1. WARE RET 2015 –Maintenance and Monitoring of Campus Rain gardens: Analyzing the Effectiveness Over Time and A Plan to Include Students in the Continuous Monitoring of the Rain Gardens. Kristy Carew 1, Mentors 2 : Dr. Ryan C. Locicero, Dr. Maya A. Trotz 1.C. Leon King High School; 2. Department of Civil & Environmental Engineering, University of South Florida For more information about the program visit: http://wareret.net. The Water Awareness Research and Education (WARE) Research Experience for Teachers (RET) is funded by the National Science Foundation under award number 1200682.http://wareret.net Abstract Objectives Background Approach Data References Follow-up Urban rain gardens are a type of green infrastructure that reduces flooding during storm events. Eight rain gardens have been incorporated into Hillsborough County Public School (HCPS) campuses. The rain garden locations were chosen by students based on campus flooding issues. So far the rain gardens have proven to be a success. However, my research questions the effectiveness of rain gardens over time, looking at whether they may get clogged and lose functionality. This research focuses on identifying the different anthropogenic and environmental impacts that may occur in rain gardens and how that affects infiltration rates. From this research, a plan was developed for student-use to implement throughout the school year. The maintenance schedule will help to prevent clogging and the monitoring allows for students to become environmental stewards for the school. Construct two 2-ft 15-cm D columns to mimic the typical conditions found within the installed rain gardens. Install media layers consisting of 7.6 cm of pea gravel, sand, and top soil, followed by 5 cm of mulch. Introduce tap water to the models for approximately 4 minutes to flush particulates and simulate fully saturated conditions, completely filling the void space, η = 1. Rain gardens are great tools for students to learn science and math concepts. Students enjoyed the learning experience so much last year, I was trying to figure out a way to incorporate this into future classes without the cost of building a new rain garden every year. I was also challenged by the administration to keep the rain garden structure and function as well as maintain the aesthetics of the improved space. This year I focused the research around, “how can we keep rain gardens functional and attractive while still involving the students in a hands-on rain garden experience?” I developed Maintenance and Monitoring Mondays, where once a month, one of my AP Environmental Science classes will work outside in the rain garden “land lab” learning how a rain garden functions. Determine if anthropogenic and environmental pollution will slow down the rate of infiltration, reducing the effectiveness of the rain garden. Involve students in the maintenance and monitoring of the rain garden so they understand the science behind a rain garden, utilizing the “land lab” space. Conclusions The environmental impacts reduced infiltration rates by 0.22 ml/s The anthropogenic impacts reduced infiltration rates by 0.24 ml/s Combining environmental and anthropogenic impacts resulted in a synergistic effect, reducing the infiltration rate by 0.81 ml/s. Fig. 1: Environmental Impacts Fig. 2: Anthropogenic Impacts Spanish moss Tree debris Roof Debris Bottle cap Gum Pencils Plastic Fig. 5: Initial rain garden installation. Fig. 6: Rain garden (3 months) This is the data chart for the students to work through each month. Fig. 3: Rain garden column models 1.Audubon Society of Western Pennsylvania; Rain Garden Maintenance. Retrieved from http://www.dcnr.state.pa.us/cs/groups/public/documents/document/dcnr_20028384.pdf http://www.dcnr.state.pa.us/cs/groups/public/documents/document/dcnr_20028384.pdf 2.DiNardo, Madeline Rain Garden Maintenance. Rutgers University. Retrieved from http://water.rutgers.edu/Rain_Gardens/RGWebsite/misc/FlahiveDiNardoRainGardenMaint enanceNewYork09.pd f http://water.rutgers.edu/Rain_Gardens/RGWebsite/misc/FlahiveDiNardoRainGardenMaint enanceNewYork09.pd f Fig. 4: Roof particulates and plant detritus routed through the mulch layer and percolated into the soil. Harvest rainwater and add 1000 ml to simulate a typical storm event, recording the time it takes for 500 ml to percolate through the model, repeating for a total of five trials. Introduce environmental and anthropogenic impacts to model. Environmental impacts: runoff debris-roof sediment, pine needles, and Tillandsia usneoides Anthropogenic impacts: school litter (e.g. gum, straws, pens, plastic) Record infiltration rates for a total of five trials.