Translation Script
for
The GLOBE Program
"Protocol Series: Dissolved Oxygen"
March 21, 2001
Music up. Opening sequence and title slate appears: Protocol Series: Dissolved Oxygen. Effect to a shot of a waterfall or rapidly flowing water.
Cut to a sound-up of a teacher and students.
Teacher: "Boys & girls we're getting ready to measure the dissolved oxygen in our creek, but before we do I'd like to know what questions you have about dissolved oxygen."
1st Student: "What exactly are we measuring when we do this protocol?"
2nd Student: "What effect does dissolved oxygen have on the plants and animals in the water?"
3rd Student: "What causes the levels of dissolved oxygen to change?"
Cut to Dr. Martha Conklin, University of Arizona, on camera.
SOT: "Dissolved oxygen is a very important indicator of what can exist in a water body. Many animals only breathe oxygen, so without oxygen, they cannot live. So, as a scientist, I look at dissolved oxygen as an indicator of the ecosystem."
Music sting and graphic bumper: Getting Started
Cut to shot of a water body, then water becomes background for graphic that shows a water molecule, made up of one H atom and two O atoms. Water shot dissolves out to full graphic, and oxygen gas molecule moves in, screen fills with H2O and O2 molecules.
1. AS YOU PROBABLY KNOW, WATER -- H2O -- IS MADE UP OF TWO HYDROGEN ATOMS AND ONE OXYGEN ATOM. BUT YOU MIGHT NOT KNOW THAT OXYGEN GAS, O2, IS MIXED IN WITH THE WATER MOLECULES OF ALMOST ANY BODY OF WATER.
Effect to shots of materials--dissolved oxygen kit, distilled water, 250-ml polyethylene bottle with top, thermometer, latex gloves and safety goggles and data work sheets. Cut to shot of GLOBE Teacher's Guide on shelf.
2. TO MEASURE DISSOLVED OXYGEN, YOU’LL NEED A DISSOLVED OXYGEN KIT, DISTILLED WATER, A 250-MILLILITER POLYETHYLENE BOTTLE WITH A TOP, A THERMOMETER, LATEX GLOVES AND SAFETY GOGGLES AND YOUR DATA WORK SHEETS. REMEMBER, THE LIST OF MATERIALS YOU NEED IS IN THE GLOBE TEACHER'S GUIDE.
Pan from GLOBE Teacher's Guide to students in lab beginning to do calibration.
3. EVERY SIX MONTHS, YOU’LL NEED TO DO A CALIBRATION TO VERIFY THE QUALITY OF THE CHEMICALS IN YOUR DISSOLVED OXYGEN TEST KIT.
Cut to shot of students rinsing a 250 ml bottle with distilled water, then pouring 100 ml of water from a beaker into the bottle. CU pouring.
4. FIRST, RINSE A 250 MILLILITER BOTTLE TWICE WITH DISTILLED WATER, THEN POUR 100 MILLILITERS OF DISTILLED WATER INTO THE BOTTLE.
Cut to student putting cap on, cut to student with stopwatch. CU stopwatch. Cut to wide shot as bottle is shaken.
5. PUT THE LID ON TIGHTLY AND SHAKE THE BOTTLE VIGOROUSLY FOR FIVE MINUTES. (SU--"Go!") SHAKING SATURATES THE WATER WITH OXYGEN.
Cut to shot of student taking the cap off and placing a thermometer in the water. Cut to overview and side view through bottle to show that the tip of the thermometer isn’t touching the bottom or sides of the bottle. Cutaway of student with stopwatch and then cut to shot of student holding up thermometer and reading it, another student checking it. Cut to shot of thermometer in water. Students read temperature again. Cut to students recording the temperature on a data work sheet.
6. NOW, UNCAP THE BOTTLE AND CAREFULLY PUT YOUR THERMOMETER IN THE WATER, MAKING SURE THAT THE TIP ISN'T TOUCHING ANYTHING BUT WATER. WAIT THREE MINUTES (SU--"Time's up.") AND NOTE THE TEMPERATURE. (SU--"It's 24 degrees Celsius." "Yep.") WAIT ONE MINUTE MORE AND READ THE TEMPERATURE AGAIN. (SU--"Yep.") IF IT HASN'T CHANGED, RECORD THE TEMPERATURE.
Cut to shot of students with titrator.
7. NEXT, FOLLOW THE DIRECTIONS WHICH COME WITH THE DISSOLVED OXYGEN KIT TO MEASURE DISSOLVED OXYGEN.
Cut to shot of student recording value, cutaway student, wide shot of students with worksheets. Cut to snow scene with mountains and water crashing around rocks.
