(DOCX) Hair Helps Out - Gulf Coast State College Web viewWhat happens when oil and water mix ... different salinity levels of water. ... in calm water, but as wave height increases oil or

Profile SheetPBL Lesson Plan

Original Title: Citizens Help Assist Coast Guard with Oil Slick ProblemPrimary subject area: ScienceOutside subject area: Language Arts Teachers: Linda Cruz, Susan Foster, Nelson Perez, Karina SmithGrade Level: 5th gradeClass Time: 15 day assignment consisting of 8 days for research, 2 days for experimentation, and 5 days to create the Capstone Performance.

Description of Student Roles and Problem Situations: Students will assume one or more of the following roles: Director of Emergency

Planning Palm Beach County creating an emergency response clean-up plan, CEO of Florida Oil Company (FLO-CO) representing the interest of the oil company, Lead project manager of Florida Agents for Nature Conservancy (FLAN) representing environment concerns, and as a member of Concerned Residents Advocating Clean-up and Kare of the Environment, natural Resources and its Stewardship (CRACKERS), an activist group with concerns for the environment.

The possible audience would be the Palm Beach County Board of County Commissioners and local citizens to provide information and questions about possible ideas to solve the oil spill problem. An oil rig has experienced catastrophic failure off the southeast coast of Florida currents and tides will carry the oil slick northwest making landfall on the Palm Beach shoreline.

RESOURCESWebsites:

National Oceanic and Atmospheric Administration (NOAA)http://oceanservice.noaa.gov/facts/oilimpacts.html

Kidzworld: oil spills factshttp://www.kidzworld.com/article/24170-oil-spills-sad-but-true

The Mini Page:https://www.nwf.org/pdf/Kids/oilspill_mini-page.pdf

Scholastic informational articlehttp://www.scholastic.com/browse/collection.jsp?id=761

Mixtures and Solutions PDF

http://teachers.greenville.k12.sc.us/sites/dgioia/Shared%20Documents/Mixtures%20and%20Solutions.pdf

Ducksters: Earth Science for Kids/ Ocean Tideshttp://www.ducksters.com/science/earth_science/ocean_tides.php

Books: Melvin Berger and Paul Mirocha (1994). Oil Spill! (Let’s-Read-and-Find-Out Science). HarperCollins; 1st edition.

Tracy Nelson Maurer (2012). Mix It Up! Solution or Mexture? (My Science Library; Levels 3-4). Rourke Pub Group.

Peter Benoit (2011). The BP Oil Spill (True Books: Disasters). Scholastic.

Videos:

Video: Mixture and Solutionshttps://www.youtube.com/watch?v=Pi4wPcGwwu0

Science Kids: Oil Spillhttp://www.sciencekids.co.nz/videos/nature/oilspill.html

Science Kids: Cleaning Up Oil Spillshttp://www.sciencekids.co.nz/videos/nature/oilspill.html

Florida State Standards for Language Arts and Florida Standards for Math

Original Title: Citizens Help Assist Coast Guard with Oil Slick ProblemPrimary Subject Area: Science Outside subject area: Language ArtsTeachers: Linda Cruz, Susan Foster, Nelson Perez, Karina SmithGrade: 5th Grade

Primary Florida State Standards:SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.SC.5.P.8.1: Compare and contrast the basic properties of solids, liquids, and gases such as mass, volume, color, texture, and temperature.SC.5.P.8.2: Investigate and identify materials that will dissolve and those that will not and identify the conditions that will speed up or slow down the dissolving process.SC.5.P.8.3: Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.

