Idaho State Environmental & Natural Resource

Career Development Participant Guide

Event held each year in June in Moscow, Idaho during the Idaho State FFA CDEs.

Participant Guide and additional resources at:https://enviroscicde.wordpress.com .

IDAHO STATE ENVIRONMENTAL AND NATURAL RESOURCES CDEWANT MORE STUDY RESOURCES?The University of Idaho Rangeland Center now has material identification study resources on

Want to Find Our Study Materials? Go to quizlet.com (available on computers or mobile app) You don’t have to sign up to use this site Search “Idaho Environmental and Natural Resources” or “UIRange” Five sets of flashcards should appear including: 1) Equipment, 2)

Native Mammals, 3) Native Birds, 4) Native Reptiles, Amphibians, Fish, and Other Aquatic Animals, and 5) Invasive/Non-Native Species

Click on the set you would like to use Click on Flashcards towards the top Follow the directions on the first flashcard Good luck studying!

Want more study resources? Check out Idaho Environmental and Natural Resource CDE website at www.enviroscicde.wordpress.com.

ContentsPurpose:................................................................................................................................................................................4

Objectives:............................................................................................................................................................................4

General Rules:.......................................................................................................................................................................4

Event Format:........................................................................................................................................................................5

Objective Written Exam:...................................................................................................................................................5

Identification of Materials:................................................................................................................................................5

Individual Field Practicums:...............................................................................................................................................5

Water Analysis...............................................................................................................................................................5

Soil Nutrient Analysis....................................................................................................................................................5

GPS Locations................................................................................................................................................................6

Environmental Analysis.................................................................................................................................................6

Scoring..................................................................................................................................................................................6

Written Exam (100 points)............................................................................................................................................6

Identification of Materials (100 points).........................................................................................................................6

GPS Location (50 points)...............................................................................................................................................6

Environmental Analysis (50 points)...............................................................................................................................7

Soil Nutrient Test (50 points) – odd years.....................................................................................................................8

Water Quality Analysis (50 points) – even years...........................................................................................................9

Summary of Scoring........................................................................................................................................................10

Tiebreaker.......................................................................................................................................................................10

Materials Identification List.................................................................................................................................................11

Soil Nutrient Analysis Scorecard..........................................................................................................................................13

Water Quality Score Card....................................................................................................................................................14

GPS Location Scorecard.......................................................................................................................................................15

Environmental Analysis Scorecard......................................................................................................................................16

Appendix.............................................................................................................................................................................17

A. Water......................................................................................................................................................................17

Temperature...............................................................................................................................................................17

Dissolved Oxygen........................................................................................................................................................19

pH................................................................................................................................................................................20

Nitrate.........................................................................................................................................................................20

B. Soil...............................................................................................................................................................................22

C. Website.......................................................................................................................................................................22

D: Teacher Resource Guide.............................................................................................................................................22

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ENVIRONMENTAL AND NATURAL RESOURCES CAREER DEVELOPMENT EVENT

Purpose: To foster cooperation and teamwork and provide a natural resource education experience for participants. Five member teams are tested on their basic knowledge in soils, aquatics, wildlife, forestry, and rangelands. Additionally, the purpose of the event is to promote natural resource education in a manner that succeeding generations will be more environmentally literate, with the skills and knowledge to make informed decisions regarding natural resources.

Objectives:Participant will demonstrate their knowledge of:

The effect individual actions have on environmental problems.

The interactions and interdependencies of our environment.

Current environmental issues.

The agencies available to assist in resource protection matters.

The need to become environmentally aware and action orientated adults.

General Rules:1. A chapter team consists of four members. All four members will be scored individually and the top three

scores will count towards the total team score. The total team score is comprised of the three top members’ exam and practicum scores.

2. Under no circumstance will any participant be allowed to handle any of the items in the identification portion of the practicum. Any infraction of this rule will be sufficient to eliminate the entire team from the event.

3. Participants will be assigned into one of 4 groups that will rotate between the exams and practicums. Groups may be assigned a leader that will escort students between various event-staging sites. Each participant is to stay with his or her assigned group throughout the event unless told to change by the event superintendent.

