Introduction
Water quality refers to the chemical, physical and biological characteristics of water. The quality of water not only depends on these characteristics, but the standards expected depends on the use of the water body. The most common standards used to assess water quality relate to health of ecosystems, safety of human health and drinking water. Queensland Government undertakes water monitoring for a number of reasons including: providing information to government for policy and investment decision-making, to underpin natural resource management decisions by government and stakeholders, to assess environmental impacts, and to educate and inform stakeholders and the community.
Monitoring is also conducted by local government, industry, regional NRM bodies and community groups such as Waterwatch, Sunshine Coast. These organisations collect valuable information on the condition of Queensland waters that complements Queensland Government monitoring. When sampling water for a recreational area, such as Maroochydore River it would be crucial to consider pH, dissolved oxygen, organic matter, metal presence and turbidity as well as a range of other large scale features such as topographics and aquatic life.
Task
You have been hired as an Environmental Scientist by Maroochy Waterwatch, Sunshine Coast. As development of the Maroochydore CBD area proceeds, water quality of the surrounding area must considered, and monitored closely.
You will evaluate information from a range of sources to develop an understanding of sampling protocol. Using this knowledge of environmental sampling, specifically water sampling techniques, it is your job to design and plan an experiment to sample water from the Maroochydore River, taking into account the need to collect samples at various depths and across the seasons.
To successfully complete this WebQuest, you must present a written experimental procedure for your investigation. Information on the format of this write up is found under the process tab.
Process
Task Parameters
For this task, you will be working in groups of 3.
You and your group members have 3 x 70 minute lessons to complete the WebQuest.
The investigation should be between 500-600 words (excluding reference list).
One member from your group will submit the final product to me via email.
Task Instructions
- Locate information on the Maroochy River Catchment for your Introduction. Look for the catchment location, size, purpose and any other information you find interesting and relevant. You can find reliable information using the following two links: http://www.maroochycatchmentcentre.org.au/catchment/?page_id=71 https://www.sunshinecoast.qld.gov.au/Environment/Rivers-and-Coast/Maroochy-River-Catchment
- Your Materials & Methods section should contain the bulk of your task, and written in accordance to Queensland Government water sampling techniques. You may include a list of materials, or embed them within the methods clearly. The following link contains information on Sampling design and preparation and Physical and Chemical assessment. There is no need to include information on Biological Assessment. https://www.ehp.qld.gov.au/water/monitoring/sampling-manual/ Here you will need to search for relevant information by following the various links on different sampling techniques.
- There has been sampling previously completed in the same area. For your Expected Results section, you should refer to information found under "View Water Data" on this government website. https://www.qld.gov.au/environment/water/quality/monitoring Use the interactive map to follow the Maroochy basin, and include a screenshot or create your own table containing some of the most recent results.
- Water quality guidelines for all aquatic systems are available via this website. https://www.ehp.qld.gov.au/water/pdf/water-quality-guidelines.pdf Refer to pages 31-32 for information on the South East Region. You will finish your write up with a Recommendations and Conclusion section by referring back to your expected results and comparing this to guideline information and assess whether your testing plan is achievable and appropriate. Consider workplace health and safety.
Evaluation
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Knowledge and Conceptual Understanding |
Links and applies concepts regarding methods of water testing and the chemistry behind them to effectively design an investigation |
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Investigative Processes |
Formulates significant research into the suitability of different water testing techniques. This is reflected in effective and efficient design of the investigation.
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Locates and systematically analyses secondary data to identify the suitability of water testing methods. |
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Evaluating and Concluding |
Explains scenarios linked to the research focus, suggesting possible outcomes, and discuss conclusions/recommendations.
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Communication |
Selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences in range of formats.
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Overall |
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Conclusion
This WebQuest concludes the water quality component of our unit. You should now be able to navigate various government websites to locate information on water quality guidelines and sampling techniques, as well as design your own investigation and evaluate its effectiveness. To ensure you have an understanding of water sampling techniques in preparation for your final exam, answer the following revision questions individually.
Review Questions
- How many samples per site should be taken to gain a 'representative sample'?
- What is the most appropriate way to sample surface water?
- What workplace health and safety measures would need to be put in place for a water sampling investigation?
If you have completed the WebQuest, including review questions, you are encouraged to begin your learning on our next topic: water pollution.
