Table of Contents
Comparison between working with the Checklist of FYR and scientific work
Biological Water Quality investigation
Introduction to common freshwater animal groups
Methods for investigation of invertebrates
Activity
Data handling and interpretation
Chemical water quality investigation
Introduction to the Water quality
Using a kit and validation of data
Activity
Data handling and interpretation
Index of figures
Comparison between working with the Checklist of FYR and scientific work
The didactical concept behind the Checklist of FYRis to familiarise pupils with scientific working methods.
During this tutorial the scientific approach of the Checklist will be used, and links with “real science” and how it is possible to work with pupils in scientific waywill be demonstrated.
During the tutorial you will be receive instruction on :
-How to carry out field work at a riverbank, applying the Checklist proposed by FYR andcollecting data in order to analyse the river situation
-How to correlate the collected data, and to compareyourChecklist to thework of scientists and experts on freshwater
A discussion between the researcher and participants will be encouraged, in order to manage the activities in the correct way (how to guide the research).
The tutorial will be organized in order to manage a group-work, simulating the activities done by students along the river (three hours).
After the playful introduction into the common freshwater animals and the transport towards the riverside you will be split to work in two parallel groups at two stations at two different sites, the chemical and the biological station.After the first session of 1,5 hours, the groups change their topic (chemical / biological) while staying at the same site so that a comparison of both chemical and biological results between the two sites is possible.
Some tips: during a FYR project, like during this tutorial, each group can decide to analyze just some parameters, depending on the aims,the available resources and timing. The participation of a local school network ina common project also helps to share resources and to collect good data to discuss.
Biological Water Quality investigation
Introduction to common freshwater animal groups
An interactive game should arouse the curiosity about freshwater animals. It is called “fantastic animal names” and will give you the possibility to be creative and active after the comprehensive tutorial about River Basin Management.
Cards with freshwater animal names are distributed to the group.Each of you will get one card with a strange and mostly funny name like “rat-tail”, “rifle beetle” or “water penny”. You are invited to draw this animal according to what you wouldguess it looked like. The results are presented to the audience. Depending on time you will be asked to explain the drawing or the others can guess the name.
The solution follows in a PowerPoint presentation where the animals are presented. Each of the animals belongs to a taxonomic group like e.g. mayflies, snails or worms so that the most important animal groups are introduced with the help of photos and their characteristics are explained.
Methods for investigation of invertebrates
At the riverside a representative location has to be chosen for the survey of invertebrates.An estimation of the substrate percentage will be done in order to sample in a representative way and to avoid forgetting some substrates. Safety and animal protection aspects are commented on. Then catching techniques are shown for different substrates carried out with the provided equipment (hand-nets, colanders, brushes etc.).
Instructions and FYR record sheets are downloadable in a pdf-version from the FYR platform. They are provided and explained.
Between the catching and assessing methods executed here and the professional methods explained in manual 4.1 there are some differences (simplifications):
Professional method / Course methodCatching / Quantitative approach:
20 subsamples with 25 x 25 cmsections depending on the substrate coverage / Qualitative approach:
Search in all present substrates, Search as long as no more new species are found
Identification of the animals / Determination at high stage, normally up to the species level / Determination of animal groups, distinguish easily recognizable forms
Assessing / Many indices for different pressures using various data bases with ecological values of the different species, statistically validated / Estimation of the organic load via the BISEL index, good approximation but not statistically validated
Activity
You will get the possibility to search for benthic invertebrates on your own using the demonstrated techniques. The discovered animals are collected in basins and ice cube trays where there can be demonstrated to the others. The provided keys will be used for identification. A protocol for evaluation of bio-diversity has to be chosen, based on the species and their abundance. Accompanying there will be explanations about the ecology of species and groups by the instructor. Initial interpretations of the survey can be discussed.
Data handling and interpretation
In the afternoon the collected data will be uploaded on the FYR platform in order to calculate the biotic index.Afterwards,the interpretationsare discussed comparing the two sites of investigation. The chemical and morphological data will also be used and the guiding question of the survey will be considered.
The biotic index used here is based on the structure and characteristics of macro-invertebrate communities. It was developed first in the UK, subsequently further refined in France and in Belgium, where it has become the standard method for assessing the biological water qualityunder the name ‘Belgian Biotic Index’ (BBI).
