Math and Science Teaching Fellows

Environmental Technology

Management

Judy Cichoracki, BAE (Biology)Biology/Physics/Science Department Chair

Stacy Brady, BS (Microbiology)Biology/Instructional Coach

John Morris, BS (Electrical Engineering)Algebra/Geometry

THE SCHOOL THAT MAKESEDUCATION HAPPEN

Casa Grande Union High School District #82

Casa Grande Union High School

MSTF: What did we do?• Emergency Management Technology

– Investigated the site of a simulated “dirty bomb” detonation

• Environmental Management Technology– Created biodiesel from canola oil and olive oil

• Determined density, flash point of product– Created nanofibers in the laboratory

• Examined under a Scanning Electron Microscope– Atomic Absorption Spectrophotometry

• Calculated calibration curves• Determined an unknown concentration using a flame AA

Environmental Management Technology

Areas of Concentration• Air Pollution• Soil Contamination• Groundwater

Contamination• Hazardous Waste

Management• Risk Management Judy Cichoracki (Physics) and Stacy Brady (Biology)

Casa Grande Union High School

Emergency Management Technology

Areas of Concentration• Terrorism• Weapons of Mass

Destruction• Comprehensive

Emergency Management

• IT in Emergency Management

• Homeland Security

Simulated “Dirty Bomb” Detonation

A radioactive cloud drifts over the campus.

Policy and Science

SocialScience

(FEMA Policy Stream)

Natural Science

(EPA Policy Stream)

Emergency Management

Comprehensive Emergency Management

Phase 1: Mitigation– Hazard Identification– Vulnerability Assessment– Risk Assessment

• Probability of Occurrence• Consequences

Phase 2: Preparedness– Planning– Training– Exercises

Phase 3: ResponsePhase 4:Recovery

Proactive and Reactive Planning

Arizona Incident Command/Emergency Operations Center

Creation of Biodiesel

BioDieselMuch better for the environment. CO2 is still a bi-

product, however the CO2 produced when burning biodiesel was recently in the air. The plant from which the oil came from took that CO2 in during photosynthesis and stored it as a carbohydrate. This is what is released when biodiesel is burned. When regular petroleum is burned the CO2 was not recently in the atmosphere.

The oil used can be waste oil from restaurants or “virgin” oil that has not been used. The waste oil takes a bit more time to clean up.

Models

Explosion Analysis

Calibration Curve

Instructional Objectives

Atomic Absorption Spectrophotometry

Calibration Curve Calculation using Excel

Standards

concentration absorption

0 0 Graphical Analysis

1 0.01 Intercept= 0.004723

5 0.042 Slope= 0.007229

10 0.079 Correlation= 0.99954

20 0.156 R-squared= 0.99908

50 0.363

Unknown Samples

absorption concentration

sample 1 [A] 0.06 7.646952944

sample 2 [C] 0.191 25.76934945

sample 3 [B] 0.105 13.87220365

Nanofibers

Raghavendra R Hegde, Atul Dahiya, M. G. Kamath, Nanofiber nonwovens, http://web.utk.edu/~mse/pages/Textiles/Nanofiber%20Nonwovens.htm

Nanofibers

Raghavendra R Hegde, Atul Dahiya, M. G. Kamath, Nanofiber nonwovens, http://web.utk.edu/~mse/pages/Textiles/Nanofiber%20Nonwovens.htm

What is a dirty bomb?Background

A “dirty bomb” is one type of a “radiological dispersal device” (RDD) that combines a conventional explosive, such as dynamite, with radioactive

material. The terms dirty bomb and RDD are often used interchangeably in the media. Most RDDs would not release enough radiation to kill people or

cause severe illness - the conventional explosive itself would be more harmful to individuals than the radioactive material. However, depending on

the scenario, an RDD explosion could create fear and panic, contaminate property, and require potentially costly cleanup. Making prompt, accurate

information available to the public could prevent the panic sought by terrorists.

