以学生为基础的调查评估化学除冰剂对宾夕法尼亚州阿尔图纳泉流水质的影响

L. A. Emili, Daniel M. Morrison, Celeste M. Huss, Carolyn G. Mahan, E. P. Levri
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引用次数: 1

摘要

在宾夕法尼亚州立大学阿尔图纳分校的一门本科独立学习课程中,学生们调查了化学除冰剂对流经校园的河流水质的使用和潜在影响。Spring Run支持野生鳟鱼种群,是小朱尼亚塔河的一条支流,也是切萨皮克湾流域的源头。学生们在四个采样日期内从春泉溪收集了化学除冰前和化学除冰后的水样。对水样进行钾(K+)、钠(Na+)、溶解氧、pH、氯(Cl−)和氨(NH3−)的分析。采样的参数均未超过保护水生生物的标准准则。然而,这项研究为未来的研究找到了理由,特别是因为它与溪流中氯化物的浓度有关。在使用除冰剂前后,氯化物的浓度显著增加。除了一个采样日期外,氯化物浓度(19.2-63.7毫克/升)落在美国东北部受到岩盐输入污染的溪流中发现的浓度范围内。这种实地密集型体验的学习成果和技能发展目标是基于这样一种假设,即这种基于实地的教育体验通过将复杂的地理过程置于背景中来提高学生的学习能力,比单纯的基于课堂的体验更好。通过研究过程,学生们接触到实地技术、GPS、GIS、数据集和统计数据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Student-Based Investigation to Assess the Impacts of Chemical Deicers on the Water Quality of Spring Run Stream in Altoona, Pennsylvania
Students in an undergraduate independent study course at Penn State Altoona investigated the use and potential effects of chemical deicers on the water quality of the stream that runs through the campus. Spring Run supports a wild trout population and is a tributary of the Little Juniata River and a headwater stream for the Chesapeake Bay watershed. Students collected pre- and post- chemical deicer application water samples from Spring Run stream over four sampling dates. Water samples were analyzed for potassium (K+), sodium (Na+), dissolved oxygen, pH, chloride (Cl−) and ammonia as nitrogen (NH3−). None of the parameters sampled exceeded the standard guidelines for the protection of aquatic life. However, this study found cause for future research, particularly as it relates to the concentration of chloride in stream water. Chloride exhibited significant increases in concentration between pre- and post-deicer application. With the exception of one sampling date, chloride concentrations (19.2–63.7 mg/L) fell within the range of concentrations found in streams in the northeast United States that have been contaminated by rock salt inputs. The learning outcomes and skill development objectives of this field-intensive experience were driven by the assumption that this type of field-based educational experience enhances student learning by contextualizing complex geographical processes better than a solely classroom-based experience. Through the research process students were exposed to working with field techniques, GPS, GIS, datasets and statistics.
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