This
study represents a collaborative effort of four team members:
Nancy Vawter
& Annie G. Wells, Alabama State University,
Montgomery,
Alabama, and Helen W. Ballard & Gloria
Stallworth,
Fairfield City Schools, Fairfield, Alabama. We
represent teams
25 and 33.
This project is on-going, with applications continued with nitrate loaded waters in our home state of Alabama. We will train teachers on the testing of the stream, collection and recording of data, who in turn will teach their students to collect this data in local streams.
BACKGROUND INFORMATION
*What is "nitrate loading" of streams?
*How is it caused?
*What is the effect on the biosphere?
*What factors may reduce the contamination?
Nitrate loading of streams is the response to ground water runoff from
fertilized lawns of homes, golf courses, and agricultural fields. All across
the country, particularly New Jersey, Maryland, and New York, pollution
is killing fish and other aquatic life; destroying acres of wetlands
and contaminating both surface water and groundwater, (water table)
with chemicals that are potentially dangerous to human health.
The source of these contaminants include everything from livestock manure, fertilizers, and mining metals to suburban lawn chemicals. When rain water washes over land, it carries these contaminants into streams or drains down into the ground water. By the time these contaminants reach the streams, they are in excess and thereby "loads" the stream in a disproportionate ratio to the amount of water.
For example, excessive nitrates from fertilizers cause algal blooms,
these blooms in turn deplete the oxygen supply in lakes and streams. In
turn the fish die as a result of a lack of oxygen. Growth studies
demonstrated that when nitrates are added to streams, certain species of
algae increase in quantity (Rhine, Crump & Jordan 1985).
HYPOTHESIS
If stream contamination is related to land use, then the runoff
from agricultural land is greater than that of suburbia and recreation.
INTRODUCTION
Among the areas of concern within the realm of environmental quality
as it relates to human survivability, is water pollution. Despite
innovative programs created by the amendments to the 1987 Clean Water Act,
toxic runoff remains the nation's most deadly water dilemma.
MATERIALS
topographical map of East Windsor- Highstown
area
vehicle for transporting to and from
sites
HACH Aqua Culture Testing Kits
*pH meter-stream specific probe
*portable spec
*D O test kit and chemicals
*turbidity kits
FS Nitrate Testing Kit
The procedure listed by the company for each test was followed
and an explanation of each type of test is referenced below under
background on test performed.
TESTS
pH
dissolved oxygen
temperature
turbidity
nitrates
WHY THESE TESTS?
pH
A pH of 7 is considered neutral. A pH of 9 and above is considered
high. Studies on the production of algae show that the higher the pH,
(9-10); the lower the contamination; lower contamination = low growth
rate of algae. pH is important to this study due to the fact that nitrification
occurs most readily at a pH of 5.5 to 6.5.
DISSOLVED OXYGEN
Ammonia converts to nitrate when highly aerated. Less dissolved
oxygen, results in more nitrate loading; more nitrate loading leads to
less oxygen, with less oxygen more fish will die.
TEMPERATURE/DISSOLVED OXYGEN
As the temperature of the water rises, the rate of photosynthesis increases,
therefore not only do more plants grow, more plants die. When a plant
dies, the bacteria which decomposes them require oxygen, Therefore,
an increase in the rate of photosynthesis is equal to an increase
in the need for oxygen, AND a decrease in the amount of dissolved oxygen.
TURBIDITY
Turbidity is a measure of how clear the water is. The more
murky the water, the higher the turbidity. Urban runoff is one of
several causes of high turbidity. The higher the turbidity, the higher
the temperature and the less diversity of aquatic organisms.
NITRATE
The higher the nitrate level in streams, the lower the aquatic life.
PROCEDURE
Using topographical maps of Princeton specific to Hightstown, sample
sites were chosen.
Our sites included water sources involving Lake Etra, Peddie Lake/ Rocky Brook at two locations in the East Windsor-Hightstown area. At each test site it was difficult to find one which was totally agricultural, suburban or recreational.
Agricultural-Lake Etra-- surrounded by corn, soybean and
various row crops
on the east end. Eutrophication has resulted in
formation of a semi wetland. Small community of
houses are on the southeast end.
Recreational- Peddie Lake/Rocky Brook-flows from Lake
Etra through a
small neighborhood, but mainly represents the runoff
from a golf course which is one-fourth mile from
the site tested.
Suburbia- Rocky Brook, Bend Road location- surrounded
by homes and a
small public park. Samples were tested at the Bank
Street location to aquire the runoff from the suburban
homes. Water here is free flowing with a small
number of ducks.
The investigators researched the rainfall in the area and determined
that there had been negligible rainfall in the area consisting of a few
scattered showers with little to no accumulation of rain for the
water table.
Visually we noted that the corn in the area was beginning to curl due to the heat and lack of rain. The earth appeared dry and in some places cracked. According to local sources there had not been any negligible rainfall in the area for approximately two months.
The stream waters were low in the Rocky Brook- Bank Street location.
