side of the fillet down on the dissecting tray, hold on to the tail portion of the fillet, and run the knife between the skin and the muscle tissue.</li>\r\n		<li>\r\n			Using a nitrile‐gloved hand or pre‐rinsed forceps, Clean Hands places fish into a sample bag while Dirty Hands hold the bag. Dirty Hands puts this bag into a labeled, clean outer bag. Fresh bags and gloves are to be used for each sample, and clean any tools (like forceps) should be rinsed 3 times with the Poland Spring water between samples. Don&rsquo;t forget to label!\r\n			<ol>\r\n				<li>\r\n					The instrument used to determine mercury concentration only needs a small amount of sample. The students can remove a 1‐2 gram subsample from the fillet, place in clean Ziploc bag (labeled) and submit that to the lab for analysis.</li>\r\n			</ol>\r\n		</li>\r\n		<li>\r\n			For further dissection follow the &ldquo;Salmonids in the Classroom&rdquo; dissection guide.</li>\r\n		<li>\r\n			If examining stomach contents‐ remove stomach and store separately.</li>\r\n		<li>\r\n			After weighing, place each tissue of interest in a labeled Ziploc bag. Using a nitrile‐gloved hand or pre‐rinsed forceps, Clean Hands places fish into a sample bag while Dirty Hands hold the bag. Dirty Hands puts this bag into a labeled, clean outer bag. Fresh bags and gloves are to be used for each sample, and clean any tools (like forceps) should be rinsed 3 times with the Poland Spring water between samples. Don&rsquo;t forget to label!</li>\r\n		<li>\r\n			For shipping: Be sure you have permission to use the cooler and use extra bags or disposable plastic containers to ensure they do not mix wih any food items. It is preferred to use a cooler that is not otherwise used for food. Place all of the labeled, double sample bags into a single, unlabeled bag (just to make it easier for the lab and so the bags don&rsquo;t shift around during shipping).</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Fish-collection-using-minnow-traps-\"></a>Fish collection using minnow traps or eel pots</h3>\r\n	<ol>\r\n		<li>\r\n			Place about &frac12; cup dried cat food or dog food in minnow trap, close trap and deploy.</li>\r\n		<li>\r\n			How will you be able to find your trap again? Ask students how to best mark the location.</li>\r\n		<li>\r\n			Remove any fish caught from the trap‐ check traps often!</li>\r\n		<li>\r\n			To minimize the loss of fish from the ecosystem you are sampling take NO MORE THAN 5 individual fish of any species, and/or NO MORE THAN 3 American Eel.</li>\r\n		<li>\r\n			To humanely kill fish:\r\n			<ol>\r\n				<li>\r\n					Minimize the time that the fish spends out of water prior to being euthanized.</li>\r\n				<li>\r\n					Record the length and weight of your fish (if that is part of your study design). After you have recorded weight and length stun the fish with a blow to the back of the head and then decapitate the fish.</li>\r\n				<li>\r\n					Place fish in labeled Ziploc bag. Using a nitrile‐gloved hand or pre‐rinsed forceps, Clean Hands places fish into a sample bag while Dirty Hands hold the bag. Dirty Hands puts this bag into a labeled, clean outer bag. Fresh bags and gloves are to be used for each sample, and clean any tools (like forceps) should be rinsed 3 times with the Poland Spring water between samples. Don&rsquo;t forget to label!</li>\r\n				<li>\r\n					For shipping samples: Be sure you have permission to use a cooler and use extra bags or disposable plastic containers to ensure they do not mix withany food items. It is preferred to use a cooler that is not otherwise used for food. Place all of the labeled, double sample bags into a single, unlabeled bag (just to make it easier for the lab and so the bags don&rsquo;t shift around during shipping).</li>\r\n			</ol>\r\n		</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Identification-of-stomach-contents\"></a>Identification of stomach contents</h3>\r\n	<ol>\r\n		<li>\r\n			In classroom: Using rinse water and forceps pull apart the stomach and rinse contents into dissecting tray.</li>\r\n		<li>\r\n			Separate mass and using fish field guides and insect field guides identify as many of the prey items as possible.</li>\r\n	</ol>\r\n	<h2>\r\n		<a name=\"TOC-SUBMIT-YOUR-SAMPLES\"></a>SUBMIT YOUR SAMPLES</h2>\r\n	<p>\r\n		Submit your samples to the lab in a cooler, on ice, by shipping them overnight or delivering them yourself. Fill out the Chain of Custody form or the lab will not have enough information to analyze your samples.</p>\r\n	<p>\r\n		See the &quot;<b><font size=\"3\"><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/sample-submission\">Guide to sample submission</a></font></b>&quot; for more details.</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<h4>\r\n		<a name=\"TOC-Question-Set\"></a>Question Set</h4>\r\n	A student handout is available below<br />\r\n	<ul>\r\n		<li>\r\n			What types of animals did you find in your invertebrate sampling or fishing campaign?</li>\r\n		<li>\r\n			Did different sites produce different numbers and types of animals caught?\r\n			<ul>\r\n				<li>\r\n					If the answer to the above question is &quot;yes&quot;, what site was most successful in terms of animals caught?</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			Did certain animals prefer certain kinds of environmental conditions (deep water, shallow water, caught at the bottom or near the top of the water column)?</li>\r\n		<li>\r\n			Did the outside temperature have any impact on the number of animals caught?</li>\r\n		<li>\r\n			What types of animals are not likely to be caught in a rock bag or kick net?