Merit Winner: TMA Excellence in Science Teaching Awards
Julie Gaubatz - W.H. Taft High School, San Antonio, Texas
The Mysterious Tragedy at Lake Nyos
Sample Lesson
Lesson Overview
This lesson was designed for students in the ninth through 12
th
grades and requires four 50-minute class sessions. It provokes
students to draw on knowledge and strategies from various
scientific domains to answer questions they raise themselves as
they attempt to solve the mystery surrounding the August 1986
tragedy that occurred in West Africa's Lake Nyos valley.
Scientists from across the world visited Lake Nyos after hearing
rapidly spreading word of the mysterious deaths of 1,700 valley
residents. They and other visitors were stunned to find entire
populations of villagers, livestock, and wild animals dead. The
precipitating events apparently had happened
suddenly - hundreds of birds appeared even to have died
in midflight. As students in the lesson attempt to answer their
questions about what could have caused the Lake Nyos tragedy, they
are given "confidential governmental briefings" based on actual
eyewitness testimony and realistic, but elaborated, empirical data
from which they must generate their hypotheses. They are then asked
to use the most viable of their causal hypotheses to develop a
feasible plan to prevent similar tragedies (of which the Lake Nyos
incident was the second in a two-year span) from happening again.
As they investigate further, students learn about the
characteristics and behaviors of gases, a bit of geology, and how a
variety of substances affect the pulmonary system, including
cigarette smoke, commonly abused inhalants, and gaseous pollutants,
one of the latter of which (although occurring naturally) was
implicated in the Lake Nyos event. To culminate the project,
student present their findings to their classmates using posters,
oral summaries, and/or PowerPoint software. This lesson
connects the biomedical/health sciences, forensic sciences,
geology, and studies of the behavior of gases to heighten students'
awareness of the dangers of exposing their lungs - either
accidentally or intentionally - to dangerous
substances.
Learning Objectives
-
Describe some behaviors and characteristics of
gases.
-
Describe how gases interact with the pulmonary
system.
-
Apply knowledge of gases, the pulmonary system and geology
to determine the cause of the tragedy at Lake Nyos.
-
Connect demonstrations and laboratory activities to
phenomena that can be applied to solving (assigned)
problems.
-
Use individual and disparate pieces of data to create
coherent hypotheses.
-
Present a convincing explanation of the Lake Nyos event
and propose a solution to prevent future tragedies at central
and western African lakes in poster, PowerPoint, and oral
formats.
-
Increase awareness of other cultures, countries and
geological characteristics found outside the students'
hometown.
-
Connect the actions of gases and the pulmonary system to
the dangers of smoking and psychoactive inhalants.
Materials Used
-
Various Handouts
- Laboratory station handouts; "confidential briefing
information"; concluding information; and reference materials
on geology, the pulmonary system, gases, and inhalents.
-
Laboratory Materials
- Lab station A: Various bottles of carbonated drinks.
-
Lab station B: Straws, bromophenol blue solution (pH
indicator), paper cups.
-
Lab station C: Periodic table and EITHER balloons
filled with various gases OR a video segment showing
balloons filled with various gases to demonstrate the
density of gases in comparison to air (suggested video clip
from NNN).
-
Lab station D: Dry ice, cookie tray with water, three
candles anchored to the cookie tray, matches, clear cake
cover or large beaker.
-
Presentation Materials
-
Computers with PowerPoint OR poster board, scissors,
markers, glue, paper, etc.
Methods of Implementation
These lessons are written for four 50-minute sessions, but
easily can be modified to fit 90-minute block sessions.
Students are introduced to the lesson with a brief overview of
the observations made by visitors to the Lake Nyos valley on the
morning after the tragedy. In brief, in August 1986 travelers
entering the Lake Nyos region found whole populations of villagers
dead, along with their livestock and wild animals. No noticeable
smell was in the air, no disease was apparent, no violence seemed
to have occurred. It looked as if everyone had dropped dead without
warning or panic. The only odd observation was that Lake Nyos
itself seemed different. Near the lake, a strong sulfurous smell
was evident, and the lake had changed from beautifully clear to
muddy and clouded. Perhaps the tragedy resulted from something in
the lake?
Students then take their directives in the form of a handout
that begins with the words, "Thank you, Doctors
and
for agreeing to help us solve this mysterious tragedy.
…" Students are given "confidential briefing materials" that
include fictional data (e.g., gas chromatographs, pH readings)
coupled with actual survivors' testimonies, pictures, and
observations from the scientists who arrived first on the scene, as
well as topographical maps of the Lake Nyos valley that help
students use the knowledge they gain from various laboratory
activities to solve the mysterious tragedy. Students are
given time to read their briefing materials and to discuss with a
co-investigator their initial thoughts and feelings about the
information they have received so far. Typically, they are
immediately drawn in by the strange, seemingly inexplicable
tragedy. Students are especially intrigued by the photographs
and real-life testimonies, which enhance their recognition that
this was a real event and a genuine tragedy.
