Mitigating the Effects of Climate Change on Reservoir Evaporation Rhonda Wood Cabell County Alternative WV NxGen College and Career Ready Standards Assessment of Project Abstract S.9.ESS.14- analyze geoscience data and the results from the global climate models to make and evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. S.9.ESS.15- construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. S.HS.ETS.1- analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. S.HS.ETS.2- design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. S.HS.ETS.3- evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. The unit and the engineering design component was graded separately. Students were given grades along the way for completion of the content knowledge activities and assignments in addition to the engineering design activity. The engineering design component of the lesson was implemented and evaluated using the NASA Middle and High School Design Packet, which included a final rubric. Through exploration and experimentation students discovered the role climate change has on weather patterns and the water cycle, specifically focusing on temperature, evaporation, and drought. Students were presented with the problem of decreased water reservoir levels in arid drought ridden areas. The engineering design process was used to create a short term immediate solution to mitigate the negative effects brought on by climate change by using shade material to prevent evaporation. Students had to evaluate the trade offs regarding the water saved using their invention vs the water used in the manufacturing of their product and had to evaluate the practicality of their design. Project Description Project Timeline 10 Days: 50 Minute Periods M-F Day1: Understanding Weather and Climate Activity- Students complete the activity to compare and contrast weather and climate and analyze longitudinal temperature data to determine the effect of global warming on climate. https://www.natureworkseverywhere.org/resources/understanding-climate-change/ Day 2: Evaporation Exploration Lab- Students perform a controlled experiment in which they observe, collect data, and evaluate the phenomena of evaporation using the same containers of water in four environments- uncovered in direct sun, covered in direct sun, uncovered in shade, and covered in shade. Day 3: Exploring Drought Through Modified Earth Lab Internet Activity- Students explore and analyze the concepts, causes, and effects of drought, focusing on the availability of water as a resource from reservoirs in drought ridden areas such as the American West. https://serc.carleton.edu/earthlabs/drought/index.html Day 4: Exploring Drought Through Newsela Articles- Students read, analyze, and respond to current news articles discussing the ongoing drought phenomenon and its implications and affects on populations in the western United States and other parts of the world. https://newsela.com/ Day 5: Engineering Design Discussion & Design Phase- Using the NASA engineering design packet, students identify the problem of decreased reservoir levels and seek to design a short term solution to drought and climate change by designing a method to reduce the evaporation rate of water in a reservoir. Students determine criteria and constraints through discussions and applications to previously observed solutions on a personal level, such as pool covers and the evaporation lab. Students come to the conclusion that the material must be less dense than water and prevent evaporation. Students are given a choice of plastic beads, ranging in size, thickness, and color. Using the containers and concepts from the evaporation lab students design an experiment to test their prototype for evaporation prevention. Day 6: Engineering Design Prototype Experiment Data Collection- Using the controlled experimental design from the evaporation lab, students test the use of their selected shade materials. Students record quantitative information such as water temp and mass before and after experiment, surface temp at the beginning and end of experiment, and the mass of materials used. Day 7: Engineering Design Data Results and Discussion Analysis Trade Offs- Students use their data to discuss the efficacy of their material in prohibiting evaporation. Students are then presented with facts regarding the usage of water to make the shade materials. Using the conversion factor 1 pound of plastic requires 22 gallons of water to manufacture, students use their material mass data to determine the quantity of water used in the manufacturing process and then compare it to the mass of water saved. Students discover the amount of water used is more than the amount saved. News articles discussing the idea being previously implemented and the controversy whether the water used in making the materials if worth the amount of water saved are read and discussed. Day 8: Engineering Redesign Repeat Experiment Data Collection- Continuing with the previous discussion on the trade-offs of water used to produce vs water saved students are instructed to redesign their solution in attempts to use less plastic material therefore using less water in the manufacturing process. Students choose disc shaped vs balls and or lighter more thinner plastic materials. Students repeat the experimental design process with their new materials. Day 9: Engineering Redesign Data Results, Analysis, and Discussion -Using the data collected from the experiment using the redesigned shade materials, students calculate the mass of water saved from evaporation and the mass of water consumed in the manufacturing of their redesign materials. Students evaluate the effectiveness of using less massive materials and whether they can provide the same rate of reducing evaporation. Day 10: Evaluating Trade-Offs & Sharing Solution- Using the data collected from the experiment using the redesigned shade materials, students evaluate the use of shade materials in reducing the evaporation rates in reservoirs in comparison to the water consumed in the manufacturing process. Students discuss the geographical differences of water availability and determine whether overall water conservation is needed or if materials can be manufactured in areas where water is abundant, such as WV, and shipped to areas where potable water is scarce, such as western United States. Students reflect and share their thoughts and ideas concerning the current problem and existing solutions to drought and water conservation. Evaluate/Reflect Students began the project by completing activities addressing the effect climate change has on temperature patterns and exploring the phenomena of decreased water reservoir levels in arid drought ridden regions. Students were tasked with developing a solution to decrease the rate of evaporation in reservoirs and ultimately derived at the idea of using materials to cover the water to act as a shade against the sun’s evaporative energy. Students discovered the plastic materials used to prevent evaporation required the consumption of water in the manufacturing process and had to consider this in the redesign of their solution. Students attempted to use the least amount of plastic material while maintaining the reduced evaporation rate of their water sample. Students then had to decide if the water used in one area was worth the water saved in another. The idea for the project originated with an article I previously read concerning the use of shade balls in Los Angeles, California to combat the decreasing water levels in their reservoir. After researching this practice I found that the use of shade balls presented its own controversy due to the water consumed during the manufacturing process. The subject of drought directly ties in to climate change and the effect it has on society. I felt the project was executed well due to meticulous pre-planning on my part. I anticipated the thought process and steps the students would take and planted ideas and concepts through out the lessons and discussions. I reorganized the project after the first design. The students originally were to read articles citing the use of shade materials and water consumption in the manufacturing process after they attempted to use less plastic in their redesign, however I decided to present them with the articles before as a motivator and real life application of their challenge. I wanted the students to know engineering does not have to begin with an original design, but can be an improvement on a previous one. Knowing the real-world applications gave more credence and relevancy to the problem they were trying to solve in their engineering design project. In the future I would like to have the students communicate with someone involved with reservoirs via skype or as a guest speaker. Engineering Design Products Students evaluated their experimental design and chose variables and constraints. Acknowledgements Students chose the materials to test. Materials ranged in size, shape ,and color. Students took measurements throughout the process to determine the effectiveness and practicality of their design I would like to thank the students and staff at the Cabell County Alternative School for being supportive of my endeavors. I would also like to thank everyone involved with ESS Passport for affording me this opportunity Students placed their set ups in simulated conditions..