</li>\r\n		<li>\r\n			If you used more than one method to collect invertebrates, what comparisons can you make among the methods and animals caught with each?</li>\r\n		<li>\r\n			Would you expect to capture the same animals if you conducted this experiment several times throughout the year? How could you test your predictions experimentally?</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-Assessment-opportunity\"></a>Assessment opportunity</h4>\r\n	<p>\r\n		Observe the groups as they prepare the samples to make sure that their procedures are correct. All samples should be collected according to the protocols and techniques outlined and should be properly bagged and labeled.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	Have the perfect extension for an activity like this? Share it with us in the comments section below.\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;attachments&quot; at the bottom of this web page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDo1MzhhODU5NGIyMTBjNGEx\" target=\"_blank\">Question Sets</a></li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Activity C follows Activity B and takes the class out to collect samples from their field site.&nbsp; Refresh the class as necessary, or do another &lsquo;dry run&rsquo; of the procedure. Ensure that all materials are available.</p>','Outline Designer -- Duplicate of old node nid:<em>289</em>',1308784996,2),(288,351,4,'Essential Activity- Experimental Design','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n</ul>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Students will need to assemble their hypotheses, questions, background information, and notes about the field site.<br />\r\n		(It would be better yet to have students keep these documents together in a folder for the project.)</li>\r\n	<li>\r\n		List (on the board, web site, or handout) the materials that are available to the students.&nbsp; See the extensive list of equipment in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/inverts/b-preparing-for-sampling\">Activity B. Preparing for Sampling</a></li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-about-samples\"></a>Thinking about samples</h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-sample:\"></a>Things we can sample:</h4>\r\n	<h3>\r\n		<a name=\"TOC-1\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			Invertebrates &ndash; insects, worms, snails, etc.</li>\r\n		<li>\r\n			Fish muscle or other tissue (with permission)</li>\r\n		<li>\r\n			Plants &ndash; floating or submerged</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-2\"></a></h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-measure-about-those-s\"></a>Things we can measure about those samples:</h4>\r\n	<h3>\r\n		<a name=\"TOC-3\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			mass or weight</li>\r\n		<li>\r\n			size (length, other measures)</li>\r\n		<li>\r\n			number of things collected</li>\r\n		<li>\r\n			species abundance</li>\r\n		<li>\r\n			species richness</li>\r\n		<li>\r\n			species or type (e.g., deciduous versus coniferous plants; species of insects)</li>\r\n		<li>\r\n			mercury in the substance/organism(s)</li>\r\n		<li>\r\n			higher trophic level organisms in the study area (bird surveys, mammal tracking)</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-4\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-5\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<h3>\r\n		<a name=\"TOC-6\"></a></h3>\r\n	<p>\r\n		Finalize the research plan by answering the questions who, what, where, when, why and how. The &ldquo;why&rdquo; is the hypothesis. The guiding question for this activity is: How would you go about collecting evidence to support or refute your hypothesis?</p>\r\n	<ul>\r\n		<li>\r\n			Each group should reiterate its hypothesis.\r\n			<ul>\r\n				<li>\r\n					Answer the question in a general sense (if a hypothesis is &ldquo;aquatic invertebrates that live in sediments have greater mercury than those that are suspended in water&rdquo;, then they might answer: &ldquo;Find some invertebrates that live in each place and test them for mercury&rdquo;).</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			Craft that general approach into a workable study plan &ndash; iron out all the details. Some questions to start with are:\r\n			<ul>\r\n				<li>\r\n					How will you find out how which fish live where? Will smaller fish live near larger fish?</li>\r\n				<li>\r\n					What else would you need to know about the fish &ndash; their size, their species, what they eat, what eats them&hellip;?</li>\r\n				<li>\r\n					How will you group fish once you find them?</li>\r\n				<li>\r\n					Who will collect the samples?</li>\r\n				<li>\r\n					How will they be collected?Will you have the whole fish analyzed for mercury, or do you want to know how much is in different parts of the fish? Does that matter in answering your specific hypothesis?</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-7\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-8\"></a></h3>\r\n	<p>\r\n		There are more questions. Many more will arise during the process and will need to be addressed. Students should take notes and keep track of how they will address all of the issues.</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<h3>\r\n		<a name=\"TOC-Peer-review:\"></a>Peer review:</h3>\r\n	<p>\r\n		Have each group present its research plan to the class, and encourage feedback and questions from the other groups. If the project is going to be a class project, follow with a discussion of pros and cons of each group&rsquo;s presentation, and formulate a coordinated plan for sampling, using a collaborative approach where the best of each group&rsquo;s methods are combined.