1. Integrated inquiry-based investigations on the Mad River, Greene County: Chemistry, Earth Science, and a new Evaluation tool for Pre-Service Teachers Suzanne Lunsford, Chemistry Department, WSU Kumar Nedunuri, Water Resources Management, CSU Michael Sandy, Geology Department, UD

2. Huffman Dam Length of Dam - 3,340 feet Height of Dam - 65 feet Width of Dam at Base - 385 feet Volume of Earth in Embankment - 1,655,000 cubic yards

3. Opportunity to carry out interdisciplinary fieldwork - reflecting the nature of scientific inquiry and the workplace/industry Opportunity to understand aspects of local environment Opportunity to study geology - collect fossils Opportunity to sample water These relate to specific Ohio Science Education Standards

6. Study of Water Quality The following parameters were measured/estimated: –Flow (qualitative) –Temperature –pH –Nitrite/Nitrate –Phosphorus –Dissolved oxygen –Carbon dioxide

7. Applying Equilibrium Chemistry to explain dissolution of minerals from the bedrock and water quality in a nearby stream Mad river by the Huffman DamGeologic outcrop near the dam

8. Details of the Field trip Students visited both the outcrop by the railroad and the river. Studied the geology of the site by observing the rocks. Water samples were collected from the Mad river and the Outcrop.

9. Interpretation of observed data using chemical equilibrium Equilibrium Reaction –aA + bB  cC + dD –Law of Mass action says if we know the equilibrium constant, and concentrations of A, B, and C, we can predict the concentration of D in equilibrium. –It is difficult to teach the chemistry this way since A, B, C and D are not real chemicals! –CaCO 3 (s) + H +  Ca 2+ + HCO 3 - K sp = 4.8X10 -9 –We can predict Ca 2+ if we know pH and bicarbonate. –Event though these chemicals are real, one would like to associate them with real life experiences. –Measuring them from water samples in the river and groundwater from the bed rock would help associate chemistry with the minerals found in the rock formation and their weathering and dissolution in water.

10. The development of the landscape of Huffman Prairie was broken down into 5 phases of development: 1)450 MILLION YEARS AGO (fossil collecting) 2)APPROX. 320 MILLION TO 1.6 MILLION YEARS AGO 3) 1.6 MILLION TO 20,000 YEARS AGO 4) 20,000 - 17,000 YEARS AGO 5)17,000 TO PRESENT DAY

12. Specimen of the trilobite Isotelus from Huffman Dam construction - 41 cm long

13. Huffman Dam RR cut Brassfield Formation Silurian Ordovician Drakes Formation Whitewater Formation

16. Air strippers

17. Assessment Pre-test, Post-test, and Inquiry module were prepared. The questions were designed to familiarize students with different problem solving steps. Different learning tools were used. The levels of difficulty in questions corresponded to different levels of Blooms’ taxonomy of higher order thinking.

18. Post-test scores were 42 points out of 100 points. The normalized gain for the pre-post-test results was 0.72 for these 14 students in Chemistry 346. According to R.R. Hake these are typical results of a more inquiry-based course compared to the traditional.

21. Future developments Kumar and Sandy will combine their classes for a joint fieldtrip in the Spring of 06 Integrate live-data from United States Geological Survey monitoring Relate local enviroment to global issues –Flooding –Carbon cycle; global warming