Group Members: Diana Samaroo, Ralph Alcendor, Urmi Ghosh-Dastidar, Muhammad Ali Ummy
Title of Activity: Chemical and Biological Analysis of Water Quality
Location/outside partner: Beach-front at Brooklyn Bridge
Timeline for the session: 9:30 am – 2:00 pm
Agenda:
9:30 – 10:30: Living lab fellows, working in groups of three to five (including Robin Michals, Karen Goodlad, Crystal and Dimitri) will meet at the “Beach front” at Brooklyn Bridge (click here for map/directions) to collect several water samples (stagnant and flowing).
10:30 – 11:45: Living lab fellows and participants will return to NYCCT, Pearl 304 laboratory to perform several water analysis tests (working in groups). (Instructions will be posted on the use of equipment)
Experimental samples: stagnant and flowing water collected at Beach-front
Control samples: City Tech fountain water and/or Distilled water
Using test strips from kits, a series of qualitative and quantitative measurements will be conducted on ALL water samples. The test strips will assay the following: pH, iron (chemical symbol Fe) level, hardness of water, nitrite and nitrate levels.
In addition to these chemical analysis, fellows and participants will determine the microbial activity/growth in ALL water samples. (NOTE: Since microbial activity requires a few days to assay, this section of the experiment will be done ahead of time). Hence, presence of microbial growth and the number of microbial colonies will be determined and counted using growth media and a microscope.
11:45 – 12:45 pm: (early) Working Lunch
Fellows will work on gathering/organizing of data and results to report to entire seminar group. This will include the mean (average), median, standard deviation of all pH , hardness, iron, microbial activities, nitrate and nitrite levels of the various water samples (total of four samples).
12:45 – 2:00 pm Groups Presentation of Findings
For each group presentation, include the following: hypothesis, a combination of charts and/or graphs (this can be done using excel spreadsheet) and/or text (data results), image, conclusion. In addition, discuss the importance of water quality in terms of pH, microbial population, hardness, iron levels, nitrite and nitrate levels and its impact on the environment and/or society.
Post-Seminar: Groups will post on OpenLab any charts/graphs/photographs obtained from the “Chemical and Biological Analysis of Water Quality” experiment and provide comments on the seminar.
| Preparation | Activity Steps | Learning Objectives | Learning Outcomes | Assessment |
| Decide on activity that bridges the sciences and math to a field based collaborative experience. | 1) Developing a hypothesis
2) Testing the hypothesis through experimentation 3) Analyze and interpret data using statistical analysis. |
1) Understand the advantages and disadvantages of testing in scientific principles in the real world.
2) Explore various scientific tools and strategies to create a scientific learning environment based on the physical world |
Make observations, understand the fundamental elements of experiment design, generate and analyze data using appropriate quantitative tools, use abstract reasoning to interpret the data and formulae, and test hypotheses with scientific rigor | Group presentation (maybe PowerPoint).Use of surveys or questionnaires |
| Focusing on the physical world: Field trip to collect samples (for further analysis in the sciences) | Examine and make connections between theory and real world applications. | Use the arts, sciences and humanities as a forum for the study of values, ethical principles, and the physical world | ||
| Divide the class into small groups | Collaboration is integral to the science discipline — common goal to answer key questions | Work with teams, including those of diverse composition. Build consensus. | Presentations will be graded on an individual and group basis using specific rubrics. | |
| Research statistical requirements for regulation and standard level | Regulations are governed by laws (OSHA, EPA) and impact the quality of a product | Show ability to contribute actively by applying knowledge to the identification and analysis of societal and professional problems to enact solutions. | Identity one or two standard/regulation that impact the quality of life |
