![]() We could actually call this our second home. Table 2: Observations of oil added t o different soil substrates Soilīased on your observations recorded above, answer the following questions.Some of us spend hours in the office environment and at our desk. Table 1: Freshwater and Simulated Ocean Water Observations Oil is added to the different soil substrates. Place three droppers full of oil onto each the petri dishes.Fill one petri dish with dry potting soil.Fill one petri dish with “mud” created by adding enough water to potting soil to create a paste.Fill one petri dish with coarse grained sand.Fill one petri dish with medium grained sand.Fill one petri dish with fine grained sand.Repeat the above procedures substituting ocean water for fresh water.How might an oiled feather affect a bird?.What happens when a feather gets oil on it?.Dip feather into oil-contaminated fresh water.Repeat steps 1-7 with ocean water and compare those results with your fresh water results.How clean is the fresh water/ocean now that it has dishwashing liquid in it?.Where would the oil go in "real" fresh water/ocean after a dispersant (like the dishwashing detergent) is used?.What happened when the detergent was added to the contaminated fresh water/ocean?.Add detergent to the oil-contaminated fresh water. ![]() Prepare new contaminated fresh water following the same procedure as before.Repeat step one with other sorbent samples, recording your observations in Table 1.What is the condition of the contaminated sorbent? How much oil did the the sorbent clean up? How quickly?ĭoes the sorbent pick up water too? If so, how can you tell? Include all of the following information: Place a small sorbent sample into the center top of the contaminated fresh water.What happened to the oil when you dropped it on the fresh water/ocean? Did it sink? Float? Mix in?.If you pour the oil too quickly, the experiment won't work. Very slowly pour simulated crude oil from a height of 1 cm onto the top of the fresh water dish.To contaminate each fresh water and ocean water container: Mix cocoa powder and oil thoroughly with a paddle pop stick.Mix dye and ocean water with a stirring rod.Add 8 tsp of sea salt slowly and stir until it dissolves (if you have a hygrometer, keep adding salt until you reach a salinity of 1.024 – 1.026).Fill baking dish with cold water within 1 cm of rim.Mix dye and water with a stirring rod.Fill baking dish with cold tap water within 1 cm of rim.Properly dispose of contaminated wastes.All of the tools you will need are environmentally friendly and easy to find. This activity can get messy, so keep extra paper towels on hand.ĭo you want to try cleaning up an oil spill yourself? This experiment will help you understand why it is such a difficult task.Students should wash their hands thoroughly before leaving the lab.When students complete the lab, instruct them how to clean up their materials and dispose of any chemicals.Always wear safety goggles when working with chemicals in a lab setting.sorbents (paper towel, cotton balls, rag, string, nylon pot scrubber, sponge, Styrofoam cup, garden peat moss).Sea salt (use table salt if sea salt is unavailable).28 cm x 19 cm x 4 cm clear glass baking dish (or equivalent).This activity supports students’ understanding of draw conclusions based on their observations.determine which sorbents best absorb oil from fresh and salt water.Constructing Explanations and Designing Solutionsīy the end of this activity, students should be able to.HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into small, more manageable problems that can be solved through engineering.HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.MS-ETS1-3: Analyze data from tests to determine similarities and difference among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. ![]() ![]() This activity will help prepare your students to meet the performance expectations in the following standards: In this activity, students simulate an oil spill and test different materials’ ability to “clean” the oil spill.
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