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Dive into Discovery: Exploring What's in the Water

Engage in inquiry-based activities on Chromophoric Dissolved Organic Matter (CDOM). Investigate water samples from varied depths and locations, sparking curiosity and critical thinking. Suitable for Grades 3-12.

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Dive into Discovery: Exploring What's in the Water

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  1. What’s In the Water?An Inquiry-Based Activity Based on Chromophoric Dissolved Organic Matter (CDOM) Research Bob Chen School for the Environment, UMassBoston

  2. What’s in the water? • San Francisco Bay water • Write down some ideas • Mystery solution? • Student samples • Sample from 4 km depth • Sample from under the Arctic ice

  3. What’s In the Water?Individual Investigation • What is in your vial? (30 seconds) • How confident are you (1-10)? • What can you do to test your prediction? What further observations can you make? (1 min)

  4. Group Investigation • Now form a group with others that have the same color solution • Share ideas and observations in an attempt to figure out what is in each vial (3 min) • You will report out your conclusions to the whole class (1 min)

  5. Extensions • Associated activities • Dropping sand in water • Dissolving sugar in water • Placing teabag in water • Testing natural waters • Lab measurement of student waters • Used in WISP (Grades 6-8), COSEE (Grades 3-5), AP Bridge (HS), Earth Science 1 • Use teabag analogy to explain my research to friends and family • Caffeine in Boston Harbor • Endocrine disruptors in sewage • LIF of pyrene • Coastal carbon cycling Every element in the Periodic table

  6. What’s in San Francisco Bay water? • How do you know? • How does it change over time? • Is this good or bad? • What is the impact on ecosystem processes? • Where does it come from? • What can we do about it?

  7. Inquiry • National Science Standards & Benchmarks • Massachusetts State Frameworks-Good for GenEd • “Investigation, experimentation, and problem solving are central to science education” • “Opportunities for students to reflect on their own ideas, collect evidence, make predictions, and discuss their findings are all crucial to growth in understanding”

  8. K-Gray Teaching • Experiential • Engaging • Memorable • Common discussion point • Peer-Instruction • Based on existing understanding • Communication • Model for science (DOING) • Replicates the scientific process

  9. Mystery Solution Writing Discussion Observations

  10. Testing Group Work

  11. Chromophoric Dissolved Organic Matter (CDOM) • Solubility, dissolved substances, density, conservation of mass • Observations, testing, scientific process

  12. Impacts • Students engaged in inquiry • Simple yet memorable • Connected to students’ prior experiences • Students exposed to research techniques • Common experience with many transferable applications • Activity finds many audiences • People understand what I do better!

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