A dirty bomb is in no way similar to a nuclear weapon or nuclear bomb. A nuclear bomb creates an explosion that is millions of times more powerful

than that of a dirty bomb. The cloud of radiation from a nuclear bomb could spread tens to hundreds of square miles, whereas a dirty bomb’s radiation

could be dispersed within a few blocks or miles of the explosion. A dirty bomb is not a “Weapon of Mass Destruction” but a “Weapon of Mass Disruption,” where contamination and anxiety are the terrorists’ major

objectives.

Dirty Bomb ScenarioTwo weeks ago, Chandler Regional Hospital discovered 2 gauges filled with cesium-137 were missing. The cesium-137 was detonated in a bomb with 15 lbs of TNT near Casa Grande Union High School, Casa Grande, Arizona. Residents within a 10 mile radius are currently being evacuated to Casa Grande Regional Hospital and Chandler Regional Hospital. At this time there are no known fatalities. In the time since the bombing a terrorist cell from Al-Qaida has claimed credit for this bomb. No arrests have been made but the investigation is on-going.

http://science.howstuffworks.com/dirty-bomb.htm

Dirty Bomb Lesson Plan for PhysicsBy Judy Cichoracki MSTF 2007

• Goal: What can be done to mitigate the effects of a Dirty Bomb? Why should I care?

• Short Term Goal: Digitally record simulated dirty bomb explosion. Use Logger Pro to evaluate explosion frame by frame. Predict what information can be obtained from the frames.

Assessment

• Formative assessment – peer discussion• Summative assessment- written description

of what was observed and possible ways this information could be used to mitigate long term effects of a Dirty Bomb explosion.

"Dirty Bomb" Detonation Task 1 for Biology Stacy Brady MSTF Project ASU Summer 2007

Introduction:

Students will go outside to watch the detonation of a "dirty" bomb. Students will not be told the reason for going outside, simply which they are to go outside and make some observations about what they see. Once the student are outside the bomb will be detonated and students will record written observations. This event will be taped in the case that other class periods may not be able to witness a live detonation.

On day one students must generate a list of questions they will need answered as members of a local business, local utility company, concerned citizens, and various environmental groups.

Thinking Skills Required:1. Formulating questions 3. Discussion2. Logical thinking 4. Measurement

Materials (per class of 24 working in groups of 4) 24 safety goggles Dirty bomb to detonate* Meter stick6 disposable cameras video camera * Contact local police and/or fire departments about setting up this activity. Ask them to do the actual detonation and creation of the bomb.

Safety Issues:Be sure each student is wearing the goggles and that all students stand back from the blast a set amount of feet.

Prior Student knowledge Necessary1) Practice making detailed observations2) Practice making measurements using a meter stick3) Knowledge of what a dirty bomb is.4) Knowledge of what happens to materials in an explosion

What will students learn or figure out in this activity? 1) Size of blast site2) How to collect evidence or data after an explosion3) What a dirty bomb is and what it might look like when one detonates

How are students going to work with data?In this activity students will be collecting data which will be worked with at a later date.

Teacher facilitation of students in data analysis and in forming reasonable conclusions:

Students will share their results from their Dirty Bomb Definition homework assignment from the night before. Through this class discussion the teacher will ask students what are some common themes found in the various definitions or adult responses? Finally the class will come up with one definition to copy down in their lab notebooks. Once the bomb goes off students will be very excited. The teacher really needs to control the students and remind them prior to detonation and immediately following detonation that they are not to touch or move anything. Each group should have a camera to take pictures of things they find relevant to their group. Each group should also have a meter stick or metric measuring tape to measure how far out pieces were blown to get the blast site radium. In addition, the teacher may need to remind students to make observations about the wind and time of day. At this point due to the excitement of the student, the teacher is really there to remind students of their purpose out there, as investigators of a dirty bomb that has exploded near the school and that students are to collect data that might assist them in their groups to mitigate the blast.