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		The information the students have put together to this point can be called a research proposal. Students can now be asked to put together a more formal proposal. A research proposal is a document that describes the plan for the project. It makes the case for the proposed study and approach. (Scientists frequently write research proposals and other groups of scientists or people from science agencies judge those proposals to decide which ones deserve funding.)</p>\r\n	<p>\r\n		Once the proposals are completed, students will then have the opportunity to review their peers&#39; proposals with the goal of making constructive, collaborative improvements. Remember, <b>there&rsquo;s no right or wrong approach to a research project, but the choices students make will determine how they can interpret their results</b>. Alternatively, the teacher or the cooperating scientist can review and make comments on everyone&rsquo;s proposal.</p>\r\n	<p>\r\n		The following are the general sections that should be included in a research proposal and some questions to answer in each secton. Here you&rsquo;ll think about, collect, and enter information about your project.</p>\r\n	<ul>\r\n		<li>\r\n			<b>Research project title:</b> Give your project a name</li>\r\n		<li>\r\n			<b>Introduction:</b> <i>(3‐4 sentences)</i> Why do we care about mercury in the environment? In organisms? How does mercury get into the environment at your study site? How does it get into organisms and move through food webs?</li>\r\n		<li>\r\n			<b>Hypothesis:</b> <i>(1‐2 sentences)</i> &ldquo;We hypothesize that&hellip;&rdquo;</li>\r\n		<li>\r\n			<b>Methods:</b> This section summarizes all the decisions made above &ndash; who, what, when, where how?</li>\r\n		<li>\r\n			<b>Results and discussion: </b><i>(2‐3 sentences)</i>\r\n			<ul>\r\n				<li>\r\n					What do you think you might find? Maybe you have some ideas because you already have some data.</li>\r\n				<li>\r\n					What will your data mean? Two sentences:\r\n					<ul>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is supported, then&hellip; &ldquo;</li>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is not supported, then&hellip; &ldquo;</li>\r\n					</ul>\r\n				</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			<b>References:</b> If you cite (or mention in your proposal) any web sites or articles where you found information (such as your statements about how mercury gets into people, or if you&rsquo;re using someone else&rsquo;s methods), you need to list them here.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>','Outline Designer -- nid:<em>288</em> parent nid changed to <em>256</em>',1306955774,2),(288,352,1,'Essential Activity- Experimental Design','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n</ul>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		Students will need to assemble their hypotheses, questions, background information, and notes about the field site.<br />\r\n		(It would be better yet to have students keep these documents together in a folder for the project.)</li>\r\n	<li>\r\n		List (on the board, web site, or handout) the materials that are available to the students.&nbsp; See the extensive list of equipment in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/inverts/b-preparing-for-sampling\">Activity B. Preparing for Sampling</a></li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Thinking-about-samples\"></a>Thinking about samples</h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-sample:\"></a>Things we can sample:</h4>\r\n	<h3>\r\n		<a name=\"TOC-1\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			Invertebrates &ndash; insects, worms, snails, etc.</li>\r\n		<li>\r\n			Fish muscle or other tissue (with permission)</li>\r\n		<li>\r\n			Plants &ndash; floating or submerged</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-2\"></a></h3>\r\n	<h4>\r\n		<a name=\"TOC-Things-we-can-measure-about-those-s\"></a>Things we can measure about those samples:</h4>\r\n	<h3>\r\n		<a name=\"TOC-3\"></a></h3>\r\n	<ul>\r\n		<li>\r\n			mass or weight</li>\r\n		<li>\r\n			size (length, other measures)</li>\r\n		<li>\r\n			number of things collected</li>\r\n		<li>\r\n			species abundance</li>\r\n		<li>\r\n			species richness</li>\r\n		<li>\r\n			species or type (e.g., deciduous versus coniferous plants; species of insects)</li>\r\n		<li>\r\n			mercury in the substance/organism(s)</li>\r\n		<li>\r\n			higher trophic level organisms in the study area (bird surveys, mammal tracking)</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-4\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-5\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-Doing-the-Activity\"></a>Doing the Activity</h3>\r\n	<h3>\r\n		<a name=\"TOC-6\"></a></h3>\r\n	<p>\r\n		Finalize the research plan by answering the questions who, what, where, when, why and how. The &ldquo;why&rdquo; is the hypothesis. The guiding question for this activity is: How would you go about collecting evidence to support or refute your hypothesis?</p>\r\n	<ul>\r\n		<li>\r\n			Each group should reiterate its hypothesis.\r\n			<ul>\r\n				<li>\r\n					Answer the question in a general sense (if a hypothesis is &ldquo;aquatic invertebrates that live in sediments have greater mercury than those that are suspended in water&rdquo;, then they might answer: &ldquo;Find some invertebrates that live in each place and test them for mercury&rdquo;).