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(a module for high school Biology, Chemistry, Environmental Science classes)

Compiled by Linda Levin & Ann Smart, Cabrini High School, New Orleans, LA
on 6/28/00

Summary|Introduction|Objectives|Materials|Student Activity|Teacher Guide

Summary
"Chemistry and Biology of Water" is a field experience in which students do chemical testing of water in the field using probes and sensors, make observations of organisms present in or near the water, compile the data and look for relationships between the chemistry of the water and the organisms present in it.

Introduction

Water is needed for life. Therefore, the quality of water determines the type and number of organisms that can live there. The quality of water is determined by its chemical and physical properties. In this activity, we will test the chemical profile of a body of water and make observations about the organisms that it supports. We will look for relationships between the chemical, physical and biological parameters.

Tortoise lagoon at Audubon Zoo, New Orleans, LA

Objectives
Upon completion of this module students will be able to
--collect data using probes, sensors, graphing calculators, CBL's
--test for pH, temperature, dissolved oxygen, salinity, flow rate, conductivity
--identify plant and animal species present in or near the water using field guides and/or internet site--graph data and look for relationships
--make conclusions regarding two or more variables tested

Materials

CBL system, TI graphing calculator, CHEMBIO program, adapter cable, calculator-to-CBL link cable, temperature probe, pH probe, dissolved oxygen probe, chloride ion-selective electrode (for salinity test), flow rate sensor, conductivity probe, microscopes, slides, cover slips, collection jars, field guides, computers, internet, graphing program (Excel or Graphical Analysis) See Teacher Guide for alternatives if probes, calculators, computers, etc. are not available.

CBL and Graphing Calculator

Student Activity
Class will be divided into eight groups. Each groups will be assigned to perform one activity from the following list: pH, temperature, dissolved oxygen, salinity, flow rate, conductivity, identification of plant species, identification of animal species. The activities will be performed in the field once a week over a period of four weeks. Students should be familiar with the use of probes, graphing calculators, CBL's, (or chemical testing procedures), and organism collection techniques before going into the field.
Before collecting any data, answer the following question: What relationships will there be between each of the variables? For example, how will the amount of dissolved oxygen change with the temperature of the water? How will the number or type of organisms change with the pH of the water?

(Teachers' Technology Workshop at Audubon Zoo)

Upon completion of their tests, each group should record their results in the following table:

Once all the data has been collected, the teacher will assign two variables for you to graph and analyze. You may use the graphical analysis program or Microsoft Excel for the graph. Print your graph when completed. Do you notice any relationships between the variables?

Does it seem that one of the variables may be dependent upon the other? If so, explain.

Student Resources
Students may use the following web sites to aid in identification of macroinvertebrates:

http://www.state.ky.us/nrepc/water/group1.htm http://www.state.ky.us/nrepc/water/group2.htm http://www.state.ky.us/nrepc/water/group3.htm

Photo from Pond Life, Golden Guide

Students may use the following web site to aid in identification of aquatic plants:

http://www.forestry.uga.edu/efr/olddocs/docs/icwsp.html#Identifying http://www.forestry.uga.edu/efr/olddocs/docs/icwsp.html#Algae http://www.forestry.uga.edu/efr/olddocs/docs/icwsp.html#Floating

Photo from Pond Life, Golden Guide

Students may use the following web sites to aid in identification of microorganisms

http://dir.yahoo.com/Science/Biology/Microbiology/Microorganisms/ http://commtechlab.msu.edu/sites/dlc-me/zoo/ http://www.microbe.org/

Photo from Pond Life, Golden Guide

Teacher Guide
Time Required:
One class period for teaching probes and orientation/instructions for the field; twenty minutes in the field once per week for four consecutive weeks for water testing and the remainder of the class period for organism identification (can be done in classroom); one class period for graphing, analyzing data, making conclusions and reporting to class.

Teacher Tips:
Students may collect data in the field if there is a natural body of water nearby. If no natural body of water is available, water samples can be brought into the classroom for testing each week.

If CBL's, graphing calculators, probes and sensors are not available, water testing can be done using chemical test kits available from most science suppliers. However, for dissolved oxygen tests, water is best collected immediately before testing; it should not be stored for any length of time.

If video flex camera is available, the organisms can be shown to the entire class to identify together, and possibly photographed for a student-made field guide of identification.

Entire process can be videotaped for documentation of correct laboratory procedures.

If module cannot be extended over four-week period, then it can be done as a one-time collection with each lab group performing all of the test procedures.

Teacher must be sure to calibrate all probes according to manufacturer's instructions before beginning testing.

Distilled water must be available for rinsing of equipment and probes.

Extended Activities:
Students produce video or power point presentation of water quality testing.
Students research water quality parameters to compare with the water samples tested.
Students create field guides of aquatic plants and animals using digital photos taken in the field and through the microscope.
Students collect samples from bodies of water of various locations (bayou, lake, stream, canal, ditch, river, etc.) for comparison studies.
Students research and report to the class how drinking water is treated in their community.
Students test other liquids (for example, warm cola, cold cola, juice, etc.) to compare chemical results to each other and to pure water.
Students can compare the data they have collected from a local natural body of water to those in other countries using the G.L.O.B.E. web site.

Standards (from the La. Dept. of Education Standards):
Foundation Skills: Communication, Problem Solving, Resource Access and Utilizationl
SI-H-A1, SI-H-B3, SI-H-B2, SI-H-A6, SI-H-A4, SI-H-A2, SI-H-A3
PS-H-D1, PS-H-A1
LS-H-C4
SE-H-A4, SE-H-A6, SE-H-C1, SE-H-A7, SE-H-A11, SE-H-A9

References:
Texas Instruments Calculators
Vernier (Science Hardware and Software for Computers and CBL's)
The G.L.O.B.E. Project (Global Learning of Benefit to the Environment)
Ken-a-Vision (microprojector)
Audubon Zoological Garden

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