4. Participants must come to the event prepared to work in adverse weather conditions. The event will be conducted regardless of the weather. Participants should have rainwear, warm clothes and appropriate footwear.

5. All written material will be furnished for the event. No written materials such as tests, problems and worksheets shall be removed from the site without explicit permission from the event superintendent.

6. Cell phones are not allowed and should be turned into your advisor by event lineup. If you are caught using your cell phone during the event, you may be disqualified.

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7. Answers to exam and materials identification test will be recorded on a scantron sheet. You must completely bubble in your answer to receive credit—if it can’t be read by the machine, your answer will not be considered complete.

Event Format:The event will include:

1. Objective Written Exam (100 pts)2. Identification of Material (100 pts)3. Individual Field Practicums (50 pts each; 150 pts for 3)

Each of these event components are described below.

Materials student must provide: Each participant must have a clean clipboard that is free of notes, two sharpened No. 2 pencils, and an electronic calculator. Calculators used in this event should be basic, non-programmable models. Teams may share a GPS unit.

All other tools and equipment will be furnished for the event. Participants must use the tools and equipment provided at the event.

Objective Written Exam:Participants will take a 50-question exam covering the basic principles of ecology and environment. Answers are multiple choice and will be recorded on a scantron answer sheet.

Identification of Materials:Participants will be tested on 50 specimens and items that are included on the event list (provided). Answers (specimen number) must be recorded on the scantron answer sheet.

Individual Field Practicums:Water Analysis

1. Using measuring devices, each participant will measure a sample of water for quality analysis and contaminants.

2. Analyze the results of measurements.3. Name possible causes of the particulate or other contaminant:

Are they natural? Are they pollutants (what level is acceptable)?

4. Describe the effects on the environment of the pollutants.5. List the sources of the pollutants.6. Discuss ways the water quality can be improved.

Soil Nutrient Analysis 1. Students will be furnished with a soil nutrient analysis printout that mimics one returned by a soil

testing lab. They will have to determine the current levels of: Nitrogen Potassium Phosphorus pH

2. Students will be provided a scenario describing a desired management goal for a specific location. 5

3. Students will use the information provided in the soil nutrient analysis along with an Extension soil fertility guide (provided) to make suggestions for what fertilizers need to be added to improve soil fertility and meet desired management goals identified in the scenario scorecard. Students will also discuss the environmental and ecological implications of fertilizer inputs and rationalize their recommendation based on specific site attributes. (30 points).

GPS Locations 1. Students will be furnished with a Global Positioning System (GPS) unit and a map with points identified

in longitude and latitude.2. Using the GPS unit, participant will be required to walk and locate certain points.3. Participants will then record a predetermined identification mark located at each point.4. Participants shall know how to read longitude and latitude numbers, how to use a GPS unit and

understand differential corrections.

Environmental Analysis Students will address the following five aspects:

1. Living Organisms - students will identify and list as many living organisms (both native and invader) as they can find within the marked boundaries of the site. Additional species may be artificially introduced as mounted or preserved specimens.

2. Non-living components (shelter, nutrients) – students will inventory resources such as water, shelter, etc. upon which resident species depend for survival.

3. Food Web - students will define relationships among the plants and animal species that are found or introduced in the study area.

4. Ecological Succession - students will identify the stages of succession of various grasses, shrubs and trees. They will also identify causes of changes in succession patterns.

5. Situation Analysis - students will determine whether a healthy balance exists between the environment and the native species that depend upon it. They will also check remediation practices where needed.

ScoringEach practicum has a maximum score of 50 pts. The field practicums are scored based on grading rubrics that are provided on the event website.