But working with a biotic index in biology classes at secondary school level is in many important aspects different from the ‘professional’ routine assessment by means of biotic indices. Not that the assessments made by secondary school students would in any way be less accurate thanthose of professional investigators, but because the focus is different: in water research centres, obtaining time series of biotic indicator values is important in order to check if the efforts for quality improvement of surface waters (e.g. construction of waste-water treatment plants and sewage systems) are paying off. In a school student will as a rule not be able to follow the changes in biotic index values over many years, nor should that be the purpose of the exercise.
Environmental educationin secondary schools, in particular familiarising students with such concepts as ecosystems, biodiversity and the impact of man on non-renewable natural resources is the major purpose of working with the BISEL Biotic Index.
This approach implies that as many students as possible should be involved at all stages of the investigation and that there isno strict division of tasks (as is advised inprofessional research). Other limiting factorswhen utilising biotic index studies in a school areof course the available time andthe distance of the school and the river.
Chemical water quality investigation
Introductionto the Water quality
The “Water Quality Chapter” of the FYR Checklist is based on testing chemical and physical parameters supporting biological elements in surface water, as suggested in the “EU Water Framework Directive” 2000/60/EC, which established common criteria for EU action in the area of water policy.
The parameters selected by FYR are simple, well tested in other projects (Green, Globe) and easy to perform at schools of different levels.
Basic FYR parameters / Optional FYR parameters1)pH
2)Temperature
3)Dissolved oxygen (% of oxygen saturation)
4)Nitrates
5)Phosphates
6)Transparency / 1)Faecal Coliforms (Escherichia Coli)
2)Biological Oxygen demand (BOD5)
Using a kitand validation of data
The collection of these data requires the use of scientific instruments and the consumption of disposable materials. Field kits are available from different brands, based on scientific lab methods (for example, the dissolved oxygen kit is based on the Winkler method for analysis).
FYR doesn’t suggest any compulsory brand, differently from other environmental projects, where strict protocols are required to guarantee the confidence of collected data. The choice of FYR is to promote the participation of every school, even without any expertknowledge and only beingequipped with simple kits. A scientific approach is however promoted, requiring for example the calibration of the instruments in lab, before conducting the field activity, and asks forthe collection of more measurements to average from a minimum of three datasets in order to limit accidental errors.
FYR also promotes the validation of the data through collaboration with external experts fromenvironmental agencies and the scientific community. A “Validation section” is in fact available in My Book > Our results and reflections > Validation for insertion of comments or other data coming from experts.
Figure 1: The Validation section in the BoR
A complete background, descriptions for physico-chemical parameters, tips for project management and instructions for each parameter are available as Instructions onthe FYR platform.
Activity
The Water Quality sheetsfor filling-in and Instructions for this chapter are provided as handouts. They are of course available on the FYR platform (downloading the pdf-version)
Figure 2: Where to find and downloadthe pdf-versions of sheets and Instructions
Today we will examine all the physical-chemical parameters. The activity will be performed by using special field-kits provided by the schools that are partners in this project and which they would usually use with their students.
You will be divided into small groups in order to be able to perform each analysis through rotation. A group-work of 2-3 people is planned, examining and using different kits.
Particular attention is to be paid to the sampling site, in order to be representative of the water situation.
Security rules must be known and followed when handling chemicals. Please refer to the customer instructions of each kit.
Data handling and interpretation
In the afternoon session, you are going toupload the data on the FYR platform.
Figure 3: The uploading of the data in the BoR when loggedin My Book
A score will be provided automatically for each parameter.You are asked to discuss these and you will get a graphic result after filling in your comments.
It’s necessary to observe that physical-chemical parameters give only information on the water quality at the time of sampling. So, as parameters can change with season, or weather, or punctual pollution, they cannot say enough on the average condition that can affect life in the water.
Studying the chemical conditions can help to understand river diseases monitored by bio-indicators. In this case, it’s important to monitor the water regularly and to obtain anassessment over a longer period of time.
A table helping in data interpretation is available on the FYR platform. Many suggestions are provided in order to correlate and understand the collected values.
Figure 4: Help for physical and chemical data interpretation
Indexof figures
Figure 1: The Validation section in the BoR
Figure 2: Where to find and download the pdf-versions of sheets and Instructions
Figure 3: The uploading of the data in the BoR when logged in My Book
Figure 4: Help for physical and chemical data interpretation
Graziella Mocellin - Maria Pia Coceano /ISIS Malignani Wolfgang Frey /TUKaiserslautern1/9