WATER IS MORE THAN JUST H2O: USING DATA FROM AN INDUCTIVELY COUPLED PLASMA MASS SPECTROMETER TO TEACH ABOUT WATER CHEMISTRY

We are using data acquired using an inductively-coupled plasma mass spectrometer (ICP-MS) to teach students at a variety of levels about water chemistry. At each level, the choice of datasets and expectations for processing and rendering data were adjusted depending on the background of the students and the time allocated for the project/assignment.

Upper-level Environmental Geochemistry students performed a term-long class project studying the chemistry of local stream waters. One important goal of this project was for students to gain proficiency in conducting original research. Students posed questions regarding the controls on stream water chemistry, designed sampling strategies, and were responsible for all aspects of sample collection and preparation. After concentration data for a suite of elements were acquired, students examined the data quality based on calibration curves, reproducibility, and quality assurance standards. Based on this analysis, students selected data to address their questions and prepared spreadsheets and graphs. Finally, students wrote individual reports presenting their objectives, methodology, results, interpretations, and suggestions for future work.

In an introductory Geology course, the ICP-MS was used as part of a homework assignment aimed at teaching students about drinking water quality. Students researched the sources of drinking water at their parents’ homes and chose locations around the state for sampling. The instructor analyzed the samples and prepared some of the data (5 elements) in a table and graphs. These results were given to the students as part of a homework assignment in which they were asked specific questions about patterns in the data.

ICP-MS data were incorporated into a Geology project in a summer science camp for high school juniors funded by the NSF STEP program. In this camp, groups of 3-4 students worked with science professors in week-long research projects. In the Geology project, students studied chemistry of store-bought bottled waters and surface waters from the area. Students collected waters, performed blind taste tests on the bottled waters, and helped with ICP-MS analyses. They were taught to prepare tables and graphs using spreadsheet programs. The week culminated with a poster presentation of research results for parents and peers.