Practicums Held Each YearWritten Exam (100 points)

Correct answer – 2 points

Identification of Materials (100 points) Correct identification of each object – 2 points

GPS Location (50 points) 5 locations

o Correct location – 10 pointso Incorrect location – 0 points

Environmental Analysis (50 points) Living Organisms – 10 points

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o Less than 3 life forms or simple answers – 1 pointo At least 3 life forms or simple answers – 2 pointso At least 4 life forms or simple answers – 3 points

Example: flowers, weeds, trees, deero At least 5 life forms – 4 points

Example: grasses, mosses, trees, shrubs, forbso At least 5 life forms and increased complexity – 5+ points

Additional life forms – 1+ point Additional specific names – 1+ point Example: grasses, mosses, ponderosa pine, shrubs, forbs, deer, robin, elk sedge, lupine =

9 pointso If no specific species are listed, then a student may still receive credit for attempting to describe

diversity Example: 1 tree species, 3 major shrubs, 4-5 grasses/grass-likes, wide variety of

flowering forbs Non-living Components – 10 points

Less than 3 answers – 1-2 points At least 3 answers – 3 points At least 4 answers – 4 points

o Example: soil, pine cones, woody debris, shelter At least 5 answers – 5 points

o Example: air, soil, shelter/bird box, woody debris, pine cones At least 5 answers and increased complexity – 6+ points

o Additional complexity – 1+ pointo Additional variety – 1+ pointo Example: soil, sunlight, air, east facing slope affects energy form sun, water in soil pore

spaces available to plant roots, wind, precipitation, large and small woody debris If a living component is listed in this section, subtract 1 point

Food Web – 10 points Basic food chain described – 5 points

o Example: grass, rabbit, coyote, fungi Food chain described with parts labeled – 7-8 points

o Example: grass (producer), rabbit (primary consumer), coyote (secondary consumer), fungi (decomposer)

Food web described with increasing specificity – 9-10 points Ecological Succession – 10 points

o List of specific species and description what state of succession site is in – 1-4 points Example: mature pine overstory with understory of shrubs and grasses, late seral

o Description of types of plants and status of nativity – 1-2 points Example: mostly perennial and native vegetation

o Note of invasive weeds (if any) – 1 pointo Description of age classes and/or plant type variation – 1 point

Example: lack of young trees, small population of forbs with many grass and shrub species

o How well description was written – 0-2 points Well stated – 2 points

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Poorly stated – 1 point In a list style – 0 points

o For every answer that is incorrect, subtract 1 point Example: site is in late succession, but student lists it as early succession

Situation Analysis – 10 pointso List of conditions that indicate a healthy balance – 1-6 points

Example: no erosion, no noxious weed invasion, minimal bare ground, no signs of overgrazing, no excessive buildup of litter

o Recommendations for remediation – 1-4 points Example: prescribed fire to decrease shrub population

Practicums on Alternate Year RotationsSoil Nutrient Test (50 points) – odd years

Nitrogen (N) – 5 pointso Correct level with units – 5 pointso Incorrect level – 0 points

Potassium (K) – 5 pointso Correct level with units – 5 pointso Incorrect level – 0 points

Phosphorus (P) – 5 pointso Correct level with units – 5 pointso Incorrect level – 0 points

pH – 5 pointso Correct – 5 pointso Incorrect – 0 points

Fertilizer Recommendations – 30 pointso Fertilizer application recommendations for N, P, and K are within ±5% of values on key – 5

points each Units must be in lbs of specific formulation per acre

Example: 150 lbs K2O/acIf missing proper units, subtract 1 point for each nutrientIf not expressed in correct formulation, subtract 1 point for each nutrient

o Fertilizer application recommendations for N, P, and K are within ±15% of values of key – 2 points each

Formulation and units are scored the same as aboveo Fertilizer application recommendation for N, P, and K are >±15% of values on key – 0 points

eacho Discussion – 15 points

Potential consequences of excessive or insufficient fertilizer application concerning pollution or environmental impacts

Concerns about soil or vegetation related to environmental health1. E.g. weeds, evidence of erosion

Management goals

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Water Quality Analysis (50 points) – even years pH – 5 points

o Within ±0.1 units – 5 pointso Within ±0.5 units – 4 pointso Within ±1 unit – 3 pointso Within ±1.5 units – 2 pointso Within ±2 units – 1 pointo > ±2 units – 0 points

Dissolved Oxygen – 5 pointso Within ±0.1 mg/L of key – 5 pointso Within ±0.5 mg/L of key – 4 pointso Within ±1.0 mg/L of key – 3 pointso Within ±1.5 mg/L of key – 2 pointso Within ±2.0 mg/L of key – 1 pointo > ±2.0 mg/L of key – 0 points

