Posted April 8th, 2010 by Admin

Water Testing Station Design

Introduction

In this lesson the engineering design process will be illustrated and utilized by students in cooperative learning groups. Students will work in groups to design a water quality testing device to specific parameters. The students will communicate the group designs. Students will exercise reflective analysis as a final self-assessment.

Learning Outcomes

Students will be able to compare and contrast the steps of the inquiry and design processes.
Students will use the design process to design an original water testing device.

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 1.02 – Design and conduct scientific investigations to answer questions relate to science
Earth Science Goal 4.05 – Investigate and analyze environmental issues and solutions for North Carolina’s river basins, and tidal environments
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, or 2 blocks with detailed presentations and reflections (a block could be 75-90 minutes)

Materials

graphic organizer, drawing materials, rulers, markers, pencils, graph paper (if required to draw scale drawings)

Technology Resources - optional

Computer resources may be integrated for curricular purposes.

Pre-activities

A strength of this lesson is that pre-activities are not essential. It may be helpful if a teacher chooses to cover the basic steps in the inquiry process and the similar/parallel steps in the design process as another lesson topic prior to beginning this lesson.

Students may also be familiar with some of the meteorological devices that are included on the station. Depending on the grade level and background of students, there might be merit in adding a small component to the lesson where some basic meteorological devices are described and introduced. The teacher could develop/find their own resource for this that would be appropriate for their classroom.

As a formative assessment, students can be asked to jot down what they already know about the design process. This can be collected and used to establish learning impact when compared with the exit ticket at the end of the lesson.

Activities

Preparation and Background: The design process will be modeled by the instructor through introducing notes and examples that will be placed by students in a graphic organizer. A double flow- map chart works well as a visual mapping strategy. The instructor may reveal the process with board work/notes while students work with the graphic organizer to label the purposes of the steps. If the teacher desires for students to learn all of the steps, instead of the graphic organizer, flashcards may be created by students and then partners can practice placing them in order and rehearsing the meaning of the steps.

Students should be in cooperative learning groups of three to four people. The activity can be adapted for work in pairs or larger groups if necessary although the 3-4 person range allows for good collaboration and communication within the group. A rubric is attached that can be used to assign a peer or self- assessed grade for successful group collaboration. For students that are still becoming accustomed to the responsibility of group work, a self-management rubric is also attached. This rubric may be used by the teacher to increase overall personal accountability in the classroom and facilitate classroom management during a collaborative group activity. (Note: It is not necessary to use an entire rubric for evaluating work. Often just one objective (row) of the rubric can be focused on during a busy group activity. The use of the simple assessment l aids in student accountability and helps in classroom management.)

It is a good idea for each group to designate a leader, a secretary, and a master artist to be in charge of discussion, paperwork and drawings. Other roles may be assigned as needed. Structuring the group work in this way makes the group work go more smoothly and students are more accountable.

Students will be working sequentially through the design process in steps in the active phase of the activity as follows:

Identify the problem
Research the problem- explain what the device measures and how it must be mounted
Brainstorm for possible solutions
Choose the best solution
Build a prototype
Test the prototype- by discussion only
Communicate the design
Redesign and keep records

Identification of the Problem

The problem that will be presented to the students is to design a water testing station that will collect water samples for analysis and then communicate the data via satellite. It is recommended that pictures of actual stations not be shown until after the design challenge because of the tendency for students to “mimic” what they see when they are challenged with an unfamiliar task such as this.

Criteria and Constraints - Engineers work within criteria to create a product with the desired characteristics or functions. Also, engineers must work within constraints that are essentially limits to cost, materials, size or even conditions that must be followed to have a successful design.

The criteria and/or constraints for this project may be altered to suit the needs of the classroom. The more “criteria and constraints”, the more challenging the project. Fewer constraints and criteria allow for freer flow of ideas and possible solutions. The curricular purpose of a lesson like this (also grade level, time constraints) often predicates the level of criteria and constraints.

General Concepts/ Criteria:

The water testing station must be able to perform a number of important tests: such as pH, temperature, salinity and turbidity. We will assume that these tests can be done by an “automated computer device” that must be mounted to the station structure. (We will not design this portion of the station.) The box housing this primary testing device is approximately 12x12x12. There is a small port on the side of the device where water must be drawn in by a tube for testing.
The final station will need an anemometer to monitor wind conditions.
The station must be permanently mounted on some type of stand coming out of the water.
The device must be able to gather samples from water with fluctuating water levels, which may come from tides or other storm conditions.
The tester will need a self contained power source to power the automated device.
The device must have an antennae to help send out data via satellite.

Note: The primary design consideration - problem to be solved - of the station is how to get the water from the river or estuary to the automated device. Students will have to consider a number of different mechanical ideas, transport ideas and the like to move the water. Some students may brainstorm and use a vacuum pump or similar device. It is important in the activity to allow the students to work collaboratively to come up with a range of different solutions. Some of them may be very “off-of-the-wall” but that is also part of the design process. Try not to limit student ideas.

