__________________________________________________________________________________

Debris in river

Buildup of debris

Refrigerator in River

_____________________________________________________________

When one walks along the Bronx River, in the south Bronx, it is highly obvious that the water is polluted. If one views the river from Soundview Park, they’ll see things that are dumped illegally in the river; garbage is strewn along the riverbanks and in the river itself at Soundview Park. At this section of the river the water is so dirty that one cannot see the bottom even when standing at the waters edge. One indicator of water being clean is presence of life, fish and macro invertebrates are good indicators. A river has the ability to do so much for the communities through which it runs and some residents of the Bronx are slowly coming to this realization. In the meantime however, the river has become so polluted that it is going to take years to clean it. As a research school, one of our projects is the Bronx River Project; our goal is to work with local community groups and organizations such as the Lehman College, The Bronx River Alliance and The Bronx River Restoration Project to name a few. Lehman College has already taken steps toward cleaning the Bronx River, as a result of the lowering life levels in the water and the surrounding areas.

As a research school, one our goal is to work closely with Lehman College to determine how the animals that live in the water were affected by the pollution of the river. Therefore, you will:

· Define the problem-What effect does the pollution of the Bronx have on the animals that live there? Are there animals living in the river?

· Gather evidence that the river is polluted? Look for animals that would indicate a habitable water environment. What are the temperature, salinity, pH and dissolved oxygen of the water?

· Identify the causes of the river pollution

· Evaluate the public policies concerning the pollution of the river

· Using the evidence gathered through data collection and those from the internet propose a solution to the problem and suggest how the river can be restored so that the animals that once lived there can once again live in the area.

To prepare the students’ for their work in the river, they’ll have introductory lessons. Before going to the marine, estuary and fresh water sections of the river, the students will be given homework so as to ascertain what “marine”, “estuary” and “fresh water” means and the expected salinity and temperature of each area-the websites where the information can be found will be provided. There will be a discussion on what characteristics the marine section of the river will have, key points being the depth, width and salinity of each section of the river. The students will be given instructions on how to use the refractometers to measure the salinity of water; the temperature of water and marking their positions using the GPS machines. They will be instructed to create charts, as those below to collect data for temperature and salinity; they will collect 10 measurements for each. They will be reminded to collect all data using a pencil. The students will be advised on proper etiquette while in the streets. Once at the river, the students will break into their assigned groups and collect data as instructed. They will note the whether it is high or low tide; pay close attention to the types of animals that live in the river-if any. After they’ve gathered data, the students will analyze their data with those listed as the expected results. They will propose an educated guess as to the presence or absence of living organism at the site.

According to the history of the river, the river once supported people that made their homes along its bank: The indigenous plants and animals sustained the Mohican flour, pottery; tapestries, barrels and snuff were built along the river bank. These mills were powered by water running down the river. At that time, the water was considered so pure and wholesome that during the 1820’s and 1830’s the New York City board of Aldermen debated ways to tap into it’s supply to supply the demand of the growing city with drinking water. Twenty years later, during the 1840’s, the Bronx River valley was nearly turned into an industrial corridor during railroad construction. By 1905 the Bronx River Valley sewer started absorbing some of the worst sewage. At the end of the 19th century, the Bronx River was so polluted by the now industrialized city, that it was called an open sewer. The dumping of garbage in the Bronx River had killed a lot of marine life by that time, and was in dire need of help.

The presence of species in the water of any river is very important to the condition of the water; therefore, the combination of the decreasing life and the garbage dumping over the years is an indicator of conditions that have gotten worse. Scientists can tell if a water problem exists by the way the animals, namely fish, live in this section of the river. Some of the key factors needed to support animal life in water are dissolved oxygen, temperature, salt content (salinity), turbidity and pH.

Therefore, you will be working in groups of 5 to analyze the water of the Bronx River. We will be working in three areas of the river: an estuary (Clason Point), a marine (Soundview Park) and a fresh water site (Drew Gardens-East Tremont Avenue). You will be collecting the same data from all the sites. Each time:

· You will record the temperature, the salinity, the pH and dissolved oxygen of each site.

· The first thing you will do is, after the sites are chosen, is to put down physical markers: these markers be a piece of rope, a grouping of rocks or you may choose a site that already has identifiable features-such as graffiti or a specific rock type.

· You will record your location using the Global Positioning System; recording your longitude, latitude and elevation.

· At all times, you will record with a pencil

· Every reading (temperature, salinity, pH and dissolved oxygen) must be done 10 times.

· Look for the presence of life; look for macro invertebrates

· Date every thing!

Instructions/precautions:

- We will walk together to the river-absolutely no one will walk ahead of anyone, we are a group!

- No loud noises

- Once at the river remain with your assigned groups

The data collected will be analyzed carefully to determine if the conditions that exist at the river is capable of supporting life. We will research the public policies concerning the practices of private companies and their use of the river as a dumping ground for waste. The research will focus on answering the following questions:

· What were the local flora and fauna of the Bronx River?

· According to present data, what animals live in the River?

· What Macro invertebrates live at each section of the river?

· What are the ideal temperature; dissolved oxygen; pH and salinity that must exist in order for life to be supported in an estuary, fresh water and marine environment?

· What are the public policies concerning illegal dumping in the river?

· What are the sources that contribute to the pollution of the river?