</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			Craft that general approach into a workable study plan &ndash; iron out all the details. Some questions to start with are:\r\n			<ul>\r\n				<li>\r\n					How will you find out how which fish live where? Will smaller fish live near larger fish?</li>\r\n				<li>\r\n					What else would you need to know about the fish &ndash; their size, their species, what they eat, what eats them&hellip;?</li>\r\n				<li>\r\n					How will you group fish once you find them?</li>\r\n				<li>\r\n					Who will collect the samples?</li>\r\n				<li>\r\n					How will they be collected?Will you have the whole fish analyzed for mercury, or do you want to know how much is in different parts of the fish? Does that matter in answering your specific hypothesis?</li>\r\n			</ul>\r\n		</li>\r\n	</ul>\r\n	<h3>\r\n		<a name=\"TOC-7\"></a></h3>\r\n	<h3>\r\n		<a name=\"TOC-8\"></a></h3>\r\n	<p>\r\n		There are more questions. Many more will arise during the process and will need to be addressed. Students should take notes and keep track of how they will address all of the issues.</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<h3>\r\n		<a name=\"TOC-Peer-review:\"></a>Peer review:</h3>\r\n	<p>\r\n		Have each group present its research plan to the class, and encourage feedback and questions from the other groups. If the project is going to be a class project, follow with a discussion of pros and cons of each group&rsquo;s presentation, and formulate a coordinated plan for sampling, using a collaborative approach where the best of each group&rsquo;s methods are combined.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<p>\r\n		The information the students have put together to this point can be called a research proposal. Students can now be asked to put together a more formal proposal. A research proposal is a document that describes the plan for the project. It makes the case for the proposed study and approach. (Scientists frequently write research proposals and other groups of scientists or people from science agencies judge those proposals to decide which ones deserve funding.)</p>\r\n	<p>\r\n		Once the proposals are completed, students will then have the opportunity to review their peers&#39; proposals with the goal of making constructive, collaborative improvements. Remember, <b>there&rsquo;s no right or wrong approach to a research project, but the choices students make will determine how they can interpret their results</b>. Alternatively, the teacher or the cooperating scientist can review and make comments on everyone&rsquo;s proposal.</p>\r\n	<p>\r\n		The following are the general sections that should be included in a research proposal and some questions to answer in each secton. Here you&rsquo;ll think about, collect, and enter information about your project.</p>\r\n	<ul>\r\n		<li>\r\n			<b>Research project title:</b> Give your project a name</li>\r\n		<li>\r\n			<b>Introduction:</b> <i>(3‐4 sentences)</i> Why do we care about mercury in the environment? In organisms? How does mercury get into the environment at your study site? How does it get into organisms and move through food webs?</li>\r\n		<li>\r\n			<b>Hypothesis:</b> <i>(1‐2 sentences)</i> &ldquo;We hypothesize that&hellip;&rdquo;</li>\r\n		<li>\r\n			<b>Methods:</b> This section summarizes all the decisions made above &ndash; who, what, when, where how?</li>\r\n		<li>\r\n			<b>Results and discussion: </b><i>(2‐3 sentences)</i>\r\n			<ul>\r\n				<li>\r\n					What do you think you might find? Maybe you have some ideas because you already have some data.</li>\r\n				<li>\r\n					What will your data mean? Two sentences:\r\n					<ul>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is supported, then&hellip; &ldquo;</li>\r\n						<li>\r\n							Start with: &ldquo;If the hypothesis is not supported, then&hellip; &ldquo;</li>\r\n					</ul>\r\n				</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			<b>References:</b> If you cite (or mention in your proposal) any web sites or articles where you found information (such as your statements about how mercury gets into people, or if you&rsquo;re using someone else&rsquo;s methods), you need to list them here.</li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Students develop a plan for their research project</p>','Outline Designer -- node renamed from <em>Essential Activity- Experimental Design</em> to <em>Essential Activity- Experimental Design</em>',1308784983,2),(291,353,4,'Essential Activity- Environmental Sampling','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Activity C follows Activity B and takes the class out to collect samples from their field site.&nbsp; Refresh the class as necessary, or do another &lsquo;dry run&rsquo; of the procedure. Ensure that all materials are available.</p>\r\n<h2>\r\n	<a name=\"TOC-GETTING-READY\"></a>GETTING READY</h2>\r\n<h3 style=\"margin-left: 40px;\">\r\n	<a name=\"TOC-Materials\"></a>Materials</h3>\r\n<ul style=\"margin-left: 40px;\">\r\n</ul>\r\n<ul style=\"margin-left: 40px;\">\r\n	<li>\r\n		See the extensive list of equipment in <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/inverts/b-preparing-for-sampling\">Activity B. Preparing for Sampling</a></li>\r\n</ul>\r\n<div style=\"margin-left: 40px;\">\r\n	&nbsp;</div>\r\n<div>\r\n	<h3 style=\"margin-left: 40px;\">\r\n		<a name=\"TOC-Time-Needed\"></a>Time Needed</h3>\r\n</div>\r\n<div>\r\n	<h2>\r\n		<a name=\"TOC-ACTIVITY-PROCEDURE\"></a>ACTIVITY PROCEDURE</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	<h3>\r\n		<a name=\"TOC-Sampling:\"></a>Sampling:</h3>\r\n	<ol>\r\n		<li>\r\n			Label the sample bags before you begin. Labels should be written in permanent marker right on the outside of the outer sample bag and only on the outside. Write the label in 2 places &ndash; on the front and back of the bag, or top and bottom, in case one label gets partly wiped off. Let the writing dry before you start sampling.