Objectives:1. Develop a definition for "dirty bomb"2. Make observations following the detonation3. Take measurements after detonation to determine the size of the blast radius4. Develop questions relevant to their group area about the blast

State Standards applicable:1) S1C2PO1, PO2, and PO52) S1C4PO33) S2C1PO4

Pre-detonation activity: Students will be randomly assigned to one of the following student groups:1) Arizona Water company 2) Citizen advisory board 3) State EPA Air quality division 4) National Resources Conservation Services: Soil Quality Division 5) Arizona Fish and Game 6) Arizona Department of Agriculture 7) Arizona Department of Human Health 8) FEMA

Within these groups each student will be assigned one of the following roles (teachers you may wish to assign the roles yourself or allow student to chose their preferred role): 1) Director: Responsible for the overall functioning of the team. The Director is the teams' only point of contact for the Emergency Management coordinator (the teacher). The director may hire and fire team members. (If a team member is "fired" from one group, they must find another group to "hire" them. Everyone must be a member of a team in order to be paid (receive a grade). If someone is fired and is not able to be hired, then they will not be paid.). Carries out investigative duties. 2) Quality Control Manager: Responsible for ensuring that all tasks are accomplished to specification and that all reports to be submitted are thorough, well thought out publishable pieces. Carries out investigative duties3) Materials Manager : Responsible for obtaining and keeping track of all materials needed to complete all tasks. The Materials Manager sets the schedule for completion of tasks and ensures that all needed materials are available to support analysis of the situation. Carries out investigative duties.4)      Public Relations Coordinator: Responsible for keeping a log of daily activities and posting a daily blog for groups general activities and information gathered. Carries out investigative duties. 5)      (optional) Technology Director: Responsible for compiling final PowerPoint project. The technology director will be the backup blogger in case the Public Relations Coordinator is unavailable. Carries out investigative duties. It is recommended that students be placed in their groups prior to detonation.

Activity: Detonation: Prior to moving outside, pose the question to students "what is a dirty bomb?" Allow students time to answer and discuss possible ideas. Finally develop the definition that a "dirty" bomb is one what contains radioactive ingredients. This should not take more than 10-15 minutes. Ask students to record the final definition in their lab notebooks. Teachers may want to assign students homework the night before to interview 5 adults and ask them what a dirty bomb is, or students with internet access can look up what is a dirty bomb on the internet. Prep students for the detonation by telling students they are going to witness a model of a dirty bomb detonate nearby. Tell students that they are to observe the detonation, take notes about the detonation and then to collect data that may help them in their investigation of a dirty bomb explosion for their group area. It is critical that teachers go over the safety issues prior to moving outside. Make sure all students know that they must wear their goggles and must stay in the designated viewing area.  Move the students outside. Be sure that each student brings their lab notebook and a pen/pencil. Detonate the bomb (this should be done in conjunction with the local police and fire department). Allow students time to record observations, take pictures, and to make some measurements. Return back to class.

Homework: Write 7-10 questions you will want answered at the press conference scheduled for tomorrow in class. These questions should be questions someone from their assigned group might ask at a press conference.

Mathematics Lesson PlanJohn Morris, CGUHS

Course: Algebra 2 Grades: 9 – 12 Date: (Curriculum Week 5)

Summary: Using data collected from the “dirty bomb” scenario, students will create an algebraic model describing the concentration of ground contaminants as a function of distance from the blast, out to a distance of 100 meters. Students will extrapolate the concentration of ground contaminants at distances of 500 and 1000 meters from the blast and compare their results against data gathered at the scene. Students will discuss reasons for any variation in their model.

Objective/Goal: Create and analyze an algebraic model of a real-world scenario given a set of data points.

