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Stage 1 – STEM Activity 8

Oil and water part 2

A photo showing part of a large, black rubber barrier which contains a brown oil spill floating on blue sea water. There is a small boat pushing the black rubber barrier inwards to concentrate the oil spill.

Description of activity

Students investigate how to clean up after an oil spill.

The suggested time for this activity is approximately 90 minutes.

Context

Students have investigated the behaviour of oil in water, under different conditions, in the activity Oil and Water – Part 1. They will now investigate different ways to contain or disperse an oil spill.

Outcomes

Skills

ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained

Knowledge and understanding

ST1-13MW relates the properties of common materials to their uses for particular purposes
ST1-16P describes a range of manufactured products in the local environment and how their different purposes influence their design
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
MA1-10MG measures, records, compares and estimates areas using uniform informal units
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
GE1-2 identifies ways in which people interact with and care for places

Resources

  • Glass or clear plastic containers, spoons
  • Water supply, simulated oil made from a mixture of vegetable oil and cocoa powder
  • Drinking straws, sponges, cotton wool, absorbent paper, detergent, string
  • Template of a table for recording data

Work, health and safety

  • Check relevant Work, health and safety guidelines.
  • Provide warnings about working in wet areas where water and oil on the floor can be slip hazards.
  • Wash hands with soap after the activity to remove traces of oil.
  • Oil mixture may stain so students may be advised to wear protective clothing.

Evidence of work for assessment purposes

  • Notes describing the methods used in the tests that were carried out
  • A record of results of all tests comprising tables and pictures
  • A statement summarising the results of the investigation.

STEM teaching and learning activities

  • Show students the simulated oil explaining that this was oil that leaked from a boat.
  • Students pour oil into a volume of water and observe the way oil and water behave and record their observations. This will simulate an oil leak from a boat.
  • Pose the question ‘If a boat leaks oil, what can be done to deal with the oil spill?’
  • Students research how people/companies deal with actual oil leaks.
  • Students discuss how they can test these different methods. The main ways in which oil spills are dealt with are by:
    • containing the oil within a barrier
    • using materials to absorb the oil.
  • Students are provided with a quantity, eg 5 mL, of simulated oil, a container, water and a range of materials that they can use for testing.
  • Students test different materials to determine which materials, or combination of materials, will best absorb this amount of oil. Students describe the tests undertaken and record the results in a table.
  • Students test structures and materials to determine which materials absorb the oil and which strategies are able to contain the oil. Students describe the tests undertaken and record the results in a table.
  • Using the results of these investigations, students record the methods they plan to use to remove the oil spill from the expanse of water.
  • By finding the area of the oil slick, students will determine the:
  • length of materials they will need to contain the oil
  • amount of materials they will need to absorb the oil.
  • Students determine the quantities and the equipment they will need by relating them to the materials required to clear 5 mL of oil.
  • Students carry out their planned tests and record their results.
  • Students record a statement which outlines their answer to the problem posed.

Vocabulary list

Absorb – to soak up
Contain – to hold something in a fixed area
Data – facts or figures that can be used to draw conclusions
Disperse – to separate and move in different directions
Experiment – a scientific test in which you perform a series of actions and carefully observe their effects in order to learn about something
Float – rest or move on or near the surface of a liquid
Results – information gained from an investigation
Sink – to go down below the surface of a liquid
Surface – the outermost layer of an object
Table – a set of facts or figures displayed in columns and rows
Timer
– an instrument that measures and indicates time

Key inquiry question

What are some ways you can deal with the oil spill?
There are several main ways to deal with oil spills:

  • contain the oil in a small area
  • absorb the oil
  • disperse the oil

Suggest that the students use the materials provided to try different methods.

Support materials

Diversity of learners

For additional support

  • Devise a range of experiments to test oil clean-up by creating a scaffold or worksheet.

For extension

  • Students research the effect of oil spills on the environment. GE1-2

Review

In this STEM activity your students developed the skills of planning and carrying out investigations and collecting, displaying and analysing data to design a product that provides a solution to a specific problem.

Students were provided with the opportunity to use their scientific knowledge with their ability to design a series of tests to create a solution to a real-world problem which has major effects on the environment.

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