Environmental
Contamination and Investigations
In
Anna Wright
awright@syrdiocese.org
AP
Environmental Science
Introduction:
The
term student has been with you for
many years as your title, your main calling-card. Have you ever considered that
this title you carry can help you in life, help you make decisions and form
solutions? Have you ever considered that your title as a student can very well turn you into a public policy maker?
As a
student, you have learned to look at a situation, gather ideas and information
about it, and make a clear, well thought out solution to the situation. One
very important situation in our community is the social, economic, and health
effects of environmental contamination in our society. Appreciating how we
interact with our environment is crucial for a well-informed view of our place
in the world. Using this knowledge and understanding of the relationship
between humans and the environment, you as students can help alter the very way
we interact and grow.
Task:
Each
student, working independently, will analyze and assess a local environment
which has been determined to be contaminated by hazardous chemicals. The specific chemicals used, and their impact
on human health issues, need to be identified. Current and possible solutions
to remediate the problems that have been addressed must be included in the
student’s assessment.
To
research this project you will use the Science Public
Policy Analyst (SPPA) site and its accompanying worksheets. Each student
will present their findings in a 10-15 slide Power Point Presentation.
Process:
1. Select a Site
The
list that follows includes businesses that have used or are using solvents that
contain VOCs which have contaminated groundwater, soil and soil vapor in the
Village of Endicott (Endicott Plume Map).
·
Endicott Forging
Works
·
Endicott-Johnson
Tannery
·
Ideal Dry
Cleaners
·
International
Business Machines (IBM)
2. Develop a Solution to a Problem through Research
Each student will research their selected area using
the SPPA process. The steps and their direct links are listed below.
Step 1: Define the Problem (worksheet #1)
https://www.maxwell.syr.edu/plegal/lppa/ws1.doc
Step 2: Gather the Evidence (worksheet #2)
https://www.maxwell.syr.edu/plegal/lppa/ws2.doc
Step 3: Determine the Causes (worksheet #3)
https://www.maxwell.syr.edu/plegal/lppa/ws3.doc
Step 4: Examine the Existing Policy (worksheet #4)
https://www.maxwell.syr.edu/plegal/lppa/ws4.doc
Step 5: Develop (3) Policy Solutions (worksheet #5)
https://www.maxwell.syr.edu/plegal/lppa/ws5.doc
Step 6: Select the Best Solution/Policy (worksheet #6)
https://www.maxwell.syr.edu/plegal/lppa/ws6.doc
3. Power Point Presentation
All steps of the SPPA process must be included in a
10-15 slide presentation. Bullets should
be used to focus main ideas. Graphics, including charts, graphs, photos, and
illustrations from Internet resources, must be cited.
Resources:
The
following links will be helpful to your research.
Endicott Groundwater Monitoring
Endicott Area Investigations-Public health response plan
Evaluation Rubric:
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
|
PPA Worksheets and Content in the PowerPoint
|
Incomplete work sheets and limited information on causes, effects, and solutions to environmental contamination problem. |
PPA worksheets mostly completed, includes information on causes and effects of environmental contamination but limited emphasis on solutions. |
All six worksheets completed and includes information on causes and effects of but not enough emphasis on solutions to this problem. |
All six worksheets completed and detailed information on causes, effects, and solutions to problem. |
|
Presentation |
Delivery not smooth and audience attention often lost. |
Delivery not smooth, but able to maintain interest of the audience most of the time. |
Rehearsed with fairly smooth delivery that holds audience attention most of the time. |
Well rehearsed with smooth delivery that holds audience attention. |
|
Attractiveness |
Use of font, color, graphics, effects, etc., but these often distract from the presentation content. |
Makes use of font, color, graphics, effects, etc., but occasionally these distract from the presentation content. |
Makes good use of font, color, graphics, effects, etc. to enhance the presentation. |
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. |
|
Mechanics
|
More than 4 errors in spelling or grammar. |
Four misspellings and/or grammatical errors. |
Three or fewer misspellings and/or mechanical errors. |
No misspellings or grammatical errors. |
GRADING: “A” =16-14 POINTS “B”=13-11 POINTS “C”=10-8 POINTS “D”=7-5 POINTS
“F”=BELOW 5 POINTS
Conclusion:
Upon completion of this
task, students will have learned how human decisions and activities have had a
profound impact on their physical and living environment. Students will know
how to question, analyze, and evaluate public policies that have been created
and implemented to address environmental pollution concerns. Using this
knowledge, students will then be able to summarize a specific problem of
contamination with focus on causes, effects, and some of the efforts in place
to reduce or eliminate it. Students will have gained awareness to the important
role they can play in altering the society they live in and the environment
that is under their care.
Standards:
Mathematics, Science, and Technology
Standard 1: Analysis, Inquiry, and Design
Students
will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and
develop solutions.
Standard 2: Information Systems
Students
will access, generate, process, and transfer information using appropriate
technologies.
Standard 4: Science
Students will understand and apply scientific
concepts, principles, and theories pertaining to the physical setting and
living environment and recognize the historical development of ideas in
science.
Standard 5: Technology
Students
will apply technological knowledge and skills to design, construct, use, and
evaluate products and systems to satisfy human and environmental needs.
English
Language Arts
Standard
1: Language for Information and Understanding
Students will read, write, listen and speak for information and
understanding
Standard
3: Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and
evaluation
Standard
4: Language for Social Interaction
Students will read, write, listen and speak for social interaction.