Mrs.lewis's and Mrs. Schmiederer's 1st two periods of Chemistry and Algebra 2 /Trig were given the opportunity to learn about the water quality of the Cuyahoga river and at the same time, apply our knowledge of what we had learned in our classes. we worked on the project individually and as a class throughout the 1997 spring semester. The project was composed of three main steps which included the gathering of information, performing the actual water quality tests, and lastly applying our findings. The project provided a great learning experience in which we all took an active role.
The first step included the gathering of information. By reading, summarizing, and compiling articles in our notebooks, we were able to gain background information about the river. the articles also helped us to understand about the quality of the river and why it is important to test the water quality. Mrs. lewis also invited three speakers in to talk to the classes about the Cuyahoga and their own personal experiences and involvement with the river. Jan Ripka from R.A.P., Steve Tuckerman from the Ohio E.P.A., and Elaine Marsh who is the president of Friends of the Crooked River, gave a better understanding about the importance of learning and doing something about the water quality of the Cuyahoga. We then spent a day in class reading the Field Manual for Global Low-Cost Water Quality Monitoring. With a partner, we each focused on one of the nine water quality tests. By reading the manual and a packet of worksheets on a certain test, each pair of partners wrote a one page summary about the test and why it is important to do. We then shared this information with one another so we could all have it as part of our notebooks. Each group then spent time going over their test kit instructions and running a dry test so they would be prepared to do the actual test when we went outside of the school and on our field trip.
After gathering information, our second step was to actually do the testing of the water. In order to be prepared for the all day field trip, each group spent the April 30th class running their test on Baker Creek located behind Strongsville High School. This allowed us to be sure we each understood our test and how to do it. We all recorded the results of our tests, and once again shared the findings with one another. Both classes were now ready for the field trip to lock 29 of the Cuyahoga River located in Peninsula. On May 5th, we gathered our test kits and our supplies together, and took the hour bus ride to Peninsula. Luckily the weather was sunny and mild which provided good testing conditions. Upon arriving, the classes split into two groups which were each lead by park ranger Pam Barnes and Elisa Gargarella. We first did a stream monitoring survey by walking along the banks and using our sight to observe and record the various conditions. Next the group did a macroinvertibrate survey by getting into the water and using our hands and nets to catch as many creatures as possible. More diversity of creatures caught revealed better water quality in that area. Together, the classes came up with a fair water quality rating at the site as a result of this specific test. After this, We got together with our partner, and performed one of nine water quality tests. The nine testsincluded: PH level, Temperature and flow rate, Turbidity, Total Solids, Dissolved Oxygen, Biochemical Oxygen Demand, Phosphorus, Nitrates, and Fecal Coliform. Between two pairs of partners each doing one of the tests three separate times, we were able to get six sets of data for each test. Each pair of partners filled out a sheet for their water quality test which then were combined into one data sheet and a final conclusionof the overall quality of the water.
The final step of our project was applying what we had learned during the course of the semester. Each student picked an individual project associated with the quality of water and other aspects of rivers and streams. Some of the completed projects included: doing a survey of a stream in your backyard which in some way was part of the Cuyahoga, participating in the May 10 River Day by attending one of the river clean-ups and documenting your events, working with a group to help reduce pollution by participating in a storm drain stenciling, making a river collage that followed a theme associated with the Cuyahoga River, study trends and correlation by graphing existing data, and create a database for the tests and merge it into reports. As a test of the knowledge we had gained, each student then took a test which required you to use all the information gathered in your notebook in order to respond to various questions about the river. This final step brought a close to our 1997 crooked river project.
The river project was a lot of work, but at the same time, provided a fun learning experience for all the students. First of all, we learned various facts such as sources of water pollution and the different groups who are trying to work toward a better water quality. As a class, we discovered many different ways to test the quality of water, why it's important to do so, and were able to actively participate in performing these tests. Most importantly, each student realized the quality of water affects all living organisms including us. However, there is a way for each and every individual to participate in cleaning up the water and preventing future problems concerning pollution of the water. Everyone can play an active role in helping the quality of water around them. It is our duty to protect the water now and in the future.
This paper was written by my lab partner, in case you didn't know my name is Eric Rehberg, it was my project to create this monstrosity of a webpage due to mandatory volunteerism. I would like to take this small piece of bandwidth to make you all aware: Amy did NOT go into the river as she may have led you to believe.