8. RECORD YOUR RESULTS ON THE DATA WORKSHEET AS MILLIGRAMS PER LITER D-O FOR THE DISTILLED WATER STANDARD. NOW YOU HAVE TO DETERMINE IF YOUR RESULTS MATCH THE EXPECTED VALUE FOR A SATURATED D-O DISTILLED WATER SAMPLE. LEVELS OF DISSOLVED OXYGEN IN WATER ARE AFFECTED BY TEMPERATURE AND ELEVATION. SO, WE MUST CORRECT THE EXPECTED VALUE FOR THESE EFFECTS.
Cut to shot of student's finger tracing down table. Highlight value.
9. TO DO THAT, FIND THE TEMPERATURE OF YOUR STANDARD IN THE FIRST TABLE PROVIDED IN YOUR TEACHER'S GUIDE. THEN LOOK AT THE CORRESPONDING SOLUBILITY OF OXYGEN AND RECORD IT ON YOUR CALIBRATION DATA WORK SHEET.
Cut to shot of student's finger tracing down table. Highlight value.
10. NOW, LOOK AT THE SECOND TABLE IN THE TEACHER’S GUIDE AND RECORD THE CALIBRATION VALUE THAT CORRESPONDS TO YOUR ELEVATION.
Cut to shot of value being written down on data sheet, dissolve to wide shot of waterfall, superimpose 8.4 x 0.97 = over waterfall shot. Dissolve to students writing on data worksheet and super 8.15 mg/L.
11. TO GET THE EXPECTED VALUE FOR YOUR TEMPERATURE AND ATMOSPHERIC PRESSURE, MULTIPLY THE SOLUBILITY OF OXYGEN (THE VALUE YOU GOT FROM THE FIRST TABLE) BY THE CALIBRATION VALUE (THE VALUE YOU GOT FROM THE SECOND TABLE). THE RESULT IS THE EXPECTED VALUE FOR A SHAKEN DISTILLED WATER STANDARD.
Cut to shots of students shaking water bottle, writing down values, looking at charts, and reporting information at computer.
12. COMPARE THAT VALUE TO THE D-O VALUE THAT YOU MEASURED FOR YOUR SHAKEN, DISTILLED WATER STANDARD. THE VALUES SHOULD AGREE WITHIN THE ACCURACY OF YOUR TEST KIT. IF THEY DON'T, TRY THE MEASUREMENT AGAIN. IF IT'S STILL OFF, BUT BY LESS THAN ONE MILLIGRAM PER LITER, RECORD THE DO VALUE ON YOUR WORKSHEET. IF YOU GET A DIFFERENCE OF MORE THAN ONE MILLIGRAM PER LITER, REPORT THE VALUE TO GLOBE AND REPLACE THE CHEMICALS IN YOUR TEST KIT BEFORE MAKING ANY MORE MEASUREMENTS. RECALIBRATE WHEN YOU GET NEW CHEMICALS.
Music sting and graphic bumper: Step By Step
Cut to wide shot of three students in field opening up materials.
(SU--"OK, let's do dissolved oxygen" "OK." "I think I'll be the sampler and Kevin, you be the recorder." "All right, let's go.")
Cut to shot of students walking toward water body. Cut to student at water body putting on gloves.
13. DEPENDING ON YOUR WATER BODY, YOU MIGHT NEED TO WEAR LATEX GLOVES AND SAFETY GOGGLES TO COLLECT YOUR SAMPLE.
Cut to shots of student rinsing bottle and her hands two times with sample water.
14. FIRST RINSE THE BOTTLE...AND YOUR HANDS.
Cut to shot of student immersing an empty bottle with its cap on into the water sample, then taking cap off, letting it fill up, tapping it to get rid of air bubbles
15. THEN, FILL THE SAMPLE BOTTLE.
Cut to shot putting the cap on the bottle. And then removing bottle from water and holding it up and examining it.
16. THE TOP GOES ON THE BOTTLE WHILE IT'S STILL UNDERWATER. IF THERE ARE ANY AIR BUBBLES, OR IF THE SAMPLE IS EXPOSED TO THE AIR, THE AMOUNT OF OXYGEN DISSOLVED IN THE WATER WILL BE CHANGED.
Cut to student bringing water to group.
(SU--"Here's the water sample.")
Cut to shot of student putting water in vial.
17. RINSE THE VIAL IN YOUR TEST KIT WITH DISTILLED WATER AND THEN BE SURE TO DRY IT WELL.
Cut to shot of student opening up test kit and reading directions.