</li>\r\n		<li>\r\n			The mercury instrument needs a very small amount of material. The dish that holds the samples for analysis is about the size of an average paper clip so it is not necessary to send much material in. A single beetle can be a sample. A larger amount of soil is OK but the lab technician will mix it and pull out a small piece to analyze. A few leaves and\r\n			<div class=\"sites-embed-align-right-wrapping-on\">\r\n				<div class=\"sites-embed-border-on sites-embed\" style=\"width: 250px;\">\r\n					<h4 class=\"sites-embed-title\">\r\n						Important note:</h4>\r\n					<div class=\"sites-embed-content sites-embed-type-text\">\r\n						<div class=\"sites-embed-content-textbox\">\r\n							<div dir=\"ltr\">\r\n								<b>Students should do the whole study as planned and interpret the results, even if they realize partway through that they might have done something different. If the protocols are changed in the middle of the study, no one will know whether the results are real or whether the protocol change created some odd results.</b></div>\r\n						</div>\r\n					</div>\r\n				</div>\r\n			</div>\r\n			needles would be enough to analyze litter. You do need to ensure that your sampling is representative, such that it characterizes what&rsquo;s in the field. If the litter at your site is mostly spruce needles with a few maple leaves, the sample you send in should be about that same proportion.</li>\r\n		<li>\r\n			To collect samples, no matter what type, work in pairs. One person is in charge of the sample bag (they are called &ldquo;Dirty Hands&rdquo;) and the other will collect the samples (they are called &ldquo;Clean Hands&rdquo;). The person collecting samples (Clean Hands) puts on a pair of gloves. Once the gloves are on, Clean Hands touches nothing but the sample he/she is collecting and any pre‐cleaned supplies. Any rinsing should be done with the Poland Spring water, not any other type of water (e.g., tap water).</li>\r\n		<li>\r\n			Collect samples of one or more types, as appropriate for your study.</li>\r\n	</ol>\r\n	<p>\r\n		&nbsp;</p>\r\n</div>\r\n<div>\r\n	<h3>\r\n		<a name=\"TOC-Fish-Muscle-Plugs:-Ice-Fishing\"></a>Fish Muscle Plugs: Ice Fishing</h3>\r\n	<ol>\r\n		<li>\r\n			On left side dorsal area of fish, clear a small area of scales with a triple‐rinsed decontaminated stainless steel scalpel.</li>\r\n		<li>\r\n			Clean Hands inserts the 8 millimeter biopsy punch into the fish through the scale‐free area. The punch is inserted with a slight twisting motion cutting the skin and muscle tissue. Once full depth of punch is achieved a slight bending or tilting of the punch is needed to break off the end of the sample. Remove the biopsy punch taking care to ensure the sample remains in the punch.</li>\r\n		<li>\r\n			Apply a generous amount of antibiotic salve to the plug area and gently return the fish to the water.</li>\r\n		<li>\r\n			Using a laboratory pipette bulb placed on the end of the biopsy punch, give a quick squeeze, blowing the tissue sample onto the nylon cutting board. With scalpel remove any remaining skin.</li>\r\n		<li>\r\n			Using forceps place muscle sample in Ziploc bag.</li>\r\n		<li>\r\n			Dispose of gloves and biopsy punch. Rinse scalpel and forceps three times with Poland Spring water.</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Collecting-whole-fish-fish-for-tiss\"></a>Collecting whole fish, fish for tissue analysis and/or stomach contents:</h3>\r\n	<ol>\r\n		<li>\r\n			If you are collecting whole fish, analyzing different fish tissues or analyzing fish stomach content you will need to euthanize the fish.</li>\r\n		<li>\r\n			To minimize the loss of fish from the ecosystem you are sampling take NO MORE THAN 5 individual fish of any species, and/or NO MORE THAN 3 American Eel.</li>\r\n		<li>\r\n			To humanely kill fish:\r\n			<ol>\r\n				<li>\r\n					Do not &ldquo;play&rdquo; the fish while catching it.</li>\r\n				<li>\r\n					Minimize the time that the fish spends out of water prior to being euthanized.</li>\r\n				<li>\r\n					Record the species, length and weight of your fish (if that is part of your study design). After you have recorded weight and length stun the fish with a blow to the back of the head and then decapitate the fish.</li>\r\n				<li>\r\n					Dissect fish using a clean nylon cutting board and rinsed stainless steel scalpel blade and handle, scissors, and forceps (dissection can occur in the classroom after the sampling event‐ store fish on ice in labeled Ziploc bags until dissection).</li>\r\n			</ol>\r\n		</li>\r\n		<li>\r\n			Set up a fish processing center by the shore, in a suitable place. Cover the working table with plastic sheeting which can be changed if necessary, so that surfaces are always kept clean.