Outside Subject Area Florida State Standards from Language Arts: LAFS.5.RI.3.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. LAFS.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented

MAFS.K12.MP.6.1Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

MAFS.5.NF.1.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

Curriculum Units Mapped to the ITEEA Standards for Technological Literacy Category 1: The Nature of TechnologyStandard 1: Students will develop an understanding of the characteristics and scope of technology.D. Tools, materials, and skills are used to make things and carry out tasks.ISTE Standard 3: Research and Information Fluency - students apply digital tools to gather evaluate and use information.

a. plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a

variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to

specific tasks.d. Process data and report results

3-5 ETS1-: Define a simple design problem reflecting a need or want that includes specific criteria for success and constraints on material, time or cost.

Stem Areas:Science: Students will conduct experiments in which they test different methods of separating oil and water mixtures. After conducting experiments students will conclude which method best “cleans” an oil spill.

Technology: Students will create either a Prezi or PowerPoint to present their findings.

Engineering: Students will collaborate researched ideas and create a design plan based on the Technology Design Loop, including constraints on materials, time and cost.

Math: Students will compare measurements, in milligrams, before and after of the oil and water mixtures. Students will also record measurements to interpret before and after oil to water ratios.

Learning Outcomes, Students Role and Problem Situation, and Meet the Problem, Problem Statement:

Florida State Standards with Learning Outcomes:SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.Learning Outcome #1: After conducting experiments involving oil and water mixtures within a 60-minutes time frame, students will analyze the data to justify their conclusions citing at least 3 accurate scientific facts.

SC.5.P.8.1: Compare and contrast the basic properties of solids, liquids, and gases such as mass, volume, color, texture, and temperature.SC.5.P.8.2: Investigate and identify materials that will dissolve and those that will not and identify the conditions that will speed up or slow down the dissolving process.Learning Outcome #2: Using a Venn diagram, students will compare and contrast the properties of solids and liquids scoring at least adequate on the report rubric.

SC.5.P.8.3: Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.Learning Outcome #3: After evaluating different methods and types of substances to separate oil and water mixtures, students will justify their best solutions with at least 4 accurate facts.

MAFS.K12.MP.6.1Attend to precision.

MAFS.5.MD.1.1: Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.Learning Outcome #4: While conducting experiments, students will calculate the accurate amount of mixtures to separate oil from water.

3-5 ETS1-: Define a simple design problem reflecting a need or want that includes specific criteria for success and constraints on material, time or cost.Learning Outcome #4: After researching, students will determine their best solutions based on the constraints of materials, time, and costs scoring at least adequate on the oral presentation rubric.

Outside Subject Area Sunshine State Standards from Language Arts:

LAFS.5.RI.3.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.Learning Outcome #4: Using information from research, students will justify their team’s best solution based on at least 3 accurate scientific facts.

Description of Student Roles and Problem Situations:Students will assume one or more of the following roles: Director of Emergency Planning Palm Beach County, CEO of Florida Oil Company (FLO-CO), Lead project manager of Florida Agents for Nature Conservancy (FLAN), and or as a member of Concerned Residents Advocating Clean-up and Kare of the Environment, natural Resources and its Stewardship (CRACKERS). In their roles, students will present a solution to the Palm Beach County Board of County Commissioners and local citizens providing information and questions about possible ideas to solve the oil spill problem. An oil rig has experienced catastrophic failure off the southeast coast of Florida currents and tides will carry the oil slick northwest making landfall on the Palm Beach shoreline.

Meet the Problem Documents:Students will receive a memorandum from Ltd. Shar K. Tack of the United States Coast Guard as well as links to two websites with background information concerning oil spills.

http://www.kidzworld.com/article/24170-oil-spills-sad-but-truehttps://www.nwf.org/pdf/Kids/oilspill_mini-page.pdf

Two additional articles are included:

- Hair Helps Out - NOAA Leads Oil Spill Study

United States Coast Guard3300 Lake Shore DriveWest Palm Beach, Fl. 33404

MEMORANDUMTo: Director of Emergency Planning

From: Ltd. Shar K. Tack Swim Master, Sergeant

Date: August 15, 2015

Re: Oil Slick Threatening Palm Beach County

------------------------------------------------------------------------------------------------------

As reported in the news, the current oil spill in the Atlantic Ocean is quickly drifting towards Palm Beach County. The U.S. Coast Guard is asking you to submit a proposal for the solution to clean up this oil spill before it approaches Florida.

