 of Graduate Studies and Research. It aims to be an internationally renowned institution for graduate education and research-based solutions in development. Its mandate is to conduct training and research of a regional, multidisciplinary and policy-oriented nature to serve the needs of small developing countries like those in the Caribbean.
The MOU is for an initial period of three years.
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Hands-on Activity Algae Blooms Takeover!
A first round of design ideas.
Algae blooms are a visible phenomenon that affect coastlines and other waterways and can harm local ecosystems. In this activity, students make sense of what causes algae blooms and then design a prototype that helps clean algae blooms. Students work in teams to design a prototype of their choice (for example, a skimmer or filtration system) using common everyday materials. Students make the connection between harmful algae blooms and how they can affect the aquatic and terrestrial ecosystems as well as food chain.
Agricultural and environmental engineers apply their skills and knowledge of math, biology, chemistry, mechanics and physics, and electronics to improve methods of agriculture, human and animal health, and energy production. Some engineers aim to reduce the use of fossil fuels by designing low-impact fuels from plants such as algae. However, all engineers help solve problems when it comes to mitigating the effects of unwanted and adverse changes to local ecosystems.
Describe the different causes of algae blooms (such as dead organic matter, slow-moving water, runoff of nutrients, extreme weather, light, and/or temperature).
Evaluate the various effects algae blooms have on the terrestrial and aquatic food chain/web.
Analyze how the ecosystem(s) are affected by the algae blooms that surround it (terrestrial and aquatic).
Design and engineer a solution that will remove algae from water.
Visit [www.teachengineering.org/activities/view/uof-2631-algae-blooms-takeover-engineering-design-activity] to print or download.
Students investigate the migration of small particles of plastic pollution by exposing invertebrates to fluorescent bead fragments in a controlled environment composed of lake or stream water. They set up microcosm models, introduce microbeads, and collect data using microscopes and blacklights. The...
Students should be familiar with algae as an organic material.
Today we are going to learn about algae blooms, the effect they have on our ecosystem, and why we use engineering to help limit their effects!
In this activity, you are going to become engineers and research, brainstorm, plan, design, create and test a device (or a prototype) that will remove harmful algae blooms from the water.
Algae are simple, green aquatic plantlike organisms that have no roots, leaves, or flowers. Algae and other phytoplankton are important because they form the basis for many aquatic food webs. However, when algae grow too quickly they can wreak havoc on an ecosystem.
Algal bloom refers to a rapid rise of the algae population in a body of water. These blooms can become harmful and today harmful algal blooms are tainting waterways across America. The overgrowth of algae consumes the oxygen in the water and blocks sunlight from underwater plants. When algal blooms become excessive in the water, they can potentially devastate aquatic life and the ecosystems around it, foul the air and devastate businesses that depend on tourism and fisheries.
Algal blooms can be caused by dead matter (plants and animals), slow-moving water, runoff of nutrients, light, and/or temperature. A common misconception about algae is that ALL of them are harmful to the environment. This is not the case. Algae have a very important role in the food chain. More information about this topic can be found in this explanation from the Microbiology Society: https://microbiologysociety.org/why-microbiology-matters/what-is-microbiology/microbes-and-the-outdoors/food-chain.html Another common misconception is that harmful algal blooms are a new problem facing our society. There is fossil evidence that suggests blue-green algae have been around for millions of years. Scientists have recorded blue-green algae blooms dating back to the 12th century and they have documented the toxic effects on livestock for more than 100 years.
This image: https://thehappyscientist.com/science-photo/116 is a great hook into algae blooms. Though it looks like seaweed or a plant it is actually a type of macroalgae. After introducing the image, begin asking students these questions.
Gather the everyday household/classroom materials.
Separate the materials that will be used to represent the algae.
Gather containers for the water and algae.
Make copies of each worksheet provided in the Attachments section for each student.
Have any videos or any other pertinent information ready to review/show students.
Divide students into groups of three. Another way to divide students is by prototype choice (for example, a skimmer, water filtration system, a system to move the water around, and/or a miniature water treatment plant).
Read through the Introduction/Motivation section. Ask students to discuss with each other what they know about the engineering process.
Use the TeachEngineering page, Engineering Design Process, to help explain the steps, if necessary.
Connect algae blooms and the engineering process by asking: What are some ways that algae could be removed from lakes, oceans, rivers, etc.? (Let students share their ideas. Potential answers: skimmer, water filtration system, a system to move the water around, and/or a miniature water treatment plant.) Why is it important for engineers to continue to design new methods to remove algae from lakes, oceans, and/or rivers?
Pass out the Research and Brainstorm Ideas Worksheet to the students. Read aloud the problem that the students are going to solve. (It is also located on the top of the page of Research and Brainstorm Ideas Worksheet).
Problem: You and your family recently went to your favorite place on the water to spend the day fishing and swimming but as you neared the water you noticed warning signs saying it was unsafe to enter the water due to the presence of toxic algae.
Divide students into groups of three. Note: Another way to divide students is by prototype choice (e.g. skimmer, water filtration system, a system to move the water around, and/or a miniature water treatment plant).
Give student groups time to research the problem and answer the two “Research” questions on the Research and Brainstorm Ideas Worksheet. Note: The website U.S. National Office for Harmful Algal Blooms: https://hab.whoi.edu/ is a great resource for students to use to begin their research. You can also provide students with links to various resources/websites or allow students to find their own and cite their sources.
Give student groups time to answer the two “Brainstorm” questions in the Research and Brainstorm Ideas Worksheet.
Researching the cause of algae blooms using the engineering design process.
Hand out the Plan and Design Worksheet.
Read the instructions aloud to the class.
Instructions: Your goal as an engineer is to plan, design, create and test a prototype that will remove 75% of the harmful algae blooms from the water. You will only get class time to work on this project AND you can only use materials provided by the teacher.
Show students the materials available for creating their devices.
What materials can best be used to create a prototype?
Why did I choose these specific materials?
How will I create a design that explains how my prototype will remove harmful algae from water?
Have each team choose a design they want to prototype based on what they learned from their research and from their brainstormed ideas. Have each team roughly sketch their chosen design in the first question on the Plan and Design Worksheet.
Based on the design chosen, have students select the materials they want to use for their prototype. Have them list their materials in question two on the Plan and Design Worksheet.
Have students draw a prototype of their choice in Google Drawings or using the Prototype Sketch Worksheet provided.
Have students answer the two “design” questions on the Plan and Design Worksheet to justify and explain their material choices.
Have students turn in their written explanations and design drawing to the teacher. A rubric is already included in task one for students to refer to during the design drawing process.
Teacher should provide feedback on each team’s design drawing.
Once feedback has been provided by the teacher on their design sketch; students can begin creating their prototype. Remind students that during the engineering design process engineers follow their original design sketch and make modifications later!
Hand out one Create Worksheet to each team.
Go over the rubric provided and answer any questions students may have about building their prototype.
Allow students at least one class period to build their prototype. Facilitate as needed to each group and answer any questions students might have.
Have students answer the questions on the Create Worksheet.
Before testing their prototype, each student group measures out three cups of water into an aluminum or plastic tub. They then create their “algae” and place into the water. Note: The algae can be (a) anything that will float on top of the water, (b) have the appearance of seaweed, or (c) you can use actual algae. Students will