Physiology of the Grid

Jcollard

Description

• exposé

The Physiology of the Grid An Open Grid Services Architecture for Distributed Systems Integration Ian Foster1,2 Carl Kesselman3 Jeffrey M. Nick4 Steven Tuecke1 1 Mathematics and Computer Science Division, Argonne National Laboratory, Argonne, IL 60439 2 Department of Computer Science, University of Chicago, Chicago, IL 60637 3 Information Sciences Institute, University of Southern California, Marina del Rey, CA 90292 4 IBM Corporation, Poughkeepsie, NY 12601 foster@mcs.

• grid technologies
• open grid services architecture
• distributed systems
• integration
• computing
• service
• resources
• management
• services
• enterprise

Sujets

• Exposé
• Directory
• Information Sciences Institute
• Argonne National Laboratory
• University of Chicago
• University of Southern California
• Computer science
• Apache

Informations

• Publié par: epsa0
• Nombre de lectures: 9
• Langue: English

Extrait

BLUE GOLD
The Abuse of Water

Grade Level: Grade 11
Subject: Chemistry
Unit Length: 3 x 70-minute lessons
Author: Stacie Theis
Contact: [e-mail]

Narrative Synopsis:
Introduction:
Water is essential to all life. No living organism can survive without it. Yet the way in which
humans treat the essence of what keeps us alive is frightening. We pollute our lakes and streams and we
waste water by letting the water run while we brush our teeth. On a global scale, 1 billion people out of the
6 billion on earth do not have access to safe drinking water (Environment Canada, 2008). In other words,
one out of every six people is without water. We as Canadians do not think about water because we are a
water wealthy nation. We have about 20% of the world’s fresh water supply. Canada is a nation of water.
Our livelihood and industries relies on water. Canadian recreation is centered around water: skiing,
swimming, skating and hockey just to mention a few (Environment Canada, 2008). Industries that rely on
water include: forestry, mining, fisheries, paper and pulp mills, agriculture. Even our art and literature
focuses on the theme of water. Water is a strong part of our identity as Canadians and yet we as Canadians
use 350 litres per person a day. That is the second highest amount of water per person a day in the world
(highest consumption rate is the United States) [Environment Canada, 2008]. Even though we are a ‘water
wealthy nation’, we must be socially and globally responsible with our use of water and we should protect
water: it is what connects us to everything and everyone on the planet. The molecule of water we drink
today was the same molecule that the dinosaurs drank and after we are finished with it, it will be used by
future generations. There is a need for conservation, stewardship and public ownership on this issue.
A famous quote states that the wars of the present are fought over oil, but the wars of the future
will be fought over water (Shiva, 2002). Water is coined as being “blue gold” and is predicted to become
more valuable than either gold or oil in the future (Shiva, 2002). The youth of today needs to aware of
Canada’s role in the potential future water crisis and the impact Canadians have on water and its usage. The
classroom is a place where controversial ideas should be presented in order to aid students in the
development of critical thinking skills and to develop a global perspective of issues of sustainability. This is
why the theme of water as blue gold is to be built into the grade 11 university chemistry strand, solutions
and solubility. Lessons will be tailored to include the theme of water on local, national and global levels
with a focus on solution oriented approach.
Impacts of Water Scarcity:
The planet is 90% covered by water, however 99% of this water is unusable as it is salt water or
hidden deep underground (Environment Canada, 2008). The remaining 1% is fresh water, most of which is
in the frozen ice caps in the northern and southern poles. Using the example form the Otesha book, From
Junk to Funk, if all water on the planet was represented by 1 L of water, the amount of water that is fresh
water is only 30 ml and the amount available for use is a drop of water. (This analogy will help put it into
perspective for students our consumption who may become overwhelmed by numbers.) In analysing the
past water usage of the planet, it has increased six fold during the 20th century and it continues to be
increasing two times as fast as the world population grows (World Water council, 2005). The demand of
water is growing faster than the environment’s ability to replenish water (Environment Canada, 2008).
Simply put, we as a species are using too much water. Through everyday activities, making our food and
clothes, we use too much water and our current usage is squandering the world’s most precious resource.
A prime example is the Aral Sea, located in central Asia. It was the fourth largest lake in the world forty
years ago, yet due to over-use, it has been reduced to a mere fraction of its original size (Environment
Canada, 2008) *See reference #5 in the “References / Resources” section below*. The Aral Lake, like
many other bodies of water, are important for climate, agriculture, human health, fishing and local
environment and we will need to make a concentrated and global effort to protect and hopefully replenish
the remaining water ways.
Water shortages are increasing and if we as Canadians, whose Great lakes hold 18% of the
world’s surface fresh water, think we are exempt than we are truly naive (World Water council, 2005).
Canada has had and will have water problems and shortages. For example, eight million Canadians rely
exclusively on groundwater for their daily water needs (Environment Canada, 2008). In a previous report in
1999, 26% of Canadian municipalities with water distribution systems reported that there were problems
with water availability during the last five years (Environment Canada, 2008).
Another common misconception is that all sewage and waste water is treated and disposed
properly. Of waste water, Canada treats 97% of wastewater through primary, secondary or tertiary levels,
however, one trillion tons of sewage are dumped directly into Canadian waterways each year (Otesha
project, 2004). Industries, however, dump 70% of waste untreated into surface waters which further pollute
our water supply. The denial of access to clean drinking water contributes to further problems and it is even
more prevalent globally.
Water-borne diseases are the major factor of death in three to four million people, 2 million of
which are children who die from diarrhea. Access to water is a fundamental human right, like education or
health yet one out of every six people are denied this right. Water stress occurs when there is less than 1
700 m3 of water per person per year; the situation is called stressed when there is less than 1 000 m3 per
person (World Water Council, 2005). As of today there are 600 million people who face water scarcity and
future water scarcity is projected to increase to roughly 3 billion (range is 2.7 to 3.2 billion dependant on
population growth) [Environment Canada, 2008]. The future presents problems that we as Canadians must acknowledge and take steps to reduce.
The unit is about awareness, raising acknowledgment, personal responsibility and empowerment for
change.
Key questions students will think about critically during this unit are:
• What role doles desalination play in managing water shortages?
• Is water a fundamental human right?
• Is water a commodity to be bought and sold?
• How do Canadians influence the use and the value of water? How does this relate to other
countries?
• Where does my water come from and where does it go? What impacts does this have on the
local environment?
• How do I as an individual protect and consume water?


Unit Outline:

Lesson Topic Enduring Understanding Activity
1 Introduction to Water is often taken for granted PowerPoint introduction to introduce
Blue Gold by those to have easy access to the unit theme of blue gold and present
it. Water overconsumption and some facts about water. Modelling and
water pollution are major issues then a lab on preparing solutions from
that must be dealt with. a solid. Introduction to Watercan.
Alternatives in sources for fresh
water are being explored (e.g.
desalination).
2 What’s in Your Water is a universal solvent and “My Water Is Your Water” activity
Water? - Water is not owned by one person but demonstrating water contamination.
Purification by everyone. There are certain Direct instruction of water
dissolved components in water composition (e.g. organic compounds,
but too much of one or the other metallic ions). Students create their
tips the balance. own interpretation (short story or life
cycle) of water filtration.
3 Waste Water Water scarcity is a reality. There “Heavy as Gold” activity to
are differences in cultural uses, demonstrate the lengths some people
conservation and appreciation of in the world have to go to obtain
water between developed water. Read Mirror story from the
countries and underdeveloped Otesha handbook. Discussion on daily
countries. Big changes start with water consumption. Explanation of
individual choices. waste management and the
construction of toilet dams. Group
brainstorming and poster-making.

LESSON 1: Introduction to Blue Gold
Subject: Chemistry
Grade: Grade 11 (University)
Students: 30 students
Time: 70 minutes
Ontario curricular expectations:
- Strand(s): Solutions and Solubility
- Specific:
• Explain the current water situation on a national and global scale.
• Prepare solutions of required concentrations by dissolving a solute and by diluting a concentrated solution.
• Relate a scientific knowledge of solutions and solubility to everyday applications.
Safety:
- Burning ball of fire, flammability and risk of fire, make sure proper lab procedures are followed such as tying back
hair and loose garments, make sure fire extinguisher is handy.
- Lab setting using table salt.
Resources / materials:
- Water, isopr