Any solution MUST address the environmental concerns listed below. Furthermore, you will be given a budget of $1200.00 for research and development. Since time is of the essence, we do require this proposal to be submitted to Ltd. Shar K. Tack of the United States Coast Guard no later than 8/29/15 by 1:00 pm.Environmental Concerns:

● effects on aquatic life● ecological changes● effects on flora● effects on fauna

At the http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAAahUKEwiGovzdgL3IAhVEzYAKHffABYo&url=http%3A%2F%2Focean.floridamarine.org%2Fesimaps%2F&usg=AFQjCNEUrsfaVQmrLoVwoty1qzyKdednHA&sig2=pqMedQpfGyyiMgu_O_vB3A website, you will find ESI maps (Environmental Sensitivity Index) showing East Florida’s Coastal Resources. This should assist you with your research.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAAahUKEwiGovzdgL3IAhVEzYAKHffABYo&url=http%3A%2F%2Focean.floridamarine.org%2Fesimaps%2F&usg=AFQjCNEUrsfaVQmrLoVwoty1qzyKdednHA&sig2=pqMedQpfGyyiMgu_O_vB3A

Hair Helps OutDog hair soaks up the oilBy Nick Berray | August 2 , 2010

What's the best way to clean up a huge oil spill? That question has a multitude of answers,

but one of the most interesting solutions has come from the Matter of Trust organization.

Run by Lisa Gautier, Matter of Trust collects massive amounts of hair to use in oil-spill

clean-ups. In fact, as of July 2010, 19 warehouses in the Gulf of Mexico region were filled to

the brim with hair!

The idea to use hair to help soak up oil spills came about in 1989 when the Exxon Valdez

ship dumped thousands of gallons of oil off the Alaskan coastline. Alabama hairstylist Phil

McCroy was watching news coverage of the crisis. He thought about why humans wash

their hair: because it collects oil!

That thought lead McCroy to invent the hair boom, a long round snake-like object that floats

on the water and absorbs great amounts of oil. Gautier's organization began producing hair

booms in 1998. With more than 2,600 oil spills around the world each year, hair booms are

in demand year-round and worldwide.

A Matter of Trust operates out of San Francisco, but donations of hair come in from all over

the United States, and even from other countries! The organization has received so much

hair that 20,000 booms have already been constructed for use in the Gulf. In fact, the

organization has had to temporarily halt donations to the Gulf due to an overload.

Humans are not the only ones who can donate hair to help out. Hair has been collected

from llamas, sheep, and even dogs.

The "Dog A Do" pet salon in Herndon, Virginia, has been donating hair since the spill

began.

"It's a great cause and a good use of hair that would otherwise be thrown away," owner Kat

Brooks told the Scholastic Kids Press Corps.

According to Brooks, dog hair is extremely porous—finer and softer than human hair.

Bichon Frises, poodles, and Wheaten Terriers all have soft coats ideal for making booms.

She estimated that her dog salon grooms between 30 to 60 dogs per day, and collects

roughly18 to 20 pounds of hair every day.

"I will keep donating until nobody wants it anymore,” Brooks said when asked how long she

planned on collecting hair.

For more information on hair booms visit the Matter of Trust website.

NOAA Leads Oil Spill StudyIt will take years to know full effect, says scientistBy Danielle Azzolina | August 19 , 2010

Surface oil in the Gulf of Mexico is 75 per cent gone, experts say, but what about the long-

term effects of the crude oil that has made its way into the ecosystem? A study to answer

that question is being conducted by the National Oceanic and Atmospheric Administration

(NOAA).

The narrow peninsula of Sandy Hook, New Jersey, with the choppy Shrewsbury River on

the west and the enormous Atlantic Ocean on the east, is home to one of NOAA's research

centers, the Northeast Fisheries Science Center.

