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Sue Hollinshead and Beverly RossCalgary Science Network

Copyright © Inglewood Wildlands Society

ENVIRONMENTAL CHEMISTRY

A RECLAIMED OIL REFINERY CASE STUDY

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Table of Contents

Background information page 3History, Subsurface contamination,Remediation, Site Monitoring, FutureMonitoring Plans, Site Reclamation

List of Activities: Off Site and On Site page 6

Pre Visit Activity: A Floater or a Sinker?? page 7Pre Visit Activity: I’ll Take Oil Over Water page 8Ground Water Illustration (CCME) page 10Oil Recovery System Schematic drawing page 11Histogram of Oil Recovered page 12Pre Visit Activity: Pollution Plumes page 13Pollution Plume Illustration (CCME) page 15Pre Visit Activity: Dirt Drain Drag Races page 16Pre Visit Activity: Spoiled Lagoon page 18

Post Visit Activities page 22Multiple Intelligence Assessment Options page 24Curriculum Links page 25Glossary page 26Water Quality Testing Reference tables page 28Resources page 29

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Inglewood Wildlands: A Reclaimed Oil Refinery Site

HistorySubsurface Contamination

RemediationSite Monitoring

Future Monitoring PlansSite Reclamation and Restoration

History:The Inglewood Wildlands is 34 hectares of land in the heart of the Inglewood community. This

land has been transformed over time from a native hunting ground, to a homestead, to an oil refinerywhich led to an industrial wasteland, and now to a wilderness park.

1939: British American Oil Refinery constructed 1939-1960: Operated as an oil refinery by BA, processing crude oil,

predominantly from the Turner Valley Oil field. 1949: Explosion and fire at refinery-residences along outside edge of west perimeter were

removed. 1960: Ownership of refinery acquired by Gulf Canada Resources Ltd. 1973-1979: Primary focus shifted from oil refinery to oil storage and asphalt

production. 1977: Oil slick appeared on Inglewood Bird Sanctuary lagoon. 1978: Hydrocarbon recovery system was put in place. 1978: Four hundred thousand litres of oil recovered from water table. 1983-1985: Gulf refinery was decommissioned. 1985: Site acquired by Petro-Canada as part of its takeover of Gulf’s

downstream resources. 1986: Initial discussion on future of site began. 1991: Rotary Club proposed Wildlands Project. University of Calgary students

from the Faculty of Environmental Design assessed the site and developedseveral concepts for future use of the site.

1991: Petro-Canada installed the hydrocarbon recovery system and graded the surface of thesite.

1992: Partnership formed between 8 Calgary area Rotary Clubs, the City of Calgary, Petro-Canada, Inglewood Community Association, and Ducks Unlimited to plan and develop the“Wildlands”.

1992: Landscaping began –Len Novak was the landscape architect and chief designer of thepark.

1993-present: Over 36,000 trees and shrubs were planted by hundreds of volunteers. 2003- 1232 cubic metres of native prairie (topsoil, seed bed and root mass) transplanted from

a Simons Valley site slated for development to the Inglewood Wildlands site.

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Subsurface Contamination:Subsurface groundwater contamination first became apparent in 1977 when an oil slick appeared

on the Inglewood Bird Sanctuary lagoon. In response a major soil and groundwater investigation wasundertaken.Remediation:

Several large capacity free product recovery systems to skim oil from the groundwatersurface (at a depth of approximately five metres) were installed. (Schematic of recoverysystem–page 12.)

A subsurface cut-off barrier was constructed along a portion of the Inglewood Bird Sanctuarylagoon to prevent further migration of the plume into the lagoon.

A groundwater control system (separator ditch) was designed to minimize the potential forfurther migration of the contaminant plume southward, toward the Bow River. The water inthe ditch is elevated above the water table level, providing a physical barrier preventingmigration of the oil on the water table.

About 150 groundwater monitoring wells were installed (100 on the “Wildlands” site, and 50 on the Inglewood Bird Sanctuary site), to monitor the extent and thickness of hydrocarbon aswell as the associated subsurface combustible hydrocarbon vapours.

Later a small capacity mobile belt skimmer was used to recover small volumes of oil fromtargeted groundwater monitoring wells for a short period –use was discontinued due tocontinual malfunction.

Monitoring and Management of Site: Maintenance of oil recovery systems: monthly Monitoring of selected groundwater monitoring wells monthly–measuring ground water

elevation, presence/thickness of oil, vapour levels. Inspection of Inglewood Bird Sanctuary lagoon, separator ditch, and outlet to Bow River

monthly. Quarterly sampling and laboratory analysis of the outfall discharge to Bow River. Semi-annual monitoring of all available groundwater monitoring wells (groundwater elevation,

presence/thickness of oil, vapour levels). Semi-annual sampling of four groundwater wells in the immediate vicinity of the site, and four

down-gradient monitoring wells.

Future Monitoring Plans: Groundwater monitoring will continue to ensure that subsurface contaminant plume remains

stable and immobile. Continued operation of the various free product recovery systems. Continued operation of the ground water controls system, including monitoring of the

associated outfall to the Bow River.

Site Reclamation: As part of the plant decommissioning, much of the surficial soil containing hydrocarbon and

trace metal contamination was removed from the site. In 1992 imported soil was spread over the site, which was then recontoured and seeded. Over 36,000 trees and shrubs were planted by hundreds of volunteers. In 1994 Petro-Canada signed a 99-year lease with the City of Calgary to maintain the park.

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The only original structure from the oil refinery remaining is the skeleton of the electricalbuilding –left as a reminder of the past.

An ornamental pond in the centre of the site was created from a T ditch (part of the initialrecovery of oil). It incorporates a compacted clay liner to minimize the potential impact ofthe pond water on the underlying hydrocarbon plume, and to contain the pond water byreducing seepage. The pond is recharged with surplus water taken from the separator ditch.

In 2003 the City of Calgary transplanted 1232 cubic metres (over 9000 cubic feet) of nativeprairie grassland and topsoil from a Simons Valley site slated for development, to the WestKnoll of the Inglewood Wildlands–intent is to provide 15 cm topsoil depth, as well as the seedbed and majority of root mass. A rare native plant (Sandhills Cinquefoil) was identified on theSimons Valley site.

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Off-Site Activities A Floater or a Sinker?? I’ll Take Oil Over Water Pollution Plumes Dirt Drain Drag Races Spoiled Lagoon Aerial Photos/Color Photos–borrow laminated copies, and trace community history or go toEducation Program/General Resources/Aerial Photos on the www.inglewoodwildlands.ca website. Journal recording prior to Wildlands Visit Experience in recording outdoors prior to Wildlands Visit

Inglewood Wildlands –On Site Activities

First Impressions: Observation of decorative gate, and first monitoring well Nature walk –observing development of parkland, and remnants of oil refinery and reclamation

efforts. Consider impact of human activity; evidence of recovery. Identify bioindicators. Investigating a monitoring well – with an oil “dipstick”, measure carbon dioxide content of air

collected from opening to well, consider bioremediation. Walk to storm sewer outlet into the Bow River –smell the odor of hydrocarbon as you get near

this outlet. Sample water taken from the outfall, and just above the outfall. Test for pH,dissolved oxygen, temperature, nitrates and compare the two samples.

Show students the workings of the inside of a green recovery shed –where the hydrocarbon isstill being skimmed off the water table, review recovery process, and technology used.

Walk to separator ditch, observe boom, look for samples of bitumen. Pond Study–invertebrates, dissolved oxygen, pH, temperature, nitrates–sample water where it

enters the pond, as well as along another portion of shoreline some distance away. Mapping/Compass Activity from Look Out Hill Planting –Stewardship of the land or Plant Study–sketch, describe common varieties–consider

phytoremediation Senses Gathering –sights, sounds smells are amazingly diversified

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A Floater or a Sinker?? Suggested class time –1 period

Learner Outcome: Understanding relative densities of the oil and water as well as experimenting withmaterials that will float on oil, and others that will float at the interface (i.e. things that sink in oil,however float on water), will enhance the student’s ability to understand the operation of the hydrocarbon skimmer pump.

Materials: Vial or small jar Water Vegetable oil

Items to try as “floaters”in oil Items to try as “floaters”in water and“sinkers” in oil

Procedure:1. Pour some water and some oil into the vial or jar.2. Let the layers separate and settle.3. Try floating a variety of objects – see if you can identify at least one “floater” in oil, and one “floater” in water and “sinker” in oil (i.e. one thing that floats at the very top of the oil, and one that floats at the interface between the oil and water.) One object that will float at theinterface is a plastic tab–the sort that is used to secure a bag of bread.

Background:The “Scavenger Filter” or hydrocarbon skimmer pump that is used on this site is a large disc

shaped metal object. The only opening into the “pump” is through a cylindrical filter –looks like a car airfilter. This filter is made of a hydrophobic, olephylic material. It is semi permeable - permits oil to movethrough it freely, and doesn’t allow water to flow througheasily. The intent is to allow only oil to flowinside the pump unit. Inside the pump is a metal dish in which the oil collects. At the bottom there is acylindrical float –when it rises, because oil accumulates in the pump, the power is engaged and thehydrocarbon is pumped out of the unit into a storage container.

Question: Is this cylindrical float more or less dense than the oil? (less dense than oil –it would floaton the oil in the jar in the above activity)Also inside the pump unit is another disc shaped float. It only floats if water accidentally gets into the

pump unit. When it floats an alarm sounds letting theenvironmental scientist know that there is water in the pump.Question: How would the density of this disc shaped floatcompare to that of oil, to that of water? If you were toplace this disc shaped float in your jar of oil and waterwhere would you expect it to settle? (It is more dense thanoil, and less dense than water, so would float at the interfacebetween the water and the oil.)Question: How would water get into the pump unit? (Aftera period of time, the semi- permeable filter becomes lesseffective, and starts to allow water to seep in.)

Figure 1 Separator cartridge or filter

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I’ll Take Oil Over Water Suggested class time–1 period

Learner Outcome: Students will gain a better understanding of what is meant by the term “water table” and where a hydrocarbon plume collects with respect to the water table. Also students will consider the technology associated with cleaning up an underground contaminant.

Materials: Glass jar Stones or large pieces of gravel –2 to 3 cm in each dimension Water Blue food coloring Vegetable oil Straw (cut in half to simulate a well) Small bits of Styrofoam

Procedure:1. In a glass jar, place small stones or large pieces of gravel (about 2 to 3 cm in each dimension)

about half way up.(Discuss with students the idea of ground water –if they are camping or out on a farm that uses awell, where does the water come from?)

2. Model ground water by pouring water (colored blue with food coloring), into the gravel, about halfway up the gravel.(Discuss where the gravel is saturated with water, and where it is not. Introduce the term “water table” as the interface wherethe gravel saturated with water meets the gravel which is notsaturated with water.)

3. Place a straw down to the bottom of the jar of gravel –(discuss a water well.)4. Now assume that an oil refinery is built on the ground above this water table. Place a few bits of

Styrofoam to simulate round white tanks on top of the rocks.5. Have students suggest how oil in a refinery might spill or leak –let each student with an answer

come up and pour a small bit of oil onto the top of the rocks, until oil has been spilled 3 or 4 timesand you can see a layer of oil floating on top of the “water table”.

6. Have students observe carefully where the oil ends up–they may wonder what will happen if itrains. Pour some water on top of the rocks–again observe where the oil ends up.

Discussion: Have the students imagine themselves as the environmental scientists now responsible for

cleaning up this oil. Discuss the problems associated with not cleaning it up. Students may suggestdigging down to the water table then sucking up the oil, they may suggest using wells to get downto the water table and then suck up the oil, they may suggest adding enough water that the oilfloats to the surface and then is more accessible for cleanup . Discuss all suggestions, and then ifdesired lead into a discussion of how the oil is recovered at the Inglewood Wildlands site –thesite of an old Gulf Oil Refinery.

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Background:

The oil floating on the water table below the old Gulf Oil Refinery site is presently pumped up fromthe water table inside green recovery sheds which can be seen on the Inglewood Bird Sanctuaryproperty. The mechanism used is as follows: (see attached schematic drawing of the recoveryprocess) A water well is put in below the level of the water table–to a depth of about 10 –12 metres.

Water is pumped up from the ground water at a very fast rate (50 –60 gallons per minute). Thiscauses the water table around the well to become depressed locally. (Imagine putting a long strawto the bottom of a milk shake, and then sucking very hard on the straw–the milkshake surfacewould go down in a cone shape toward the straw.)

The oil on the water table migrates down into this depression, creating an underground “puddle” of oil around the water well. This is easier to clean up than a thin layer of oil spread uniformly overthe water table.

A three foot wide culvert is dug down to the water table right beside the water well. The bottomof the culvert is open to the “puddle” of oil, which has been created by the water well.

A hydrocarbon skimmer pump is floated on the surface of the water table at the base of thethree foot culvert. Hydrocarbon is pumped up to the surface to storage containers.

The recovered oil is recycled. Since 1978 when the recovery began over 1.5 million litres of oil have been recovered from the

water table at the old Gulf Oil Refinery site. The first year 400,000 litres were recovered.Since then recovery has decreased regularly, to the point that in recent years recovery has beenin the order of only about 100 litres per year. Note: The y-axis on the attached oil recoveryhistogram represents volume of oil in thousands of litres on a logarithmic scale.

Questions to consider:

Where does the water pumped out of the water wells go? (At this site the water is pumpedthrough underground pipes from each of the 5 operating recovery sheds to big ditch along thesouth perimeter, referred to as the “separator ditch”. This causes a localized “mound” in the water table, and a physical barrier to hydrocarbon movement in that direction. Water from thisditch is pumped into the artificial pond on the Inglewood Wildlands site, and to the outfall at theBow River.)

How long will it take to clean up this site? It is hard to predict, however first the liquidhydrocarbon must be removed from the water table–decreasing annual volumes being collectedindicate that much of it has now been removed (see attached histogram). Then the remainder willgradually be subject to bioremediation–bacteria will breakdown the hydrocarbon, using it as afood source. Indications that this is occurring are testing for production of carbon dioxide gas,and depletion of electron acceptors in the soil. The good news is that contours mapped twiceannually of the hydrocarbon depth remaining on the water table, show that the plume is not moving–is contained now.

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Figure 2 Ground Water Illustration

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Figure 3 Petro-Canada Former Inglewood Refinery Site, Typical Oil Recovery System

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Petro-Canada Inglewood Site, CalgaryVolume of Oil Recovered From the Subsurface

400 350200 200

120

12.5 10 12.520

1.8

0.2

2.061.18

0.73

0.190.14

0.03

0.21

2.25

0.060.06

60 5050

0.01

0.1

1

10

100

1000

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

Year

Vo

lum

eR

eco

vere

d(t

hous

and

sof

litre

s)

Note:1978-1989 volumes based on scavenger pump timer operation1990-2001 volumes based on actual measured volumes

Figure 4: Histogram of Oil Recovered

Total recovered volume 1978-2001 is approximately 1.5 million litres

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POLLUTION PLUMES Suggested time: 1 class period

Learner Outcome: Students will realize that the initial area of contaminantfrom a hydrocarbon spill is much smaller than the finalzone due to environmental transport. The area ofcontaminated water is called a “plume”.

Materials: Sand –1000 mL Water –approximately 500 mL Plastic spoon Two 2 L clear plastic pop bottles Scissors Square of nylon from pantyhose Rubber band Liquid dishwashing soap (5 mL) Food colouring Eyedropper Clear plastic drinking straw Clear plastic cup

Data Table:

Depth below surface(cm)

Greatest diameter (cm) Shape

1 cm

2 cm

3 cm

4 cm

5 cm

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Procedure:

Bottles1. Cut the base off of one bottle and the top off of the other so that one will act as the

model and one as the collection bottle.2. Secure the nylon around the mouth of the model bottle using the rubber band.3. Place the model bottle inside of the collector bottle as shown.

Spill1. In the clear plastic cup, mix 5 mL of dish soap and 5 drops of food colouring.2. Add water to the sand until it is saturated. This represents the saturation at

groundwater level.3. Using an eyedropper, fill the drinking straw about halfway with the coloured soap. This

will be your hydrocarbon spill.4. Keeping your finger over the end of the straw, insert it into the sand near the edge of the

bottle. Insert it about half way through the sand.5. Tip the model so that the straw side is “updip” or above the rest of the sand.6. Wait 15 minutes. While waiting, ask students to predict what is happening to the spill over

time.Analysis

1. Scrape out a 1 cm layer of sand with a plastic spoon. Observe the size and shape of thecontaminant plume and record the observations on the data table.

2. Scrape out another 1 cm layer, observe and record. Continuethis process until the plume disappears.

3. Clean up.

Assessment:

Have students draw a cross section of what they believe the contamination plume looks like,including the site of contamination and direction of groundwater movement.

Have students made a 3-dimensional model of the plume based on data they collected. Ask students to identify as many variables for plume distribution as they can (soil type, location

of pollution–upstream or downstream, direction of groundwater movement, viscosity andsolubility of pollutant, etc.)

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Figure 5 Pollution Plume Illustration

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DIRT DRAIN DRAG RACES Suggested time 1 class period

Learner Outcome: Students will gain a better understanding of how soil type plays a majorrole in the transportation of contaminants throughout the environment.

Materials: Six 2 L clear plastic soft drink bottles Earth materials–sand, clay, gravel (500 mL

each) 100 mL beaker for measuring petroleum

products Vegetable oil (50 mL) Stop watch Eyedropper Ruler Data sheet

Sand Gravel Clay

Data Table:

Type of Sediment Percolation time (sec) Total recovery (mL)

Sand

Gravel

Clay

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Procedure:

Bottles1. Cut the base off of three bottles and the tops off of the other three so that one will act

as the model and one as the collection bottle.2. Pack the bottles with three different sediment types (600 mL each).3. Label each bottle with type of soil.

Spill1. Introduce 50 mL of contaminant (vegetable oil) into one bottle of soil.2. Repeat this procedure for the other two types of soil. You can either do all three at a

time or one at a time.Analysis

1. Start the timer to measure rate of percolation through the soil. Time howlong it takes for the spill to begin exiting the soil. Record results on datatable.

2. When percolation stops, measure the total amount of oil recovered and record on datatable.

3. Do this for all three soil types.

Discussion:Students should find that soils with a large amount of clay do not allow the water to pass through quickly,in fact may seem almost impermeable to water, whereas sandy soils do allow water to percolate morequickly, and gravelly soils permit very quick transport of water.Students should now consider the type of soil at the Inglewood Wildlands–predominantly glacial fluvialgravels. They can now predict whether water would move slowly or quickly through this type of soil.Discussion could also be extended to other impurities besides hydrocarbons that might affect groundwater –sewage, fertilizers etc. A broad discussion on water shortages and our reliance on clean watersources could take place.

Assessment: Have students plot data on a graph and compare. Based on the data, what conclusions can they

reach about the rate of percolation and amount of absorption versus type of soil? How would thisrelated to transport of contaminants in the environment?

Effect of Soil Type onTransport of Pollutants

AmountRecovered

(mL)

gravel sand clayType of Soil

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SPOILED LAGOON Suggested time 2 class periods

Learner Outcome:Twenty five years ago (1977) an oil slick was observed on the Inglewood Bird Sanctuary Lagoon. Theclosest and most obvious “suspect” was the Gulf Oil Refinery situated adjacent along the west boundary of the Bird Sanctuary. Ground water flow in a south easterly direction moved from the refinerysubstrata to the riverbanks of the Bow River –directly through the glacial fluvial gravels underlying theInglewood Bird Sanctuary. This type of soil at ground water depth is highly permeable allowing bothground water and the hydrocarbon contamination to flow through relatively rapidly. This relatively fastflow of water reduces the ability of the soil to filter out impurities in the water.

Students may be familiar with the Exxon Valdez oil spill of more than 40 million litres of crude oil intoPrince William Sound along the southern coast of Alaska in 1989. They will almost certainly be awareof last year’s (2002), huge oil spill off the northwest coast of Spain by the oil tanker Prestige. Newspapers reported that 19 million litres of oil spilled before the tanker split in two and sank, takingabout 56 million litres of oil to the bottom of the Atlantic. Oil continued to leak from the sinkingvessel at a rate of about 125,000 litres per day.

The objectives of this activity are to encourage students to: Understand that oil can migrate through the ground from one location to another, transported by

groundwater flow Make decisions about how to control and clean up the resultant contamination Understand the consequences on the wildlife Appreciate the complexity of decisions regarding the subsequent usage of the land.