Extension Task- Water Pollution
Last year, a multi million dollar Sunshine Coast construction site was forced to stop work after developers failed to treat contaminated water spewing into a major waterway. Water pollution is a major concern when large-scale development takes place near local water ways.
Refer to information found on the following website to briefly answer the following questions in preparation for next weeks topic of water pollution: https://www.ehp.qld.gov.au/water/monitoring/
- What is the difference between point and non point sources of pollution?
- When undergoing construction, is point or non point pollution more likely?
- What are the three levels of water treatment in South East Queensland?
Credits
Anderson, L, Krathwohl, D, Airasian, P, Cruikshank, K, Mayer, R, Pintrich, P, Raths, J, Wittrock, M. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York : Longman.
Australian Curriculum and Reporting Authority (2017). General Capabilities-Information and Communication Technology Capability learning continuum. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf
Australian Curriculum and Reporting Authority (2018). Senior Secondary Curriculum- Chemistry. Retrieved from https://www.australiancurriculum.edu.au/senior-secondary-curriculum/science/chemistry/?unit=Unit+1&unit=Unit+2&unit=Unit+3&unit=Unit+4
Pinantoan, A. (2013). Webquests – An Introductory Guide and Resources.
Retrieved from https://www.opencolleges.edu.au/informed/teacher-resources/webquests/
Starr, L. (2000). Creating a WebQuest | It's Easier Than You Think. Retrieved from http://www.educationworld.com/a_tech/tech/tech011.shtml
Queensland Curriculum and Assessment Authority. (2015). Higher Order Thinking. Retrieved from https://www.qcaa.qld.edu.au/p-10/transition-school/continuity-curriculum-pedagogies/higher-order-thinking
Teacher Page
Rationale
WebQuests are an inquiry based learning tool where the information students work with comes from a range of web sources (Pinantoan, 2013). The sources are pre-selected by the teacher to provide guidance and ensure students meet the criteria. However, by being a facilitator rather than a sole provider of knowledge, students are given a creative outlet with room for flexibility (Starr, 2001). For this WebQuest, students are provided with links to gather information, however flexibility on what they wish to include is given, based on what they find most important and relevant. WebQuests also provide an opportunity for students to work in small groups and develop their teamwork skills (Pinantoan, 2013). This WebQuest required students to work in groups of three and it is expected that students will allocate specific tasks, or sections of the report to group members. By doing this, students become more motivated as it is their responsibility to find that information for the group, and defer their knowledge (Pinantoan, 2013). WebQuests also actively prepare students for the technologically sophisticated world they will be entering beyond school (Starr, 2001). This WebQuest shows students the value of technology in the field of scientific research but also highlights limitations as to create something meaningful, the information gathered must be evaluated and re constructed for specific purpose.
Throughout this inquiry based task, students use, and consequently develop, higher order thinking skills. Higher order thinking tasks require students to arrive at new meanings and understandings as they explore, question, probe new areas, seek clarity, think critically and carefully and to consider different perspectives (QCAA, 2015). Higher order thinking can be classified by Blooms taxonomy, where analyse, evaluate and create are considered the most valuable learning experiences (Anderson et. al, 2001). As students complete this WebQuest, they analyse while they compare and contrast sampling methods and recognise trends and patterns in secondary data. They also evaluate as they make judgement over the reliability of websites and the information gathered as well as providing recommendations for future planning. Lastly, students create as the overarching goal of the task as they design an investigation using a range of information they have gathered.
This WebQuest has been designed in accordance to ACARAs senior chemistry unit sequence. Within Unit 2, students study molecular interactions and reactions and as a part of this, water quality. This WebQuest, allows students to learn that "knowledge of the composition of water from different sources informs decisions about how that water is treated and used" (ACSCH052). Students are also given the opportunity to develop their science inquiry skills as they "design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected" (ACSCH041). Further, this addresses science as a human endeavour as students learn that "scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability" (ACSCH054). (ACARA, 2018).
ACARA also identifies 'Investigating with ICT' as an element within the ICT general capability, and this WebQuest has been designed to target these skills. Students meet Level 6 on the continuum as they "use advanced search tools and techniques to locate or generate precise data and information that supports the development of new understandings", as well as "develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources" (ACARA, 2017). Further, this task develops students ability to create with ICT, as they "select and use ICT to articulate ideas and concepts, and plan the development of complex solutions" (ACARA, 2017). By engaging students in a WebQuest that develops each of these sub elements assists students in making the most of the digital technologies available to them both within school and beyond.