</li>\r\n		<li>\r\n			To fillet a fish: (If you are interested in risk to humans from fish consumption and are just sampling muscle) An initial cut should be made from the dorsal fin to the pelvic fin, just behind the opercular flap. Run the tip of the rinsed knife along the dorsal side of the fish, from the initial cut to the caudal fin. Continue making successively deeper cuts, running the knife blade as close to the neural spines and ribs as possible. After the fillet is obtained, remove the skin. Place the skin side of the fillet down on the dissecting tray, hold on to the tail portion of the fillet, and run the knife between the skin and the muscle tissue.</li>\r\n		<li>\r\n			Using a nitrile‐gloved hand or pre‐rinsed forceps, Clean Hands places fish into a sample bag while Dirty Hands hold the bag. Dirty Hands puts this bag into a labeled, clean outer bag. Fresh bags and gloves are to be used for each sample, and clean any tools (like forceps) should be rinsed 3 times with the Poland Spring water between samples. Don&rsquo;t forget to label!\r\n			<ol>\r\n				<li>\r\n					The instrument used to determine mercury concentration only needs a small amount of sample. The students can remove a 1‐2 gram subsample from the fillet, place in clean Ziploc bag (labeled) and submit that to the lab for analysis.</li>\r\n			</ol>\r\n		</li>\r\n		<li>\r\n			For further dissection follow the &ldquo;Salmonids in the Classroom&rdquo; dissection guide.</li>\r\n		<li>\r\n			If examining stomach contents‐ remove stomach and store separately.</li>\r\n		<li>\r\n			After weighing, place each tissue of interest in a labeled Ziploc bag. Using a nitrile‐gloved hand or pre‐rinsed forceps, Clean Hands places fish into a sample bag while Dirty Hands hold the bag. Dirty Hands puts this bag into a labeled, clean outer bag. Fresh bags and gloves are to be used for each sample, and clean any tools (like forceps) should be rinsed 3 times with the Poland Spring water between samples. Don&rsquo;t forget to label!</li>\r\n		<li>\r\n			For shipping: Be sure you have permission to use the cooler and use extra bags or disposable plastic containers to ensure they do not mix wih any food items. It is preferred to use a cooler that is not otherwise used for food. Place all of the labeled, double sample bags into a single, unlabeled bag (just to make it easier for the lab and so the bags don&rsquo;t shift around during shipping).</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Fish-collection-using-minnow-traps-\"></a>Fish collection using minnow traps or eel pots</h3>\r\n	<ol>\r\n		<li>\r\n			Place about &frac12; cup dried cat food or dog food in minnow trap, close trap and deploy.</li>\r\n		<li>\r\n			How will you be able to find your trap again? Ask students how to best mark the location.</li>\r\n		<li>\r\n			Remove any fish caught from the trap‐ check traps often!</li>\r\n		<li>\r\n			To minimize the loss of fish from the ecosystem you are sampling take NO MORE THAN 5 individual fish of any species, and/or NO MORE THAN 3 American Eel.</li>\r\n		<li>\r\n			To humanely kill fish:\r\n			<ol>\r\n				<li>\r\n					Minimize the time that the fish spends out of water prior to being euthanized.</li>\r\n				<li>\r\n					Record the length and weight of your fish (if that is part of your study design). After you have recorded weight and length stun the fish with a blow to the back of the head and then decapitate the fish.</li>\r\n				<li>\r\n					Place fish in labeled Ziploc bag. Using a nitrile‐gloved hand or pre‐rinsed forceps, Clean Hands places fish into a sample bag while Dirty Hands hold the bag. Dirty Hands puts this bag into a labeled, clean outer bag. Fresh bags and gloves are to be used for each sample, and clean any tools (like forceps) should be rinsed 3 times with the Poland Spring water between samples. Don&rsquo;t forget to label!</li>\r\n				<li>\r\n					For shipping samples: Be sure you have permission to use a cooler and use extra bags or disposable plastic containers to ensure they do not mix withany food items. It is preferred to use a cooler that is not otherwise used for food. Place all of the labeled, double sample bags into a single, unlabeled bag (just to make it easier for the lab and so the bags don&rsquo;t shift around during shipping).</li>\r\n			</ol>\r\n		</li>\r\n	</ol>\r\n	<h3>\r\n		<a name=\"TOC-Identification-of-stomach-contents\"></a>Identification of stomach contents</h3>\r\n	<ol>\r\n		<li>\r\n			In classroom: Using rinse water and forceps pull apart the stomach and rinse contents into dissecting tray.</li>\r\n		<li>\r\n			Separate mass and using fish field guides and insect field guides identify as many of the prey items as possible.</li>\r\n	</ol>\r\n	<h2>\r\n		<a name=\"TOC-SUBMIT-YOUR-SAMPLES\"></a>SUBMIT YOUR SAMPLES</h2>\r\n	<p>\r\n		Submit your samples to the lab in a cooler, on ice, by shipping them overnight or delivering them yourself. Fill out the Chain of Custody form or the lab will not have enough information to analyze your samples.</p>\r\n	<p>\r\n		See the &quot;<b><font size=\"3\"><a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/sample-submission\">Guide to sample submission</a></font></b>&quot; for more details.</p>\r\n	<h2>\r\n		<a name=\"TOC-REFLECTION-ASSESSMENT-IDEAS\"></a> REFLECTION/ASSESSMENT&nbsp;IDEAS</h2>\r\n	<h4>\r\n		<a name=\"TOC-Question-Set\"></a>Question Set</h4>\r\n	A student handout is available below<br />\r\n	<ul>\r\n		<li>\r\n			What types of animals did you find in your invertebrate sampling or fishing campaign?</li>\r\n		<li>\r\n			Did different sites produce different numbers and types of animals caught?\r\n			<ul>\r\n				<li>\r\n					If the answer to the above question is &quot;yes&quot;, what site was most successful in terms of animals caught?