The center is studying the effects of the Deepwater Horizon oil spill in the Gulf of Mexico on

the environment. The Deepwater Horizon well exploded on April 20 this year, spewing

about 206 million gallons of oil into the Gulf over a period of 86 days. The well was capped

on July 15.

The center is filled with aquariums of black sea bass, flounder, and striped bass. Scientists

must fully understand a species before any studies of environmental impacts can be done

on it, said Dr. Noji, head of the Ecosystems Processes Division. Scientists need to know 11

what is normal first so they can recognize what's not, he told the Scholastic Kids Press

Corps.

"One of our center's research vessels, the Henry Bigelow, often is sitting right over the spot

where the oil leak is," Noji said. "Not many boats are doing that."

The boat is taking samples to be studied at the lab—not an easy thing to do, especially

since the oily water also contaminates the air and is dangerous to humans as well as

wildlife.

"Before going, each scientist is fitted with special head gear for breathing," Noji said. "They

each wear a respirator with an oxygen tank."

Water samples are collected in one- to four-foot specially-made plastic containers that are

coated with Teflon. The water in the containers is then put into smaller glass bottles, which

are refrigerated. The samples must be studied within seven days after being taken.

"The information from each agency in the Gulf is put into a main database to be used by

experts to determine the effects from the leak," Noji said. "One thing we are doing is taking

water samples right off the New Jersey coast and below as an early warning system should

any contamination from the Gulf leak come this way," he said.

The center is looking for many things, including signs of subsurface oil.

"We use acoustic imagery to do that," he said. "We use acoustics that bounce off the oil to

help get data about how much oil may still be in the water and we may take sediment

samples to measure contaminants on the floor in the Gulf, too."

Another NOAA job is to determine if the fish are safe to eat. Dr. Nancy Thompson from the

NOAA lab in Woods Hole, Massachusetts is in the Gulf setting up a Sea Food Safety

program where trained experts smell the fish. This seemingly simplistic process has proven

to be accurate, Noji said.

"Of course, very sophisticated analysis on fish tissues is also done to tell if it's safe or not,"

he added. "We are catching fish to see if there's anything there. We're also measuring the

concentration of oxygen in water."

The United States Geological agency and the EPA have estimated that 75 per cent of the

oil that leaked into the Gulf is gone.

"Some of the oil evaporated," Noji explained. "Some of it broke up into tiny specs

(dispersed); some dissolved like a sugar cube does in water; some of it was taken care of

by nature, by natural organisms (bacteria) that use the oil; and some is under the surface in

the sediments on the floor of the Gulf."

NOAA has been given the job of coming up with a plan for long-term study and recovery

from the spill. NOAA and other agencies will be doing studies for years, many of them from

the Sandy Hook laboratory.

"What (some people) are saying right now is that they don't find a whole lot of evidence of

damage to the ecosystem," Noji said. "We all believe that a lot more research needs to be

done however."

Problem Statement:How can we, a team assembled to include: Director of emergency planning for Palm Beach County, CEO of FLO-CO, lead project manager of FLAN, and a representative of CRACKERS, determine the best solution for addressing an offshore oil spill in such a way that:

1. We meet the deadline for the solution proposal to United States Coast Guard,2. We comply with the budget of $1,200 for research and development.3. We develop two viable solutions.4. The best solution considers environmental concerns.

Know Board and Need to Know:

Know Board:1. An oil spill has occurred off the south Florida coast and is approaching Palm Beach.2. The United States Coast Guard responds to offshore oil spills and has requested a

possible solution from our group.3. Oil and water are of different density.4. Oil has a negative and disastrous effect on the environment.5. Oil spills are mostly caused by humans.6. Oil can also enter an animal’s lungs or liver, poisoning it from the inside. 7. Oil also blinds animals when it gets into their eyes.8. Oil spills can damage the entire food chain. 9. When ancient animals and plants died, they became buried underground and crushed by

heat and pressure for millions of years. This turned them into liquid or gas also known as fossil fuels. Oil is a fossil fuel.