Materials: (per group of 4-5 students)

Riverbank gravel –ice cream pail full sand –ice cream pail full 2 scoops–one for each of the pails above scissors one 2 L pop bottle or cranberry/clamata juice bottle nylon stocking pieces to fit over cap end of bottle rubber band to secure nylon stocking piece film canister full of vegetable oil to represent hydrocarbon 500 mL coloured water

Lagoon plastic tub, dishpan or aluminum roasting pan rock or broken brick to represent shoreline water –enough to fill container to a depth of 2-3 cm feathers to represent birds (water and land)

Clean-up materials aluminum foil –1 square foot animal art balloon or small bits of Sytrofoam cotton balls–10

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eyedropper and/or syringe dish detergent (50% solution) margarine tub to collect oil stiff brush

Procedure:

Day 1: Construction of Riverbank and Lagoon

1. You want the students to model the spillage, leakage and carelessness that was exhibited by theprevious inhabitants of the Wildlands.

2. Remove the bottom of the plastic pop bottle using scissors. Leave enough of the bottle to build uplayers of sand and gravel. This will simulate the underground river bank leading into a lagoon orriver.

3. Secure the nylon filter over the bottle mouth using nylon and a rubber band.4. Have the students construct a model of the oil refinery soil inside the pop bottle. The mouth of

the bottle will eventually model the bank of the land leading into the body of water (the lagoon orthe river).

Construct the gravelly soils of the refinery in layers –first a big layer of gravel, then alayer of sand, then another layer of gravel. Discussion about the purpose of the nylon isgood here–in nature what holds the soil particles from just falling out of a bank and intoa body of water? What is the nylon modeling? (Root systems of plants lining the riverbanks, clays, and rock particles cemented into place by clays etc)

5. Construct a shoreline using driftwood, and rocks–this will support the plastic bottle so that itcan lie at about a 30 to 45 degree angle with the mouth down into the water. Spread a fewfeathers around on the shore and water to represent bird life.

6. Fill the pan with slightly coloured water to a depth of 2-3 cm so that the shoreline is emergent.

Your setup should look something like the next two pictures:

Figures 6 & 7 Model of Gulf Oil Refinery Gravelly Soils

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This will be the end of class for the first day unless you have a double class period

DAY 2 at the Lagoon:

1. Explain to the students that unbeknownst to everyone, oil was leaking from the storage facilitiesat the oil refinery site for many years. This oil moved through the porous glacial gravels besidethe Bow River, into the groundwater, and toward the Inglewood Lagoon. It wasn’t realized unit an oil slick appeared in the lagoon.

2. Have the students model the spillage or leakage which occurred at the Gulf Oil Refinery over aperiod of 40 years

o Pour some water through the “soil” to simulate a rain fall, and to establish some ground water.

o Have several successive “spills” of vegetable oil on the top of the “soils” inside the plastic bottle.

o Students could pour water down through the soils as well to simulate periodic rainfalls3. Observe what happens over a period of time–this will vary from a few minutes if students have

poured the oil near the mouth end of the bottle and have chased the oil spills with water, to alonger period of up to 30 minutes if just a small amount of oil has been poured down. Also theratio of sand to gravel will be a determinant in the rate at which the oil migrates through the soil.The oil will not migrate out into the body of water if the mouth of the bottle is entirelysubmerged. Make sure that the mouth of the bottle is partially above water (like a “bank”).

4. Before they begin cleaning up the mess, discuss different methods with them.These can include:

Booms–prevent oil from spreading. Make by wrapping aluminum foilaround the inflated animal balloon or small pieces of Styrofoam, leaving a 1 cm skirt thatwill reach down below the oil on the surface (see picture below).

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Skimmer –boats which scoop up the oil - simulated by using foil or foam. Pumps–they can suction the oil up using the eyedropper Absorption–can use cotton balls or other absorbent material. Kitty litter has been

used in real life. Detergent –this is used more for the rocks or animals. When added to water it

disperses oil and makes it difficult to collect. Have students compare feathers that havebeen cleaned with detergent with feathers that are uncontaminated.

Brainstorm with students for other ideas.

Styrofoam BoomNote: Students will need plenty of paper towels for their clean up. Oil may be put in either a garbagecan or margarine tub since it is biodegradable.

This oil was darkened slightly with motor oil to show up better in the picture –it is notrecommended that you use this, as it represents a safety hazard and is much more difficult toclean up.

