think like a scientist: hands on discovery through water quality gail powell, ph.d. 2004 kenan...
TRANSCRIPT
![Page 1: Think Like a Scientist: Hands on Discovery Through Water Quality Gail Powell, Ph.D. 2004 Kenan Fellow Leesville Road Middle School WCPSS Dr. Joel Ducoste](https://reader035.vdocuments.us/reader035/viewer/2022062712/56649c9e5503460f9495efe2/html5/thumbnails/1.jpg)
Think Like a Scientist: Hands on Discovery Through Water Quality
Gail Powell, Ph.D.2004 Kenan Fellow
Leesville Road Middle SchoolWCPSS
Dr. Joel DucosteKenan Mentor
Dept. of Civil EngineeringNCSU
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North Carolina State University Kenan Institute
Kenan Fellows Program• Designed to promote teacher leadership in
math and science• Two year program; Awarded to ten
teachers annually• Work with a university professor to
develop lessons that can be incorporated into the classroom
• Includes stipend, training, college credit
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North Carolina State University Kenan Institute
Kenan Fellows Program cont.
• All Kinds of Minds Institute – Schools Attuned Program
• “Fireside Chats” with political figures and educational leaders
• Create a website so other teachers can use our work www.ncsu.edu/kenan/fellows/index.html
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2004 Kenan Fellowship Project:Water Quality – Hands on Science
• Teach the scientific method through the NCSCOS hydrosphere goals
• Heighten student awareness of water and environmental issues
• Allow students to experience the process of scientific research from discovery to development of solutions
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I would like to acknowledge the support of:
Dr. JoAnn BurkholderCenter for Applied Aquatic Ecology
NCSU
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Sampling for Water Quality
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Water Quality Activities in the Classroom
Center for Applied Aquatic Ecology
– www.ncsu.edu/wg
– Live monitoring data from sampling sites
– Visual demonstrations of nutrient plumes,
oxygen levels and fish kills
– Bioterrorism monitoring tool
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Government’s Role in Solving Environmental Issues
Funding
Research
Monitoring
Develop Technology
Educate the Public
Government Policy
Government Regulations
Enforcement
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Approach to Student Understanding
• Understand the nature of the issue– Text books and current events
• Develop laboratory skills – Scientific method – Hands on experiences– Stream water quality monitoring– Record, graph and interpret data
• Apply knowledge learned to develop technological solutions • Understand and participate in the regulatory process to solve issue
– Letter writing– Write “Endangered Species Protection Plan”
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The Nature of the Issue:Neuse River Basin
• Point source pollution– Butner’s proposed increase of waste
water discharge into Falls Lake
– Confined Animal Feed Operations • Hogs• Poultry
– Sewage Treatment Plants
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Neuse River Basin Issues (cont.)
• Non point source pollution:– Agricultural runoff
– Urban growth / Development
• Pfiesteria – toxic dinoflagellate
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Explore Pond Microorganisms
• Examine samples of pond and lake water which we will examine for microorganisms
• Identify the organisms
• Use website to learn about types of pond microorganisms, where they live, and their habits:
www.microscopy-uk.net/full_menu.html
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Learning Experimental Design and Technique
Scientific Research is a process involving a series of experiments that provide understanding
• Design and conduct a simple lab bioassay to test the effects of one environmental parameter on duckweed survival and growth – pH, fertilizer, turbidity, temperature, light, etc.
• Use data from the first experiment to design and conduct one or two follow up experiments
• Class shares their data: What did we learn about duckweed?
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Duckweed Bioassays
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Learning Experimental Design and Technique cont.
• Design and conduct a simple lab bioassay to test the effects of one environmental parameter on brine shrimp survival and growth – pH, oil, fertilizer, turbidity, temperature, light,
etc.
• Use data from this experiment to design and conduct one or two follow up experiments
• Class shares their data: What did we learn about the effects of environmental factors on brine shrimp survival ?
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Environmental Monitoring
• Students learn to identify stream macroinvertebrates using dichotomous keys http://www.people.virginia.edu/~sos-iwla/
• Students learn to conduct colorimetric chemical assays of stream water: pH, nitrates, phosphate, oxygen, turbidity
• Students learn to determine water quality based on macroinvertebrate and chemical data
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Macroinvertebrate Sampling
Using a Kick Net
Sorting Macroinvertebrates
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Calculating Stream Index Values
1. Identify the macroinvertebrates.
2. Group organisms according to pollution tolerance
Group 1 – Clean water only (3 pts X # of types)
Group 2 - Tolerate clean to moderately clean
(2 pts X # of types)
Group 3 – Tolerate clean to polluted water
(1 pt X # of types)
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Calculating Stream Index Values
3. Stream Index Value (SIV) =
Group 1 pts + Group 2 pts + Group 3 pts
Excellent (>22)
Good (17-22)
Fair (11-16)
Poor (< 11)
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Water Chemistry Data
• pH – measures the relative acidity– 6.5 to 8.5 is normal in US
• Nitrate – acts as a fertilizer; causes algae blooms; < 1 ppm = exc.; 1.1 to 3.0 ppm = good; 3.1 to 5.0 ppm = fair; > 5 ppm = poor
• Phosphate – acts as fertilizer; causes algae blooms; < 1 ppm = exc.; 1 – 1.4 ppm = good; 4.1 to 9.9 ppm = fair; >10 ppm = poor
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Water Chemistry Data cont.
