Author: Popp, Amy

Conclusion:
During the winter, the DO levels are higher than they are in the summer/fall.
The temperature of the water is lower when there is more oxygen.
Warm water has larger spaces between water molecules for the oxygen to escape, whereas cold water has tighter molecules.
The trends are cyclical as the seasons change the temperatures vary, so it is possible to reproduce our trends.
The pattern with our data was the hotter it gets, the dissolved oxygen lowers. The colder it gets, the levels of dissolved oxygen present are higher.
Our data makes sense and is reproducible because as the temperature of the water decreases, the dissolved oxygen levels go up .
If the students test their experiment on or around the same days we did, they will most likely get results almost similar to ours.

Future Work:
Our experiment was set up similarly to the other class; we used the same DO kit, we tested for the pH using the pH strips, and we tested for water temperature by using the same thermometer.
Our results followed the same pattern, however, their recorded numbers for water temperature, ablative cover, and levels of dissolved oxygen were slightly different. The pH for everyday we collected data was the same.
The slight difference is probably due to the fact that we collected data on different days. Overall, our data collection and results were highly similar to those of the other class.

Dissolved Oxygen

By: Georgia Fish, Oyinade Oyenusi, and Hadley Saba

This picture shows, from left to right, Georgia Fish, Hadley Saba, and Oyinade Oyenusi completing the procedure to find the dissolved oxygen of the water.

Model Analysis:
Using the right commands in Scratch, we were able to predict dissolved oxygen levels by having a slider for each variable that would affect these levels: ablative cover, temperature of water and pH.
Our program is not reliable because some of the variables did not affect the dissolved oxygen like ablative cover and pH.
Our program was sometimes a good predictor. We know this because when used Scratch to find the dissolved oxygen of certain bodies of water, our observations were similar to the official ones found on a website.

This picture above shows the variables that were put into our Scratch program to help us understand the relationship between PH, water temperature, and ablative cover and dissolved oxygen.

Data Analysis:
Our graphs that portrayed how these variables affected dissolved oxygen showed that the pH stayed constant, temperature increased, and ablative cover had no affect.
Our Fathom programs do not make sense because they are the opposite of what they should look like.

This graph shows the relationship between water temperature and dissolved oxygen. This is not correct because the line should be decreasing.

This graph shows the relationship between ablative cover and dissolved oxygen. This is not correct because the line should be increasing.

Does the level of dissolved oxygen increase or decrease as the water temperature, ablative cover, and pH of water increase?

Methods:
We collected the data about the dissolved oxygen levels of the water using a dissolved oxygen kit. We collected the data involving water temperature using a thermometer. We collected the data about the pH of the water using pH strips. The factors that we considered when we were setting up our experiment were how deep a particular area of water was. This factor was considered because it would be easier to fill up the full bottle underwater so that there wouldn’t be as much oxygen from the air in the bottle. Also, because the water we retrieved was not as close to the bottom of the body of water, it prevented large amounts of dirt from entering the bottle.

These photos below are the tools that were used in the process of collecting data. The picture on the left is a dissolved oxygen kit, the picture on the top right is a thermometer, and the picture on the bottom right shows the PH strips.