There was no rainfall for a 38 hour period prior to the time the first
samples were tested. Tests were conducted on samples from approximately
10 a.m. through late afternoon. The second samples were tested a
little less than 16 hours after a severe thunderstorm. Field lab
tests were the format. Dissolved oxygen tests were not performed the first
day because of lack of chemicals to test.
RESULTS FROM THE SITES WHICH DRAIN FROM Etra LAKE INTO ROCKY BROOK.
NITRATES TEMPERATURE
SITES
D.O
(p.p.m.)
degrees C
pH
TURBIDITY
| BendRd/Rocky
Br Suburbia 1 |
n/a | 2.5 | 27.5 | 7.64 | low-<1 |
| BendRd/Rocky Br Suburia 2 | .15 | 2.5 | 25.0 | 7.2 | low-<1 |
| agr-Lake Etra1 | n/a | .5 | 25.6 | 7.13 | low-<1 |
| agr-Lake Etra-2 | 0.1 | .5 | 20.4 | 6.5 | low-<1 |
| Rec- Golf C 1 | n/a | 2.5 | 27.7 | 8.9 | low-<1 |
| Rec-Golf C-2 | .25 | 2.5 | 25.0 | 7.2 | low-<1 |
In an interview with a road worker, (cutting the grass alongside
the road for the telephone company), herbicides and pesticides are not
used, but roadsides are commonly mowed. Another interview with
a bridge builder netted the same response. Other people interviewed
substantiated these responses. A sewage plant operator told investigators
that lime and chlorine are added at
3 p.p.m. at a constant injection rate and that the only other chemicals
used at the treatment plant is an injection of fluoride. We concluded
that no other chemicals were responsible for the condition of the waters
around Hightstown.
HYPOTHESIS REJECTED
If stream contamination is related to land use, then the runoff
from agricultural land is not any greater than that of suburban or recreational.
Contamination of Study
In an effort to provide clear data investigators submit the
following for scrutiny. The following is a list of items which could/may
have contributed to contamination of our data.
1. lack of samples taken,
2. lack of acquired samples done at more interval
sites along the Millstone Watershed,
3. lack of dissolved oxygen test done on day
one,
4. time of dissolved oxygen done on second
day, and
5. depth of water from which sample was taken.
SCIENCE CONTENT STANDARDS FOR THE NEW JERSEY STUDY
Science as Inquiry
CONTENT STANDARD A:
As a result of activities in grades 5-8,
all students should develop
Abilities necessary to do scientific inquiry
Understandings
about scientific inquiry
DEVELOPING STUDENT ABILITIES AND UNDERSTANDING
Students in grades 5-8 should be provided opportunities to engage in
full and in partial inquiries. In a full inquiry students begin with
a question, design an investigation, gathers evidence, formulate an answer
to the original question, and communicates the investigative process
and results. In partial inquiries, they develop abilities and understanding
of selected aspects of the inquiry process. Students might, for instance,
describe how they would design an invention
Students in grades 5-8 can begin to recognize the relationship between
explanation and
evidence. They can understand that background knowledge and theories
guide the design of investigations, the types of observations made, and
the interpretations of data. In turn, the
experiments and investigations students conduct become experiences
that shape and modify their background knowledge.
Several factors of this standard should be highlighted. The instructional
activities of a scientific
inquiry should engage students in identifying and shaping an
understanding of the question under inquiry. Students should know what
the question is asking, what background knowledge is being used to frame
the question, and what they will have to do to answer the question. The
students' questions should be relevant and meaningful for them. To help
focus investigations, students should frame questions, such as "What do
we want to find out about . "Nitrate Loading of Streams in Alabama as Compared
to New Jersey".
Science Content Standards for 9-12
Science Content Standard A
Identify Questions and Concepts that Guide Scientific Investigations
Students should formulate a testable hypothesis and demonstrate the
logical connections between the scientific concepts guiding a hypothesis
and the design of an experiment. They should demonstrate appropriate
procedures, a knowledge base, and conceptual understanding of scientific
investigations.
Design and Conduct Scientific Investigations
Designing and conducting a scientific investigation requires introduction
to the major concepts in the area being investigated proper equipment,
safety precautions, assistance with methodological problems, recommendations
for use of technologies, clarification of ideas that guide the inquiry,
and scientific knowledge obtained from sources other than the actual investigation.
The investigation may also require student clarification of the question,
method, controls, and variables; student organization and display of data;
student revision of methods and explanations; and a public presentation
of the results with a critical response from peers. Regardless of
the scientific investigation performed, students must use evidence, apply
logic, and construct an argument for their propose explanations.
USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS
AND COMMUNICATIONS. A variety of technologies,
such as hand tools, measuring
instruments, and calculators, should be an
integral component of scientific investigations. The
use of computers for the collection, analysis,
and display of data is also a part of this standard.
Mathematics plays an essential role in all
aspects of an inquiry. For example, measurement is
used for posing questions, formulas are used
for developing explanations, and charts and
graphs are used for communicating results.
FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS
AND MODELS
USING LOGIC AND EVIDENCE. Student inquiries
should culminate in formulating an
explanation or model. Models should be physical,
conceptual, and mathematical. In the
process of answering the questions, the students
should engage in discussions and arguments
that result in the revision of their explanations.
These discussions should be based on scientific
knowledge, the use of logic, and evidence
from their investigation.
RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS
AND
MODELS. This aspect of the standard emphasizes
the critical abilities of analyzing an
argument by reviewing current scientific understanding,
weighing the evidence, and examining
the logic so as to decide which explanations
and models are best. In other words, although
there may be several plausible explanations,
they do not all have equal weight. Students
should be able to use scientific criteria
to find the preferred explanations.
COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT.
Students in school
science programs should develop the abilities
associated with accurate and effective
communication. These include writing and following
procedures, expressing concepts,
reviewing information, summarizing data, using
language appropriately, developing diagrams
and charts, explaining statistical analysis,
speaking clearly and logically, constructing a
reasoned argument, and responding appropriately
to critical comments.
USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS
AND COMMUNICATIONS. A variety of technologies,
such as hand tools, measuring
instruments, and calculators, should be an
integral component of scientific investigations. The
use of computers for the collection, analysis,
and display of data is also a part of this standard.
Mathematics plays an essential role in all
aspects of an inquiry. For example, measurement is
used for posing questions, formulas are used
for developing explanations, and charts and
graphs are used for communicating results.
FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS
AND MODELS
USING LOGIC AND EVIDENCE. Student inquiries
should culminate in formulating an
explanation or model. Models should be physical,
conceptual, and mathematical. In the
process of answering the questions, the students
should engage in discussions and arguments
that result in the revision of their explanations.
These discussions should be based on scientific
knowledge, the use of logic, and evidence
from their investigation.
RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS
AND
MODELS. This aspect of the standard emphasizes
the critical abilities of analyzing an
argument by reviewing current scientific understanding,
weighing the evidence, and examining
the logic so as to decide which explanations
and models are best. In other words, although
there may be several plausible explanations,
they do not all have equal weight. Students
should be able to use scientific criteria
to find the preferred explanations.
COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT.
Students in school
science programs should develop the abilities
associated with accurate and effective
communication. These include writing and following
procedures, expressing concepts,
reviewing information, summarizing data, using
language appropriately, developing diagrams
and charts, explaining statistical analysis,
speaking clearly and logically, constructing a
reasoned argument, and responding appropriately
to critical comments.
Physical Science
Content Standard B: As a result of their activities in grades
9-12, all students should develop an understanding of:
Chemical reactions
Interactions of energy and matter
Environmental Quality
Natural ecosystems provide an array of basic processes that affect
humans. Those processes include maintenance of the quality of the
atmosphere, generations of soils, control of the hydrologic cycle, disposal
of wastes, and recycling of nutrients. Humans are chancing many of
these basic processes, and the changes may be detrimental to humans.
See Content Standard C (grades 9-12)
Materials from human societies affect both physical and chemical cycles of the earth.
Many factors influence environmental quality. Factors that students
might investigate include population growth, resource use, population distribution,
over consumption, the capacity of technology to solve problems, poverty,
the role of economic, political, and religious views, and different ways
humans view the earth.
Science and Technology
CONTENT STANDARD E: As a result of activities
in grades 9-12, all students
should develop
Abilities of technological design
Understandings about science and technology
DEVELOPING STUDENT ABILITIES AND UNDERSTANDING
This standard has two equally important parts
developing students' abilities of technological
design and developing students' understanding
about science and technology. Although these
are science education standards, the relationship
between science and technology is so close
that any presentation of science without developing
an understanding of technology would
portray an inaccurate picture of science.
In the course of solving any problem where
students try to meet certain criteria within
constraints, they will find that the ideas
and methods of science that they know, or can learn,
can be powerful aids. Students also find that
they need to call on other sources of knowledge
and skill, such as cost, risk, and benefit
analysis, and aspects of critical thinking and creativity.
Learning experiences associated with this
standard should include examples of technological
achievement in which science has played a
part and examples where technological advances
contributed directly to scientific progress.
The whole New Jersey study was centered around the technological
aspect. The use of the web and various computer modeling are examples
of the technology involved in this project.
REFERENCES
Stankorb,Sheri., Stapp,William, and Walls, Arjen Environmental
Education for Empowerment. Kindall/Hunt Publishing Company, Dubuque:1966
Introducing the National Science Education Standards,
National Research Council, Washington D.C.
Model- It
Hi-C Research Group
Elliot Soloway, Dir
Reagents of the University of Michigan
Copyright 1995
For Outreach see each web page of the team members listed below.
FOR INDIVIDUAL MODELS USING THE DATA COLLECTED, CLICK ON THE
MODELS LISTED BELOW:
Annie Goldsmith-Wells,
Stellar Model of the Nitrate Loading of Streams
Nancy Vawter, Nitrate Loading of Streams
Using the River Model Computer Model
Helen Ballard and Gloria Stallworth, Classroom
Activity