10. Tiny bits of oil naturally seep into the ocean all the time. Microbes, microscopic life-forms, living in the ocean break down these little bits of oil.

Need to Know:

1. What happens when oil and water mix together? 2. What is the density of each?3. Will one sink and the other float? 4. Does a water and oil mixture form a solution?5. Can the water and mixture be separated back to its separate components?6. What materials will soak up oil?7. What materials will dissolve oil?8. What materials will cause oil to emulsify?9. What are the basic properties of solids, liquids, and gases?10. What are the best methods to calculate the accurate amounts of mixtures to separate oil

from water?

Capstone Performance

Capstone Performance Description:

The entire lesson for the problem is a 15 day assignment consisting of 8 days for research and a rough draft for an individual report, 2 days for experimentation, and 5 days to create an oral presentation. Students will work in groups of 4 each researching, investigating through the scientific method, and sharing ideas.

They will be graded upon completion of a written report, which is due at the same time as the oral presentation, and a group presentation on the 15th day. The assessments will be determined by two different rubrics; an individual written report rubric and a group presentation rubric assessing the student individually within that group. Each student within the group is required to present his/her solution in addition to at least 1 justification for the group’s best solution.

Students will be given a total of 15 school days to complete this project. Within the first 8 days, the students will research and compare ideas about mixtures and solutions and for 2 days conduct experiments, thereby creating a written solution to the given problem. In the written report, he/she will take the part of the Director of Emergency Planning presenting two solutions with 4 justifications of how their solutions are the best way to clean up the oil spill.

The remaining 5 days will be spent compiling one final solution as a group and creating an oral presentation to Ltd. Shar K. Tack of the United States Coast Guard. The group presentation will be conducted with students playing the parts of the following…

1. Director of Emergency Planning of PBC2. CEO of FLO-Co representing the oil company’s interest3. Lead project Manager of FLANC representing natural conservation4. Advocate from CRACKERS representing environmental interest

The total presentation will be 8-10 minutes long, with each student using approximately 2-3 minutes each to present both their best solutions and at least 1 justification for their group’s best solution.

Parents will be invited to the classroom on the day of their child’s presentation. The teacher will play the part of the U.S. Coast Guard Ltd. Shar K. Tack, and the parents and the remaining students will play the part of concerned Palm Beach County citizens. They will be given the opportunity to ask questions.

Student autonomy is addressed in that each student is responsible for determining the type of media that he/she will use during the group’s oral presentations. In addition, metacognition is addressed in that each student will complete a reflection questionnaire after all groups’ oral

presentations. Sample questions that may be included in the reflection questionnaire are as follows:

How did you decide what to include?

Why did you write that/put that there?

How did you start off? What did you find the most difficult bit? How did you tackle it?

Did you use any images in your head to help you?

What have you learned about (e.g. decision making)?

How did you tackle sequencing/organizing the statements?

How did you work together? Did it help?

How did you did you decide to leave information out?

What assumptions have you made?

What connections have you made?

What makes a good connection?

Did you have a plan and did you have to change it?

Rubric for Assessing the Capstone Performance

Persuasive Opinion Report Rubric

Criteria Superior Adequate Poor

Content Accuracy

20 pointsAll information and facts about mixtures and solutions are 100% accurate.

15 pointsInformation and facts about mixtures and solutions are accurate 90-99% of the time.

10 pointsInformation and facts about mixtures and solutions are less than 90% accurate.

Alignment to Problem

Statement

20 pointsEach solution aligns with all conditions stated in the problem statement.

15 pointsAt least one solution aligns with all conditions stated in the problem statement.

5 pointsNo solution aligns with the conditions stated in the problem.

