Curriculum Module-Environmental Science

Overview of NASA/STEP Curriculum Module-Summer 1999

I. Title of Module:

Environmental Science

II. Author(s):

Nora Dinneen/Doug Weisman

III. Grade Level:

High School 9-12

IV. Nature of The Students:

Urban Minority

V. Purposes:

To examine water samples and provide students with background information on NYC water supply.
To expose students to tests used in identification of over the counter drugs, controlled drugs and heavy metal poisoning.
To analyze various consumer products to determine their content and purpose in the market place, so that students can make informed decisions on what they buy.
To promote the use of scientific thought and principles through experimentation and interpretation.
To introduce students to independent scientific investigations.

VI. Overview: This program will look at three major areas that effect our society today.

Students will analyze water samples and discuss factors that influence NYC water supply.
Students will examine some of the identification methods used in forensic science with the use of simulated drugs and body fluids.
Students will discover the properties and content of some common household products.

VII. Curricular Content Development

Science content knowledge.

The student will be provoked to use their background knowledge to develop concepts in earth science, biology, chemistry, environmental and consumer science.

Technological and Societal Context of inquiry.

Students will conduct a field trip for the purpose of water analysis. They will also perform many hands-on experiments that involves the use of many scientific procedures.

VIII. Teaching and Learning Approaches

Field trip for the collection of water samples and examine physical parameters of source.
Hands on experiments in groups of 2/3.
Chalkboard for sharing of information and data.
Whole class discussions, interpretation of data and developing of scientific concepts.

NASA/STEP Module - Environmental Science- Lesson 1/Day 1 - 4: Water

Objectives:

Examine the sources and types of NYC water and relate the importance of water to biological life, agriculture and industry.
Prepare students for water analysis with the proper use of the pipetman and microburet using a titration experiment.
Collect water samples from a local lake and river and examine the physical characteristics of these systems.
Analyze water samples collected for E. Coli, dissolved oxygen content, magnesium and calcium hardness.
Compare and contrast the results from the different areas i.e. lake, pond and ripple areas.

Skills to be developed: Following this activity the students will be able to:

Understand the difference between surface run off and ground water and the types of water they supply to NYC.
Perform a titration to determine the concentration of an unknown acid.
Read and expedite lab instructions on their own.
Interpret results from water analysis experiment and relate the factors that effect the oxygen content from the different sources.

Concepts: Students will become familiar with the following concepts:

Groundwater versus surface run-off water.
Properties of hard and soft water.
Aqueducts and aquifers.
Watersheds.
Titration.
Metric Units.
Molarity Acid x Volume acid = Molarity Base x Volume Base.
Sources of E. Coli contamination.
Fermentation.

Teaching and Learning Approaches:

Chalkboard will be used to explain concepts and pool class results for discussion.
Students will be taken to a nearby lake/river for the collection of water samples.
Students will work in groups of 2/3, carrying out various experiments which they will analyze and discuss with each other.

Materials and Resources:

Student hand-out sheets for the titration experiment and water analysis.
Collection bottles, manganous sulfate solution, alkaline potassium iodide azide solution, sulfamic acid powder, tape, stopwatch & hip waders for trip.
Pipetman, micorburet apparatus, hydrochloric acid, phenolphthalein, sodium hydroxide, lactose solution and chemicals supplied by LaMotte for water analysis experiments.>
Test tubes containing nutrient broth, lactose and phenol red indicator.

Activities and Procedures:

NASA/STEP Module - Environmental Science- Lesson 1/Day 1

Chronological TimeSequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity>	Teacher Activity
Day 1 15 mins	Whole class	Inform teacher of science background.	Introduce outline of course and types of activities involved.
20 mins	Whole class	Students should be able to suggest several reasons for the importance of water to (a) living organisms (b) industry and (c) agriculture	Lead discussion on the importance of water.
70 mins	Whole class	Class discussions to explore the properties of (a) surface run off water (b) ground water (c) hard water (d) soft water (e) aquifers associated with NYC (f) aqueducts (g) watersheds.	Supply students with following data: 71% of Earth covered with water but only 3% of it is fresh water available for use. Develop conceptual definitions of water sources & types.
15 Mins	Whole Class	Students should be able to suggest the type and source of each water supply.	Inform students of NYC water supply and quality (a) Jamaica Water Supply Company - 4% (b) Catskills Delaware River -85% (c) Croton River - 10%.
40 mins	Group of 2 or 3	Students observe the techniques used with equipment and practice these procedures. Compare micro and milliliters.	Distribution of hand-outs and equipment. Demonstrate the correct use of pipetman and microburet and emphasize the importance of microanalysis.
10 Mins	Group of 2 or 3	Clean up	Help in clean-up
Day 2 30 mins	Whole class	Observe demonstrations	Explain the correct techniques used in collection of water sampling. Inform students of obligations during class trip.
25 mins	Whole class	Trip to Tibbetts Lake & River.	Accompany students
90 mins	Groups of 2/ 3 & Whole class	Observe the physical parameters of the river including depth, width, flow rate & different areas (pond and ripple). Collect water samples from pond edge, pond middle, ripple edge, ripple middle and lake. Fix some samples from each region for future dissolved oxygen content analysis. Observe features of lake.	Observe and help students in measurements and collections.
25 mins	Whole class	Return to college, store sample in cool area for future examining. Place water from samples in nutrient broth and lactose solution to test for E. Coli contamination. Place in incubator overnight.	Accompany students back to college and help on handling of water samples.
Day 3 40 Mins	Groups of 2/3	Students perform a titration experiment to determine the concentration of an unknown acid using the equation MaVa = MbVb. Record results on board.	Explain the purpose of a titration experiment. Assist students in experiment set up.
15 Mins	Whole Class	Analyze data and compare results. Discuss areas of possible sources of error in performing experiment.	Assist students in analysis of data.
15 Mins	Whole Class	Examine the results of the E. Coli test. Discuss the implications of results and possible sources of contamination.	Explain technique used for E. Coli testing and process of fermentation.
70 Mins	Groups of 2/3	Determine the oxygen content of each type of water sample. Calculate in ppm the amount of dissolved oxygen in each sample. Record results on board.	Explain the term ppm and its significance in water analysis. Assist students.
20 Mins	Whole Class	Discuss reasons for variations in results from different sources. Suggest factors that influence amount of dissolved oxygen in water.	Lead discussion
10 Mins	Groups of 2/3	Clean up.	Help in clean up.
Day 4 30 Mins	Groups of 2/3	Experimentally determine the total hardness of the water samples. Calculate the ppm of total water hardness and record result on board.	Assist students.
10 Mins	Whole Class	Analyze and discuss results.	Lead discussion.
30 Mins	Groups of 2/3	Determine the calcium hardness of each water sample. Record results on board. Calculate magnesium hardness of water using following equation - Total hardness-Calcium hardness = Magnesium hardness.	Monitor students as they carry out experiments.
10 Mins	Whole Class	Share opinions on deviations of results from different sources.	Interact with students during discussions.
10 Mins	Whole Class	Clean Up.	Assist students.

NASA/STEP Module - Environmental Science - Lesson 2 / Day 5 & 6 : Drug and Poison Analysis

Objectives:

Identify some over the counter drugs found in the home with the use of spot tests.
Examine techniques used to detect controlled drugs using simulated substances.
Determination of heavy metal poisoning with the use of spot tests and analysis of Amino Acids in simulated urine.

Skills to be developed:

Identify over the counter drugs by comparing the results of spot tests to those of controlled set-ups of known samples.
Recognize functional groups on structural formulas of organic molecules.
Use of UV light in detection of fluorescent molecules.
Observation of chemical reactions with the use of simulated drugs.
Develop chromatographic techniques for the measurement of rate of flow of molecules.

Concepts:

Differentiate between over the counter drugs, controlled drugs, narcotics and poisons.
Importance of control set-up to compare to variables.
Identify the abbreviations THC, NVR, GRAS & BNDD.
PH scale.
Identify alkaloids.
Ultraviolet light – fluorescence.
Paper chromatography.
Precipitation.

Materials

Hand-outs, Drug and Poison Identification Kit from Science Kit & Boreal Laboratories.

Activities and Procedures:

NASA/STEP Module - Environmental Science - Lesson 2 / Day 5 & 6 : Drug and Poison Analysis

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, Individual)	Student Activity	Teacher Activity
Day 5 50 Mins	Whole Class	Student should help in developing definitions of (a) over the counter drugs (b) controlled drugs (c) narcotics (d) poisons (e) Gras (f) BNDD (g) Control equipment.	Develop conceptual definitions.
30 Mins	Groups of 2/3	Determine the identity of an unknown powder (a) noting color, appearance (b) testing pH (c) reaction with water (d) reaction with hydrochloric acid (e) reaction with feric nitrate (f) compare results of unknown to those of control samples of aspirin, alka-seltzer, sodium bicarbonate & tylenol.	Give out hand-outs. Assist students.
10 Mins	Whole Class	Discuss results and identify the content of unknown.	Guide students in discussions.
40 Mins	Whole Class	Suggest various types of controlled drugs & sources of such substances.	Explain the term aklaloid and demonstrate functional groups associated with different controlled drugs.
20 Mins	Groups 2/3	Detect alkaloids with the use of UV light and simulated drugs. Observe the reaction of simulated drugs with hydrochloric acid.	Observe students
10 Mins	Whole Class	Interpret results and draw conclusions based upon results.	Interact with students during discussion
10 Mins	Whole Class	Clean up	Assist students.
Day 6 45 Mins	Whole Class	Suggested sources of heavy metal poisoning.	Introduce students to heavy metal poisoning, its effect on human life and different methods used to detect such substances.
95 Mins	Groups of 2/3	Detect heavy metal through spot tests with various chemicals and compare results obtained to test control of mercury and lead. Determination of poisoning through analysis of amino acids in simulated urine through the use of paper chromatography. Calculate Rf values and record results on board.	Monitor students and assist with experiments.
20 Mins	Whole Class	Interpret results and identify unknown.	Challenge student to interpret their results.
10 Mins	Whole Class	Clean up.	Assist students.

NASA/STEP Module - Environmental Science - Lesson 3 / Day 7 & 8 - Consumer Products

Objectives:

To understand the purpose of the various compounds found in consumer products.
To chemically analyze the contents and properties of some consumer products.
To introduce students to independent scientific investigation.
To prepare students to make informed decisions on the products they buy.

Skills to be developed: Following these activities, students will be able to:

Understand the differences between hydrophobic and hydrophilic substances.
Interpret results from analysis of consumer products.
To compare and contrast the results from the different brands of the same product.

Concepts:

PH.
Calculate % solid in product.
Polar and non polar substances.
Hydrophobic versus hydrophilic substances.
Viscosity.
Functional groups of organic compounds.
Emulsifying agents.
Micelles.

Teaching and Learning Approaches:

Hand-on experiments.
Chalkboard.
Consumer items for comparing and contrasting.
Class discussion for evaluation and interpretation.

Materials and Resources:

Shampoo evaluation 4-200 kit from Kemtec Educational Corporation.
Hand lotion evaluation 4-204 kit from Kemtec Educational Corporation.
Graduated cylinders, beakers, infra-red lamps, marbles, balances.
Data sheets and hand-outs.

Activities and Procedures:

NASA/STEP Module - Environmental Science - Lesson 3 / Day 7 & 8 -

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
Day 7 60 Minss	Whole Class	Give example of organic compounds. Suggest examples of hydrophobic and hydrophilic compounds Determine the end of detergent that is attracted to oil/dirt particle.	Introduction into organic compounds. Explain that cleaning agents have 2 distinct regions, a hydrophobic hydrocarbon chain and a hydrophlilic end. Discuss the types of detergents – (a) anionic (b) cationic (c) non-ionic Explain difference between polar and non polar substances. Discuss the formation of micelles when detergent is not in contact with dirt.
80 Mins	Groups of 2/3	Determine the following characteristics of shampoo (a) pH (b) % solid in sample (c) flash foam formation (d) foam retention time (e) relative viscosity (f) India ink dispersion (g) Cost per 5ml of shampoo Record observations and results on board	Monitor students
20 Mins	Whole Class	Analyze results and determine the most cost efficient shampoo of those sampled.	Lead students in discussion
10 Mins	Groups of 2 /3	Clean up	Assist students
Day8 20 Mins	Whole Class	Suggest properties of hand lotion and components included. Students should be able to recognize the hydrophobic and hydrophilic substances in hand lotion.	Emphasize that hand lotion made from 2 phases (a) oil phase and (b) water phase Discuss the need of an emulsifying agent to combine the phases to make a colloidal emulsion.
50 Mins	Groups of 2/ 3	Determine the following characteristics of hand lotion sample (a) % of solid in product (b) pH (c) Relative viscosity (d) Density (e) Cost per 5ml of lotion Record observations on board	Monitor students
10 Mins	Groups of 2/ 3	Analyze results and determine the most cost efficient hand lotion of those sampled.	Propose challenging questions to students regarding interpretation.
10 Mins	Groups of 2/ 3	Clean up	Assist students.

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Last Updated July 26, 1999 by Roz Krakowsky
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