The Arizona STEM Acceleration Project

Chemical Water Quality Field Research Project

Chemical Water Quality Field Research Project

A Secondary Advanced Chemistry STEM Lesson

Amanda Stalvey

6/15/2023

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Notes for Teachers

• Context: This plan is designed specifically for AP^Ⓡ Chemistry students to complete as a final project after the AP^Ⓡ Exam.
• This lesson is designed to be the end of year project for students to gain experience and knowledge in field research.
• The research project is designed to be conducted in small groups that collaborate to create a final class report on water quality comparison.
• Each group will complete their own research on specific water qualities, collect field data, analyze their findings to then present to the class.
• A final water quality report will be written and summarized comparing all testing locations for their quality by the entire class.

Notes Continued

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• This project could take 3-4 weeks for full research to be completed, field trips to be taken, and field data to be analyzed with research summarized and a final report written.
• The timing on this could be increased or decreased based on how deep students go in their research and paper report.
• Instructors should select 3-4 different natural water locations that could be used for field research and quality testing. These should be close enough for field trips and travel, based on district policies and funding.
• Example ideas: Lake, Stream, River, Pond or multiple geographically different spots on a River.
• A river trip with multiple stops or environmental impacts that delineate it would work as well.

Notes for Teachers

• Students should be split up into “Expert Groups” for each probe or set of probes to be used in the field.
• Vernier Probes Suggested are listed on the materials page.
• Students will be responsible for researching their assigned probes/tests and completing those tests in the field, recording and sharing that data.
• To begin students will need to know their assigned probes/tests and start researching how to use the probes.
• Each group should know how their probe works, how the app works for the data collection, how to calibrate the probes and how to store them.

Notes Continued

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• It is recommended that each probe is calibrated prior to the field trips, typically the night before or the morning before the trip.
• Students should then research what each probe/test is testing for, what it means in water quality and safe levels for those qualities being tested.
• Groups should also be assigned research about the locations themselves.
• Physical Description
• Water Origination
• After the field trips, a group should collate all of the testing locations on a map for each field trip and where each group tests their probes.

List of Materials/Equipment

• In order to use the Vernier Probes, students will need to have a device that can use the Vernier Graphical Analysis App.
• Depending on what is done with the data, a subscription to this software or the free basic version will work.
• This lesson worked with the free option.
• All probes listed to the right are hyperlinked to the website for more information.
• In order to collect data with the Sensors/Probes, students will need a LabQuest or the Go Direct^Ⓡ Sensors.
• Note: Not all of the sensors have the Go Direct^Ⓡ Option.

List of Materials

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• LabQuest Mini OR LabQuest 3
• Ammonium Ion Selective Probe
• Calcium Ion Selective Probe
• Chloride Ion Selective Probe
• Conductivity
• Extra Long Temperature Probe
• Flow Rate (Go Direct^Ⓡ not an option)
• Nitrate Ion Selective Probe
• Optical Dissolved Oxygen Probe
• Oxidation-Reduction Potential Sensor
• PAR Sensor (Go Direct^Ⓡ not an option)
• pH Sensors
• Potassium Ion Selective Probe
• Salinity Sensor (Go Direct^Ⓡ not an option)
• Secchi Disk - not a probe
• Turbidity Sensor (Go Direct^Ⓡ not an option)

*** Number of sensors above can be increased/decreased based on budget and teacher’s discretion.

• Distilled Water
• Meter Stick
• Sample Bottles for Classroom Testing

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Arizona Science Standards

Science, Math and Engineering Practices:

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• plan and carry out investigations
• analyze and interpret data
• use mathematics and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate, and communicate information

Core Ideas for Science:

U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

U3: Applications of science often have both positive and negative ethical, social, economic, and/or political implications.

Mathematical Practices:

MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

MP.6 Attend to precision.

Essential HS.P1U1.2

Develop and use models for the transfer or sharing of electrons to predict the formation of ions, molecules, and compounds in both natural and synthetic processes.

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Plus HS+C.P1U1.5

Plan and carry out investigations to test predictions of the outcomes of various reactions, based on patterns of physical and chemical properties.

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Essential HS.P1U3.4

Obtain, evaluate, and communicate information about how the use of chemistry related technologies have had positive and negative ethical, social, economic, and/or political implications.