Outcomes/StandardsMathematicsS2C1 PO2. Organize collected data into an appropriate graphical representation.S2C1 PO3. Display data as lists, tables, matrices, and plots. S2C1 PO11. Evaluate the reasonableness of conclusions drawn from data analysis. S2C1 PO13. Draw a line of best fit for a scatter plot. S3C2PO 2. Describe a contextual situation that is depicted by a given graph. S3C2PO 3. Identify a graph that models a given real-world situation. S3C2PO4. Sketch a graph that models a given contextual situation. S3C3 PO6. Write a linear equation for a table of values.

ScienceS1C1PO4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).S1C3PO5. Design models (conceptual or physical) of the following to represent “real world” scenarios: carbon cycle, water cycle, phase change, collisions.S1C4PO2. Produce graphs that communicate data.

Lecture Notes

Discussion:

Why would it be important to know the concentration of contaminants in this scenario? (Show NOVA: Preview – Dirty Bomb Video. See Background Material.)

Why do we create models? What use would a model be in responding to this situation?

Which math skills are needed to create a model?

What information is needed to create this model?

Procedure

Instructor: Obtain data on the concentration of ground contaminants as a function of distance from the blast for the “dirty bomb” scenario. Provide students with data on concentration of ground contaminates out to a distance of 100 meters from the blast.

Students: Organize the data provided into a table of values. Use the table of values to create a scatter plot. Using the scatter plot, determine the line of best fit for the data. Obtain a linear equation in slope-intercept form for the line of best fit. This is the model that will be used to analyze the scenario.

Discussion Questions

What do the sign and the magnitude of the slope of the equation indicate about the concentration of the ground contaminants?

What does the intercept of the equation indicate about the concentration of the ground contaminants?

According to your model, what will the concentration of ground contaminants be 500 meters from the blast? At 1000 meters?

Does the model accurately predict the concentration of ground contaminants at those distances?

What would cause variation between the predicted and actual concentration of ground contaminants, if any?

At what distance from the blast should the concentration of ground contaminate drop to zero?

ActivityCreate a plot showing the graph of the theoretical concentration of ground contaminants and the graph of the actual concentration of ground contaminants on the same plot. Describe possible reasons for variation in the two graphs.

Optional ActivitiesBasic:Prepare a PowerPoint presentation on the steps that were used to create the algebraic model and the results of the analysis.Create a presentation poster describing the modeling procedure and the results of the analysis.Intermediate:Create a two minute video presentation on this project to be shown in class. Be sure that you support your analysis and conclusions with data and valid arguments.Create a two minute podcast depicting the events of the “dirty bomb” scenario and the results of your analysis of the situation. Be sure that you support your analysis and conclusions with data and valid arguments.Advanced: Based on your model, determine the amount of contaminant present in the bomb at detonation. State your assumptions and be able to defend your conclusions.

Background Material

US Nuclear Regulatory Commission: Fact Sheet on Dirty Bombs http://www.nrc.gov/reading-rm/doc-collections/fact-sheets/dirty-bombs.html

NOVA Teachers: Dirty Bomb http://www.pbs.org/wgbh/nova/teachers/programs/3007_dirtybom.html

NOVA: Preview – Dirty Bomb Video http://www.pbs.org/wgbh/nova/preview/q_3007.html

Center for Disease Control: Frequently Asked Questions about Dirty Bombs http://www.bt.cdc.gov/radiation/dirtybombs.asp

US Department of Health and Human Services: Radiological Dispersal Devices http://www.remm.nlm.gov/rdd.htm

Dr. Thomas E. SchildgenDepartment Chair/ProfessorCollege of Technology and Innovation

Dr. Danny Peterson, Professor College of Technology and Innovation

Dr. Larry Olson, Associate ProfessorCollege of Technology and Innovation

Mr. Kiril Hristovski, MS, Ph.D. CandidateLab Director College of Technology and Innovation

Mr. Al Brown, MPA, Director Environmental Research Initiatives

Special thanks to: