Oxygen Product and Recycling in Artificial Ecosystem

Oxygen Product and Recycling in Artificial Ecosystem Discovering Terrestrial and Aquatic life The Ecosystem Simulation Purpose/ Hypothesis The purpose of this experiment was to create an artificial ecosystem in order to observe the natural changes in life. The column was put together including a terrestrial and an aquatic section to see how the two interact as one. Plants, insects, and fish were added to the column in order to observe how oxygen is produced, used and recycled. The eco-column experiment was done in order to familiarize us with testing water for pH, temperature, and dissolved oxygen levels. Along with familiarizing the participants with the process and meaning of certain environmental tests the eco-column simulation helped to show how life and nature works. It gave insight to how one element affects another in nature. The eco-column simplified the mast works of nature. Methods Two liter bottles were brought in and the bottoms were cut out of all but one and the tops out of all. After cut, the bottles were assembled together and taped. The eco-column was composed of three different sections; aquatic, decomposition and terrestrial. There was a filter inserted between the decomposition and the terrestrial chambers in order to catch the soil that would try to make its way down to the aquatic chamber. The eco-column was first assembled September 24th. For the aquatic chamber water was brought in, nearly a gallon, from local lakes, ponds, and creeks. For the decomposition and terrestrial the soil was taken from local forest. After assembling the column and inserting water and soil there were instructions to insert rocks, sticks, and insects. After assembly was complete test were done. The aquatic chamber went through various test including turbidity, dissolved oxygen, pH and temperature, along with subjective test such as odor and color. Observations were comple ted, as well as soil test. At first the columns were tested every week, but after 3 weeks the teacher instructed the class to complete test and observations every two weeks versus every week. The teacher gave out aquatic plants in order to help with dissolved oxygen levels. Once the dissolved oxygen levels and temperature became constant and safe fish were placed into each of the aquatic chambers of the eco-columns. The eco-column experiment lasted around three months; from September to December. The tests were completed five times. Dissolved oxygen and temperature were both tested using a probe in which was placed in the water. The pH levels were tested using a a special paper stick pH tester. In order to test turbidity water samples were taken from the aquatic chamber and put in a machine which read the level. The soil test were completed by taking out a cup of soil from the eco-column the week before. They were then tested for various elements such as; pH, nitrogen, potassium, an d phosphorus by putting them in the directed containers in which powder was added to test for the specific element. The eco-column was taken down on December 3rd. The water and soil was dumped outside of the school and the bottles were given to our teacher in order to be used again. Results The table below shows how the dissolved oxygen, temperature, and pH levels changed throughout the experiment. It is visible that the pH levels and temperature remained fairly constant over time. The temperature remained around 21 degrees Celsius and the pH levels neutral, 7. The dissolved oxygen levels however were constantly changing. The first day of our experiment, September 24th, the dissolved oxygen level was 1.0. At that level the water was unsafe for marine life, such as fish. There was barely any oxygen circulating throughout the chamber. A week later the level was up to 7.6. Our teacher stated that the range of 7 is a safe number. She ensured her class that they would receive plants and fish when the levels were suitable. About the second week in she added a plant into the aquatic chamber which really helped with the dissolved oxygen levels. Once suitable (about the third week) the fish were added and one can see from the table that the tested fields remained fairly constant . Water Quality (figure 1) The table below shows the observations of the aquatic, decomposition, and terrestrial chambers over time. When the eco-column was first assembled, the water was not in very good condition. It reeked of sewage, was yellow and from the chart above the dissolved oxygen levels were as low as they could be. Not only was the aquatic chamber bad, but the decomposition and terrestrial habitats smelled fowl, were full of mold, and life did not survive. From the chart one can easily see that over time the conditions greatly improved and by the end was an ecosystem sustainable for life. By October 22nd the eco-column had greatly improved. There were signs of growth, clear water and the mold was nearly gone. By the last day of the experiment there was no smell, no algae and no signs of mold. From observations and data it is clear that the presence of plants and animals helped to improve water and soil quality. They helped to minimize bacteria and fungus while improving the state of the air and o xygen levels. Observations of Biomes (Table 1) Discussion Identify two Food Chains or Food Webs in each of your habitats (chambers). Use arrows to illustrate these food chains and food webs; complete sentences are not required. Use extra paper if needed. Aquatic Chamber Decomposition Chamber (top soil chamber) Terrestrial Chamber On separate sheet Identify