Nitrate – 5 pointso Within ±1 mg/L of key – 5 pointso Within ±2 mg/L of key – 4 pointso Within ±3 mg/L of key – 3 pointso Within ±4 mg/L of key – 2 pointso Within ±5 mg/L of key – 1 pointo > ±5 mg/L of key – 0 points

Temperatureo Within ±0.1˚C of key – 5 pointso Within ±0.5˚C of key – 4 pointso Within ±1˚C of key – 3 pointso Within ±1.5˚C of key – 2 pointso Within ±2˚C of key – 1 pointo > ±2˚C of key – 0 points

Suitability for indicated use – 10 pointso Correctly assesses suitability and comments correctly on limits for use – 10 pointso Correctly assesses suitability, but comments incorrectly on limits for use – 8 pointso Correctly assesses suitability, but does not comment on limits for use – 6 pointso Incorrectly assesses suitability, but comments on limits for use – 4 pointso Incorrectly assesses suitability and does not comment of limits for use – 2 pointso No answer – 0 points

Limiting Factors – 10 points o Correctly identifies limiting factor(s) and gives brief explanation of why – 10 pointso Correctly identifies limiting factor(s), but gives incorrect explanation of why – 8 pointso Correctly identifies limiting factor(s), but does not provide an explanation of why – 6 pointso Incorrectly identifies the limiting factor(s), but does provide correct explanation for factor(s)

given – 4 pointso Incorrectly identifies limiting factor(s) and provided incorrect explanation – 2 pointso No answer – 0 points

Water Quality Improvements – 10 points

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o Provides a comprehensive explanation that relates specific management actions to each factor and states how this will be beneficial – 10 points

o Provides a comprehensive explanation that relates specific management actions to each factor, but does not relate this to specific benefits – 8 points

o Provides explanation of management strategy that is only indirectly related to each factor – 6 points

o Provides incorrect explanation of management strategy to address factor(s) – 4 pointso Makes random statement related to water quality – 2 pointso No answer – 0 points

Summary of ScoringWritten Exam 100 pointsIdentification of Materials 100 pointsGPS Location 50 pointsEnvironmental Analysis 50 pointsSoil Nutrient Test or Water Quality Analysis 50 points

Total Individual Points 350 points

Total Points Toward Team Score 1050 points(Total Possible Points)

TiebreakerTeam - 1) Team with the highest individual score Individual - 1) Individual on the highest team, 2) Total practicum scores, 3) Identification practicum score.

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ENVIRONMENTAL/NATURAL RESOURCES CAREER DEVELOPMENT EVENTEnvironmental/Natural Resources Event

Materials Identification List

Equipment

Water Quality101. refractometer102. secchi disk103. thermometer104. water bottle samplers105. water meter for physical/chemicalparameters (pH, conductivity, and/or DO)

Aquatic106. aquatic net107. bottom dredges108. fish measuring board109. plankton net110. seines111. sieves112. stream bottom sampler

Wildlife113. binoculars114. mammal traps115. snake/reptile stick116. radiotelemetry unit117. animal tags/bands

Geographical118. GPS unit

Weather119. barometer120. sling psychrometer121. rain gauge122. wind speed meter

Forestry123. biltmore stick124. diameter tape125. prism126. tree increment borerNative Species

Wildlife127. bighorn sheep128. badger129. beaver130. bison131. black bear132. bobcat133. chipmunk134. cottontail135. coyote136. elk137. Columbia Ground squirrel138. gray squirrel139. gray wolf140. grizzly bear141. jack rabbit142. mole143. moose144. mountain goat145. mountain lion146. muskrat147. opossum148. porcupine149. pronghorn150. raccoon151. red fox152. skunk153. weasel154. whitetail deer155. yellow bellied marmot

Birds159. bald eagle160. blue jay161. Canada goose162. Cooper’s hawk163. great horned owl164. great blue heron165. golden eagle166. kestrel167. mallard duck

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168. mountain bluebird169. osprey170. purple martin171. quail172. red-tailed hawk173. turkey174. white pelican175. wood duck

