In phase II of the Trinity River Corridor study, eighth grade students of T.A. Edison Environmental Science Academy will expand the scope of the field work they completed in the seventh grade. Students will begin monitoring the West and Elm Forks of the Trinity River, as well as the main stem below the confluence of the upper forks.
Monitoring will be composed of three replicated
samplings and analysis at fixed stations sites along the three sections
of the Trinity. These samplings will occur on a scheduled (monthly)
and/or event basis (storm or reservoir discharge). From the
monitoring, students will be able to compare and contrast physical and
chemical characteristics of each system. In doing so, students will
determine if the flow of a river influences the turbidity, concentrations
of phosphates and nitrates, temperature, pH, and dissolved oxygen levels
found in a river. To ensure Quality Assurance / Quality Control of testing
results, students will develop a plan based on the E.P.A.'s
"Volunteer Monitor's Guide to Quality Assurance Project Plans".
Does a river's flow influence the turbidity, concentrations of phosphates and nitrates, temperature, pH, and dissolved oxygen levels found in a river?
Hypothesis:
As a river's flow increases:
A) turbidity will increase
B) nitrate concentrations will increase
C) phosphate concentrations will increase
D) dissolved oxygen levels will increase
E) Temperature will decrease
F) pH will not be affected
Experiment:
Materials:
Pencils
Data sheets
Safety goggles
Plastic gloves
Pail for washing hands
Distilled water
Thermometer
Soap
Towels
First aid kit
LaMotte or Hach water testing kits:
Dissolved Oxygen Turbidity
Nitrates
Total Phosphates
Containers for non-hazardous waste, hazardous and
chemical waste.
Proper safety guidelines as outlined in
"Field Manual for Water Quality Monitoring"
Mark K. Mitchell and William B. Stapp
Procedure: To be developed and implemented by students.
Data: Charts and graphs
Conclusion:
The eighth grade students will draw conclusions on data collected by analyzing said data and synthesizing the information. The students will be encouraged to use both convergent and divergent thinking. The instructor will facilitate this process by using the socratic method and by modeling behavior. The teacher will enable the students to understand that, indeed, they also are scientists.