</li>\r\n			</ul>\r\n		</li>\r\n		<li>\r\n			Did certain animals prefer certain kinds of environmental conditions (deep water, shallow water, caught at the bottom or near the top of the water column)?</li>\r\n		<li>\r\n			Did the outside temperature have any impact on the number of animals caught?</li>\r\n		<li>\r\n			What types of animals are not likely to be caught in a rock bag or kick net?</li>\r\n		<li>\r\n			If you used more than one method to collect invertebrates, what comparisons can you make among the methods and animals caught with each?</li>\r\n		<li>\r\n			Would you expect to capture the same animals if you conducted this experiment several times throughout the year? How could you test your predictions experimentally?</li>\r\n	</ul>\r\n	<h4>\r\n		<a name=\"TOC-Assessment-opportunity\"></a>Assessment opportunity</h4>\r\n	<p>\r\n		Observe the groups as they prepare the samples to make sure that their procedures are correct. All samples should be collected according to the protocols and techniques outlined and should be properly bagged and labeled.</p>\r\n	<h2>\r\n		<a name=\"TOC-EXTENSION-IDEAS\"></a>EXTENSION IDEAS</h2>\r\n	<p>\r\n		&nbsp;</p>\r\n	Have the perfect extension for an activity like this? Share it with us in the comments section below.\r\n	<p>\r\n		&nbsp;</p>\r\n	<h2>\r\n		<a name=\"TOC-HANDOUTS\"></a>HANDOUTS</h2>\r\n	<p>\r\n		These documents can be viewed by clicking the links below.&nbsp; Individual PDFs of each document can be downloaded from the &quot;attachments&quot; at the bottom of this web page.</p>\r\n	<ul>\r\n		<li>\r\n			<a href=\"https://docs.google.com/viewer?a=v&amp;pid=sites&amp;srcid=ZGVmYXVsdGRvbWFpbnxtZXJjdXJ5b3Vyd2F0ZXJzaGVkZnJpZW5kc3xneDo1MzhhODU5NGIyMTBjNGEx\" target=\"_blank\">Question Sets</a></li>\r\n	</ul>\r\n</div>\r\n','<h2>\r\n	<a name=\"TOC-OVERVIEW\"></a>OVERVIEW</h2>\r\n<p>\r\n	Activity C follows Activity B and takes the class out to collect samples from their field site.&nbsp; Refresh the class as necessary, or do another &lsquo;dry run&rsquo; of the procedure. Ensure that all materials are available.</p>','Outline Designer -- Duplicate of old node nid:<em>290</em>',1306959853,2),(291,354,1,'Essential Activity- Sample Submission','<div class=\"sites-canvas-main\" id=\"sites-canvas-main\">\r\n	<div id=\"sites-canvas-main-content\">\r\n		<table cellspacing=\"0\" class=\"sites-layout-name-one-column sites-layout-hbox\" xmlns=\"http://www.w3.org/1999/xhtml\">\r\n			<tbody>\r\n				<tr>\r\n					<td class=\"sites-layout-tile sites-tile-name-content-1\">\r\n						<div dir=\"ltr\">\r\n							<div>\r\n								<div>\r\n									<div>\r\n										<p style=\"font-family: trebuchet ms,sans-serif; color: rgb(11, 83, 148);\">\r\n											<font size=\"3\"><i><b>Now what do we do with these bags of bugs/hair/dirt/leaves/critters???</b></i></font></p>\r\n										<h3>\r\n											<a name=\"TOC-Guide-to-sample-submission-for-the-\"></a>Guide to sample submission for the Acadia Learning Project.</h3>\r\n										<p>\r\n											<b>You can have up to 20 samples analyzed by the lab. Once you have developed hypotheses and figured out what those 20 will be, here&rsquo;s what to do:</b></p>\r\n										<h4 style=\"color: rgb(11, 83, 148);\">\r\n											<a name=\"TOC-1.-Sample-Storage.\"></a>1. Sample Storage.</h4>\r\n										<p style=\"margin-left: 40px;\">\r\n											Your samples should be stored in a freezer. Do not take them out until you&rsquo;re ready to deal with them, then return them to the freezer as soon as you&rsquo;re done sorting &amp; labeling.</p>\r\n										<h4 style=\"color: rgb(11, 83, 148);\">\r\n											<a name=\"TOC-2.-Sample-Preparation.\"></a> 2. Sample Preparation.</h4>\r\n										<div style=\"margin-left: 40px;\">\r\n											<p>\r\n												a) Using clean methods (gloves) when appropriate,<b> put each thing<sup style=\"color: rgb(153, 0, 0);\">1</sup> in its own Ziploc bag, LABELING EACH THING on the outside of the bag with a permanent marker</b>. The label should be a <b>unique identifier</b> for each thing. Now, we will call each thing a sample. You should end up with 20 samples or less.</p>\r\n											<p>\r\n												b) <b>If you are going to do anything to your samples, Step a is the time</b>. For example, if you want to analyze the head of an invert separately from the rest of its body, you need to split the head and body and put them in separate bags. The lab will put whatever is in a single bag into the instrument as a sample &ndash; they will not be dissecting, mixing, grinding, or otherwise preparing your samples. Put in the bag EXACTLY what you want analyzed.</p>\r\n											<p>\r\n												c) The person at the lab who will analyze your samples will NOT be any of the scientists working on the project. It will be a lab staffer. This person has essentially no idea what you are doing or why &ndash; and they might have no idea what a dragonfly looks like as compared to a mayfly. <b>So you and your class are in charge of knowing what you are sending in</b>. The only way you can track your samples is to know what you are sending in, what you are calling the samples (that unique identifier), and what they are (your own words describing what you&rsquo;re sending).</p>\r\n										</div>\r\n										<table border=\"1\" bordercolor=\"#888888\" cellspacing=\"0\" style=\"border-collapse: collapse; border-color: rgb(136, 136, 136); border-width: 1px; margin-left: 40px;\">\r\n											<tbody>\r\n												<tr>\r\n													<td style=\"width: 991px; height: 188px;\">\r\n														<sup><b style=\"color: rgb(153, 0, 0);\">1</b> </sup>A &lsquo;thing&rsquo; can be a single bug, several bugs together, a fish muscle plug, bug wings, a crayfish tail, a leaf, several leaves torn into small bits &amp; mixed together, a group of hairs, a small chunk of soil. Whatever you&rsquo;ve sampled, the &lsquo;thing&rsquo; we reference here is the exact item in which you want to know mercury content. Whatever you are planning to have analyzed, have it &ndash; and only it &ndash; in a bag, all by itself.