Preparing for Water Analysis - Biology

Students will demonstrate understanding of the steps necessary
in setting up field work in chemical analysis of a local
stream. They will understand the tests to be conducted and
will accept responsibility for testing for one of the
assigned water components. They will understand how to set
up labs and equipment for testing.

Use technology tools and resources for managing and
communicating personal/professionalinformation (e.g.,
finances, schedules, addresses, purchases, correspondence).
Investigate and apply expert systems, intelligent agents,
and simulations in real-world situations.

Standard 2: Evaluates information critically and competently, as described by the following indicators:

1.determines accuracy, relevance, and comprehensiveness;
2.distinguishes among facts, point of view, and opinion;
3.identifies inaccurate and misleading information;
4.selects information appropriate to the problem or question at hand.

Standard 3: Uses information effectively and creatively, as described by the following indicators:

1.organizes information for practical application;
2.integrates new information into one's own knowledge;
3.applies information in critical thinking and problem solving;
4.produces and communication information and ideas in appropriate formats.
Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the
following indicators:

1.assesses the quality of the process and products of one's own information seeking;
2.devises strategies for revising, improving, and updating self-generated knowledge.
Standard 9: Participates effectively in groups to pursue and generate information, as described by the
following indicators:

1.shares knowledge and information with others;
2.respects others' ideas and backgrounds and acknowledges their contributions;
3.collaborates with others, both in person and through technologies, to identify information problems
and to seek their solutions;
4.collaborates with others, both in person and through technologies, to design, develop, and
evaluate information products and solutions.

A fundamental understanding of the nature of scientific
inquiry will equip students with the ability to design
their own research projects. The ability to select their own projects will enhance student interest in the subject.
The skills necessary in setting up
and carrying through such a project involve problem solving
ability. This ability is necessary for success in most
other areas of both academics and life.

Students will complete worksheets.
Students will share email communications with the experts
they contact via email.

Component one will be the placing of students in cooperative learning groups.
Component two will be introducing students to testing
equipment and the procedures for field work.

Component three will be a trip to the site to be
tested and an introduction to the participating expert.

Component four will be communicating with other experts
via email (Ask the Experts)

Students work cooperatively to successfully complete a
project or activity.