Legacy: Career Connection to Teaching with Technology (CCTT)

Home

Hub Sites
  Map-Projects

Our Process
  Checklists
  Original Unit and
     Lesson Plan Organizer
  Sample Standards

ActiveClassroom
  Tours

National Digital Library
  Introduction
  Sample Workshop
  CGLi Web

National Curriculum Institute
  Learning Guide
  Previous Institutes

Units of Practice
  CCTT Units
  CGLi Units

PowerPoint Presentations
  FETC1998
  FETC1999
  FETC2000

Yearly Summaries
  Year 1
  Year 2
  Year 3
       Evaluation
  Year 4
       Evaluation
  Year 5
       Evaluation
  Final Report

Part One: Investigating Parameters for Water Quality
Karen Spaeth
55 minutes

Lesson created on 10/6/1999 7:58:01 PM EST.
Last modified 6/27/2000 10:45:06 AM EST.

Click here to return to the unit list.

Abstract (help)

This lessons in this unit serve as an introduction for a chemistry water quality investigation. This lesson allows students to collect some basic information. Lessons two and three acquaint students with water testing procedures and correspondence with an expert. Subsequent units involve collection, analysis, and presentation of data. (To tie this project in with the daily curriculum, use the water chemistries in different lectures throughout the year. For example, when discussing acids and bases, bring up the role of pH and alkalinity in the water supply.) </blockquote>   National Standards  (<a href="javascript:popUp('/help/lpo/national_standards.htm');">help</a>) <img src="/cctt/images/line.gif" height="1" width="600"> <blockquote> UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY Scientists usually inquire about how physical, living, or designed systems function. Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the conclusions of prior investigations or the predictions of current theories. </blockquote>   Pre-requisite Skills  (<a href="javascript:popUp('/help/lpo/pre-requisite_skills.htm');">help</a>) <img src="/cctt/images/line.gif" height="1" width="600"> <blockquote> Students should be able to use the internet and have basic familiarity with the computer. </blockquote>   Teacher Information  (<a href="javascript:popUp('/help/lpo/teacher_information.htm');">help</a>) <img src="/cctt/images/line.gif" height="1" width="600"> <blockquote> Before this lesson, divide students into groups as necessary so that each group has access to a computer with an internet connection. Also, provide each student with a copy of the student worksheet to complete the lesson. Optional: To avoid having students type in the URLs, put all internet addresses on a disk beforehand and give each group a disk to complete this activity. </blockquote>   Assessment  (<a href="javascript:popUp('/help/lpo/assessment.htm');">help</a>) <img src="/cctt/images/line.gif" height="1" width="600"> <blockquote> The students should turn in a worksheet, either individually or by group. </blockquote>   Student Activity  (<a href="javascript:popUp('/help/lpo/student_activity.htm');">help</a>) <img src="/cctt/images/line.gif" height="1" width="600"> <blockquote> Investigating Parameters for Water Quality Visit the following sites and answer the questions indicated. Since our unit will include investigating the health of a local stream, you will first need to know some basic information about water quality parameters. The first site is the project that we will post data to after collection. http://k12science.stevens-tech.edu/curriculum/waterproj/ 1. What are the three goals of this project? Click on the Project Instructions, then Project Requirements. 2. What are the required tests to be performed? 3. What are the optional tests to be performed? http://www.epa.gov/surf2/iwi/1999april/iii0_r4map.html 4. How would you classify the condition of our local watershed? http://www.epa.gov/surf2/hucs/03130002/indicators/indindex.html 5. For the Middle Chattahoochee-Lake Harding area, what factors appear to be of the most concern? http://www.hach.com/h2ou/h2wtrqual.htm 6. Give three variables that affect the temperature of a water source. 7. Why is temperature critical for living things? Give three specific examples. 8. Why is pH critical for living things? Give at least two examples. 9. What types of human activities affect the pH of a water source? Give at least two examples. 10. What are three sources of dissolved oxygen, DO? 11. How are temperature and dissolved oxygen related in a water source? 12. Can there ever be too much dissolved oxygen in a water supply? Defend your answer. http://twri.tamu.edu/twripubs/WtrResrc/v12n1/text-4.html 13. What is the major source of nitrate pollution? 14. What are three secondary sources of nitrates? 15. Why is groundwater nitrate contamination harmful to humans? http://www.hach.com/h2ou/h2wtrqual.htm#phosphates 16. Where do phosphates originally come from? 17. How do phosphates get into the waterways? 18. What effects do phosphates have on humans? </blockquote>   Technology Requirements/Integration  (<a href="javascript:popUp('/help/lpo/technology_requirements.htm');">help</a>) <img src="/cctt/images/line.gif" height="1" width="600"> <blockquote> Computers with internet connections. </blockquote>  </form>   <div align="left"> <table width="100%"> <tr> <td> Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved. </td> <td style="text-align:right; padding-right:25px;"> <a href="http://Integrated-Access.org"><img title="Return to STEM Sites" alt="Return to STEM Sites" src="http://Integrated-Access.org/icon3.jpg"/></a> </td> </tr> <tr> <td colspan="2"> <div align="right"> <script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>  <ins class="adsbygoogle" style="display:inline-block;width:728px;height:90px" data-ad-client="ca-pub-2284554912911819" data-ad-slot="4271405488"></ins> <script> (adsbygoogle = window.adsbygoogle || []).push({}); </script> </div> </td> </tr> </table> </div> </td> </tr> </table> </td></tr> </table> </body> </html>