Reptiles/Amphibians176. bullfrog177. collared lizard178. fence lizard179. garter snake180. rubber boa snake181. rattlesnake

Fish & Other Aquatic Animals

182. bream/bluegill183. channel catfish184. crappie185. crayfish186. bull trout187. largemouth bass

188. Chinook salmon189. smallmouth bass190. sturgeon191. rainbow trout192. walleye193. bullhead catfish194. brook trout

Invasive/Non-Native SpeciesPlants195. rush skeletonweed196. spotted knapweed197. eurasion milfoil198. yellow starthistle199. leafy spurge200. purple loosestrife

Animals201. brown trout202. carp203. chukkar204. English sparrow205. European starling206. ring neck pheasant207. zebra mussel

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1Environmental & Natural Resources CDEParticipant Name: _________________________ Chapter: ___________________

Participant Number: _____________ Team Number: ___________________________

Soil Nutrient Analysis ScorecardYour job today is to use the information provided in the soil nutrient analysis along with an Extension soil fertility guide (provided) to make suggestions for what fertilizers need to be added to improve soil

fertility and meet desired management goals identified in the scenario.

Category Level Possible Points Score

Nitrogen 5

Potassium 5

Phosphorus 5

pH 5

Fertilizer Recommendations 30

Total Score: 50

1Environmental & Natural Resources CDEParticipant Name: _________________________ Chapter: ___________________

Participant Number: _____________ Team Number: ___________________________

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Water Quality Score CardYour job today is analyze the given water sample. You will need to determine the concentration of oxygen, nitrates, pH, and determine the temperature. Using this information indicate if the water quality is suitable for _________________________________ (this will be provided on day of analysis). Indicate the potentially limiting factor(s) and explain ways the water quality can be improved. (Each year, four of the categories listed in the National handbook will be tested).

Category Answer Possible Points ScorepH 5

Dissolved Oxygen 5

Nitrate 5

Temperature 5

Indicate if the quality of the sample is suitable for thefollowing use:

10

Indicate the limiting factor(s): 10

How can water quality be improved? 10

Total Score 50

1Environmental & Natural Resources CDEParticipant Name: _________________________ Chapter: ___________________

Participant Number: _____________ Team Number: ___________________________

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GPS Location ScorecardList your numbered findings for each location point following the latitude and longitude

given.

Location Point Point (or Flag) Number Possible Points Score

10

10

10

10

10

Total Points= 50

1Environmental & Natural Resources CDEParticipant Name: _________________________ Chapter: ___________________

Participant Number: _____________ Team Number: ___________________________

Environmental Analysis ScorecardYour assignment is to analyze the given ecosystem with the following five aspects in mind:

Question Possible Score Points

1. Identify and list as many organisms (both native & invader) that can be found within the marked borders of this site.

10

2. Identify and list all non-living components found in the marked site. 10

3. Describe the food web presented in the marked ecosystem. 10

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4. Identify the state of succession of various grasses, shrubs, & trees. 10

5. Determine whether a healthy balance exists and recommend remediation where needed.

10

Total Score of 50 points possible =

AppendixA.Water

Below is some background information on parameters that are tested, range to be expected, and Idaho State standards, where applicable. Most of this information is from the Idaho Department of Environmental Quality (IDEQ).

Temperature

Temperature is a physical property of water that has a profound effect on organisms that live or reproduce in the water. This is particularly true of Idaho's native coldwater fish such as salmon, bull trout, and steelhead, and some amphibians (frogs and salamanders). When water temperature becomes too high, salmon and trout suffer a variety of ill effects ranging from decreased spawning success, to increased susceptibility to disease and toxins, to death. Water temperature also affects the toxicity of ammonia, and other toxic substances as well. For these reasons, it is important to protect the state's water from unnecessary warming. Idaho's temperature criteria are numeric.

Why Stream Temperature Is Important

Coldwater fish such as salmon and trout need cold waters for optimum health during various stages of their lives. When temperatures are above optimum levels, fish are physically stressed and are more likely to get fungal infections and have difficulty getting oxygen, and, if the temperatures stay very long above the lethal limit (77-78 °F), most salmonids will die.