Use the following resources to answer the questions posed.

http://www.oag.state.ny.us/press/2002/dec/dec06a_02.html

http://www.fcwc.org/WEArchive/111202/bronxriver.htm

http://www.cleanwater.gov/success/bronx.html

http://www.thirteen.org/edonline/studentstake/water/BronxRiver/bronxriverhistory.htm

http://www.bronxriver.org/theRiver.cfm

http://www.nycroads.com/roads/bronx-river/

http://www.bronxriver.org/

http://www.bronxriverart.org/

http://www.westchestergov.com/parks/brochures/Trailways/BronxRiverMain.htm

http://www.westchestergov.com/parks/ParksLocations02/BronxRiver.htm

http://www.bronxzoo.com/bz-whatshappening/communityaffairs

http://www.cleanwater.gov/success/bronx.html

http://www.deq.state.la.us/assistance/educate/bugsheet.htm

Name of students’ _______________________________

Group ________ Date: ____________________

Grading Criteria	Grade Given Circle One	Remarks Explain why you gave this grade
Organization	A B C
Data Collection	A B C
Communication with group members	A B C
Work within the group	A B C
Written Reports	A B C
Notebook	A B C

Suggestions for improvement of fieldwork

Evaluator _____________________

Evaluation

Data Collection Rubric

Criteria	0 no data was collected proper data collecting methods were not followed	1 students collected a minimal amount of the data using the proper data collecting techniques	2 students collected a moderate amount of data using the correct units of measurement	3 students collects all the data using the proper data collecting methods, the proper units
Student’s use of data table to collect data
Students use the correct units
Students use correct decimal places
Students use instruments properly
Students follow direction on safety guidelines

Total possible points = 15 Score =

As this is an ongoing investigation, it is impossible to come to a conclusion at the present time: As the students are in the formative stage of collecting data. However, the students will learn proper field investigation methods; how to evaluate data; using data to formulate hypotheses and develop ties to their community.

Standards

S1c. Demonstrate understanding of chemical reactions.

S1f. Demonstrate understanding of interactions of energy and matter.

S2b. Demonstrate understanding of biological evolution.

S2c. Demonstrate understanding of interdependence of organisms.

S2d. Demonstrate understanding of matter, energy, and organization in living systems.

S2e. Demonstrate understanding of evolution, diversity, and adaptation of organisms.

S2f. Demonstrate understanding of behavior of organisms.

S5d. Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.

S5e. Identifies problems; proposes and implements solutions; and evaluates the accuracy, design, and outcomes of investigations.

S5f. Works individually and in teams to collect and share information and ideas.

S6a. Uses technology and tools to observe and measure objects, organisms and phenomena, directly, indirectly and remotely, with appropriate consideration of accuracy and precision.

S6b. Records and stores data using a variety of formats

S6c. Collects and analyzes data using concepts and techniques in Mathematics Standard 4.

S6d. Acquires information from multiple sources

S6e. Recognizes and limits sources of bias in data.

S7a. Represents data and results in multiple ways.

S7b. Argues from evidence

S7c. Critiques published materials.

S7d. Explains a scientific concept or procedure to other students

S7e. Communicates in a form suited to the purpose and the audience

S8a. Demonstrates scientific competence by completing a controlled experiment

S8b. Demonstrates scientific competence by completing field-work

Student Worksheet

Temperature of Water Date: ___________

Trial number	Temperature in ^0Celsius
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10

Student worksheet

Salinity of Water Date: _______________

Trial number	Salinity in parts per thousands (ppt)
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10

Student worksheet

Dissolved Oxygen in Water Date: ____________

Trial number	Dissolved Oxygen in parts per thousands (ppt)
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10

Student Worksheet

The pH of water Date: ______________

Trial number	pH of water
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10

Student Worksheet

Temperature Student Worksheets

What similarities/differences do you notice between the temperatures of the water in the marine section of the river relative to the expected value? What hypothesis can you propose as a result of these temperatures?

What similarities/differences do you notice between the temperatures of the water in the estuary area of the river relative to the expected value? What hypothesis can you propose as a result of these temperatures?

What similarities/differences do you notice between the temperatures of the water in the fresh water section of the river relative to the expected value? What hypothesis can you propose as a result of these temperatures?

pH Student Worksheets

What similarities/differences do you notice between the pH of the water in the marine section of the river relative to the expected value? What educated guess can you put forth as a result of these values for pH?

What similarities/differences do you notice between the pH of the water in the fresh water section of the river relative to the expected value? What educated guess can you put forth as a result of these values for pH?

What similarities/differences do you notice between the pH of the water in the estuary area of the river relative to the expected value? What educated guess can you put forth as a result of these values for pH?

Salinity Student Worksheets

What similarities/differences do you notice between the salinity of the water in the marine section of the river relative to the expected value? What educated guess can you put forth as a result of these values for salinity?

What similarities/differences do you notice between the salinity of the water in the fresh water section of the river relative to the expected value? What educated guess can you put forth as a result of these values for salinity?

What similarities/differences do you notice between the salinity of the water in the estuary area of the river relative to the expected value? What educated guess can you put forth as a result of these values for salinity?

Dissolved Oxygen Student Worksheet

What similarities/differences do you notice between the dissolved Oxygen of the water in the marine section of the river in comparison to that of the expected value? What educated guess can you put forth as a result of these values for dissolved oxygen?

What similarities/differences do you notice between the dissolved Oxygen of the water in the estuary area of the river in comparison to that of the expected value? What educated guess can you put forth as a result of these values for dissolved oxygen?

What similarities/differences do you notice between the dissolved Oxygen of the water in the fresh water section of the river in comparison to that of the expected value? What educated guess can you put forth as a result of these values for dissolved oxygen?