InTeGrate Modules and Courses >Water Science and Society > Student Materials > Section 3: Social Science of Water > Module 7: What is in your water? > Summary and Final Tasks
InTeGrate's Earth-focused Modules and Courses for the Undergraduate Classroom
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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These student materials complement the Water Science and Society Instructor Materials. If you would like your students to have access to the student materials, we suggest you either point them at the Student Version which omits the framing pages with information designed for faculty (and this box). Or you can download these pages in several formats that you can include in your course website or local Learning Managment System. Learn more about using, modifying, and sharing InTeGrate teaching materials.
Initial Publication Date: March 31, 2017

Summary and Final Tasks

Summary

In this module you confronted some significant issues in water quality induced by human activities. You now understand some of the effects of agriculture and indiscriminate waste disposal on water quality, and you are aware of the need to regulate water quality, whether in the U.S., where such controls are accepted and effective, for the most part, or in far-flung parts of the world where regulation is needed but less acceptable or economically practical at present. One should recall the objectives of Module 1, one of which entertained the "right" of all humans to adequate fresh water, which now can be extended to water of reasonable quality. If this is a laudable objective, how can it be achieved? You now have some ideas in this regard, and the next three modules further explore issues with quantity and quality.

Reminder - Complete all of the Lesson 7 tasks!

You have reached the end of Module 7! Double-check the to-do list on the Module 7 Roadmap to make sure you have completed all of the activities listed there before you begin Module 8.1.

References and Further Reading

Alexander, Richard B., R.A. Smith and G.E. Schwarz, 2000. Effect of Stream Channel Size on the Delivery of Nitrogen to the Gulf of Mexico. Nature 403: 758-761.

Goolsby, D.A. and W.A. Battaglin, 2000. Nitrogen in the Mississippi River Basin—Estimating Sources and Predicting Flux to the Gulf of Mexico. U.S. Geological Survey Fact Sheet 135-00.

Goolsby, D.A. and Pereira, W.E. 1995. Pesticides in the Mississippi River. in USGS Circular 1133, R. Meade, ed.

Rabalais, N.N., R.E. Turner, J. Dubravko, J., Q. Dortsch, and W.J. Wisman, Jr., 1999, Characterization of Hypoxia—Topic 1 Report for the Integrated Assessment on Hypoxia in the Gulf of Mexico: Silver Spring, Md., NOAA Coastal Ocean Office, NOAA Coastal Ocean Prog. Decision Analysis Series No. 17, 167 p.


These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »