Name: water tests for concrete performance
Uploaded: 2024-11-07T14:48:25.000Z
Duration: 1 min 14 s
Channel: JoVE

K12 Standards

ohios-learning-standards-and-model-curriculum

Ohio’s Learning Standards and Model Curriculum

9-12

Physical Geology

Earth's Resources

Water

Testing Water Quality

Si la qualité de l’eau disponible pour la préparation du béton est incertaine, son adéquation est déterminée en comparant le temps de prise du ciment et la résistance à la compression des cubes de mortier fabriqués avec l’eau d’essai par rapport à ceux fabriqués avec de l’eau désionisée ou distillée.
Si les valeurs obtenues pour le temps de prise et la résistance à la compression sont dans les limites admissibles mentionnées dans les normes, l’eau d’essai peut être utilisée pour préparer le béton.
Si l’eau saumâtre est la seule option disponible pour mélanger le béton, il est crucial de vérifier que la concentration de chlorures, de sulfates et d’alcalis qu’elle contient est dans les limites autorisées prescrites par les normes pour préserver la qualité du béton.
Dans le cas où l’eau de mer est utilisée pour mélanger le béton, la résistance à la compression du béton préparé avec de l’eau de mer et de l’eau douce est testée, et les résultats sont comparés pour s’assurer que la stabilité à long terme n’est pas réduite de plus de 15 %.
La possibilité que l’eau utilisée pour le durcissement provoque des taches sur les surfaces en béton peut être déterminée en effectuant des tests de performance qui simulent le mouillage et l’évaporation sur les surfaces en béton.

tester la qualité de l'eau

Lorsque la qualité de l'eau utilisée pour la préparation du béton est incertaine, son impact sur le temps de prise du ciment et la résistance à la compression du mortier est évalué par comparaison avec des valeurs de référence d'eau déminéralisée ou distillée. L'American Society for Testing and Materials (ASTM) C1602 exige que les temps de prise soient dans les 90 minutes suivant le contrôle, la norme britannique (BS) 3146:1980 autorise une variation de 30 minutes dans la prise initiale, tandis que la norme britannique (BS EN) 1008 spécifie que le temps de prise initial ne doit pas être inférieur à 1 heure et le temps de prise final inférieur à 12 heures, avec une variabilité de 25 % par rapport aux résultats obtenus avec de l'eau distillée. Les cubes de mortier fabriqués avec de l'eau à tester doivent atteindre au moins 90 % de la résistance à la compression de ceux fabriqués avec de l'eau distillée.


 Il est essentiel de rechercher les impuretés telles que les chlorures, les sulfates, les solides totaux, les alcalis, etc., car les concentrations ne doivent pas dépasser les limites établies pour garantir la qualité du béton. Lorsque de l'eau de mer est utilisée, la résistance à la compression à long terme du béton ne doit pas être inférieure de plus de 15 % à celle du béton préparé à l'eau douce. De plus, des tests de performance simulant le mouillage et le séchage naturels sont utilisés pour vérifier les éventuelles tâches, une étape nécessaire pour vérifier l'aptitude de l'eau à durcir le béton sans compromettre son apparence.

Tester la qualité de l'eau

Si la qualité de l’eau disponible pour la préparation du béton est incertaine, son aptitude est déterminée en comparant le temps de prise du ciment et le ...

Education

Enseignement

JoVE Core

Civil Engineering

Génie civil

Unit 1

Unité 1

Aggregates and Water

Granulats et eau

KEY TERMS AND CONCEPTS

TERMES ET CONCEPTS CLÉS

water tests for concrete performance

Water tests for concrete performance help determine whether an uncertain water source is safe to use in cement and mortar. The main checks compare the water against de-ionized or distilled water benchmarks. Engineers look at both setting time and the compressive strength of mortar made with the test water.

Standards set clear limits for these results. ASTM C1602 requires setting times to stay within 90 minutes of the control. BS 3146:1980 allows a 30-minute change in initial setting, while BS EN 1008 requires the initial setting time to be at least 1 hour and the final setting time to be less than 12 hours. BS EN 1008 also allows only a 25 percent variation from the results with distilled water.

Mortar cubes made with the test water must also be strong enough. They need to reach at least 90 percent of the compressive strength of cubes made with distilled water. The water is also checked for impurities such as chlorides, sulfates, total solids, and alkalis. These levels must stay below set limits to protect concrete quality.

Seawater can be used in some cases, but it needs extra checking. Its long-term compressive strength must not be more than 15 percent lower than concrete made with freshwater. Performance tests that copy natural wetting and drying are also used to look for staining. This step helps confirm that the water is suitable for curing without harming the concrete’s appearance.

Water Tests for Concrete Performance

unsoundness of aggregate due to volume change

unsoundness-of-aggregate-due-to-volume-change

Aggregate Durability in Freeze-Thaw Cycles

Aggregate durability can decline when volume changes damage the particles. Freezing and thawing, thermal change, and wetting and drying all place stress on aggregates. When unsound aggregates break down under these conditions, they can contribute to scaling, pop-outs, and cracking in concrete. Some aggregates are more vulnerable than others. Porous flints, cherts, and aggregates that contain clay minerals are especially prone to this kind of damage. Their internal structure can make them...

deleterious substances in aggregate

Testing Aggregate Impurities in Concrete

Aggregate impurities can lower the quality and durability of concrete. Organic matter, such as loam in sand, can interfere with cement hydration and weaken the bond between the aggregate and the cement paste. Organic impurities are often checked with a colorimetric test. In this test, the darkness of the solution after agitation shows the level of organic content. Clay and fine material can also coat aggregate particles and reduce the bond with the cement paste. The amount of clay and silt in...

sieve analysis and grading curves

Aggregate Size Testing with Sieve Grading

Aggregate size testing with sieve grading measures the particle size distribution of aggregate materials. It starts with a dried sample of aggregate that is weighed first. The sample is then sorted through a stack of square-opening sieves arranged from largest opening on top to smallest opening below. The sieve stack is shaken or vibrated so the particles move through the openings by size. After a set time, the material left on each sieve is weighed. That weight is then written as a percentage...

fineness modulus

Fineness Modulus from Sieve Analysis

Fineness modulus is a numerical index used to describe how coarse or fine aggregate particles are. For sand, it is found from sieve analysis using a standard set of ASTM sieves. The result helps show whether the sample is finer or more coarse. To calculate fineness modulus, first record the weight of aggregate retained on each sieve and in the pan at the bottom. Then find the cumulative weight retained on each sieve. Next, express each cumulative weight as a percentage of the total sample...

types of aggregate grading

Aggregate Grading for Strong Concrete Mixes

Aggregate grading describes the particle size distribution in a sample of aggregate. It is important for making a concrete mix that has enough strength, reasonable workability, and minimal segregation. The right grading also helps concrete stay economical. There are four main types of aggregate gradation: well-graded, uniformly graded, gap-graded, and open-graded. Each type has a different pattern on a gradation curve, which shows how particle sizes are spread across sieve sizes. These...

maximum size of aggregate

How Aggregate Size Affects Concrete Mix

Aggregate size affects how concrete is mixed, placed, and strengthened. The maximum size of aggregate is defined by the sieve aperture that retains 15 percent or more of the particles in the sample. This size choice helps determine the concrete’s water demand, workability, and final strength. Larger aggregate particles reduce the surface area that must be covered by cement paste. As a result, they can lower the water needed in the mix. When the desired workability and richness are kept, this...

quality of water

Water Standards for Concrete Mixing

Water standards for concrete mixing help control strength and durability. Potable water is usually preferred. Even so, it should not contain too much sodium or potassium, because these salts can weaken concrete integrity. Water quality is judged by impurities such as dissolved solids, chlorides, and sulfates. The pH value is ideally between 6 and 8. Slightly acidic natural water may still be acceptable if it does not contain harmful organic matter or algae. Limits for these impurities depend...

testing water quality

Water tests for concrete performance help determine whether an uncertain water source is safe to use in cement and mortar. The main checks compare the water against de-ionized or distilled water benchmarks. Engineers look at both setting time and the compressive strength of mortar made with the test water. Standards set clear limits for these results. ASTM C1602 requires setting times to stay within 90 minutes of the control. BS 3146:1980 allows a 30-minute change in initial setting, while BS...

aggregates classification

Aggregate Types by Size, Weight, and Source

Aggregate types are grouped by size, petrographic characteristics, weight, and source. These categories help describe how different aggregates are identified and used in concrete. Size is one of the most common ways to classify them. Based on particle size, aggregates are either coarse or fine. Coarse aggregates are particles that do not pass through ASTM sieve No. 4. Fine aggregates are the particles that do pass through that sieve. Petrographic classification looks at shared mineral features.

shape and texture of coarse aggregate

How Aggregate Form Changes Concrete

Aggregate form affects how concrete mixes, packs, and bonds. Coarse aggregate is classified by the sharpness or roundness of its edges and corners. The main shapes are rounded, angular, elongated, and flaky. These shapes help show how the particles will behave in concrete. Rounded aggregates are fully shaped by attrition, which means they have been worn down by rubbing and impact. River gravel and seashore gravel are common examples. Angular aggregates, such as crushed rock, have clear edges...

bonding and strength of aggregate

How Aggregate Shape Affects Concrete Bond

Aggregate shape and surface texture affect how well concrete holds together. Rough, angular aggregates usually bond more strongly with the cement matrix than smooth, rounded ones. This stronger adhesion can help produce high-strength concrete. Angular aggregates also have a larger surface area. That gives the cement paste more area to grip, which improves the bond. Bond quality is hard to measure directly, and there is no single test that is accepted everywhere. A broken concrete sample can...

toughness and hardness of aggregate

Testing Aggregate Impact and Abrasion

Aggregate toughness and hardness are important for concrete used on pavement surfaces and industrial floors that must carry heavy loads. Toughness means an aggregate can resist failure from impact. Hardness means it can resist wear.

specific gravity of aggregate

Aggregate Pore Effects on Specific Gravity

Aggregate specific gravity depends on the pores inside the material. These pores may be permeable or impermeable, so the same aggregate can be described in more than one way. For this reason, specific gravity is grouped into bulk or gross specific gravity, apparent specific gravity, and absolute specific gravity. Bulk or gross specific gravity uses the mass of aggregate in the saturated surface-dry state. It is compared with the total volume of the aggregate, including both the solids and the...

bulk density of aggregate

How Aggregate Size Affects Bulk Density

Bulk density describes the mass of aggregate that fills a unit volume, including the empty spaces between particles. Those void spaces remain because aggregate particles cannot be packed so tightly that every gap disappears. In practice, bulk refers to the total volume of both the particles and the spaces around them. This measurement matters when aggregates are batched by volume. It also helps convert materials measured by mass into a volume-based quantity. Natural mineral aggregates such as...

porosity and absorption of aggregate

Aggregate Pore States and Water Uptake

Aggregate contains pores of different sizes, and those pores may be sealed inside the particle or open to the surface. Open pores let water enter the aggregate. Because aggregate makes up about three-quarters of concrete by volume, its porosity strongly affects the porosity of the finished concrete. Aggregate can also be described by its moisture state. When water fills every pore, the material is saturated and surface-dry. If it sits in dry air, some water evaporates and the aggregate becomes...

moisture content and bulking of aggregate

moisture-content-and-bulking-of-aggregate

How Aggregate Moisture Affects Concrete Mixes

Aggregate moisture affects concrete mixing by changing how much water must be added to the batch. Moisture content is the water coating the outside of aggregate that is in a saturated and surface-dry state. The total water in moist aggregate includes both moisture content and water absorption. When aggregates sit in stockpiles or are exposed to rain, they can take in moisture. That extra water must be counted during concrete batching so the water-to-cement ratio stays correct. The moisture...

key terms and concepts

Learn how concrete water is tested for setting time, strength, impurities, seawater limits, and staining risk using ASTM and BS standards.

Water Tests for Concrete Performance | JoVE K12

JoVE Core Civil Engineering provides a foundational exploration of essential construction materials in civil engineering, focusing on bricks, stones, steel, wood, and concrete through easy-to-understand animated videos. This collection covers the properties, manufacturing processes, and practical applications of these materials. Additionally, the accompanied science-in-action videos demonstrate the research experiments performed in laboratories.

civil engineering

biofuels-producing-ethanol-from-cellulosic-material

Biofuels: Producing Ethanol from Cellulosic Material

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
In this experiment, cellulosic material (such as corn stalks, leaves, ...

Proton Exchange Membrane Fuel Cells

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
The United States consumes a large amount of energy &#8211; the current ...

determination-of-nox-in-automobile-exhaust-using-uv-vis-spectroscopy

Determination Of NOx in Automobile Exhaust Using UV-VIS Spectroscopy

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
In the troposphere, ozone is naturally formed when sunlight splits nitrogen ...

Energy Basics

Chemical reactions, such as those that occur when you light a match, involve changes in energy as well as matter.

Chemical changes and their accompanying ...

Making a Geologic Cross Section

Source: Laboratory of Alan Lester - University of Colorado Boulder
Geologic maps were first made and utilized in Europe, in the mid-to-late 18th century. ...

extraction-of-biomarkers-from-sediments-accelerated-solvent-extraction

Extraction of Biomarkers from Sediments - Accelerated Solvent Extraction

Source: Laboratory of Jeff Salacup&#160;- University of Massachusetts Amherst
The distribution of a group of organic biomarkers called glycerol-dialkyl ...

Quarrying of Stone

Quarrying involves the meticulous extraction of stone from a quarry by either using controlled explosions or precision cutting techniques to remove the ...

Energy

The universe is composed of matter in different forms, and all forms of matter contain energy.&#160; The different forms of energy on Earth originate from ...

Energy resources
• Renewable and nonrenewable energy sources and efficiency
• Alternate energy sources and efficiency
• Resource availability
• Mining and resource extraction

Content elaboration: This unit builds upon a variety of topics studied in previous courses. In elementary school, renewable/nonrenewable energy, soils, the atmosphere and water are introduced. In middle school, Earth's spheres, Earth's resources and energy resources are explored. At the high school level, water, air, chemistry and energy topics are studied. In this course, the Earth Resources topic should be looked at through the lens of geology when referring to renewable/non-renewable resources, air, water, soil, and energy. In this course, renewable and nonrenewable energy resources topics investigate the effectiveness and efficiency for differing types of energy resources at a local, state, national and global level. Feasibility, availability and environmental cost are included in the extraction, storage, use and disposal of both abiotic and biotic resources. Modeling (3-D or virtual), simulations and real-world data are used to investigate energy resources and exploration. The emphasis is on current, actual data, contemporary science and technological advances in the field of energy resources. Relating Earth's resources (e.g., energy, air, water, soil) to a global scale and using technology to collect global resource data for comparative classroom study is recommended. In addition, it is important to connect industry and the scientific community to the classroom to increase the depth of understanding. Critical thinking and problem-solving skills are important in evaluating resource use and conservation. Smaller scale investigations, such as a field study to monitor stream quality, construction mud issues, storm water management, nonpoint source contamination problems (e.g., road-salt runoff, agricultural runoff, parking lot runoff) or thermal water contamination, can be useful in developing a deeper understanding of Earth's resources. Earth systems are used to illustrate the interconnectedness of each of Earth's spheres (hydrosphere, lithosphere, atmosphere and biosphere) and the relationship between each type of Earth's resources.

Energy resources

Measuring Tropospheric Ozone

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
Ozone is a form of elemental oxygen (O3), a molecule of three oxygen atoms ...

Bioremediation

Bioremediation is the use of prokaryotes, fungi, or plants to remove pollutants from the environment. This process has been used to remove harmful toxins ...

Climate Change

The certainty of climate change remains a public controversy despite the consensus among approximately 97% of active climate researchers, who not only ...

Global Climate Change

Throughout its ~4.5 billion year history, the Earth has experienced periods of warming and cooling. However, the current drastic increase in global ...

Glovebox and Impurity Sensors

Source: Tamara M. Powers, Department of Chemistry, Texas A&#38;M University&#160;
The glovebox provides a straightforward means to handle air- and ...

Air
• Primary and secondary contaminants
• Greenhouse gases

Content elaboration: This unit builds upon a variety of topics studied in previous courses. In elementary school, renewable/nonrenewable energy, soils, the atmosphere and water are introduced. In middle school, Earth's spheres, Earth's resources and energy resources are explored. At the high school level, water, air, chemistry and energy topics are studied. In this course, the Earth Resources topic should be looked at through the lens of geology when referring to renewable/non-renewable resources, air, water, soil, and energy. In this course, renewable and nonrenewable energy resources topics investigate the effectiveness and efficiency for differing types of energy resources at a local, state, national and global level. Feasibility, availability and environmental cost are included in the extraction, storage, use and disposal of both abiotic and biotic resources. Modeling (3-D or virtual), simulations and real-world data are used to investigate energy resources and exploration. The emphasis is on current, actual data, contemporary science and technological advances in the field of energy resources. Relating Earth's resources (e.g., energy, air, water, soil) to a global scale and using technology to collect global resource data for comparative classroom study is recommended. In addition, it is important to connect industry and the scientific community to the classroom to increase the depth of understanding. Critical thinking and problem-solving skills are important in evaluating resource use and conservation. Smaller scale investigations, such as a field study to monitor stream quality, construction mud issues, storm water management, nonpoint source contamination problems (e.g., road-salt runoff, agricultural runoff, parking lot runoff) or thermal water contamination, can be useful in developing a deeper understanding of Earth's resources. Earth systems are used to illustrate the interconnectedness of each of Earth's spheres (hydrosphere, lithosphere, atmosphere and biosphere) and the relationship between each type of Earth's resources.

turbidity-and-total-solids-in-surface-water

Turbidity and Total Solids in Surface Water

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
Turbidity and total solids are related measurements addressing clarity of ...

Dissolved Oxygen in Surface Water

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
Dissolved oxygen (DO) measurements calculate the amount of gaseous oxygen ...

Nutrients in Aquatic Ecosystems

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
Nitrogen and phosphorus are essential plant nutrients found in aquatic ...

water-quality-analysis-via-indicator-organisms

Water Quality Analysis via Indicator Organisms

Source: Laboratories of Dr. Ian Pepper and Dr. Charles Gerba -The University of Arizona
Demonstrating Author: Luisa Ikner
Water quality analysis monitors ...

isolation-of-fecal-bacteria-from-water-samples-by-filtration

Isolation of Fecal Bacteria from Water Samples by Filtration

Source: Laboratories of Dr. Ian Pepper and Dr. Charles Gerba - The University of Arizona
Demonstrating Author: Luisa Ikner
The quality of water destined ...

Quality of Water

Water added to concrete aids in the hydration of cement, contributing to the strength and durability of concrete.
Generally, potable water, if available, ...

design-example-analyzing-capacity-contours-for-flood-risk-assessment

Design Example: Analyzing Capacity Contours for Flood Risk Assessment

Flood risk assessment involves careful planning and analysis to ensure the safety of communities near water retention structures. Capacity contours are a ...

If the quality of water available for preparing concrete is uncertain, its suitability is determined by comparing the setting time of cement and the ...

Using a pH Meter

Source: Laboratory of Dr. Zhongqi He - United States Department of Agriculture
Acids and bases are substances capable of donating protons (H+) and ...

Water
• Potable water and water quality
• Hypoxia, eutrophication

Content elaboration: This unit builds upon a variety of topics studied in previous courses. In elementary school, renewable/nonrenewable energy, soils, the atmosphere and water are introduced. In middle school, Earth's spheres, Earth's resources and energy resources are explored. At the high school level, water, air, chemistry and energy topics are studied. In this course, the Earth Resources topic should be looked at through the lens of geology when referring to renewable/non-renewable resources, air, water, soil, and energy. In this course, renewable and nonrenewable energy resources topics investigate the effectiveness and efficiency for differing types of energy resources at a local, state, national and global level. Feasibility, availability and environmental cost are included in the extraction, storage, use and disposal of both abiotic and biotic resources. Modeling (3-D or virtual), simulations and real-world data are used to investigate energy resources and exploration. The emphasis is on current, actual data, contemporary science and technological advances in the field of energy resources. Relating Earth's resources (e.g., energy, air, water, soil) to a global scale and using technology to collect global resource data for comparative classroom study is recommended. In addition, it is important to connect industry and the scientific community to the classroom to increase the depth of understanding. Critical thinking and problem-solving skills are important in evaluating resource use and conservation. Smaller scale investigations, such as a field study to monitor stream quality, construction mud issues, storm water management, nonpoint source contamination problems (e.g., road-salt runoff, agricultural runoff, parking lot runoff) or thermal water contamination, can be useful in developing a deeper understanding of Earth's resources. Earth systems are used to illustrate the interconnectedness of each of Earth's spheres (hydrosphere, lithosphere, atmosphere and biosphere) and the relationship between each type of Earth's resources.

lead-analysis-of-soil-using-atomic-absorption-spectroscopy

Lead Analysis of Soil Using Atomic Absorption Spectroscopy

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
Lead occurs naturally in soil, in levels ranging from 10-50 ppm. However, ...

carbon-and-nitrogen-analysis-of-environmental-samples

Carbon and Nitrogen Analysis of Environmental Samples

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
Elemental Analysis is a method used to determine elemental composition of a ...

