[ Secondary Science Instruction ]


What's in the Water?

Activities Using Computer Based Labs with Probes to Acquire Data




[ Temperature | pH | Dissolved Oxygen | Turbidity | Nitrates and Phosphates ]

Part A: Temperature

Overview/Introduction:

Temperature will affect the solubility of solutes in water. Temperature changes of just a few degrees could indicate thermal pollution. Thermal pollution may be caused by human activity, air temperature, geologic factors, and shade. Thermal pollution in bodies of water may affect the ecosystem by increasing plant growth, which in turn, decreases the amount of dissolved oxygen available for animals.

Purpose or Objective:

  1. To accurately measure and compare the temperature of water in various zones of a river, stream, pond, or lake.

Time Required: One period

Materials, Tools, and Resources Needed: CBL, Graphing calculator or lap top, Temperature probe, Cups or beakers (optional)

Teacher Preparation:

Water temperature must be measured in the field by placing a temperature probe directly in the water or immediately after collecting a sample. Data can then be downloaded on a lap top.

Procedure:

Measure and record the water temperatures in various zones of a body of water in the field.

  1. River or Stream: Upper reaches, middle reaches and mouth

  2. Pond or Lake: Littoral (close to shore) and limnetic (open water) zones at various depths.

  3. Ocean: Neritic including littoral (intertidal) zone and pelagic (surface).

Procedure for CBL (see CBL manual for complete instructions):

  1. Connect the temperature sensor into the CBL interface. Use the link cable to connect the graphing calculator or lap top to the interface.

  2. Turn on the calculator or lap top and start the data program. Select and calibrate the temperature sensor.

  3. Place the tip of the temperature probe to a depth of 10 cm for 30 seconds and select START to begin the operation. Keep in place for 10 seconds.

  4. The temperature value will appear on the screen after 10 seconds.

    Repeat steps 3-4 for additional sites and samples.

Student Handouts/ Record Sheets

  1. Data chart

Student Discussion Questions:

  1. Do you find differences in water temperature of surface and deeper waters? Why?

  2. Does speed of water flow or wave action make a difference in temperature readings? Why?

Grade 9-12

California Science Content Standards

Acids and Bases

5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. As a basis for understanding this concept:

  •  
    		•  Students know the observable properties of acids, bases, and salt solutions.

  •  
    		•  Students know acids are hydrogen-ion-donating and bases are hydrogen-ion-accepting substances.

  •  
    		•  Students know how to use the pH scale to characterize acid and base solutions.

    Solutions

    6. Solutions are homogenous mixtures of two or more substances. As a basis for understanding this concept

  •  
    		•  Students know the definitions of solute and solvent.

  •  
    		•  Students know how to calculate the concentration of a solute in terms of grams per liter, molarity, parts per million, and percent compositions

    Ecology

    6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:

  •  
    		•  Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

  •  
    		•  Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecoystem and how oxygen cycles through photosynthesis and respiration.

    Investigation and Experimentation

    Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and to address the content in the other four strands, students should develop their own questions and perform investigations. Students will:

    a. select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

    National Education Technology Standards for All Students

    3. Technology productivity tools

    Students use technology tools to enhance learning, increase productivity, and promote creativity.

    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.

  •  
    		•  Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

    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.

     

     

     

     

     


    The Integrating Technology into Science Instruction webpages project is partially funded by grants from The Boeing Company and The Ralph M. Parsons Foundation. Integrating Technology into Instruction is a project of Target Science (target@laep.org) and is displayed on the Los Angeles Educational Partnership Learning Exchange. Target Science is an initiative of the Los Angeles Educational Partnership.
    Updated August 2000