Objective(s):

• Conduct field research tests that are both qualitative and quantitative in nature, and collect water samples for further research in the lab, then analyze the water for its quality as a class.
• Research and apply field data collection techniques and equipment in the field to gather water quality data to analyze and summarize.
• Research the tests they conducted for safe levels in natural waters for animals and the environment, compared to human consumption, the ways in which these tests change based on the sources of the water, and how to mitigate their effects on water systems.
• Evaluate the water quality of multiple natural water systems based on field data, research and collaboration with other students.
• Share their results and collaborate on how each test might affect other tests through data sharing and class presentations.
• Create a final water quality report will be written through a collaborative effort from all students in which each group’s testing results will be posted and merged into one final report.

Agenda

Sample Timeline:

• Day 1-3 - Groups and Tests/Probes Assigned and learned.
• Day 3-5 - Field Trips and Data Collection.
• Day 5-12 - Research into water quality, probes/tests and data analysis.
• Day 13-15 - Group Presentations
• Day 16-19 - Final Report Culminated and Written.

Note:

• Details for sequencing and what each step on the timeline is listed on the next several slides.

Agenda

Note:

• Total number of days for this project can vary depending on number of students, probes/tests, days available, field trips and depth the instructor would like to go with the research.
• The following sequencing and pacing was for in depth research and final report.

Days 1-2:

• Assign Probes/Tests to groups of students as “Expert Groups”.
• Each Expert Group will use this time to learn how their probe/test(s) work, if they need to be calibrated, how to store and transport them, and how to use them in the field.
• Each Expert Group could have 1-3 tests to conduct and research depending on the number of students in the class and total tests selected for testing.
• Teacher should group probes/tests based on correlation and technical difficulty.

Agenda

Days 3-6:

• For sequencing and pacing, the field trips can come anytime after the Sensor/Probe Research and Prep.
• Field Trips and Field Data Collection should happen toward the beginning and between days 3-6.
• Students should understand how their probes work and what to do in the field prior to the trip.
• Alternatively, depending on time, the teacher could have a long 1st field location for students to learn the probes/tests in the field, but this is challenging and requires assistants who can also explain.

Field Trip Day Planning:

• If geographically possible, two field locations can be conducted in 1 day.
• Day before, students should calibrate any probes that need to be calibrated and left overnight as directed by each probe.
• Morning of, students should arrive early to ensure the probes are packed in the correct travel solutions and are secure for transport.
• Students should take 3 data points at each testing location that are spaced out logically by the instructor.
• Testing at each location could take anywhere from 1-3.5 hours depending on the size of each group and the number of tests each group is responsible for.

Agenda

Field Trip Day Continued:

• During Field Testing, students should take photos of where they tested and for location details.
• Students should record data in a field or lab notebook as well as screenshots of the data from the Vernier Graphical Analysis App.
• Lunch is a great split between locations. Once everyone has finished testing the first location, if timing works, have lunch and discuss how the testing went for each group.
• Retest if necessary.

Field Trip Day Continued:

• If geographically possible, travel to the next location and start the whole process over again.
• Assigning or planning for time for students to enjoy swimming or other water activities is a fun connection for students as well.
• Students should make sure to gather weather information for that day and location with temperature, cloud coverage, wind, etc. These can impact some of the tests.
• Students should also notate what is around each location for possible impacts like farming, dams, roads, etc.

Agenda

Field Trip Notes:

• It is up to the instructor on how many field trips the school and curriculum will allow.
• If possible, an overnight field trip allows for more testing and a congruent environmental data that impacts water quality.
• If completing a River Trip, students can take data each day to compare.
• If completing multiple locations on a stream or river, the more locations tested the better quality the results and comparison.

Field Trip #2 or more:

• For each location, students should be given the time necessary to collect data and record it, as well as ensure they didn’t miss anything.
• In total, at least 3 different water locations work best for comparison. More data locations give more comparison.
• If testing different types of water sources, 3-4 locations is ideal.

Agenda

Day 3-end:

• Students will research water quality information based on their probes/tests.
• Student research on impacts and how the water quality relates to their probes can happen between field trips and the field data collection.
• Students should research all the questions for the Test Intro. (See Slide) These include what the tests are, methods, how the quality tests impacts water quality, safe zones, impacts on other tests/qualities, other test/quality impacts on it, and what impacts it environmentally.

After Field Trips and Data Collection:

• Students should collate their results, data tables and graph their results.
• Student research should look at what their results were and start compiling their results for each location and comparing results with other groups.
• Students should compare each location for quality based on their tests and evaluate the impacts that other data results had on their data.

Agenda

Group Presentations:

• After all student research has been conducted, field data collected and data analyzed, students should then create a presentation to share and present their findings to their classmates.
• These presentation will give other groups information about how the water qualities impact each other and allow students to compare their results.