• Dissolved Oxygen – Concentration increases in cold water: 9 to 10 ppm =
very good; < 4 ppm some stream organisms decline
• BOD – Biological Oxygen Demand: measures how much available oxygen is used by bacteria to decay organic matter in the water; – (Day 1 DO - Day 5 DO) = BOD– 1-2 ppm = very good; 3-5 ppm = moderately clean; 6-9 ppm =
somewhat polluted; >10 ppm = very polluted
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Water Data cont.
• Turbidity – how clear or cloudy the water is– Measured with Secchi disk in deep water– Measured with turbidity tube in shallow water– Turbidity tube data of 0 to 10 JTU or NTU =
normal– Secchi depth of <1 m = high concentration of
suspended solids
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Effects of a Golf Course on Water Quality and Stream Health
• Students analyze macroinvertebrate samples from one location that is upstream and one that is downstream of a golf course
• Students calculate SIVs for both sites
• Students analyze water chemistry for both sites (pH, nitrates, phosphates, turbidity etc.)
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Effects of a Golf Course on Water Quality and Stream Health cont.
• Students write an essay comparing and contrasting the macroinvertebrate and water chemistry data
• Students determine whether or not the golf course impacted water quality
• Students explain why the golf course did or did not impact stream health
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Technological Solutions:Drinking Water Treatment
• Students design, construct and test methods to clean undrinkable water – Filtration techniques – Condensation techniques
• Students use software to design water treatment facilities which maximize microbial control with minimal cost– Chlorination contactor chamber
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Drinking Water Treatment Plant
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COAGULATION
SEDIMENTATION
FILTRATIONDISINFECTION
STORAGE
COMPLETE CYCLE OF WATER TREATMENT:
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Design a Chlorination Process
• Expose microorganisms for an amount of time with a minimum amount of disinfectant
• The amount of time that water spends in a chamber is based on the chamber volume and flow rate:
• Time = volume / flow rate
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Design of a Chlorination Process
• This is an average time since water can take many paths through a reactor
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Your job!• Design a chlorine contactor
– Shape: must be rectangular– Size: must be < 120 m2: Cost is $300/m2
– May include baffles: cost of baffles are $50/m • Baffles are 0.3 m wide, length is up to the design team
– Must have 1 inlet and 1 outlet placed anywhere on the reactor border
• Inlet and outlet width is 0.25 m• Depth is set at 1 m
– Water flow speed = 0.25 to 0.75 m/s• Total flow (MGD) = water speed * inlet width*depth*22.8• You need to supply at least 2 MGD
– You will evaluate:• Outlet microorganism concentration• Cost of design
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Your Job !
• Example sketch of design
inlet
outlet
baffles
• Make sure to specify all dimensions and the location of baffles,
inlet, and outlet from bottom left corner
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Regulatory Solutions
• Understand government processes in environmental protection
• Write an “Endangered Species Plan”
• Participate in government processes through letter writing to government officials
• Understand the importance of
enforcement
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Letter Writing
• Students express personal opinions on a scientific issue of their choice
• Students learn how to influence government processes
• Students understand the importance of expressing views on environmental issues
• Learn standard business letter format• Letters used as a work sample in writing
folders
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Fictitious “Endangered Species Plan” to Protect Brine Shrimp in the Year 2050
• Students:– Compile class brine shrimp lab data (effects of pH,
sediment, salinity, oil, fertilizer etc. on brine shrimp)– Write a fictitious plan to protect brine shrimp based
on what we have learned from class lab data – Plan includes use of buffers, captive breeding,
public education, regulations and technology
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Solutions: Educating the Public
• Develop understanding of water quality issues
• Develop concern about water quality issues
• Initiate involvement in solutions to water quality issues
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Summary
• Develop an integrated approach to water quality issues for the 8th grade science curriculum
• Understand nature of water quality issues in Neuse
River Basin
• Incorporate hands on laboratory research experiences
• Participate in water quality monitoring
• Understand technological solutions
• Understand regulatory solutions
• Understand the importance of educating the public on environmental issues
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Student Understanding
“Once we understand we can care, and once we care, we can change.”
Jimmy Carter
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Specific Goals
• Develop an integrated approach to water quality issues for the 8th grade science curriculum
• Understand nature of water quality issues in Neuse River Basin
• Incorporate hands on laboratory experiences
• Participate in water quality monitoring
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Specific Goals (cont.)
• Understand the use of technological solutions– Drinking water treatment– Waste water treatment
• Understand the use of regulatory solutions– Non point source– Point source
• Understand the importance of educating the public on water quality issues
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How Do Scientists and Government Resolve Environmental Issues ?
Identify an environmental issue Develop understanding through basic research
Develop understanding through monitoring
Develop solutions based on knowledgeTechnologyRegulatoryPublic Awareness/Involvement
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Laboratory Experiences cont.
• Participate in analysis of stream samples to determine the effects of a golf
course on stream health– Chemical analysis– Macroinvertebrate analysis
• Use knowledge gained from their brine shrimp bioassays to write a fictitious “Endangered Species Protection Plan for brine shrimp in the year 2050
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Laboratory Experiences
Explore the world of aquatic microorganisms– Laboratory/microscopes– www.microscopy-uk.net/full_menu.html
• Design and conduct lab experiments to test effects of assorted pollutants on aquatic microorganisms– Duckweed bioassays– Crustacean bioassays
• Identify stream macroinvertebrates• Measure stream water chemistry