A hand-out with the selected criteria and constraints should be distributed to each of the groups for reference during the rest of the activity.

Creating possible Solutions

After the chosen criteria and constraints are distributed for the groups, everyone will individually work to brainstorm possible solutions to the design challenge. Each group member should produce drawings/sketches of their individual solutions to this problem. This step is important to solicit full group participation and accountability. Also, it helps to have a picture when expressing ideas to the group. Each member should be prepared to turn in their personal drawing at the close of the activity.

After each group member has had a turn to consider solutions, each group member can share with the rest of the group. The group can discuss different solutions to the problem until everyone has had sufficient exposure to all of the ideas.

Brainstorm for possible Solutions

The group will post individual designs and any other generated designs on a group sheet of paper (butcher paper or chart paper) on a nearby wall or lay them out on the table for group analysis. Everyone in the group should be encouraged to pose questions about the designs. The group should actively compare the design ideas offered. (Some groups are very active in this phase. Sometimes groups do not know how to critique or discuss abstract ideas like this. This portion of the activity can be challenging for the teacher to navigate. Some groups may be ready to move on to the next step more quickly than others.) The group should work to choose the best design by a process of elimination or combine designs to create the “best” testing unit for the group project. A rough draft should be produced.

Prototype Creation

The group will create a larger formal drawing of the final design outcome. The design drawing should be neat and visible from across the room. It should include labels. The group should be prepared to justify and explain key features of the design. The group should be prepared to share how the design meets each of the necessary “criteria and constraints” of the problem given in the list of chosen specifications. The group should have brief notes or cards prepared for the presentation.

Assessment

Group: Each group will give a brief presentation (approx. 2-3 minutes) of their water station drawing/ ideas to the whole class. Allow for one or two questions from the class for each group. Each presentation should fulfill the requirements as listed above. The presentations for the project can be allowed to run into the next class to allow for full debriefing of the project. It is a good idea to require all group members to interact with the audience. A basic presentation rubric is included that can help assess the presentation. The group’s paperwork may be collected as a portfolio product after the presentations. The portfolio will include the individual drawings, rough drafts, and the group drawing and presentation notes.

The attached rubrics can be used to assess writing, collaboration on group work, and presentation of material. A specific rubric for the design activity has also been provided.

Individual: Each person in the class can produce a reflective exit ticket .This reflective portion of the assessment can be completed as homework if desired. Possible prompts for the exit ticket are:

Can you list the basic steps of the design process?
How did or didn’t the use of the Design Process help your group find the best solution to the problem?
Why is it more powerful to work within a group to design a solution then by oneself?
Compare two projects that were shared and discuss their strengths and weaknesses.
How would you redesign your project after hearing from all of the groups?
If you could have researched before you designed the station, what would have completed?

Modifications

This lesson can be differentiated for special populations. Different basic skills can be emphasized.

For example, students can be required to create a full written description of the water testing station in addition to the drawing.
The group presentations may be deleted for reasons of time and a portfolio can be submitted by each group.
The presentations can require students to take notes and evaluate in writing each project presented.
The cooperative learning groups allow for students with special needs to be included within heterogeneous groups.
The exit ticket may be modified to include only one prompt for students requiring altered assignments.
Critical friend’s protocol may be practiced.
Time may be flexed by deleting drawing time or creating larger groups.
The exit ticket can be shortened for students with modified assignments.
The teacher may use verbal assessment during group work in lieu of the exit ticket for students with modified assignments.
Groups may construct mock-ups with manila folders and masking tape of the projects as opposed to drawings for a more hands-on approach.

Alternative Assessments

There are many different types of assessment available in this lesson. Rubrics for collaboration, self- management, written work and oral presentations are attached to help in assessment.

Supplemental Information

As a closure to this lesson and an introduction to the next lesson in this unit, students should go to the Aquatic Ecology Center website to see actual water quality testing equipment that monitors the Neuse River Estuary. Students can also see the type of data that is generated by testing platforms. At this website, students can see the actual data being generated from different stations in near-real-time. This is the data that will be used in the other lesson plans in this curriculum unit.

Critical Vocabulary

Prototype – an example or model

Websites and Resources

For background information and more information on the design process and how to teach the design process there are web links:

The NC State Aquatic Ecology Center site is located at: http://www.ncsu.edu/wq

There are also some imaginative and interesting videos on You Tube:

Comments

This lesson should be used in conjunction with a water quality unit or any unit where the basic design process is being practiced. Students can use this background to help assess problems in water quality monitoring and move to the next section of this supplemental unit plan if the teacher desires.

Supplemental Files:

Design Lesson Rubric

Author:	Susan Randolph, Amanda Warren
Level:	High School
Content Area:	Environment Science, Biology

Wetland Ecology Insight through Field and Laboratory Study

Water Testing Station Design