Monitoring pollution in a freshwater environment
Summary
This is a student lead research project. After learning the direct methods and indirect methods of measuring pollution students will choose a method to monitor pollution while manipulating one variable. That variable may be shaded area vs. mostly sunny, a particular area monitored with season variation or other student developed ideas determined before the students set out to do their research. Students will site a spot at a measured distanced from a permanent marker (e.g. tree), in a determined direction using a compass. The other area(s) will be chosen by the student depending on what research question the student is working on. Presentation of their findings will be given to a small group of other students.
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Learning Goals
The goal for this lab is to have a research question that is inquiry based and driven by the curiosity of the student. While accomplishing this students are also becoming familiar with direct and indirect methods of monitoring and measuring pollution. The presentation of their findings will allow students to practice organizational skills and communication skills as well as stir the imaginative juices of the other students.
Context for Use
This inquiry lab will be used at a school that is near to a freshwater source. At this school I have the luxury of asking for large time segments several times during the year for this type of inquiry lab. Other senior high teachers will also be able to accompany our class and act as supervisors. Of course if a student decides they need to take a winter sample, other materials will need to be figured out (e.g. auger).
Description and Teaching Materials
This lesson will begin with a lecture and reading on what are direct and indirect methods of monitoring and measuring pollution.
Next students will be given instruction on how to measure the following:
Direct methods and Indirect methods
Measuring nitrate, ammonium Biochemical oxygen demand (BOD)
and phosphate ions using test kits *Use of a biotic index
Using Simpson's diversity index
Dissolved oxygen
*In some cases students can use the biotic index of an indicator species if the teacher is familiar with these species in the area or an expert is brought in.
Next students will be given instruction on how to measure the following:
Direct methods and Indirect methods
Measuring nitrate, ammonium Biochemical oxygen demand (BOD)
and phosphate ions using test kits *Use of a biotic index
Using Simpson's diversity index
Dissolved oxygen
*In some cases students can use the biotic index of an indicator species if the teacher is familiar with these species in the area or an expert is brought in.
Teaching Notes and Tips
I have not done this activity yet but intend to almost immediately in the fall. I am guessing I will need permission from the DNR or St. Paul Parks and Rec before my students start to walk around in this city lake.
I believe most of this lab will be done as a pre-lab and post-lab. In other words, time at the freshwater environment will be solely to take data or samples. I believe it will run much smoother is the organization is in place for each group before we venture out.
I believe most of this lab will be done as a pre-lab and post-lab. In other words, time at the freshwater environment will be solely to take data or samples. I believe it will run much smoother is the organization is in place for each group before we venture out.
Assessment
Lab report including: topic, question, procedure, data, analysis, conclusion
Standards
9.1.1.2.1 Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations and draw conclusions supported by evidence from the investigation.
9.3.4.1.2 Explain how human activity and natural processes are altering the hydrosphere, biosphere, lithosphere and atmosphere, including pollution, topography and climate.
For example: Active volcanoes and the burning of fossil fuels contribute to the greenhouse effect.
9.3.4.1.2 Explain how human activity and natural processes are altering the hydrosphere, biosphere, lithosphere and atmosphere, including pollution, topography and climate.
For example: Active volcanoes and the burning of fossil fuels contribute to the greenhouse effect.