Once students have had sufficient time to digest the briefing
materials and discuss their initial hypotheses, they are encouraged
to explore various laboratory stations and complete background
research activities in a student-directed, teacher-facilitated
fashion. Students move from one station to the next at their own
pace, in any order with which they feel comfortable. This
exploratory phase requires the remainder of the first class session
and most of the second class session. At the guided
laboratory stations, students observe that gases rise out of
liquids when pressure is decreased, that carbon dioxide has acidic
properties, and that although gases are less dense than water, some
are lighter (less dense) than air, while some are heavier (more
dense) than air. They also observe that the gaseous form of dry ice
is heavier than air. From their background research activities,
they learn about the partial pressures of various gases and how
these affect the pulmonary system, including substances inhaled
from smoking, psychoactive inhalants, and pollution. They also
explore stations illustrating the role of oxygen in keeping
organisms alive, the geological properties of the Lake Nyos area,
and the cultural and political aspects of northwestern Cameroon,
the country in which Lake Nyos is situated. All of these
learning/lab station activities are very brief and students change
activities often, which keeps their interests high. Students use
the information gained from their laboratory explorations and
background research to construct a hypothesis that might explain
the Lake Nyos tragedy and to devise a culturally and politically
sensitive method to prevent future similar tragedies from occurring
in this area.
After their initial explorations, most students come to the
hypothesis that carbon dioxide had accumulated in the depths of the
lake, and that natural lake turnover caused the layers of water
containing dissolved carbon dioxide to move upward, thereby
decreasing the pressure exerted on the gas and resulting in a large
and sudden release of carbon dioxide from the lake. The carbon
dioxide, which is heavier than air, displaced oxygen at the ground
level and suffocated all living things in the low-lying areas of
the valley. Whereas villages at high altitudes were relatively
unscathed, villages downhill from the lake (in the valley itself)
suffered widespread deaths.
Students use the third class session of the lesson to prepare
their oral presentations, keeping in mind the cultural perspectives
of the people in the area. Students may use PowerPoint software or
poster boards to illustrate their hypothesis, supporting evidence
and proposals to prevent future tragedies. This allows students to
express their logic as well as their creativity as they integrate
their learning from the previous class sessions.
During the fourth session, students present their hypotheses,
supporting evidence, and preventative recommendations to the class.
Students' presentations are graded on a rubric system. Finally,
they complete a short test that assesses their understanding of gas
behaviors and characteristics, the connection between partial
pressures of gases and the pulmonary system, and the dangers of
cigarette smoking, psychoactive inhalants, and air pollution.
Evaluation Tools
Students are evaluated on laboratory technique, group dynamics,
and their final presentation as shown:
Laboratory technique: |
Cleanliness, safety, time
management |
20 |
Group dynamics: |
Participation, listening skills, equal
sharing of duties |
10 |
Presentation: |
Logical hypothesis |
10 |
|
Hypothesis supported by
evidence
|
10 |
|
Hypothesis used to explain a
variety of events |
10 |
|
Logical proposal to prevent future
tragedies |
10 |
|
Proposal sensitive to cultural and political
climate |
10 |
|
Presentation visuals |
10 |
|
Oral presentation (flow, projection, eye
contact) |
10 |
Students also are given a brief multiple-choice, short-answer,
and essay test to assess their understanding of gas behavior,
geology and the effects of various substances (such as cigarette
smoke, inhalants, and carbon dioxide) on pulmonary systems.
Description of What Makes the Lesson Effective
This lesson stimulates students' interests in the sciences by
illustrating why scientific methods are essential for solving
real-life mysteries. The story of Lake Nyos intrigues nearly
everyone who has heard it: a mysterious tragedy that killed many
villagers, livestock, and wild animals, materializing suddenly and
just as suddenly disappearing, leaving virtually no trace of its
origins. The use of survivors' testimonies coupled with the
observations of scientists on the scene, photographs of the
devastation, and maps of the Lake Nyos valley combine to give
students a realistic awareness that these events actually happened
to actual people. The presentation of this data in the form of a
"confidential governmental briefing" hooks their interest and
motivates them to use learning opportunities in the classroom lab
stations to understand this unusual event.
The requirement that students develop culturally and politically
sensitive preventative measures brings the parameters of real
scientific work into the classroom: Scientists perform their work
not in abstract isolation but in living, dynamic human societies in
which their findings and ideas ultimately are accepted or denied.
This reality also allows students to think about their own cultural
backgrounds and to take seriously the cultural backgrounds of other
people in the world.
Finally, culminating this lesson with creative presentations
gives students the opportunity to showcase their creative sides,
either in their visual or oral presentations. It's a time to
have fun with what they've learned; on that day (the final day of
the lesson), they are the experts. It's their opportunity to
acknowledge and celebrate their successes, sometimes only partial,
in solving the Lake Nyos mystery.
In the final analysis, however, this lesson focuses not only on
the human populations around Lake Nyos but also on the students
themselves by having them think about their own bodies, how their
lungs work, and the medical reasons behind why introducing
unhealthy substances into their lungs, such as cigarette smoke, air
pollution, or psychoactive inhalants, is so potentially
dangerous.
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