RequiredComponents

50 pointsThe report contains:

1. The group’s problem statement.

2. An explanation of mixtures and solutions using at least three accurate scientific facts.

3. At least 2 accurate similarities and 2 accurate differences to compare and contrast the properties of solids and liquids are included.

4. Calculation of mixtures to separate oil from water is accurate.

5. Identifies and explain two possible solutions to the problem.

6. Provides at least four justifications for recommending one solution over the other.

40 pointsThe report contains:

1. The group’s problem statement.

2. An explanation of mixtures and solutions using at least two accurate scientific facts.

3. At least 1 accurate similarity and 1 accurate difference to compare and contrast the properties of solids and liquids are included.

4. Calculation of mixtures to separate oil from water is at least 80% accurate.

5. Identifies and explains only one possible solution to the problem.

6. Provides at least four justifications

20 pointsThe report contains:

1. The group’s problem statement.

2. An explanation of mixtures and solutions using at least one accurate scientific fact.

3. Only 1 accurate similarity or difference is included to compare and contrast the properties of solids and liquids.

4. Calculation of mixtures to separate oil from water is less than 80% accurate.

5. Identifies and explains only one possible solution to the problem.

6. Provides at least two justifications for recommending one solution over the other.

for recommending one solution over the other.

Mechanics 10 pointsReport contains no grammatical errors. (spelling, capitalizations, punctuation, subject/verb agreement)

5 pointsReport contains 1-5 grammatical errors. .(spelling, capitalizations, punctuation, subject/verb agreement)

3 pointsReport contains more than five grammatical errors.(spelling, capitalizations, punctuation, subject/verb agreement)

Scoring Guide:

EX: 90-100 pts. AP: 50-69 pts PR: 70-89 pts. ND: Below 50 pts

Oral Presentation Rubric

Criteria Superior Adequate Poor

Delivery 20 pointsSpeaker will do the

following at least 90% of the time:

● maintain good eye contact with audience

● use a clear audible voice

● Use an appropriate rate of speech

● use correct pronunciation

15 pointsSpeaker will do the following at

least 80% of the time:● maintain good eye

contact with audience● use a clear audible voice● Use an appropriate rate

of speech● use correct

pronunciation

10 pointsSpeaker will do the following less

than 80% of the time:● maintain good eye

contact with audience● use a clear audible voice● Use appropriate rate of

speech● uses correct

pronunciation

Comprehension and Accuracy

25 pointsStudent answers questions from audience providing at least 2 accurate scientific facts.

15 pointsStudent answers questions from audience providing at least 1 accurate scientific fact.

5 pointsStudent is unable to answer questions from audience or give any accurate facts.

Quality of Individual

Explanation

20 pointsStudent justifies his best solution with at least 3 accurate facts related to materials, time, and costs.

15 pointsStudent justifies his best solution with at least 2 accurate facts related to materials, time, and costs.

5 pointsStudent is unable to justify his best solution with accurate facts.

Quality of Justification Explanation

25 pointsReasons given for supporting the group’s “Best Solution” is based on at least 3 accurate scientific facts.

20 pointsReasons given for supporting the group’s “Best Solution” is based on at least 2 accurate scientific facts.

15 pointsReasons given for supporting the group’s “Best Solution” is not accurate.

Reflection Questionnaire

10 pointsStudent will answer all

questions on the survey.

5 pointsStudent answers at least 80% of questions on the survey.

3 pointsStudent answers less than 80% of

questions on the survey.

Scoring Guide: EX: 90-100 pts. AP: 50-69 pts

PR: 70-89 pts. ND: Below 50 pts

Two Alternative Solutions; “Best” Solution Analysis:

Solution #1:

As the Director of Emergency Planning of Palm Beach County I believe that containing the oil spill with booms and collecting it from the water surface using skimmer equipment is the best solution. Spilt oil floats on water and will initially form a slick of a few millimeters thick. There are a few different types of booms that will help contain or block from entering other areas. The skimmers will then float across the top of the slick contained within the boom and suck or scoop the oil in storage tanks.

