The Arizona STEM Acceleration Project

Physicochemical Analysis of the Natural Water Bodies in the Grand Canyon State (Arizona)

IN PARTNERSHIP WITH:

Physicochemical Analysis of the Natural Water Bodies in the �Grand Canyon State (Arizona)

A 9th-12th Grade STEM lesson

Author:

Michael Angelo�B. De La Cruz

Date:

1/23/2024

IN PARTNERSHIP WITH:

Notes for teachers

• This lesson takes place outside the classroom for more than an hour or hours.
• This activity should be done in natural water bodies in Arizona.
• Teacher must tailor the activity based on the parameters available for the sensor.
• Students must work in small groups of 2 - 4.

List of Materials

• Multiparameter Water Quality Meter / Tester / Sensor
• Chart for Water Quality Standards
• Arizona Rivers and Streams Chart
• stream boots or repel footwear
• gloves (optional)

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Standards

Science Standards - High School

• Essential HS.E1U1.12: Develop and use models of the Earth that explains the role of energy and matter in Earth’s constantly changing internal and external systems (geosphere, hydrosphere, atmosphere, biosphere).
• Plus HS+E.E1U1.5 Obtain, evaluate, and communicate information on the effect of water on Earth’s materials, surface processes, and groundwater systems.

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Crosscutting Concepts:

• Stability and Change

Background information:

• The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics.

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Crosscutting Concepts & Background Information for Educators

Objectives:

• Today, we will gather and record data on water quality parameters from a natural waterbody using a multiparameter water quality meter/tester/sensor.
• Today, we will compute for the average value for each parameter from the data gathered and compare them to the water quality standard for natural water bodies.
• Today, we will infer or predict the effects of the parameters to the abiotic and biotic factors in the area based on research and writing a scientific report.

Agenda (10 minutes)

RECALL TIME

Note: Before this activity, the teacher must have discussed the different water quality parameters and their importance and effects if in abnormal amounts. To connect the lesson today from the previous one, ask them the definition, importance, and effect of these parameters:

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• pH
• Temperature
• Water Depth
• Turbidity
• Dissolved Oxygen (DO)

• Conductivity
• Salinity
• Total Dissolved Solids (TDS)
• Specific Gravity
• Oxidation Reduction (ORP)

• Elements
• Compounds

Opening (Background / Phenomenon - 15 minutes)��Mexico’s Atoyac River

As per Badger Meter, “Mexico's Atoyac River is one of the most polluted rivers in the world. In order to protect the river and to clean up pollution, the government has embarked upon a river monitoring project, using scan sensors.”

THE VIDEO:

River Water Quality Monitoring in the Atoyac River, Mexico | Badger Meter - YouTube

Opening (Background / Phenomenon - 15 minutes)��Mexico’s Atoyac River - Round Table/Robin

After the video, each group should have 4 members and each member shall answer the question assigned to them:

Q1: Why was Atoyac River controversial?

Q2: Based on the interviewees, what happened to the river as time went by?

Q3: Why do they analyze the water quality?

Q4: Why do you think it is a good movement?

THE VIDEO:

River Water Quality Monitoring in the Atoyac River, Mexico | Badger Meter - YouTube

Hands-on Activity Instruction

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Pre Data Collection (10 minutes)

After the opening and for the pre-experimentation, discuss the things that they should or they should not do.

• Students should wear the boots or repel footwear and gloves for safety at all times.
• Students should not taste or drink water from the waterbodies.
• Students should stay on the riffles and not allowed to go to deep areas.
• Students should bring the required equipment, the multiparameter water quality meter/tester/sensor.
• Students should put their boots or repel footwears and gloves to a bag and wash their hands thoroughly right after the data collection.
• Students should collect data for at least 5 times with 3 minutes interval.
• OTHER RULES MUST BE MADE DEPENDING ON THE SITE AND TEACHER’S RULES.

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Hands-on Activity Instruction

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Pre Data Collection (10 minutes)

For reference to check the nearest river or stream your area, here is the link for Arizona - Rivers:� Arizona - Rivers (U.S. National Park Service) (nps.gov)

Hands-on Activity Instruction (Group)

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During Experimentation (30 minutes)

Students are required to gather data using the instrument for at least 5 times for all the parameters with 3 minutes interval.

