Field Study:
Water Quality Monitoring

We do not provide detailed descriptions of water quality monitoring protocols here. Which tests you choose to do and how you do the monitoring depends on when, where and why you want to monitor. The following are only general guidelines.

Preparing Students:

• Prepare students for field work by presenting appropriate background information.
• Demonstrarte or practice the use of the equipment, including the test kits, before going into the field.
• Make sure everyone has a role in the process and that there is sufficient adult supervision for the activities.
• Explain the goals, methods and ground rules for the field session before heading out.
• Instruct students to wash on return from field sessions, especially before eating.

Chose Sites That ...

• are easily and safely accessible for the number of people involved and will not be damaged by repeated visits.
• are typical of the waterbody being studied.
• may show differences in water quality above and below land uses that might impair water quality.

Timing and Frequency of Sampling:

• The more frequent the study and sampling, the more accurate the interpretations about water quality will be - weekly sampling is considered very frequent, monthly not very frequent.
• For water quality assessment, periods immediately following heavy rain or snow melt will show the greatest effefct of non-point pollutants resulting from land use factors (e.g. urban runoff, dry fallout of pollutants).
• Alternate between storm/snowmelt runoff eriods and "base flow" periods (i.e. when stream is fed only by groundwater, not surface runoff) to evaluate the impact of stormwater runoff.

Conducting Tests:

Note: Chemical test kits are not appropriate for use by younger children - under grade 6. Use by grade 6 and up should always occur with adult supervision. Wear safety goggles when conducting tests. Chemical testing is best done back in the classroom to minimize the chance of damage to equipment. Collect water in a suitable container and minimize heating and disturbance.

Interpreting Results:

It is important that the students participate in interpreting the results. One simple way to objectively interpret the results you obtain is to categorize the numerical results of each parameter tested, then summarize those results. The box below offers an example for a given set of parameters tested. You might choose other parameters or set different limits, but the principal remains the same.

Circle the rating for each indicator below:

Water Quality Indicators	Excellent	Good	Poor
Temperature	less than 55F	55 to 75F	greater than 75F
Dissolved Oxygen	75 to 100%	50 to 75%	less than 50%
pH	6.0 to 7.5	5.5 to 6.0	less than 5.5
Alkalinity	greater than 9 mg/l	4 to 9 mg/l	less than 4 mg/l
Aquatic Animals	greater than 8 types	4 to 8 types	less than 4 types

Add the number of excellent, good and poor ratings: ______ excellent; _____ good; _____ poor

Estimated Overall Water Quality: (What is the most common rating?)
 

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