Pollution-Effects-on-Plants_STEMCurric

Standards Connections Content Area: Science Scientific Ways of Knowing Standard Grade 7 - Benchmark B: Explain the importance of reproducibility and reduction of bias in scientific metho

Human Performance and Effectiveness

Pollution Effects on Plants

Grade Level(s): 7th – 10th

Academic Content Areas: Science, Technology, Engineering,

Math Topics: Scientific Ways of Knowing, Science and Technology,

Scientific Inquiry, Life Science Recommended area of co-teaching for an AFRL Engineer or Scientist

Main Problem / Essential Question

After routine maintenance is performed on military planes and vehicles, why is it important to properly dispose of the used fluids?

Summary

This investigation is designed to determine if the substances used on a daily basis to make machines work efficiently cause a negative effect on the natural world around us Students will experiment to determine if typical liquids used and disposed of during basic vehicle

maintenance have a negative effect on plant life They may use motor oil, transmission fluid, antifreeze, or soapy water to represent fluids that are used in the driveway or at the curb of a home while someone is cleaning and/or maintaining their vehicle Students will discover that care must be used in the disposal of toxic substances so that plant life is not harmed or

destroyed

Big Ideas / Focus

Students are doing this investigation to determine if the things we use on a daily basis to make our lives easier, to make our machines work efficiently; impact the natural world around us in a negative way They will find that care must be used in the disposal of toxic liquids so that plant life is not destroyed

Students will discuss other possible ramifications of careless disposal such as affects on animal life and contamination of groundwater Students will understand that we will continue to improve our lives through inventions and technological improvements, but as we do, we must

be aware and concerned about the effects of these advances on the natural world in which

we live

Students will learn about the importance of variables, sample size, repetition, and

reproducibility when performing a scientific investigation in order to interpret data and draw valid conclusions

Prerequisite Knowledge

Students should have a solid understanding of observation and inference Using newspaper pictures without the captions is a good way to have the students review observations and then make a reasonable inference based on these observations

Students should have some understanding of bias and how it can affect an experiment's

results Repeated experimentation will lend credibility to the results Doing a simple probability experiment is an easy way to review or introduce bias and its reduction by repeated

experimentation

It would be advisable for students to understand that the source of pollution is sometimes difficult to trace Much of our air and water pollution results from either a point or nonpoint source

Basic understanding of seed germination This can be taught/reviewed before the lesson or incorporated into the lesson

Students need to be adept at measuring using the metric scale (mm and cm)

Creating and reading data tables is another prerequisite for this lab

Some experience using a microscope would also be beneficial but not absolutely necessary.Students should know how to use MS Excel, Fathom or other statistical software, to make graphs

Standards Connections

Content Area: Science

Scientific Ways of Knowing Standard

Grade 7 - Benchmark B: Explain the

importance of reproducibility and reduction

of bias in scientific methods

1 Show that the reproducibility of results is essential to reduce bias in scientific

investigations

2 Describe how repetition of an experiment mayreduce bias

Grade 8 - Benchmark B: Explain the

importance of reproducibility and reduction

of bias in scientific methods

2 Explain why it is important to examine data objectively and not let bias

affect observations

Science and Technology Standard

Grade 7 – Benchmark A: Give examples of

how technological advances, influenced by

scientific knowledge, affect the quality of life

Grade 9-10 – Benchmark B – Explain that

2 Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other

science and technology are interdependent;

each drive the other

Grade 9

1 Describe means of comparing the benefits with the risks of technology and how science can informpublic policy

Grade 10

1 Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems

2 Describe examples of scientific advances and emerging technologies and how they may impact society

Scientific Inquiry Standard

Grades 7 and 8 – Benchmark A: Explain

that there are differing sets of procedures for

guiding scientific investigations and

procedures are determined by the nature of

the investigation, safety consideration and

appropriate tools

Grade 7

1 Explain that variables and controls can affect the results of an investigation and that ideally one variable should be tested at a time; however it is not always possible to control all variables

2 Identify simple independent and dependent variables

Grade 8

2 Describe the concepts of sample size and control and explain how these affect scientific investigations

Benchmark B: Analyze and interpret data

from scientific investigations using

appropriate mathematical skills in order to

draw valid conclusions

Grade 7

5 Analyze alternative scientific explanations and predictions and recognize that there may be more than one good way to interpret a given set of data

6 Identify faulty reasoning and statements that gobeyond the evidence or misinterpret the evidence

7 Use graphs, tables and charts to study physicalphenomena and infer mathematical relationships between variables

Grade 8

3 Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols)

4 Apply appropriate math skills to interpret quantitative data (e.g., mean, median, mode)

Life Science Standard

Grade 10 – Benchmark G – Describe how

human activities can impact that status of

natural systems

18 Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems Explain how changes in

technology/biotechnology can cause significant changes, either positive or negative, in

environmental quality and carrying capacity

Content Area: Math

Measurement Standard

Grade 7 – Benchmark D: Select a tool and

measure accurately to a specified level of

precision

Grade 8-10

Benchmark E: Estimate and compute various

attributes, including length, angle measure,

area, surface area and volume, to a specified

level of precision

5 Analyze problem situations involving measurement concepts, select appropriate strategies, and use an organized approach to solve narrative and increasingly complex problems

1 Compare and order the relative size of commonU.S customary units and metric units; e.g., mile and kilometer, gallon and liter, pound and kilogram

2 Use proportional relationships and formulas to convert units from one measurement system to another; e.g., degrees Fahrenheit to degrees Celsius

3 Use appropriate levels of precision when calculating with measurements

Data Analysis and Probability Standard

Grade 7 – Benchmark A: Read, create and

use line graphs, histograms, circle graphs,

box-and-whisker plots, stem and leaf plots, and

other representations when appropriate

Benchmark E: Collect, organize, display and

interpret data for a specific purpose or need

Grade 8 – Benchmark A: Create, interpret, and

use graphical displays and statistical measures

1 Read, create and interpret box-and-whisker plots, stem and leaf plots, and other types of graphs, when appropriate

8 Design and conduct an experiment to test predictions, compare actual results to predicted results, and explain differences

1 Use, create and interpret scatter plots and other

to describe data

Benchmark F: Construct convincing

arguments based on analysis and

interpretation of graphs

Grade 9 & 10 – Benchmark A: Create,

interpret, and use graphical displays and

statistical measures to describe data

Benchmark B: Evaluate different

graphical representations of the same data to

determine which is the most appropriate

representation for an identified purpose

Benchmark D: Find, use and interpret

measures of center and spread, such as mean

and quartiles, and use those measures to

compare and draw conclusions about sets of

data

Benchmark E: Evaluate the validity of

claims and predictions that are based on data

by examining the appropriateness of the data

collection and analysis

Benchmark F: Construct convincing

arguments based on analysis and

interpretation of graphs

Mathematical Processes Standard

Grade 8-10

A Formulate a problem or mathematical

model in response to a specific need or

situation, determine information required to

solve the problem, chose method for obtaining

this information, and set limits for acceptable

solution

B Apply mathematical knowledge and skills

routinely in other content areas and practical

situations

E Use a variety of mathematical

types of graphs as appropriate

2 Evaluate different graphical representations of the same data to determine which is the most appropriate representation for an identified purpose; e.g., line graph for change over time, circle graph for part to whole comparison, scatterplot for relationship between two variants

6 make conjectures about possible relationships

in a scatterplot and approximate line of best fit

9 Construct convincing arguments based on analysis of data and interpretation of graphs

Grade 9

1 Classify data as univariate (single variable) or bivariate (two variables) and as quantitative (measurement) or qualitative (categorical) data

2 Create a scatterplot for a set of bivariate data, sketch the line of best fit, and interpret the slope ofthe line of best fit

Grade 10

2 Represent and analyze bivariate data using appropriate graphical displays (scatterplots, parallel box and whisker plots, histograms with more than one set of data, tables, charts, spreadsheets) with and without technology

(Note; Specific grade-level indicators have not been included for the mathematical processes standard Mathematical processes have been embedded within the grade-level indicators for the other five content standards.)

representations flexible and appropriately to

organize, record and communicate

mathematical ideas

F Use precise mathematical language and

notations to represent problem situations and

mathematical ideas

G Write clearly and coherently about

mathematical thinking and ideas

Preparation for activity

1 Determine lab groups consisting of 4 students per group

2 Prepare and organize materials needed for the lab Soil /toxicant mixtures should be made

3 Directions for making soil/toxicant mixture:

0 mL of toxic substance for negative control

4 Students should have lab books / data tables set up to record daily qualitative and

quantitative observations

Critical Vocabulary

bias – an influence that distorts or changes the results of an experiment Material or the

procedure can be biased

constants – the factors in an experiment that do not change They need to be kept the same

in order for the results to be valid

control – the standard used for comparison in an experiment.

dependent variable – the measured or responding variable - this factor will change as a result

of the independent variable

germination – a series of events that results in the growth of a plant from a seed.

independent variable –the tested or manipulated variable -the one factor that is changed by

the person doing the experiment

inference – a decision made based on observations and interpreting data

nonpoint source pollution – comes from many different sources so it is difficult to trace such

as chemical fertilizers that runoff into streams, lakes, and wetlands and/or seep into the ground

and then into groundwater

point source pollution –- occurs from a single, identifiable source such as an oil tanker spill toxicology – the study of the adverse effects of chemicals on living systems, whether they be

human, animal, plant, or microbe

toxic substance (toxicant) – a substance that accumulates in living systems and causes harm qualitative observations – information gathered through the five senses.

quantitative observations – information gathered by measurements

radical – emergence of primary root

cotyledon – first leaves that appear in a dicot They are the energy source for the seedling

until it begins the photosynthesis process

1 50 minutes Pre-Activity Brainstorming and Discussion

Discuss the problem in lab groups and together as a class

2 - 3 50 minutes Experimental Design – Identify the independent, dependent, and

controlled variables State a hypothesis Determine the lab procedure – Consider the following:

1 The types of seeds used

2 The number of seeds used

3 The type of toxicant used

4 The concentration levels of toxicant used

5 Design data tables to record qualitative and quantitative observations

4 50 minutes Set-Up Experiment – Record Initial observations

5-14 10-15 minutes Students will observe and record data at the beginning of each

class period This could be done on a M-W-F or T-TH schedule

to lessen the class time taken

15 50 minutes Students will graph and analyze their data

16-17 50 minutes Students will draw conclusions and if choosing a final product,

begin to write a letter or create a brochure

Post-Activity Discussion

Materials & Equipment

lab books and copies of daily data tables if needed

seeds – choose one or more of the following: grass, sunflower, peas, radish, corn

Note: The grass will not show great variance in height but may show observable differences such as color, thickness, healthy, lush appearance The other seeds listed above will show more height variance Willow sprigs are another option as they have been successfully used in phytoremediation

supplies needed for seed germination if observing germination is planned as part of the lesson:

plastic sandwich bags, coffee filters or paper towels

soil (prepared concentrations)

choose one of the following:

motor oil , transmission fluid, antifreeze, dishwashing soap

metric ruler

other handouts needed

1 student lab guide A or B

Safety & Disposal

Latex gloves for students who may find skin contact with the motor oil and antifreeze irritating.Students should wash hands any day they have contact with the motor oil or antifreeze

At the end of the experiment, the antifreeze, motor oil, or transmission fluid should be disposed

of as directed on the container

Pre-Activity Discussion

Option A (the following ideas could be presented by an AFRL engineer or scientist

1 Explain the effects of concentration levels by doing a demonstration using water and food coloring

Example: one drop of food coloring per 10mL water, two drops of food coloring per 10

3 Phytoremediation and its role in absorbing and/or altering toxicants

Phytoextraction -Accumulate contaminant in the plant shoots or roots

Phytostabilization-The contaminant is absorbed, or reduced in mobility or availability.Phytodegradation-The contaminant is metabolized by plants, or by microbes in plant-enhanced environment

http://www.seattle.gov/util/stellent/groups/public/@spu/@csb/documents/webcontent/spu01_003261.pdf

See the Additional Resources section at the end of this lesson for web sources

providing information on this topic

Option B: The following focus questions can be used for a class discussion

Focus Questions:

1 Define observation Provide an example Information gathered and recorded descriptively (qualitative) or with measurements (quantitative)

Possible examples: The leaf feels sticky The leaf is 6 cm long

2 Define inference A judgment or decision made based on consistent observations

An inference may eventually be proven or disproven through experimentation

3 What is bias? An influence that distorts or changes the results of an experiment The material or the procedure can be biased

4 Why is it important to design and use experiments that will eliminate bias from the results?

Bias can cause the results to be invalid The experimental procedure must be designed

so bias will be reduced to a minimum or eliminated

5 What is a toxic substance (toxicant)? A harmful, destructive, or poisonous manmade substance

6 Should people use materials that are harmful to plants? Explain your answer Answers will vary Students should explain their reasoning

7 How can people use materials they consider beneficial to daily living without causingharm to plants? Answers will vary Students' responses may discuss restricted use of the material or specialized disposal

Option C: Critical vocabulary (see previous section for the list of terms)

Students should be asked what they think the critical vocabulary words mean Have them write these in their science notebooks Ask for volunteers to share their

responses Discuss student responses first, and then have students look up the

definitions These definitions can be written in the Pre-lab section of their lab notebook

or in their science journals Discuss actual definitions and compare prior knowledge with factual knowledge Make sure students feel comfortable with working definitions.Option D: Pre-lab group discussion ideas are also included in the lab guides A and B found in the student instructions section

Teacher Instructions

Begin by asking students to brainstorm a list of materials people use regularly that may beharmful to plants simply because of their use or because of disposal methods Students may need some ideas to get started on this discussion (pesticides put on our flower and vegetable gardens, paint cleaner and paints, materials used for car maintenance, household cleaners, etc) As students volunteer responses, make a list on the board for everyone to see Discuss the importance of these materials to us in terms of daily use Discuss the environmental concerns and how they could be addressed Ask students to share examples of their real-life observations (use of/actions/disposal) in their community that demonstrate the need to be concerned about our environment Remind students that when discussing real world situations

in their own community, actual names of people should not be used

Review the lab activity together with students as they sit with their lab group Groups will discuss and determine their purpose and question, identify the independent, dependent, and controlled variables and state a hypothesis Allow time for them to do this and share and discuss with them together as a whole class This allows students time to formulate their own thoughts and wording for these sections of the lab write-up The whole class discussion

enables struggling students to hear and use the language of other students Students will then copy the materials into the lab book Each group will now be assigned a soil mixture (part car fluid to part soil) to be used for their seeds (The soil mixtures should be prepared ahead of time See suggested concentrations in the preparation for activity section.) Each group shouldalso have a negative control (soil without a toxic substance)

Next, students will work together in their lab groups to determine the lab procedure considering the following:

1 The types of seeds used

2 The number of seeds used

3 The type of toxicant used

4 The concentration levels of toxicant used

5 Determine the data needed

6 Design data tables to record qualitative and quantitative observations

Enabling them to formulate the steps themselves helps deepen their understanding of the procedure The steps become more internalized instead of merely carrying out pre-described steps Middle school students tend to “jump” into an activity without reading instructions Writing their instructions helps alleviate this problem The teacher will be circulating the room offering guidance when needed The procedures should then be shared with the class to makesure all groups are similar enough to keep the experiment results valid The independent variable (the liquids) and the dependent variable (the measurement of plant growth) should be the same for all groups (Special needs students may need to be provided with a prewritten procedure for students to copy into their lab books.)

Additional notes:

a Measurements used for the dependant variable can vary The teacher or class need to determine this in the class discussion Suggestions follow: the length of time it takes for the seeds to germinate, the height of the plants, the color and overall appearance of the plant At the end of the experiment, students can take the plants out of the soil to observe the

appearance of the roots and measure the length of the roots

b Watering schedule of the plants This will need to be determined by the class and the teacher Should all plants be watered with the same amount of water on a set schedule? Should the plants be watered when soil appears dry to the touch? Whichever method is used will need to be discussed in the conclusion because results could be affected by possible over

Other background information that may be needed by the teacher:

2 Background information about point and nonpoint sources of pollution can be found at the following website:

Instructional tips

Lab Book Data

This lab entails daily journaling in the student lab book For special needs students and/or for students who do not have much lab write-up experience, it may be helpful to have a prepared data table copied The students can then staple it onto their lab book page

% Toxicant/Soil Mixture Day: Date: _

Toxicant Used

SEEDDraw a picture each day in thissection

SEED this column needed if experimenting with more than one type of seed

Draw a picture each day in thissection

Qualitative Data

I infer _

Assignment of Student Roles and Responsibilities:

Students will assume different roles:

Every student in each small group is responsible for performing experimental tests,

manipulating equipment safely & properly, recording data, writing results and conclusions In addition, each student will be assigned one of the following roles:

Role Name Brief Description

Manager Responsible for organizing team and keeping team on task to meet goals

and deadlines Will also serve as team spokesperson, if one is required

Tester Responsible for performing experimental tests and manipulating

equipment properly

Safety Officer Responsible for making sure team observes all safety measures during

experimentation

Technical Writer Responsible for recording data during experimentation and overseeing

the writing of results and conclusions

Student Instructions

Choose one of the following lab guides:

Lab Guide A - This lab guide advises students in planning and developing the lab.

Lab Guide for Vehicle Maintenance and Plants

Problem:

The city officials in your town have made an appeal to the community They have asked everyone to be more conscious of the environment when taking care of their cars Apparently

some people who change their own oil and antifreeze dispose of the old by pouring it on the grass in their yards or pour it on the side of the street so it runs down the curb and eventually into the sewers The officials have also asked everyone to cut down on the amount of soap used when washing cars in their driveways because the soapy water runs off into the yards andstreet

Some people in town are complaining about this request They don’t see why it is a problem Now they are being asked to put the old liquids in containers and take them to their local landfillfor safe disposal They said this takes extra time and a trip to the landfill They are asking,

“What is the big deal? The city officials asked your school to get involved They asked your science teacher to run an experiment to determine if plant life is affected by the run-off of these substances into the soil

Pre-Lab Group and Class Discussion:

-Choose one toxic substance to test (motor oil, antifreeze, transmission fluid, soapy water)-Discuss ideas for running the experiment

-Identify the independent and dependent variables, the control, and the constants

-Determine the lab procedure Consider the following:

The types of seeds used by each group

The number of seeds used by each group (repeated experimentation is important).The soil/toxicant concentration level used

The qualitative and quantitative observations to be used

Data table design Use Excel

The graphing requirements (type of graph to be made, data used for graphing)

Lab Book Set-Up:

a Review the problem and then determine and write a purpose for this lab

b Write the question (see the lab title)

c Write a hypothesis Use an IF…THEN… statement

(IF will include the independent variable THEN will include the dependant variable)

d Together as a class, determine the supplies needed and write these in the materials section

of your lab write-up

e Together as a class or in lab groups, determine the procedure and write it in your lab book

Analyze and conclude by sharing information as a class and comparing results This will be done in a Post-Activity discussion led by the teacher