(SU--"Add eight drops of manganese sulfate solution.")
Cut to shot of students dropping in liquid, shaking, CU on brown sample, wide shot adding powder, CU adding powder, shaking water sample, holding sample up to look at it.
18. THESE STUDENTS ARE FOLLOWING THE INSTRUCTIONS IN THEIR KIT TO PRESERVE, OR STABILIZE, THE WATER SAMPLE. PRESERVING THE SAMPLE KEEPS THE AMOUNT OF DISSOLVED OXYGEN FROM CHANGING BEFORE IT IS MEASURED. ONCE THE SAMPLE IS PRESERVED, THE DISSOLVED OXYGEN CAN BE TESTED EITHER IN THE FIELD OR IN THE CLASSROOM.
(SU--"It's all dissolved. Our sample is fixed.")
Music sting. Dictionary graphic with text (definition: sample preservation, to stabilize the oxygen in the solution so that the concentration will not change), which can be removed for the foreign language master.
DEFINITION: SAMPLE PRESERVATION: To stabilize the oxygen in the solution so that the concentration will not change.
Cut to shots showing titrant solution first being dropped into bright yellow solution. See color change to pale yellow. Cut to CU of solution held up to paper. Cut to shot of starch indicator being added and the solution turning blue. Cut to shot of students adding titrant solution one drop at a time and swirling solution. Students hold up white paper behind to make sure it's clear.
19. THE TITRANT SOLUTION IS ADDED DROP BY DROP UNTIL THE COLOR GOES FROM BRIGHT YELLOW TO PALE YELLOW. (SU--"That might be a light yellow." "OK, let's hold it up to the paper." "It looks about right.") THEN YOU ADD A STARCH INDICATOR, AND THE SOLUTION TURNS BLUE. (SU--"OK, we're pretty close to clear.") CONTINUE ADDING TITRANT SOLUTION, DROP BY DROP, UNTIL ALL THE COLOR DISAPPEARS. BE SURE TO HOLD THE DROPPER VERTICALLY AND SWIRL AFTER EACH DROP IS ADDED. (SU--"Let's hold it up to the white paper.")
Cut to shots of student reading out the DO value and another writes it down.
(SU--"5.2")
Cut to CU of student speaking.
(SU--"OK, let's go into our laboratory and clean it up.")
Music sting and graphic bumper: A Closer Look
Cut to shot of students rinsing vial, bottle and hands.
20. AT THE BEGINNING OF THE PROTOCOL, IT'S IMPORTANT TO RINSE YOUR VIAL AT LEAST TWO TIMES IN DISTILLED WATER AND YOUR SAMPLE BOTTLE AND YOUR HANDS AT LEAST TWO TIMES WITH SAMPLE WATER. DON'T FORGET GLOVES AND SAFETY GOGGLES IF YOU ARE CONCERNED OR UNSURE ABOUT THE SAFETY OF THE WATER YOU ARE SAMPLING.
Cut to shot of capped bottle going into the water, then cap being taken off, bottle filling up, student tapping bottle underwater and capping the bottle.
21. NOTICE THAT THE CAP GOES ON AND THEN THE BOTTLE IS PLACED IN THE WATER. ONCE IT'S COMPLETELY SUBMERGED, YOU TAKE THE CAP OFF AND LET THE CONTAINER FILL UP WITH WATER. WHEN IT’S FULL, TAP THE BOTTLE TO RELEASE ANY AIR BUBBLES AND THEN REPLACE THE CAP WHILE THE BOTTLE IS STILL UNDERWATER.
Cut to shot of bottle being taken out of water and held up for observation.
(SU--"Perfect! No air bubbles.")
Freeze shot of student holding up bottle.
22. IF YOUR BOTTLE IS COMPLETELY FREE OF AIR BUBBLES, YOU HAVE A GOOD SAMPLE THAT IS READY TO BE PRESERVED AND TESTED.
Cut to shot of student scooping chemicals. Freeze shot and arrow points to scoop. Cut to shot of bottle with towel underneath. Arrow points at towel. Arrow moves from top to bottom.
23. WHEN YOU'RE ADDING POWDERED CHEMICALS, MAKE SURE TO KEEP YOUR SCOOP OUT OF CONTACT WITH ANY LIQUID. PLACE A PAPER TOWEL UNDER THE SAMPLE BOTTLE BEFORE ADDING ANY CHEMICALS TO SOAK UP ANY SPILLS. DON'T WORRY ABOUT OVERFLOW; THE CHEMICALS ARE MORE DENSE THAN THE SAMPLE AND WILL SINK TO THE BOTTOM...IT WILL ONLY BE SAMPLE WATER THAT OVERFLOWS.