Colder water holds more dissolved oxygen than warmer water, so as stream temperatures go up, the amount of dissolved oxygen available for fish and other aquatic organisms goes down. To make matters worse, warm water can also cause the fish's need for dissolved oxygen to increase.

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Colder water slows the growth of bacteria and algae in water. When algae grow excessively, algal blooms can use up the water's dissolved oxygen and cause changes in stream pH levels.

Stream temperature is the result of many different processes in the watershed. If stream temperatures are too high, other water quality problems may be present as well, such as eroding stream banks and excessive sedimentation.

Warm water can make other water quality problems worse. For instance, warm water can lead to increased bacteria and nuisance aquatic plant growth and intensify water chemistry problems involving dissolved oxygen and pH.

Causes of Elevated Stream Temperature

Elevated stream temperatures can result from both natural and human-caused events. Examples of natural influences on temperature include creeks and rivers heating if they travel long distances over terrain that can't support stream side vegetation or when fires or floods remove significant portions of riparian vegetation.

There are many ways in which land management and human activity can increase stream temperatures, including removal of vegetation, water withdraws, contributing excess sediment, and other ways that change the landscape.

Removing vegetation along the banks of streams reduces the amount of shade over the water, which increases the amount of solar radiation reaching the stream.

Withdrawing water for various purposes, including irrigation, reduces the amount of water in the stream during the summer, when streams are already low. A shallow stream is heated more quickly by the sun than a deep stream. In addition, the water in shallower streams moves more slowly than in deeper streams, which allows more time for heating.

Contributing excessive sediment (boulders, rocks, gravel, sand, dirt, silt) to a stream channel, which can result in a stream becoming wider and shallower, making it harder to shade and easier to heat. Sediment is a natural part of a stream system, but land management activities like road building, agriculture, forestry, and urban development have the potential to greatly increase the amount of sediment entering a stream, delivering higher amounts of sediment than the stream can handle.

Changing the landscape can cause increased storm runoff. In some streams peak stream flow can increase after changes to the landscape increase storm runoff. These high flows can scour out the bottom of a stream, taking away gravel and rocks, leaving only bedrock. Bedrock absorbs the heat from the sun and later releases the stored energy and warms the water.

While all streams warm, the best way to keep streams as cool as possible as long as possible is to maintain their natural shading from streamside vegetation. It is also important to maintain groundwater flows to streams as these are typically cool or cold. Thus, groundwater extraction can be detrimental to stream flows.

DEQ's stream temperature standards are designed to protect aquatic life uses, which are the only uses that have temperature requirements. The criteria vary by aquatic use-warm water, seasonal cold water, cold

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water, salmonid spawning, and bull trout (see table below). The latter two uses are subcategories of the cold water use. For all but bull trout, DEQ uses a pair of criteria, targeting daily maximum and daily average temperatures. Depending on the diurnal (day to night) temperature range in a given stream, one or the other of these paired criteria will limit the stream's warmth. Using a pair of criteria provides regulation over a broader range of streams than either alone could. For bull trout the criterion is for a seven-day rolling average of daily maximums. This rolling average regulates maximums while allowing a few individual days to be slightly warmer.

Idaho's Water Temperature Criteria Use Metric Warm Water Seasonal

ColdCold Water Salmonid

SpawningBull Trout

MDMTa 33 °C (91°F) 26 °C (79°F) 22 °C (72°F) 13 °C (55°F) N/AMWMTb N/A N/A N/A N/A 13 °C (55°F)MDATc 29 °C (84°F) 23 °C (73°F) 19 °C (66 °F) 9 °C (48°F) N/A

aMDMT = Maximum Daily Maximum Temperature bMWMT = Maximum Weekly (7-day average) Maximum Temperature cMDAT = Maximum Daily Average Temperature

Dissolved Oxygen Oxygen in water is necessary for aquatic life, just as oxygen in air is necessary for human life. The concentration of dissolved oxygen is a single, easy-to-measure characteristic of water that correlates with the occurrence and diversity of aquatic life in a water body. A water body that can support diverse, abundant aquatic life is a good indication of high water quality. A related problem is an excess of nutrients in water. Large quantities of nutrients in water can cause excessive growth of vegetation. This excessive vegetation, in turn, can cause low dissolved oxygen as it decays. Idaho's dissolved oxygen criteria are numeric.

