Description

Description

In this project, students will work together as a team of scientists to resolve a man-made disaster. They will explain the chemical and biological damage that an oil spill can cause in a fragile ecosystem. The students will use aspects of chemistry, biology, and geology to determine a method for oil spill clean up. Students will collaborate in groups of 2-4 to determine a method to clean an oil spill in Corpus Christi Bay along the coast of Texas. Students will be given benchmark lessons in the areas of chemistry such as: density, pH, acid-base theory, organic chemistry, properties of water and oil, and separations.

Groups will be introduced to a disaster that has just struck Corpus Christi Bay. They will use software (Gnome©) that will allow them to track the movement of their oil spill. This software is offered as a free download from Office of Response and Restoration. They will learn how the geology of the Texas coast is unique and creates an area of extreme diversity. Students will then need to determine what damage the oil spill is causing to the biological life in the bay. In their presentations, they will discuss how chemical changes, induced from the oil slick, are affecting the ecosystem.

Over the five-week period of the project, the students will experiment with some of the clean up methods. Each team will ultimately choose a method for clean up of the bay based upon criteria they determine is important such as timeliness, economic recovery, etcÉ All of the students are responsible for defending their choice of clean up method. Each group will experiment with their method to learn its implementation, success, and ramifications. In their presentations at the end of the project, the students will explain the ramifications of their choice of cleanup.

Each group will create power point presentations demonstrating what they have learned. These presentations will be given to the class and representatives of the U.S. Fish and Wildlife Service.

Driving Question

What method would be best suited for cleaning up a "mock" oil spill in the Corpus Christi Bay?

Project Goals

There are three major goals that this project will accomplish.

1) Students will develop methods of cleaning up the environment when an oil spill occurs

2) Students will gain knowledge of oil and it's properties

3) Students will develop their critical thinking skills through experimentation and problem solving

The first of the goals is to introduce the students to the many possible clean up options. In evaluating the success of this goal, the projects will show their knowledge of when, where, how, what are the ramifications of their chosen method.

The second goal involves the basic knowledge in the lessons that we will give the students. Testing that covers the benchmark lessons occurs in the middle of the project calendar.

The third goal being addressed in this project is developing their critical thinking skills. Throughout their group projects the students are going to have to consider a number of different elements, such as time lines, wildlife safety, and economic costs. In the process of completing their papers and projects, they will have to prioritize and then address each of these elements. Their ability to utilize information available and collaborate to create a realistic plan will provide the needed evidence that this goal has been met.

Project Objectives

Students will be able to:

Define density as the mass of a substance per unit volume.
Predict what will happen to the density of an object as the parameters are changed.
Differentiate between mass and weight.
Compare densities of liquids based on salinity.
Compare densities of liquids based on temperature.
Relate the difference of densities of water with the ocean.
The student will list and describe methods used to separate oils and water that have become mixed.
The student will evaluate the possible separation methods used for oil spills.
State and explain the major physical and chemical properties of water such as: composition; mass; phases; hydrogen bonding and its role; water's role as a solvent.
State and explain the major physical and chemical properties of water such as: composition; non-solubility in water.

Rationale

The Texas coast is a unique system of bays, which spans from Louisiana to Mexico. The physical and ecological features of the bay systems create an environment that is conducive for an enormous diversity of flora and fauna, some of which can only be found along the Texas gulf coast. Industry threatens the safety of the ecology of the bay system. Petroleum shipping and processing is a predominant industry head along the Texas gulf coast. According to the U.S. Fish and Wildlife Services, Ninety percent of the shipping traffic involves petroleum products, and the surrounding petrochemical industries pose the greatest potential for environmental concerns. This large amount of traffic presents the possibility for disastrous effects caused from a tanker wreck.

In this project, students will be given the charge of cleaning an oil spill of 100 barrels in Corpus Christi Bay. The students will work together to examine and find solutions to cleaning the water and saving the wildlife so as to allow only minimal damage to the ecosystem. Students will be required to work with live data of hydrological flow and weather to track the spill. Students will be able to investigate current methods used for cleaning of oil spills. Afterwards, the students will determine conclusions on which method will work the best given the conditions provided. Presentations will be given to the entire class at the end of the project. This investigation will give the students more nature conscience knowledge. The students will then have the opportunity to present their findings to the U.S. Fish and Wildlife Services in hope that their results may benefit in the case of future incidents.

Background

The main topic of this project is an oil spill, but many other factors affect an oil spill and are introduced in the first two weeks of the five-week project. These topics include density, oil, hydrology, pH and technology. The students will then examine current methods of cleaning up an oil spill for their group projects.

Density is one of the hardest topics for students to grasp. Aspects dealt with in this project are the effects of mass, volume, temperature, and salinity. The equation memorized by most students is density equals mass divided by volume. The components of this equation change depending on the substance being analyzed. In the bay, density plays a role in creating a gradient in the water. Water towards the surface is warmer and has a lower density than the water at the bottom. Salinity also has a direct relation to density. As the amount of salt in the water increases, the density of the water increases, therefore water at the bottom of the bay is going to have a higher salt content than the water closer to the surface. These aspects can be confirmed through experimentation.

The properties of oil play a role in this project as well. Oil is a non-polar, hydrophobic molecule made mostly of carbon-carbon bonds. Water, in contrast, is a polar molecule. Topics such as the chemical properties of water and oil play an integral part in this project. Properties such as pH, density, and hydrogen bonding are integral for student understanding of how oil and water interact when mixed.

The main body of water being analyzed in this project is the Corpus Christi Bay. The bay has a number of rivers feeding into it causing changes in the flow around the mouths. The bay is also feeds into the Gulf of Mexico. Important hydrology concepts that apply are currents, tides and the effects of the rivers.

These are the main topics addressed in this project. Smaller topics that will be covered are pH and the different types of technology the students will use for their projects. Technological tools that will be used in this project include Microsoft word, excel, power point, and the Internet.

Standards Addressed

TEKS

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) Demonstrate safe practices during field and laboratory investigations; and

(B) Make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A) Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) Collect data and make measurements with precision;

(C) Express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures;

(D) Organize, analyze, evaluate, make inferences, and predict trends from data; and

(E) Communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) Analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B) Make responsible choices in selecting everyday products and services using scientific information

(D) Describe the connection between chemistry and future careers.

(9) Science concepts. The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student is expected to:

(B) Identify interrelationships of plate tectonics, ocean currents, climates, and biomes; and

(11) Science concepts. The student knows characteristics of oceans. The student is expected to:

(A) Identify physical characteristics of ocean water including salinity, solubility, heat capacity, colligative properties, and density

(B) Evaluate the effects of tides, tidal bores, and tsunamis.

(14) Science concepts. The student knows the properties and behavior of acids and bases. The student is expected to:

(D) Describe effects of acids and bases on an ecological system.

National Technology Standards

1) Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.

3) Technology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4) Technology communications tools

Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5) Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.

6) Technology problem-solving and decision-making tools

Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.

National Standards

TEACHING STANDARD A:

Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.

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.
Recognize and respond to student diversity and encourage all students to participate fully in science 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.

TEACHING STANDARD C:

Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

Use multiple methods and systematically gather data about student understanding and ability.

Analyze assessment data to guide teaching.
Guide students in self-assessment.

TEACHING STANDARD D:

Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

Structure the time available so that students are able to engage in extended investigations.

Create a setting for student work that is flexible and supportive of science inquiry.
Ensure a safe working environment.
Make the available science tools, materials, media, and technological resources accessible to students.
Identify and use resources outside the school.
Engage students in designing the learning environment.

TEACHING STANDARD E:

Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

Display and demand respect for the diverse ideas, skills, and experiences of all students.
Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
Nurture collaboration among students.

Assessments

There are formative and summative assessments for this project that allow an instructor to observe how the students develop their skills. Deadlines will be set for students to turn in different parts of their project. The students have one midterm, which occurs at the end of the week three. At the end of the semester, the students will complete a paper for the project and give an oral presentation using PPTþ. Some assessments that can be applicable and useful for this project come from Cross and AngeloÕs book, Classroom Assessment Techniques:

The Background Knowledge Probe-

The background knowledge probe would assist in finding what students already know about the various topics we will be covering during the project. These can be used to adapt benchmarks lesson to accommodate studentsÕ understanding.

Pro and Con Grid-

Use of this assessment can lead to: 1) revealing if the students are grasping the breadth of the problem; and 2) give the students a guide to help determine what they want to do in their project.

Process Analysis-

This forces students to keep an ongoing log of their choices, steps, and their justifications. This assessment provides explicit, detailed information on the ways in which students carry out the project.

Project Rubric

	Points Possible	Point Earned (-10% for late)	Points after revision
Mid-Project Test	30		N/A
Lab Exercises	15
Journals -On time (5) -Day to day log entry (relevant to project) (10)	15		N/A
Project Paper -Abstract (5) -Background (5) -Procedure (5) -Data Analysis (5) -Conclusion (5)	25
Presentation -In PPTþ Format (5) -Logic, Clarity, and Reasoning (5)	10
Student Evaluations	5

*Note: Journals will be collected three times during the project

Oil Spill Project