Pros and Cons:

Pro Con

This will contain oil in specific areas. High winds and High seas will make it less effective.

This is existing technology this equipment is readily available.

This is only addressing the oil that is on the surface.

Consequences:1. If a crew cannot reach a spill within an hour or two using a boom and skimming will not

be effective. 2. If the oil reaches the shoreline other methods must be used. Cleaning the spill becomes

more dire. The methods to deal with the oil must also be more delicate.

Solution #2

As the Lead project manager of Florida Agents for Nature Conservancy (FLANC) I believe that there’s a better way to collect oil spills in the open seas. A go to clean up method is corralling the rapid spreading oil and burning it. However corralling that oil with boats and boons is practically impossible in certain places like the Arctic Ocean. Chemists have developed a tool called an oil herder, which is eco-friendly, biodegradable, and plant based. Oil herders make oil clump together naturally when sprayed in the ocean around a spill.

Pros and Cons:

Pro Con

Chemicals will break down oil quickly. not currently approved by E.P.A.

Eco-Friendly, Biodegradable chemicals No long term ecological studies have been done to see the ecological toll that herders can take.

Inexpensive, made of plant sourced phytol

Consequences:1. Some green biodegradable chemicals can still be toxic, it all comes down to the dose.2. The world consumes billion gallons of oil each year. Unfortunately this problem will not

be eliminated.

Justifications:

Best Solution:

Solution #2 is the best solution to the problem. After reading several articles on effective oil spill clean-up, the best way to clean up an oil spill is by using plant based herders. First, in a new study today, a group of Chemist from Tulane University and City College of New York just announced the development of the first class of eco-friendly, biodegradable, and plant based oil herders. Second, in a report in the journal Science Advances, this new product is inexpensive and chiefly made of plant sourced phytol a key component of chlorophyll, which already exists in great amounts in the natural marine environment for example organisms like green algae. Thirdly, they have tested the plant based herder in room temperature, cold, ice, and hot water as well as different salinity levels of water. The study shows that the plant based herder works with exactly the same results and efficiency as do the silicon based herders. “Normally you need these herders to work and keep oil contracted for maybe 10-15 minutes before you can start a fire. Our chemical starts biodegrading in around a few hours, and completely degrades in maybe two weeks to a month.” Unfortunately there are no herders approved by the EPA for use during oil spills. No long term or short term ecological studies have ever been done to see the ecological toll that herders can take. This has not stopped this group of chemist from continuing to have positive motives for developing ecologically safer options for our environment and to hopefully spark a new initiative to talk about these herders and design newer and better ones in the future.

Counter-argument:

Solution #1 can be a good solution. However, using booms are used to control the spread of oil to reduce the possibility of polluting shorelines and other resources, as well as to concentrate oil in thicker surface layers, making recovery easier. They're effective in calm water, but as wave height increases oil or other contaminants can easily wash over the top of the boom and render them useless.

Debriefing Plan:

Each team assembled to include: Director of emergency planning for Palm Beach County, CEO of FLO-CO, lead project manager of FLAN, and a representative of CRACKERS will present their solutions to the entire class, parents, and Ltd. Shar K. Tack; played by either the teacher or school administrator.

During the presentations, all fellow classmates and guests will attentively listen. After the presentation, all teams will be given 3-5 minutes to rate each best solution by deciding if the solution was presented to Shar K. Tack by the deadline, while staying in budget, and addressing all environmental concerns. The best solution will be determined by the average number of points a best solution is rated.

Sample Rating Form:

Name of Group: _______________________________________

For each team, write the solutions, and calculate the number of points earn based on each presentation.

Solution Met deadline (2pts.)

Stayed in Budget (2pts.)

Environmental issues addressed (2pts. Each)

Total points