Cold Water designation (DO > 6 mg/L) Does not apply to bottom 20% of water depth in natural lakes and reservoirs where depths are 35 m or

less. The bottom 7 m of water depth in natural lakes and reservoirs where depths are greater than 35 m. Those waters of the hypolimnion in stratified lakes and reservoirs.

Seasonal Cold Water (DO > 6 mg/L) Does not apply to bottom 20% of water depth in natural lakes and reservoirs where depths are 35 m or

less. The bottom 7 m of water depth in natural lakes and reservoirs where depths are greater than 35 m. Those waters of the hypolimnion in stratified lakes and reservoirs.

Warm Water (DO > 5 mg/L) Does not apply to bottom 20% of water depth in natural lakes and reservoirs where depths are 35 m or

less. The bottom 7 m of water depth in natural lakes and reservoirs where depths are greater than 35 m. Those waters of the hypolimnion in stratified lakes and reservoirs.

pHpH = range (6.5-9) puissance d’Hydrogen or power of hydrogen ion = -Log10[H+ ]

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A water's pH is a measure of the balance between hydrogen ions (H+ ), which are acidic (sour) and hydroxide ions (OH- ), which are basic (bitter). A perfect balance of the two is at a pH of 7. Most aquatic organisms prefer a pH of 6.5 to 9. The pH of water, like temperature, is a fundamental controlling property that affects many other chemical constituents (e.g., dominant form of ammonia and solubility of metals) as well as important biological processes such as the level of permeability of fish gills and amphibian skins (that is, how well gases can flow through the gills/skin, allowing the fish/amphibians to breathe). We have the full range in Idaho waters, generally one sees impairment (loss of biota) once pH falls below 6 (zooplankton diversity reduced and species e.g., Daphnia lost). Below 5.8 phytoplankton changes noticeably and Spahgnum dominates system.

Nitrate(No standards for this in Idaho)

Contamination of water by nitrates: Increased use of artificial fertilizers and land cultivation means that higher levels of nitrates are being washed from the soil into rivers, lakes, and aquifers. There they cause an excessive enrichment of the water (eutrophication), leading to a rapid growth of algae, which in turn darkens the water and reduces its oxygen content. The water is expensive to purify and many plants and animals die. High levels are now found in drinking water in arable areas. These may be harmful to newborn babies, and it is possible that they contribute to stomach cancer, although the evidence for this is unproven.

The Element Nitrogen is Essential: All living systems need nitrogen to exist since it is used to build many essential components such as proteins, DNA, RNA and vitamins, as well as hormones and enzymes. Higher organisms such as animals cannot use simple forms of nitrogen such as nitrate and ammonium and must get complex forms of nitrogen such as amino acids and nucleic acids. Plants provide the bulk of nitrogen for all living systems (most microbes - like bacteria - can make their own complex nitrogen compounds).

Nitrate as Crop Plant Nutrient: In order for plants to make complex nitrogen compounds, the plants need a supply of simple nitrogen compounds and most plants prefer nitrate over ammonium. So over the eons as agriculture has developed, man has applied fertilizer to crops to enhance their growth and productivity. Nitrogen fertilizers have been applied in very large amounts to field crops since the 1950's in the US and many other countries.

Over-fertilization Results in Nutrient Rich Run-Off: Since crop plants often cannot utilize all the nitrogen applied to the fields, some is left in the soil and can leach into ground water. In addition, not all the applied nitrogen gets into deeper soil and some is washed off the fields in the form of runoff and it flows into surface waters such as streams and rivers. The runoff problem is often greatest when manure is used as a fertilizer, such as it is now in many sites in the US where large commercial farms are used to produce cattle, pigs and chickens and these companies provide the manure to farms who grow the feed for the animals.

