Raising Radishes on the Reuter

A Simulated Study of the Effects of Various Water Parameters

July 11, 2001

Teacher Guide | Student Investigation Pages

Target Audience: Life Science, Biology, Advanced Biology; Grades 9-12

Time Required: Teacher preparaton - 2-3 hours; Student completion - 5 days

Materials and Technology: Design pool: Plastic childrens' wading pool, submersible pump, plastic tubing, five-gallon pail, food coloring, dilute hydrochloric acid, dilute sodium hydroxide or suitable chemicals as desired. Each group of students needs a CBL®, CBL II® or Labpro®, temperature probe, conductivity probe, pH probe, 1 large self-sealing clear plastic bag, paper towel, and 10 radish seeds, film canisters, water samples, ice, 400mL beaker, goggles.

Background: In this simulation, students become Agricultural Agents who are contacted by the Aire County Radish Growers Association. The growers have lost most or all of their crops to some unknown cause, and the agents are charged with discovering the source of the problem and suggesting some solutions. They must perform some laboratory tests, which they determine during a "department meeting" (class discussion) with their "supervisor" (the teacher).

References:

Photos:
Power Plant in Oswego, NY: www.vtce.org/Gallery/Power/Oswego1.jpeg
Irrigation System: http://www.rdg.ac.uk/AcaDepts/aa/DAISY/JFinn/AG843_Crops_and_Irrigation/Irrigation170800.htm
Salt Dome in Virginia Beach, VA: www.pilotonline.com/news/nw1229fla.html

Websites:
Run a Nuclear Power Plant: www.ida.liu.se/~her/npp/demo.html
Possible Environmental Impacts of Power Plants: http://www.vtce.org/TheProject/rutpplant.htm
Radish Cultivation Information: http://virtual.clemson.edu/groups/aiken/common/radish.htm
Landfill Construction: www.umweltbundesamt.de/uba-info-daten-e/daten-e/landfill.htm
Landfill Example: www.epa.gov/region08/superfund/sites/co/lowry_.html
Requirements for Road Salt Storage: www.cga.state.ct.us/olr/januaryreports/2000-r-0129.htm
Effects of Salt Runoff: www.history.rochester.edu/class/roadsalt/home.html

Original Activity: Michael Kimmel; Conneaut High School; Conneaut, OH

Design Pool: Jewel Reuter http://www.nsta.org/programs/laptop/lessons/aquatic.pdf

Toucan Project: www.classtech2000.com/toucan/t21index.htm

Relevant National Science Standards: http://www.nap.edu/readingroom/books/nses/html/6e.html#csa912

Science as Inquiry:

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop:

--Abilities necessary to do scientific inquiry
--Understandings about scientific inquiry

TEACHING STANDARD B: Teachers of science guide and facilitate learning. In doing this, teachers:

--Focus and support inquiries while interacting with students.
--Orchestrate discourse among students about scientific ideas.
--Challenge students to accept and share responsibility for their own learning.
--Encourage and model the skills of scientific inquiry, as well as the curiosity, openness
   to new ideas and data, and skepticism that characterize science.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should
develop an understanding of:
--Structure and properties of matter
--Chemical reactions
--Motions and forces
--Conservation of energy and increase in disorder
--Interactions of energy and matter

CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should
develop understanding of:
--Matter, energy, and organization in living systems

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