Cut to shot of students shaking solution to dissolve solids. CU of bottle.
24. MAKE SURE TO SHAKE WELL SO THAT THE SOLIDS WHICH HAVE FORMED IN YOUR SAMPLE DISSOLVE COMPLETELY.
Cut to shot of student adding titrant. Freeze shot and arrow points to container holding titrant.
25. THE D-O VALUE IS BASED ON THE VOLUME OF TITRANT IT TOOK TO MAKE THE COLOR IN YOUR SOLUTION DISAPPEAR.
Cut to wide shots of students performing protocol and recording values on the data sheet. + 1 mg/L supered over video. Super comes off and shot continues with average being written down on paper.
26. LIKE ALL HYDROLOGY PROTOCOLS, THE DISSOLVED OXYGEN PROTOCOL SHOULD BE PERFORMED ON THREE SAMPLES, BY AT LEAST THREE GROUPS OF STUDENTS IF POSSIBLE. AFTER EVERYONE'S COMPLETED THE PROTOCOL, AVERAGE THE D-O VALUES. IF ALL THE MEASUREMENTS ARE WITHIN ONE MILLIGRAM PER LITER OF THE AVERAGE, REPORT THAT AVERAGE TO THE GLOBE DATA SERVER. OTHERWISE, REPEAT THE MEASUREMENT.
Cut to shot of students pouring liquids into waste bottle.
27. MAKE SURE YOU PUT ALL LIQUIDS IN A WASTE BOTTLE WHEN YOU'RE DONE.
Music sting and graphic bumper: Oops!
Shot of student taking out capped bottle from underwater and holding it up. Air bubbles can be seen in the bottle. Universal "no" sign appears over the bottle.
28. THESE STUDENTS HAVE AIR BUBBLES IN THEIR SAMPLE WATER, SO THEY NEED TO POUR THE WATER OUT AND COLLECT A NEW SAMPLE.
White flash to effect to shot of group walking toward camera with materials. Universal "no" sign appears over group.
29. DON’T TAKE YOUR WATER SAMPLE BACK TO YOUR CLASSROOM TO TEST UNLESS YOU HAVE USED YOUR DISSOLVED OXYGEN KIT TO STABILIZE THE SAMPLE FIRST.
White flash to effect to shot of students using chemicals without wearing gloves or goggles. Universal "no" sign appears over them.
30. AND ALWAYS BE SURE TO USE EYE PROTECTION AND LATEX GLOVES WHEN USING CHEMICAL TEST KITS.
Music sting and graphic bumper: Let's Learn
Teachers and students on camera.
Teacher: "Now that we have been measuring dissolved oxygen in our creek for some time, I'm wondering if you have any questions that you'd like to research about dissolved oxygen?"
1st Student: "It looks like there might be a relationship between the time of year and the amount of dissolved oxygen. I'd like to know what that relationship is."
2nd Student: "Is it really the time of year or is it the temperature that affects the dissolved oxygen?"
3rd Student: "I am interested in how the turbidity of the water affects the dissolved oxygen. I noticed that in the spring and fall, it floods a lot and makes the water full of silt. And I wonder if that affects dissolved oxygen?"
4th Student: "What about altitude? I'd like to compare measurements of other schools at different altitudes to see if air pressure affects dissolved oxygen."
Cut to shots of water flowing, people canoeing on a still lake, then bring Dr. Martha Conklin, University of Arizona, on camera.
SOT: "If I saw that dissolved oxygen was low, I would be worried because not very many fish could exist in that water body. (jump) So, the first thing I would do (jump) is observe it - look around and see if there are any obvious influences, whether there's runoff coming from fields, whether there's any pipes emptying out in that water body, and just get a sense of what's going into that water body. If there's no obvious inputs, then I have to start looking at other measurements to see if I can get other indicators."
Dissolve slowly to a shot of the same activity that opens the piece. Fade to a shot of the GLOBE Teacher's Guide. Superimpose over video: Visit GLOBE at www.globe.gov
31. FOR ADDITIONAL INFORMATION AND MORE DETAILED INSTRUCTIONS ON HOW TO DO THIS PROTOCOL, PLEASE REFER TO THE GLOBE PROGRAM TEACHER'S GUIDE.
End with shot of waterfall or rapidly flowing water before fading to black.
SLATE: Produced for The GLOBE Program® by DWJ Television.