What is Nitrate? Nitrate has the chemical formula NO3-. Nitrate represents the most oxidized chemical form of nitrogen found in natural systems. Nitrate is a negatively charged ion (anion) and so must be paired with a positively charged ion (cation) as in the salts potassium nitrate, KNO3, or sodium nitrate, NaNO3. Nitrate is one of the most water soluble anions known. The dictionary defines nitrate (noun) as a radical or ion with the chemical

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formula NO3- or a compound containing the nitrate ion as in salts or nitric acid (HNO3). Nitrate is also defined as fertilizer consisting of sodium nitrate or potassium nitrate. (see http://www.answers.com/nitrate)

The Nitrate Problem: Nitrate is a wide spread contaminant of ground and surface waters worldwide (1, 2). The accumulation of nitrate in the environment results mainly from:

non-point source runoff from the over-application of nitrogen fertilizers; point-sources such as Concentrated Animal Feeding Operations (CAFOs see

http://www.lpes.org/CAFO.html, http://epa.gov/guide/cafo, & http://www.factoryfarm.org); and point-sources from poorly or untreated human sewage.

In addition, nitrate-containing wastes are produced by many industrial processes including paper and munitions manufacturing. Burning of fossil fuels in power plants and cars, SUVs and all internal combustion engines results in the production of nitric acid and ammonia as air pollution.

Acid-Rain and Atmospheric Dry Deposition of NITROGEN: While most of the sources of nitrogen pollution result in contamination of surface and ground waters, air-borne nitrogen pollution leads to acid rain in the mid-west and east coast regions of US where rain falls on a regular basis. However, in the far-west, California, Colorado and other south-western states, where rainfall is rare, ammonium nitrate (combination of ammonia and nitric acid) is deposited in dry form (called dry deposition) on the plants and land. Thus, when rain comes in these dry regions, the nitrogen, along with other nutrients, is flushed from the soils into streams, rivers and lakes, and eventually into the estuaries of the Pacific Ocean. Furthermore, dry deposition may result in alteration of the natural flora and fauna of a region like coastal chaparral forests in California or high altitude lakes in Rocky Mountain National Park, Estes, Colorado (for info on the National program for dry deposition monitoring see: http://www2.nature.nps.gov/air/Monitoring/drymon.htm). For info on the extent of atmospheric deposition of nitrate and ammonium, see the National Atmospheric Deposition Program website: http://nadp.sws.uiuc.edu.

Risk to Human Health: Nitrate is a potential human health threat especially to infants, causing the condition known as methemoglobinemia, also called "blue baby syndrome". Read about the impact of Nitrate in water used to make baby formula, on the infant. When Nitrate is taken in by eating food and drinking water, Nitrate is converted in the gut to nitrite, which then combines with hemoglobin to form methemoglobin, thus decreasing the ability of the blood to carry oxygen. Infants are more susceptible to nitrate toxicity than older children or adults. Fatalities are rare, but sub-acute methemoglobinemia can be asymptotic while affecting development, making the condition particularly insidious. Chronic consumption of high levels of nitrate may also cause other health problems, for example some cancers and teratogenic effects; data are inconclusive, but cause for concern (3, 4).

B. Soil

Environment and Natural Resources CDE – Sources for Soil Information

University of Idaho Extension:

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http://www.extension.uidaho.edu/resources2.asp?title=CROP%20PRODUCTION&category1=Crops&category2=Forage%20Crops%20and%20Pasture&color=91A967&font=4B5F27

Pasture Principles for Smaller Acreages:http://www.cals.uidaho.edu/edcomm/pdf/BUL/BUL0849.pdf

Soil Links on the The Twelve Soil Orders:http://www.cals.uidaho.edu/soilorders/links.htm

C. Website

Environmental and Natural Resources CDE – Sources for Soil Information

Please visit the University of Idaho Rangeland Center’s website for this CDE at: https://enviroscicde.wordpress.com. Our website offers CDE study material, teacher resource guides, and event information to help prepare teams compete at state.

D: Teacher Resource Guide

Environmental and Natural Resources CDE – Resources for Teachers

If you are interested in teaching natural resources as a curriculum within your classroom, please visit our website at: https://enrteacherresource.wordpress.com.

This website also offers more background and information on soil and water resources: https://enrteacherresource.wordpress.com/section-curriculum/section-iii.

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