Water in the Southwest

• 1/7/ 2014: Receive Course Syllabus, lecture and reading on "The Science of Water", The Science of Water HW (DUE Fri. 1/10):

1. List and describe 4 of the unique properties of water

2. Describe the difference between adhesion and cohesion, and explain why water is both adhesive and cohesive

3. How does capillary action work, and why is it important to life?

4. What factors affect the amount of dissolved oxygen in water?

5. How does water's specific heat capacity regulate the environment?

6. Describe the path of a water molecule as it moves through the following stages in the water cycle: evaporation/ transpiration, condensation, precipitation, runoff, and infiltration

• 1/10: The Water Supply and Sustainability Group Activity
• 1/14: The Water Supply and Sustainability Group Activity continued (DUE Fri. 1/17 if not completed in class)
• 1/17: Begin lecture and reading on "The Search for Water"
• 1/21: "The Search for Water" continued
• 1/24: Finish "The Search for Water", The Search for Water HW (DUE Tues. 1/28):

1. Go to http://scorecard.goodguide.com, put in your zip code, and write down the results
2. In general, how has the city of Tucson historically responded to the increasing demand for water, and what have been the consequences?
3. What were the problems with the Ft. Lowell waterworks and windmills?
4. When did the Santa Cruz River level change, and why?
5. What was the controversy of the mid-70's? What was the end result?
6. What were the problems with introduced CAP water, and how did the customers respond?
7. What was the WCPA, and how did it change the way CAP water was used?
8. How are Tucson's aquifers recharged now vs. in the past, and why?
9. Describe how riparian zones could be restored
10. Based on the text, what are your recommendations for the future of water use in Tucson?

For an interesting comparison with scorecard, try checking out the city's official water quality page, including annual reports and lots of other information related to what we've been talking about in class: http://cms3.tucsonaz.gov/water/annual_wq_reports

• 1/28: Lecture and reading on "Watersheds in Southern Arizona", begin Local Water Cycle and Watersheds Project
• 1/31: Local Water Cycle and Watersheds Project continued, Neighborhood Watershed Activity (DUE Tues. 2/4):

1. Draw out a map of the watershed around your block, including your house (on nice paper, please)

2. Identify the high points, low points, and the direction of flow when it rains, including what source it goes to

3. Identify where water is able to percolate into the soil, and where it simply becomes runoff

4. Then, write down what you think has changed about your local watershed since it was transformed from a natural to an urban environment, and why

• 2/4: Courtyard work
• 2/7: Unit Quiz One and Binder Check, Local Water Cycle and Watersheds Project continued
• 2/11: Local Water Cycle and Watersheds Project continued
• 2/14: Finish Local Water Cycle and Watersheds Project (DUE Tues. 2/18 if not completed at the end of class)
• 2/18: Watch "Blue Gold: World Water Wars"
• 2/21: Field Trip to Agua Caliente Park- Investigating Place Assignment 
• 2/25: Finish "Blue Gold"
• 2/28: Begin lecture and reading on "Home Food Production"
• 3/4: Inoculate aquaponics tanks and discuss maintenance schedule, "Home Food Production" continued
• 3/7: "Home Food Production" continued
• 3/11: Midterm Exam and Binder Check, plant vegetables and release fish!
• 3/14: No School- 3rd Quarter Break
• 3/18: Finish "Home Food Production", begin lecture and reading on "Bacteria and Worms", Home Food Production HW (DUE Fri. 3/21):

1. Explain 2 reasons why aquaponics is more environmentally friendly than other forms of gardening

2. Describe the way that basic flood and drain, CHOP, CHOP 2, and Barrel-ponics systems work, as well as the advantages and disadvantages of each

3. What are the characteristics of each of the 3 grow bed zones?

4. How does the grow media in an aquaponics system mirror the important purposes of soil in traditional agriculture?

5. Summarize the pros and cons of using municipal water, rainwater, and well water in aquaponics

6. What role does dissolved oxygen play in an aquaponics system? What factors influence its concentration, and how?

7. What is pH, and how does it influence an aquaponic system?

8. Describe the factors that cause pH levels to increase, what you should avoid doing when lowering it, and why

• 3/21: Finish "Bacteria and Worms", begin lecture and reading on "Fish", Bacteria and Worms HW (DUE Tues. 3/25):

1. Why is a healthy colony of bacteria so important in an aquaponics system?

2. Describe the different characteristics of Nitrosomonas and Nitrospira

3. Describe the factors that influence the growth of nitrifying bacteria

4. What important role do worms play in aquaponics?

5. Describe how cycling works and why it's important

6. What are the advantages and disadvantages of cycling with fish?

• 3/25: Lecture and reading on "Limiting Nutrients and Nutrient Cycles"
• 3/26: Field Trip to Maggie's Farm- Bring $4 fee, water, and lunch!
• 3/28: "Limiting Nutrients and Nutrient Cycles" continued
• 4/1: Finish "Limiting Nutrients and Nutrient Cycles", continue lecture and reading on "Fish", Limiting Nutrients and Nutrient Cycles HW (DUE Fri. 4/8):

1. What are limiting nutrients, and how do they affect an ecosystem's productivity?

2. Describe why nitrogen and phosphorus are limiting nutrients

3. What is eutrophication? How does it happen, and what are the consequences?

4. Draw, label, and explain the steps in each of the following nutrient cycles: Phosphorus, nitrogen, and the nitrogen cycle in aquaponics (5 PTS.)

• 4/4: Release worms and crayfish, lecture and reading on "Fish" continued
• 4/8: "Fish" continued
• 4/11: Project work day
• 4/15: Unit Quiz Two and Binder Check
• 4/18, 4/22, 4/25: No School- Spring Break
• 4/29: Project work day
• 5/2: "Fish" continued
• 5/6: Finish "Fish", receive "System Maintenance" handout, begin lecture and reading on "Food From Aquatic Systems", Fish and Plants HW (DUE Fri. 5/9):

1. How does the fact that fish are ectothermic relate to their feed conversion: body mass ratios and inability to spread common food-borne illnesses

2. Why is it important for fish to be at their most comfortable temperature zones? What happens to them if water temperatures experience fast swings, and why?

3. Compare the feeding needs and requirements of carnivorous and omnivorous fish

4. Describe the 2 methods of producing all-male tilapia stock, and research online and summarize how "super males" are produced

5. What does it mean if fish stop eating?

6. What is the problem with commercial feed? What are the alternatives?

7. Compare the methods of water delivery to plants between nature, soil-based, and aquaponic gardening

8. Compare the methods of nutrient delivery to plants between nature/ soil-based gardening, hydroponics, and aquaponics

9. How can growing plants from seed have a positive global impact?

10. Why does aquaponics usually have less insect pest problems? Also, summarize each of the 4 steps in the IPM process

11. Describe the 2 types of beneficial insects, and summarize the characteristics of each

12. Describe the life cycles of ladybugs, lacewings, and Encarsia formosa, including the insects they prey upon

• 5/9: Begin Rivers of the Southwest Research Project (DUE Tues. 5/20- presentations will begin in class on that day!)
• 5/13: Rivers of the Southwest Research Project continued
• 5/16: Rivers of the Southwest Research Project continued (DUE Tues. 5/20- whatever isn't completed in class becomes homework)
• 5/20: Rivers of the Southwest Presentations, receive Class Evaluation (DUE Tues. 5/27)
• 5/23: Final Exam and Binder Check
• 5/27: All-school event
• 5/30: NO SCHOOL- SUMMER BREAK