TEACHING GEOLOGY STUDENTS ABOUT WATER QUALITY: INTERGRATING CHEMICAL DATA ANALYSIS AND INTERPRETATION INTO GENERAL EDUCATION GEOLOGY CLASSES

Students taking an introductory environmental geology class at Central Washington University participated in a project in which they collected and analyzed their drinking water to better understand its chemical composition and the health concerns associated with high concentrations of particular elements. Water samples were collected by participating students from various locations in Washington State and were analyzed for major and trace element concentrations using an Inductively Coupled Plasma Mass Spectrometer in the Department of Geological Sciences. Student learning outcomes, accomplished through a series of three assignments, include the ability to (1) explain how water is collected, (2) analyze and interpret data (e.g., graphically display data, perform calculations, and answer specific questions), (3) discuss safe vs. hazardous levels of elements using the concept of maximum contaminant level set by the Environmental Protection Agency, and (4) evaluate the importance of water source characteristics on water quality (e.g., well vs. municipal source, type of pipe, age of house). Results indicate overall knowledge of water quality, including health concerns and chemical composition, improved among students participating in the project. In particular, students seemed excited by the opportunity to collect and analyze water from their own homes. We suspect that this approach increased the students' enthusiasm for learning about water quality.