Stream Pollution Remediation
A Freshman Engineering Design Project
Developed by Dr. Gary C. April and Dr. Joey K. Parker
The University of Alabama
  Click here for the PDF version of the lesson

Overview:

Student teams are faced with a stream pollution scenario. Each team will be asked to develop a plan to respond to citizen complaints concerning phenol in the drinking water, which is creating a “disinfectant” taste. Each group will be assigned a perspective from which to view the situation. Teams will also be provided with three plans that have already been developed to respond to citizen complaints. Teams may adapt these plans or develop completely original plans.
 

Learning Objectives or Student Outcomes:

By the end of this lesson or activity, student teams will be able to
1. develop or modify a remediation plan to respond to a stream pollution scenario;
2. prepare a short written report to present and support their plan; and
3. make a brief oral presentation to introduce and justify the remediation plan before a mock public hearing.
 

Prior Knowledge Needed to Ensure Student Preparation:

• A basic understanding of conservation (accounting) principles
• A basic knowledge of general chemistry and general biology
• An understanding of analytical geometry and calculus principles

Team Size/Composition:

Teams of 4 work best; if necessary, a few teams of 3 or 5 students may be formed.

How is positive interdependence ensured?

Each team works together to develop one stream pollution remediation plan, one written report and one team oral presentation on that plan.

How is individual accountability ensured?

Individual accountability is ensured through the participation of all team members in the oral presentation of the remediation plan; in addition, peer assessments may be used.

Components of Assessment:
Students will be assessed based on the team written report and oral presentation and on any peer assessments conducted.

Team Skills Needed for Success:
All team members must have the ability to communicate, cooperate and collaborate; they must also feel free to share their own ideas and to give and receive constructive feedback.

How Are These Skills Emphasized?

Team members are expected to be able to question and to discuss issues in an open-minded manner and to see perspectives other than those that have been self-formed. The assignment of roles (plant representatives, State Department of Environmental Quality, citizens, and mediator) in particular will help them to accomplish this. Team members should also be able to explore solutions that are innovative or creative, taking all different ideas into consideration. Students are also expected to have the willingness to expand their knowledge (and responsibility) beyond course (or job) requirements.

Materials Needed by Students:
• A computer and spreadsheet software
• Handouts (see below)
 

Materials Needed by Instructor:
• Handouts for students (see below)
 

Content Lesson Links:

Instruction to Students

handouts                                          Instruction to Students |  handouts 

©2002, Gary C. April and Joey K. Parker                                                                                                                             
These materials may be duplicated for educational purposes if properly credited.