soil-nutrient-analysis-nitrogen-phosphorus-and-potassium

Soil Nutrient Analysis: Nitrogen, Phosphorus, and Potassium

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
In this experiment, three soil macronutrients are chemically extracted, ...

analysis-of-earthworm-populations-in-soil

Analysis of Earthworm Populations in Soil

Source: Laboratories of Margaret Workman and Kimberly Frye - Depaul University
Using mustard, Lumbricus terrestris earthworm populations can be sampled ...

determination-of-moisture-content-in-soil

Determination of Moisture Content in Soil

Source: Laboratories of Dr. Ian Pepper and Dr. Charles Gerba - The University of Arizona
Demonstrating Author: Bradley Schmitz
Soils normally contain a ...

The Soil Ecosystem

Plants obtain inorganic minerals and water from the soil, which acts as a natural medium for land plants. The composition and quality of soil depend not ...

What are Biogeochemical Cycles?

The most common elements in organic molecules, carbon, hydrogen, oxygen, nitrogen, sulfur, and phosphorus, are only available in the ecosystem in limited ...

The Carbon Cycle

Carbon is the basis of all organic matter on Earth, and is recycled through the ecosystem in two primary processes: one in which carbon is exchanged among ...

The Water Cycle

The Earth&rsquo;s hydrosphere includes all of the areas where the storage and movement of water occurs. Since water is the basis of all living processes, ...

environmental-applications-of-microorganisms

Environmental Applications of Microorganisms

Microorganisms play a pivotal role in maintaining ecosystem balance by recycling essential elements such as carbon, nitrogen, and phosphorus, as well as ...

What is an Ecosystem?

Overview

An ecosystem is the interaction between all abiotic and biotic factors in an environment and can be classified as terrestrial or aquatic. ...

Sustainable Development

As the human population continues to grow and use resources, we must be mindful of our planet&rsquo;s natural limits. Sustainable development provides a ...

The Efficient Amount of Recycling I

In an imaginary town, Greendale, residents carelessly dispose of recyclable plastics due to minimal additional trash pickup fees, leading to recyclable ...

Threats to Biodiversity

There have been five major extinction events throughout geological history, resulting in the elimination of biodiversity, followed by a rebound of species ...

Ecological Disturbance

An ecological disturbance is a temporary disruption in the environment resulting from abiotic, biotic, or anthropogenic factors, causing a pronounced ...

modifying-bank-erosion-hazard-index-behi-protocol-for-rapid

Modifying the Bank Erosion Hazard Index (BEHI) Protocol for Rapid Assessment of Streambank Erosion in Northeastern Ohio

Understanding the source of pollution in a stream is vital to preserving, restoring, and maintaining the stream&#8217;s function and habitat it provides. ...

Soil and sediment
• Desertification
• Mass wasting and erosion
• Sediment and contamination

Content elaboration: This unit builds upon a variety of topics studied in previous courses. In elementary school, renewable/nonrenewable energy, soils, the atmosphere and water are introduced. In middle school, Earth's spheres, Earth's resources and energy resources are explored. At the high school level, water, air, chemistry and energy topics are studied. In this course, the Earth Resources topic should be looked at through the lens of geology when referring to renewable/non-renewable resources, air, water, soil, and energy. In this course, renewable and nonrenewable energy resources topics investigate the effectiveness and efficiency for differing types of energy resources at a local, state, national and global level. Feasibility, availability and environmental cost are included in the extraction, storage, use and disposal of both abiotic and biotic resources. Modeling (3-D or virtual), simulations and real-world data are used to investigate energy resources and exploration. The emphasis is on current, actual data, contemporary science and technological advances in the field of energy resources. Relating Earth's resources (e.g., a, air, water, soil) to a global scale and using technology to collect global resource data for comparative classroom study is recommended. In addition, it is important to connect industry and the scientific community to the classroom to increase the depth of understanding. Critical thinking and problem-solving skills are important in evaluating resource use and conservation. Smaller scale investigations, such as a field study to monitor stream quality, construction mud issues, storm water management, nonpoint source contamination problems (e.g., road-salt runoff, agricultural runoff, parking lot runoff) or thermal water contamination, can be useful in developing a deeper understanding of Earth's resources. Earth systems are used to illustrate the interconnectedness of each of Earth's spheres (hydrosphere, lithosphere, atmosphere and biosphere) and the relationship between each type of Earth's resources.

Soil and sediment

Water Tests for Concrete Performance

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