and briefly discuss the biogeochemical cycles which are taking place/which are present in your EcoColumns. Do not merely state that â€Å"they are all present†; instead, provide more specific information The sunlight brings in warmth , energy, and oxygen. While the animals ( fish and insects) breathe in oxygen CO2 is produced. The CO2 is then taken in by the plants and oxygen is released. The cycle then repeats. Is your ecosystem column a closed or open system? or is it something in between a closed or open system? Explain how this (closed, open or other) influences the ecosystem column overall. The eco-column is in between an open and a closed system. It is closed in the sense that it is isolated from the rest of nature. It is open because it has all the regular cycles and interactions of an ecosystem but just in a smaller, and confined. Although it is technically a closed system it is open because it has natural cycles. What kind of niches are available/present for the various organisms in the column? Be specific, descriptive, and use terminology that is pertinent to the topic. The fish niche is to clean up the algae present in the aquatic habitat. While the aquatic plants niche is to take in the CO2 produced from the fish and produce oxygen in order to keep the fish alive and dissolved oxygen levels high. Discuss evidence of ecological succession taking place in your column (or in the column of another lab group if you have not observed any signs of succession in your column). Our eco-column started out lifeless. The water was dark, the smell was unbearable, the chemical levels were high, and the dissolved oxygen levels were low. Over time the water began to clear, the smell went away the chemicals leveled out and the dissolved oxygen levels rose. The presence of plants cleared up the water and made it livable. After the first plant other plants were able to grow and the ecosystem was able to support life (fish). Discuss the stability and sustainability of the ecosystem columns in the lab, including your own. After the first week my groups eco-column became stable, the levels remained constant from that point forward, ours was also capable of sustaining life. However, everyone’s eco-columns weren’t as stable. Several groups struggled with clearing up their water and raising their dissolved oxygen levels. Because of this they were unable to have fish. One groups water turned black due to a fungus and eutrophication occurred. Discuss three trends or patterns which stand out as you think back on the data which you have been recording for 6 weeks. These trends or patterns should apply to the water quality tests or other observations which you have made over this multi-week time period. Briefly discuss these three trends or patterns, providing possible explanations based on environmental science principles. My group’s pH, dissolved oxygen, and temperature all follow the same pattern. They started out very low, rose quickly, dropped, and then leveled back out. Many of our terrestrial insects died so this could have possibly affected the levels, as well as lack of sunlight. Explain what eutrophication refers to and how this occurs. Apply this explanation to your ecosystem column. How might eutrophication take place in your column? Explain fully. Eutrophication refers to the increase in nutrients in water such as nitrates and phosphates; it depletes the oxygen and turns the water different colors. Eutrophication happened in one group’s column but not ours. Eutrophication could happen by nutrients from the soil in the terrestrial chamber dropping down to the aquatic chamber and polluting the water. Once the water is polluted the oxygen depletes and the water changes colors and becomes unsafe. Pick another group in your class. How do your data compare to theirs? Brainstorm some causes/reasons for any differences. Since we worked at lab stations other groups were always around. I observed that most people had similar results to us. Good temperatures, steady levels of pH and dissolved oxygen with rather clear water. Some groups however were not similar. Some had bad levels, could never get oxygen levels to healthy state and had vast amounts of mold and algae. Some eco-columns were lifeless because insects and plants were unable to survive. Finally, address any sources of error in this lab. This should be narrated in a â€Å"cause and effect† manner and talk about specific problems. A good example would be â€Å"water did not drain from the terrestrial chamber so †¦Ã¢â‚¬  while a bad example would be â€Å"we messed up the measuring one day.† The only error my group could find in the lab was the soil test. We could never get enough soil to do the test, so our data is very scarce and not one week could we actually complete the task. The only time we had enough soil was the last time and the results did not seem to be very accurate. I believe something could be done to improve the soil test and raise the accuracy. Conclusion Before this experiment I was clueless on the various water and soil test; as well as how to conduct them. I now feel confident that I could complete each test on my own and I am aware of the temperature, pH level, and dissolved oxygen number needed to sustain life. This experiment was very helpful in demonstrating how an ecosystem works and how everything needs and plays off one another. The eco-column gave us the opportunity to experience biogeochemical and life cycles. We learned what is necessary to sustain life and I feel as if that was the most important thing learned from the eco-column experiment. References Botkin, D. B., E. A Keller (2011). Environmental Science (8th ed.). Hoboken, NJ: John Wiley Sons. The EcoColumn. (2013). Retrieved December 12, 2013, from Annenburg Learner website: http://www.learner.org/courses/essential/life/bottlebio/ecocol/ EcoColumn Lab. (2013, February 7). Retrieved December 14, 2013, from Teaching Real Science website: http://teachingrealscience.com/2013/02/07/eco-column-lab/

Generation X

It is natural for any society to create a permanent split between emotional ‘truth' and logical truth. Young people tend to accept the values and opinions they learnt from their parents, friends, in school and do not want develop their own or test these opinions on the logic truth. Children naturally develop respect for the ‘beliefs,' customs, institutions and role models of their society. One has always to deal with objective and subjective. These two are connected so that one can not often divide them.It often happens so, that what we thought was subjective is concurred with what is accepted as objective and vice versa. But one thing is definitely true – We let the objective world through our perception and it becomes subjective. This perception is not always correct: neither our perception of the world, nor of other people. Moreover we often have to deal with the wrong perception of us, ourselves, by other people. There is a group of people in our society about which we all have a definitive opinion and we think that it is the most correct one..A very significant phenomenon caused by the objective reality is so-called ‘Generation X’, a term coming from a 1991 novel by Douglas Coupland – Generation X: Tales for an Accelerated Culture. Xers were born between the years of 1965 and 1980 and have a unique outlook on the world and it is believed that this group is actually formed by people born in that time. But having conducted a great number of researches and surveys one has concluded this generation was more likely to be defined not as a chronological but a way of looking at the world.There are three defining experiences that have influenced all aspects of Xers’ personalities and behaviors: the divorce rate (which has tripled since 1960); the number of children born out of wedlock (which has increased 28 percent since 1960); and the number of absent fathers (which has also increased. ). Generation X has been left in a state of instability because of social problems such as high crime rates, divorce, children born out of wedlock, and lack of fathers in many families. Some researchers say that Xers accept these problems as facts of life, which actually has inspired them to seek stability in all aspects of their lives.They feel responsible for creating and maintaining a more stable environment. They have grown up in a world that is cynical toward leaders, and those leaders have justified this cynicism by cheating, stealing and lying. These are the objective reasons of forming of this way of world perception. The society has formed its own opinion about this generation and this opinion has already become an objective way of perception of Xers. Media have done its task and named a whole generation after a piece of fiction or a punk band depending on who you ask. We read about Xers in newspapers, see them in commercials.And that happened just because television and media love to group people in so-c alled target market. ‘X’ usually means something unknown. May be one just could not find an appropriate name for this generation and there was chosen this ‘X’ which like stamp put a negative tint on this term. The society seems to know everything, every single negative characteristic of this generation. Rather than evoking sympathy, members of Generation X have become a symbol of a society in decline. They are labeled slackers, whiners, the image is of a tuned-out individual, dressed in grunge, not doing a whole lot.When we see a commercial for a household product there is always an advertised product and an ‘X’-one. This brand X is always low quality and not as effective as the ‘better’ advertised product. And so are Xers in our society – low quality and worse that others. The top four Xers’ activities are thought to be: 1. Sitting around experiencing Angst, and brooding about how limited their life prospects are; 2. Complaining about how long old people are working these days before they retire; 3. Raging about how difficult it is to get a really good Cappuccino for a decent price; and 4.Bemoaning the fact that there are so few CEO positions available to very talented people without any experience. People believe that Xers are cynical, hopeless, frustrated and unmotivated slackers who listen to alternative music and still live at home because they cannot get real jobs. Here are the common characteristics of Xers: – seeking stability, balance; – embracing the â€Å"look out for yourself† attitude; – working, with one-foot-out-the-door attitude; – displaying political ambivalence; – accepting diversity (sexual, racial);– standing firm on an unwillingness to compromise home and family life; expressing conservatism; – projecting cynicism; – holding on to tradition; – expecting sophisticated visuals. Unfortunately these character istics are perceived by the society as negative ones. We do not seem to realize that the time was different when this generation, this outlook was formed. The initial objective conditions were quite different. It is different time now and so the generation. Of course there will always be Xers in society but these will be people brought by the ideas and subjective X-perception of the world of the real Xers.This is what