After Group Presentations:

• Each group will turn their presentations into a section of the final report.
• As a class each section should be combined and discussed to create a congruent final report.
• As a class the report conclusion on water quality will be written and summarized comparing the water locations.
• See the slide “Suggested Final Project Parts Described” for outlining and descriptions of the final paper itself.

How does the chemical water quality of natural water sources compare to each other based on location, surroundings, and environmental impacts?

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Students will be introduced to the class project and field trip details. As an engagement, students can be assigned to groups, and tests/probes and have a whole class discussion on what the project is and how it is going to be conducted. This is a good time to pass out field trip slips and talk logistics as well.

Field Research/Data Collection

• This lesson plan is an open-ended opportunity for students to complete field research on chemical water quality.
• Ideally students are grouped into teams of 2-4 to conduct field testing and research, with 2 tests/probes for each team.
• This lesson is open-ended and student-centered in which the students should research how each probe works and how to conduct the experiment in the field for their specific probe.
• It is suggested that each group collects data from 3 data points at each location that are decided on by the group and the instructor ensures that are at least 30 yards apart with easy water access.

Project Parts Described

Data will be collected in groups, analyzed and the students will present their results for their data to the class.

Presentations will be converted into a typed report for each group’s data and merged into one complete final class report for the water quality comparison of each location.

Students will be graded on their group’s presentation, submitted typed report, individual contributions to merging the final class report and their individual contributions to their group.

Research Questions - Test Intro and Background

1. Identify which tests you conducted.
2. What your tests are testing for and what methods were used to do this. For example, if it is an ion probe and how is it used?
3. Describe what each of these tests mean, in relation to water quality.
4. Describe if any of our other tests that we conducted in the field might have an effect on your data. (Aka, what can increase or decrease your results? Like temp, flow, pH, etc.)
5. What effect does your water quality have on other tests? (The reverse of the above question.)
6. What are the safe levels for fish, plant and animal life? Health concerns?
7. What are safe levels for humans to drink?

Research Questions - Test Results

1. What the test results were for each location. AKA, what were the levels that we got from each of your tests. You MAY average the 3 data points at each site.
2. Data tables needed for this section.
3. Is the water quality good for each location based on these tests?
4. Is there anything about each location that could affect your test results?
5. Compare/Rank the results for each location, for each test. Are the rankings the same or is one location better for one water quality over another?
6. For the Presentation Only – Why should the tests for this be conducted in the field and not the lab? (Extension Plan)

Suggested Final Project Parts Described

The Final Class Merged Report will have the following sections:

• Physical Description of the Locations:
• Description of the 3 water sources that we tested and what the conditions were the day we tested those locations. Explanation of where the locations are, the geography and vegetation. Plus, a picture for each location with testing for each probe marked on the aerial picture.
• Origination of water:
• Source of the water each location or how the water gets to these locations.
• Description of Field Methods and Data Collection:
• In the field, we collected data on 15 different water quality tests. How was this done?
• Contributed Reports for Each Group and the tests completed.
• Water Quality Summary for Each Location:
• Written by the class during our class discussion.
• Summary of the water quality of each location. Description of what each water sample contains and whether or not this water sample is safe to drink based on these tests and research for safety ranges.
• Ranking the 3 locations in order of best to worst quality based on the results. Do these rankings match the visual inspection?
• Discussion of the contaminant or contaminants that were found in the highest concentrations and how those contaminants may have gotten into that particular sample. What environmental, water purification or other factors may have affected this contaminant in this sample versus the other two?
• Table culmination of all the tests.
• Works Cited in MLA Format

Assessment

• Class Discussion
• Group Presentations
• Group Typed Report
• Merging of Final Project Report and Discussion
• Class Final Report Conclusion contribution and discussion

Differentiation

If costs or technology is not available for the Vernier Probes, students could complete field testing with the Water Quality Testing Field Trip Kits such as those found in FLINN:

• Water Quality Index (WQI)—Field Trip Kit
• Water Pollution Testing Kit

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Other possible remediations are a reduction in the number of probes or assessments to align with the instructors goals.

Remediation

Extension/Enrichment

In Lab Testing Comparisons of the water quality from the field to the classroom can be taken and compared. Students can collected jars of water from each water location and taken back to be tested again and compared.

This will show the importance of field water quality testing as compared to collected water sources that are brought into the classroom or lab. The probes are used in the field to collect the most accurate data and true data. Once collected and taken to the lab, water qualities change and dissipate.

Additionally, chemical indicator reactions are a great extension for students to use doing precipitation reactions, gravimetric analysis, tritrations, etc.

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Students could also do a biological testing of water quality for coliforms or other bacteria for a complete analysis of the water quality.