Computer Modeling Analysis

Advanced interpretations of authentic data

Introduction

The activity is an exercise in interpreting computer generated data models to verify trends in dissolved oxygen (DO) levels in the Neuse Estuary. The oxygen can be related to the processes of photosynthesis and respiration. The data analysis asks students to analyze the data across three different parameters. The modeled data creates visual avenues for comparison that are very different from linear graphical comparative analysis. Students will investigate appropriate sampling, replication of findings, and alternative interpretations of data all while viewing an advanced form of technological data representation.

Learning Outcomes

1. Students will interpret computer modeled data sets and draw conclusions about daily, seasonal, and annual changes in dissolved oxygen levels.
2. Students will also explain possible sources of dissolved oxygen trends with an understanding of basic hydrological and organic processes.

National Standards Alignment

• Abilities necessary to do scientific inquiry.
• Abilities of technological design
• Understandings about science and technology
• Personal and community health
• Environmental quality
• Natural and human-induced hazards
• Science and technology in local, national, and global challenges

Curriculum Alignment

High School Science Goal 1.05 – Analyze reports of scientific investigations and issues form an informed scientifically literate viewpoint

• High School Science Goal 1.06 – Identify and evaluate a range of possible solutions to science issues at the local, national, and global level
• Earth Science Goal 4.04 – Evaluate water resources
• Biology Goal 2.05 – Investigate and analyze bioenergetic reactions
• Introductory Mathematics Goal 3 – The learner will understand and use graphs and data analysis
• Integrated Mathematics II Goal 3 – The learner will collect, organize, and interpret data to solve problems

8th Grade Science Alignment –

• 3.05 – Analyze hydrospheric data over time to predict the health of a water system
• 3.06 – Evaluate technologies and information systems used to monitor the hydrosphere
• 3.07 – Describe how humans affect the quality of water
• 3.08 – Recognize that the good health of environments and organisms

8th Grade Math alignment –

• 4.01 – Collect, organize, analyze, and display data to solve problems
• 4.03 – Identify misuses of statistical and numerical data

Classroom time

1 block (a block could last 75-90 minutes)

Materials

paper, pencils, colored markers and pre-copied sound picture pages

Technology

Computers for each group of students (preferably 2 per group) for on-line resource work. The data site is located at http://www.ncsu.edu/wq under data summaries on the left panel.

Pre-activities

There are not any essential pre-activities required to use this supplemental lesson plan. It is helpful if students have completed the real-time water analysis activity prior to completing the modeling activity. It is helpful if students have an understanding of basic hydrology and water quality. This might include dissolved gases and relationships to temperature. Students should have a basic background in the processes of photosynthesis and decomposition. Teachers best know the needs of their particular students and can choose to cover some or all of these background content areas depending on the grade level and curricular needs they are serving in choosing this enrichment lesson. A lesson like this may be used as an “engage” lesson to stimulate interest in the types of content that were listed here by creating a real context for that content.

Activity

Students will be working with computers in cooperative groups.

The groups will work a jigsaw lesson format. Three assignments will be made.

1. Annual comparison for three years for at least two months.
2. Seasonal comparisons for four seasons over two years. (example - January, March, June, October)
3. Daily comparison blocks throughout the day within each season.

Each of the groups will retrieve and view the dissolved oxygen modeling for each set. The data site is located at http://www.ncsu.edu/wq. Movies are under Neuse Estuary - data summaries on left side of page. Years and months can be chosen for each group.

Students will use their picture pages with colored markers to capture images which represent the comparisons from which they are drawing conclusions. Student groups will discuss and write out the patterns that they see from the modeling pictures. Students will create hypotheses that could explain the patterns.

After the allotted time has passed, students will report back to the large group in a jigsaw format. Each member of the original three groups becomes an expert on his/her topic. An expert from each group is then placed in a new group to teach one another. It would be useful to have a large technology board so that groups could pull up specific data sets for class wide viewing. There should be more than one group for each of the three assignments and groups should share sequentially so that whole group conclusions can be drawn.

For the first trend analysis, the teacher will want to facilitate discussion by helping students to understand how there are annual patterns for DO based primarily on climate changes. Students may also look at weather patterns to determine if a situation caused changes among the three years. A hurricane, such as Floyd, may be a good point. For example an influx of higher salinity, lowers DO when the wind is blowing from the NE. When the wind shifts, the lower salinity and higher DO returns. The movement of water can also be seen by changes in depth.

For the second trend, the teacher will want to facilitate discussion by helping students to understand the seasonal patterns in DO, especially temperature-dependent changes. Students should see changes dependent on temperature. Amount of light variation could be correlated with amount of photosynthesis. For example, summer stratification could show low DO and higher salinity at the bottom of a water column profile.

For the third trend analysis, the teacher will want to facilitate discussion by helping students to understand daily patterns in DO based primarily on amount of light exposure. The time blocks are shown at the top of the video. More advanced students should see patterns from morning, noon, and night correlated with the amount of photosynthesis.

All of these discussions should include how DO is influenced by the amount of photosynthesis occurring daily, seasonally, and annually. Temperature changes and photosynthetic properties are important for the students to relate to DO changes.

Sample questions could include –

• What time frames are being expressed in the movies?
• Are there any patterns in dissolved oxygen concentrations in the estuarine water?
• Does the time of day appear to matter with dissolved oxygen levels?
• What happens with temperature and light throughout the day?
• What processes such as photosynthesis and respiration are taking place throughout the day that might affect DO levels?
• Why does dissolved oxygen decrease near the bottom of the estuary, where the water is often saltier, during warmer seasons?

Assessment

Assessment can be evaluated through the written hypotheses and diagrams. The attached rubrics can be used to assess writing, collaboration on group work, and presentation of material. Another option could be to evaluate orally. While walking around the room, the teacher could listen to group discussions and determine whether the students understand key concepts. An exit ticket could include an explanation of how hot versus cold, or day versus night, influence DO.

Modifications

If students have the opportunity to work in cooperative groups modifications should not be needed. Each group member can contribute and help others in the group.

Alternative Assessments

Gallery Walk where students can post responses with peer evaluation.

Supplemental Information

The computer Modeling Activity could be used in conjunction with the real-time water quality graphical analysis lesson

Critical Vocabulary

DO (dissolved oxygen) – the amount of gaseous oxygen dissolved in the water sample. A large amount can be harmful to aquatic life, but most beneficial aquatic organisms, need moderate amounts of oxygen to survive. The unit does not measure how much oxygen the water is capable of dissolving.

Salinity - the amount of dissolved salt content in a body of water.

Hydrology - the movement, distribution, and quality of water.

Meteorology - weather processes such as precipitation and wind.

Websites and Resources

The data site is located at http://www.ncsu.edu/wq. Movies are under Neuse Estuary - data summaries on left side of page.

Comments

This lesson should be used in conjunction with a water resources unit. Students need the background provided to help assess and move to the next section of the science literacy supplemental unit plan.