\r\n														<p>\r\n															For example, you might have two samples that you know as</p>\r\n														<ul>\r\n															<li>\r\n																Leaves from the plot down by the lake that are mostly maple</li>\r\n															<li>\r\n																Leaves from the plot by the snowmobile trailhead that are mostly cedar</li>\r\n														</ul>\r\n														<p>\r\n															&hellip;but these are not very good unique identifiers for the lab. For the sake of brevity, label your bags: Maple‐1 and Cedar‐1. Then go from there with your other samples (up to 20, so you might add Maple‐2, Oak‐1, Cedar‐2, Cedar‐3, etc.).</p>\r\n													</td>\r\n												</tr>\r\n											</tbody>\r\n										</table>\r\n										<p style=\"margin-left: 40px;\">\r\n											d) Now that you have your 20 or fewer samples all bagged and labeled, put the 20 bags into another Ziploc bag (or a couple bags, if they don&rsquo;t fit). They&rsquo;re now double‐bagged.</p>\r\n										<h4 style=\"color: rgb(11, 83, 148);\">\r\n											<a name=\"TOC-3.-Sample-Transfer.\"></a>3. Sample Transfer.</h4>\r\n										<p style=\"margin-left: 40px;\">\r\n											a) Fill out a <a href=\"https://sites.google.com/site/mercuryourwatershedfriends/watershed-experiences/unit-4/sample-submission/Mercury_ChainOfCustody.xls?attredirects=0\">chain of custody form</a> (click to download Excel file). This form tells the lab what you are submitting &ndash; again, they don&rsquo;t know what we&rsquo;re doing, so you need to give them the information.</p>\r\n										<p style=\"margin-left: 40px;\">\r\n											b) Contact Acadia Partners scientist <a href=\"mailto:Sarah_Nelson@umit.maine.edu\">Sarah Nelson</a> to arrange for samples to be dropped off (by you), picked up (by us), or FedExed. It is important that I can give the lab a heads‐up when things are arriving &ndash; especially since we don&rsquo;t want them to defrost.</p>\r\n										<p style=\"margin-left: 40px;\">\r\n											c) Whether samples are to be dropped off, picked up, or shipped, they&rsquo;ll need to be delivered in a cooler with ice. The cheapest way to get ice is to make it in an empty soda bottle filled with water &amp; put in a freezer. That will keep things cold enough for a short car ride or FedEx trip. Sarah will give specific details for each teacher&rsquo;s situation &ndash; but be ready with the ice and a small cooler (which we will return).</p>\r\n									</div>\r\n								</div>\r\n							</div>\r\n						</div>\r\n					</td>\r\n				</tr>\r\n			</tbody>\r\n		</table>\r\n	</div>\r\n</div>\r\n<p>\r\n	&nbsp;</p>\r\n','<div class=\"sites-canvas-main\" id=\"sites-canvas-main\">\r\n	<div id=\"sites-canvas-main-content\">\r\n		<table cellspacing=\"0\" class=\"sites-layout-name-one-column sites-layout-hbox\" xmlns=\"http://www.w3.org/1999/xhtml\">\r\n			<tbody>\r\n				<tr>\r\n					<td class=\"sites-layout-tile sites-tile-name-content-1\">\r\n						<div dir=\"ltr\">\r\n							<div>\r\n								<div>\r\n									<div>\r\n										<p style=\"font-family: trebuchet ms,sans-serif; color: rgb(11, 83, 148);\">\r\n											<font size=\"3\"><i><b>Now what do we do with these bags of bugs/hair/dirt/leaves/critters???</b></i></font></p>','Outline Designer -- node renamed from <em>Essential Activity- Environmental Sampling</em> to <em>Essential Activity- Sample Submission</em>',1308784974,2),(292,355,4,'Classroom Activities','<p>\r\n	After collecting data in the field and receiving results from the laboratory, students will understand and apply the concepts of data analysis. There are three important warm-up activities that set up the conceptual understanding behind graphing and data display, which are important in getting students to begin to think about data differently &ndash; grouping data and making generalizations about patterns, rather than seeing only the extremes. The exercises build toward a key skill &ndash; connecting the research question to the data. Three activities follow that deal more specifically with the data produced in the students&rsquo; own research. The activities in this unit build from each other, and we recommend doing them in the order presented here.</p>\r\n<br />\r\n<p>\r\n	We strongly recommend that all graphing activities are done by hand &ndash; on paper or whiteboards &ndash; before students consider graphing using computer software. To understand the concepts, graphing by hand will focus attention on the data, not the tool, and is reasonable with our small data sets.</p>\r\n','<p>\r\n	After collecting data in the field and receiving results from the laboratory, students will understand and apply the concepts of data analysis. There are three important warm-up activities that set up the conceptual understanding behind graphing and data display, which are important in getting students to begin to think about data differently &ndash; grouping data and making generalizations about patterns, rather than seeing only the extremes. The exercises build toward a key skill &ndash; connecting the research question to the data.','Outline Designer -- Duplicate of old node nid:<em>257</em>',1306961251,2),