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10th Grade: Chemistry Rivers Project

Outcomes

1. Student can conduct background research and paraphrase important research findings.
2. Student can write a summary of the important background information on an area of study.
3. Student can devise a procedure for gathering evidence to answer a research question.
4. Student can use data to describe findings.
5. Student can present research study to an audience of her peers, her teachers, and her community members.
6. Student can conclude her investigation based on evidence gathered.
    

Overview

The Chemistry classes at YWLCS conducted scientific investigations at multiple sites along the Chicago waterways. Two classes investigated the water at Bubbly Creek and LaBaugh Woods, both sites along the Chicago River. One class conducted experiments at Beaubien Woods, testing the water at a site on the Calumet River and at Flatfoot Lake.  Each group wrote their own problem question and researched background information to help them better understand their question.  They developed methods for answering their question and collected data during the Chemistry River Trip.  The students then analyzed the results and attempted to form conclusions.

As a class, we have focused on the process of scientific investigations.  We have had discussions about the topics that they are researching, the validity of their data, and the plausibility of coming to real conclusions while conducting a short investigation.  The students have also attempted to analyze the meaning of their data for their communities and for the world.    

The students were expected to write a six-paragraph Background Information to their project and a five-paragraph conclusion.  This should be either on their presentation board or handed to the judges.  All students were expected to assess the water quality using given Q-values and display a chart or graph showing the Q-values.  As the students present to the judges, they should be able to talk about why their project is important and how it has impacted their learning about scientific research—however, this does not need to be on their presentation board.

Suggested Questions

• Why is your research question important?
• What did you consider when writing your hypothesis?
• What do your charts/graphs show? 
• How did you decide which type of charts and graphs would best represent your data?
• Is your data reliable? Are there any potential sources of error?
• What are the possible negative effects on the river of your specific factor (pH, turbidity, etc.)?  For instance, “You stated that the pH was high.  What effects can high pH have on the river?” 
• What are your recommended next steps for this investigation?
• What did you learn about conducting scientific investigations by doing this project?
• How has going back to the river year after year shaped your knowledge of Chicago Waterways? 
• How will the skills that you learned or used to complete this project help you in other classes in high school or in college?
• What do you think are the strengths and weaknesses of your project?

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