Bengals Oily Mess

By Michelle Daniel •

Grade Level	11th or lower
Subject Area	Environmental Science
Duration	3 - 50 minute class periods
Setting	Traditional classroom with large tables and sinks
Background Knowledge	The Water Cycle, Properties of Water, Density
Author	Michelle Daniel

Summary
In this activity, students play the role of environmental engineers working for the Cincinnati EPA (Environmental Protection Agency). In a classroom scenario, Voll Oil Inc. has a disastrous oil spill on the Ohio River in which it is the job of the students to develop an Oil Removal Plan to remove all of the oil in the river. In this activity, students design and implement a scale model oil removal plan. Students explore water pollution issues specifically related to the Ohio River, as well the Exxon Valdez Oil spill. In addition, students learn about real-world remediation techniques and environmental issues associated with oil spills.

Objectives
1. Design an oil removal plan to effectively and efficiently remove the oil from Harry Voll Oil Incorporated’s oil spill. This design must use the “removal materials” provided in class. 2. Apply their knowledge of the properties of water and oil to design their oil removal plan. 3. Implement their team’s oil removal plan using a scale model. 4. Apply knowledge of real-world remediation techniques to the Bengal’s Oily Mess. 5. Recall what oil is used for as well as what causes oil spills 6. Describe the effects of oil spills on the environment and wildlife. 7. Justify who they think is responsible for paying for the oil spill remediation.

Materials Required
• Petri Dishes • Oil • Water • Clean-Up Materials: Cotton Balls, Feathers, Straws, Sand, Pebbles, Powdered Sugar, Cardboard, Paper towels

Ohio Standards

Science

Standard: Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

Benchmark C :Explain how societal issues and considerations affect the progress of science and technology

Grade 11-12 Indicator 9 Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks (pg 259).

Grade 11-12 Indicator 10 Research the role of science and technology in careers that students plan to pursue (pg 259).
Standard: Earth and Space Science

Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the havitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, process that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding o the historical perspectives, scientific approaches and emerging scientific issues assoicated with Earth and space sciences.

Benchmark C Explain that humans are an integral part of the Earth’s system and the choices humans make today impact natural systems in the future.

Grade 11-12 Indicator 12 Explain ways in which humans have had a major effect on other species (p 242).

Grade 11-12 Indicator 13 Explain how human behavior affects the basic processes of natural ecosystems and the quality of the atmosphere, hydrosphere and lithosphere.

Benchmark F Explain how human choices today will affect the quality and quantity of life on earth.

Grade 11-12 Indicator 11 Investigate issues of environmental quality at local, regional, national and global levels.

Technology

Standard: Technology and Society Interaction

Students recognize interactions among society, the environment and technology, and understand technology's relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology.

Benchmark A Interpret and practice responsible citizenship relative to technology.

Grade 11-12 Indicator 4 Analyze the causes, consequences and possible technology solutions to problems in a persistent, contemporary and emerging world (p 255).

Standard: Design

Students apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment.

Benchmark A Identify and produce a product or system using a design process, evaluate the final solution and communicate the findings

Grade 11-12 Indicator 2 Refine a design by using prototypes and modeling to ensure quality, efficiency and productivity of the final product (p 273).

Benchmark B Recognize the role of teamwork in engineering design and of prototyping in the design process

Grade 11-12 Indicator 5 Collaborate with peers and experts to develop a solution to a specific problem (pg 276).