Once done, compute for the average.

Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.ott.com%2Ffr-fr%2Fott-hydromet-water-quality-solutions%2F&psig=AOvVaw3uyqIKooV0GKdJIJsPCecB&ust=1706182611444000&source=images&cd=vfe&opi=89978449&ved=0CBMQjRxqFwoTCLC0uNf39YMDFQAAAAAdAAAAABAR

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Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.123rf.com%2Fphoto_38111672_biologist-with-students-in-science-testing-river-water.html&psig=AOvVaw3njR0fQk9utmR_Pj5_UGIQ&ust=1706182739831000&source=images&cd=vfe&opi=89978449&ved=0CBMQjRxqFwoTCJj2tZf49YMDFQAAAAAdAAAAABAa

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Hands-on Activity Instruction (Group)

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During Data Collection�Data Table 1 (30 minutes) - Modify it based on the device.

Hands-on Activity Instruction (Group)

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Post Data Collection and Research Time�Data Table 2 (40 minutes) - Modify it based on the device.

Students should RESEARCH and compare their gathered data �to the standard value for each parameter. They must attach the researched standard value at the end of their documents.

Hands-on Activity Instruction (Group)

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Post Data Collection and Research Time�Guide Questions (40 minutes)

1. Which parameters are within the range of the standard/accepted value?
2. Which parameters are beyond the standard/accepted value?
3. For parameters beyond the standard/accepted value:
1. What might be the cause?
2. Is it a threat or not? Why?
3. How does it affect the biotic factors and abiotic factors?
4. What steps must be done to change these values?
4. Why do we have to measure these parameters?

NOTE: Students should be allowed to further research and ALWAYS CITE EVIDENCE.

Assessment

Teacher can use/modify this GRASPS activity model:

• GOAL: To inform scientific readers of the findings about the water quality of specific natural waterbody in Arizona based on the physical properties of
• ROLE: You are a scientific writer and reporter.
• AUDIENCE: Your audience are scientific readers from age 15 and above.
• SCENARIO: You are a scientific writer and reporter and your job is to update the scientific readers in your community about the status a natural waterbody in your area.
• PRODUCT: A scientific paper / written report.
• Standards: Check the rubric.

Link: Short Response Rubric

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Additional Readings For the Students

1. Water Quality - Protecting Water (U.S. National Park Service) (nps.gov)
2. Frontiers | Effects of Water Pollution on Human Health and Disease Heterogeneity: A Review (frontiersin.org)
3. Water quality assessment of natural lakes and its importance: An overview - ScienceDirect
4. Globally, 3 billion people at health risk due to scarce data on water quality (unep.org)
5. Protecting local water quality has global benefits | Nature Communications

Differentiation

The assessment should be done independently. For IEP and 504 students, teachers may:

• let students work with paraprofessional for extra support
• lessen the required sentences
• provide direct sources that students can use to support their claim
• give more time
• provide sentence stems
• pull them to the teacher table to create a small group hands-on support

Remediation

Extension/Enrichment # 1

For more advanced activity:

1. Choose a specific parameter (physical property) you want to focus on.
2. Research for a place with updated numerical values for your chosen parameter for the past 3 years and create a chart or graph to show the data trend.
3. Answer the questions below:
1. What is the effect of this data trend to the abiotic and biotic factors of the area?
2. How does it change or affect the water quality?
3. If it is a problem, how to solve it and make some improvements? If it is not a problem, how to maintain it and improve it as well?

Rubrics attached in this documents can be used as well.

Differentiation

The assessment should be done independently. For IEP and 504 students, teachers may:

• let students work with paraprofessional for extra support
• lessen the required sentences
• provide direct sources that students can use to support their claim
• give more time
• provide sentence stems
• pull them to the teacher table to create a small group hands-on support

Remediation

Extension/Enrichment # 2

For more advanced activity:

Students can research on water bodies in Arizona or within the United States that need attention and solutions for out of the accepted standard value for specific parameters.

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Rubrics attached in this documents can be used as well.