Xers say themselves: Three areas in which Xers are seeking answers are ecology, community, and spirituality. Alongside this seeking is a profound rejection of the answers offered by the prevailing philosophical and cultural paradigms. Xers perceive that the current economic order is destroying the planet, that individualistic society has created the paradox of people being alone in a multitude, and that the Church has given people a rational religion which in many cases rejects the supernatural.In response and reaction to this, the values of Xers lean towards environme ntal holism, relational integrity and spiritual experience. Another important point is the attitude of Xers towards institutional authority which is irrelevance. Organizations are part of â€Å"the system† which itself is generally perceived as negative and destructive. After all, the system has produced the ecological crisis, unemployment, racism and fragmented families – a world that holds little future for Xers.Institutions are perceived as interested in Xers only for their economic value, base their operation purely on reason, and enforce conformity – all of which Xers instinctively react against. Though the power of such authorities, such as the police, may be recognized they are generally avoided. One thinks that Xers do not have a future, that they will just exist and will always remain the same: no progress, no future. The characters they have will not do anything good neither for the society nor for themselves.I believe that most Xers are strongly indep endent, hard-working, creative. I do not agree that Xers are slackers. They just see the poverty, homelessness and they work really hard in order not to have those in their lives. But they also accept there must a leisure time spent with family, friends. People say that Xers do not care about their lives or future, that thus they do not have any future. But exactly this generation is more concerned about the future that any previous one. The Xers are even more concerned with the future of the world, of our environment, earth.They are more socially, economically and environmentally conscious. They also take care of their health. They care about their future and live with the following motto: exercise, the environment, healthy body and mind. Some people believe that Xers just love to hang around drinking coffee and smoking. Xers justify themselves saying that they can feel a difference: work and leisure. It is true that these people differ but the human nature is so, that we think tha t what is different is always wrong negative. We do not want to accept this generation. It will always be ‘X’.

The Insider Secrets for College Program Essay Samples

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My Nursing Journey and My Personal Philosophy of Nursing

Introduction My journey to nursing began with my personal healthcare experience, and has continued to evolve since entering the nursing program at State University. My personal philosophy of nursing is related my life experience and my personal philosophy of life. Using reflection-on-action, I have begun to understand the influences that have lead me to nursing. I discovered client and family centered care to be an important quality when I look at the influential nurses in my life. To develop a positive therapeutic nurse-client relationship, nurses must integrate all 5 dimensions of the therapeutic nurse-client relationship into their practice (CNO, 2006). When it comes to providing client-centered care, the dimensions of trust, empathy†¦show more content†¦Including the client as an expert member of the team creates an enhanced quality of care (Coad, Patel Murray, 2014). In pediatrics, parents are often at the center of the child’s care. When asked to define what made the client care experience positive, parents stated that sensitivity, empathy and honesty were key factors (Coad, Patel Murray, 2014). Working in healthcare, nurses can become desensitized to difficult experiences because they deal with them daily. Integrating the client and family as part of the healthcare team, allows the nurse to see the patient and family as a people first. By avoiding using illness as context, and instead using person as context, care will be more holistic (Coad, Patel Murray, 2014). A family-focused approach helps to ensure that the whole family feels a part of the experience and is valued. In the case of bereavement, family centered care is particularly important. If the family is not included in the care from the start, it can provide barriers for grieving and impact how the family deals with loss (Jones, Contro Koch, 2014). Nurses have an opportunity to help support the family through the grief process (Jones, Contro Koch, 2014). Families have a significant impac t on how the client heals, so by caring for the family’s needs, the nurse is indirectly caring for the patient. It is in the client’s best interest for the care to be holistic for the patient as well as the family (Jones, Contro Koch, 2014). AllShow MoreRelatedStatement Of Philosophy. Record Your Statements Of Philosophy1057 Words   |  5 PagesStatement of Philosophy Record your statements of philosophy of Nursing and of personal philosophy. Explain how these are reflected the values, vision, and personal interests that you recorded in your â€Å"My Vision and Interests† tool. My personal philosophy of nursing is to assist all my patients and their families during this crisis of illness and improve to their outcomes, using only the best nursing practices. 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