Discussion:Students should now discuss:

o How oil could have “spilled” causing contamination to the ground water at the oil refinery site (Many old timers feel that the oil largely leaked at points of transfer of oil products from onevessel or container to another. Others feel that sloppiness and carelessness was responsible formuch of the contamination. In reality probably a combination of events led to the more than 1.5million litres of oil that have been recovered from the water table at this point.)

o How the oil was transported to the lagoon (Distances in reality are much greater than in thismodel. The oil percolated down through the gravelly soils about 5 metres down until it floated onthe water table, which flowed in a south easterly direction transporting the plume of oil towardthe lagoon and the river)

o What happens at an oil refinery? (Crude oil is “refined” or separated into different components, which have differing boiling points.)

o How they can reduce their reliance on oil and its by productso Other methods of cleanup of oil including bioremediation and phytoremediationo After the oil contamination was discovered, the oil refinery was decommissioned. After much

discussion between industry (Petro-Canada now owned the land), the city, the community, andnumerous volunteer groups including Rotary Clubs the decision was made to try to reclaim this land

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as a natural area for plants and animals to reestablish. Petro Canada initially hoped to continueto use the land for “light industry”. The residents of Inglewood opposed this. The community at one time wanted this land to become residential –Petro-Canada said it would be impossible to usethis land for homes. What reasons do you see for all this controversy?

o Finally the decision to create the “Inglewood Wildlands” was made. What challenges do you see for this land returning to a natural state?

o Consider other contaminants that may be reach the groundwater and be transported beneath theground level. What precautions might be taken to avoid groundwater contamination? Is this aserious problem in our world today?

POST-VISIT ACTIVITY SUGGESTIONS

1. Identify at least four different interest groups and their viewpoints that were considered whendeciding the issue of what to do with the contaminated land that later became the InglewoodWildlands.

2. Ten years from now you will probably have a good career and perhaps a family. Predict what theInglewood Wildlands will look like ten years from now. Remember that it is a “project in progress”. Do you think that the contamination will have been cleaned up by then? Why is it important for us to think about a sustainable environment (one that can be enjoyed by futuregenerations) when making decisions today?

3. Write a thank-you letter to one of the organizations below who have contributed so much to thedevelopment of the Inglewood Wildlands. Your letter should include what you learned and how youfeel about this project.

Petro-Canada - our major sponsor, owns the land, and is responsible for the clean-upMr. Rick Lemoine , Ms. Hazel Gillespie, and Ms. Greta RaymondP.O. Box 2844150 –6th Avenue S.W.Calgary, AB T2P 3E3

Inglewood Wildlands Society –transformed the land and promoted its use as an educational settingMs. Marilyn Horne and Mr. Dave Marshall2110 Ninth Avenue S.W.Calgary, AB T2G 0V6

Rotary Clubs of Canada –busing sponsor, classroom equipment, and contributor of volunteer man-hoursMr. Gary Webster1112 Lake Placid Drive S. E.Calgary, AB T2J 5H1

Shell Canada–purchase of pH and temperature monitorsMr. Mark Demong –Health Safety and Environmental CoordinatorShell Canada Grease Plant2900 Alyth Road S.E.Calgary AB T2G 3W4

Oak Environmental –provides analytical equipment used by field scientists for students to useMr. Terry McNeill103 - 4712 - 13th St. N.E.Calgary, AB T2E 6P1

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MULTIPLE INTELLIGENCE ASSESSMENT OPTIONSINGLEWOOD WILDLANDS RECLAMATION SITE FIELDTRIP

Verbal/Linguistic:Create a fictional story based on the history of the Inglewood Wildlands.Your story should clearly define all story elements, including characters,setting, problems that need to be solved, a climax, and a conclusion.

Logical/Mathematical:Create a flow chart that goes from the original spill, through the variouspathways of pollution (air, water, soil), and ends with the current status ofcontamination at the Inglewood Wildlands.

Visual/Spatial:Create your own version of the gate at the entrance to the Inglewood Wildlands.Once finished, tell the story of your gate by relating it to what you have learned.

Naturalistic:As a strong advocate for nature, you have been asked to speak at a meeting of thedecision making committee on how to use the land at this site. Write a speech whereyou explain why Calgary needs a natural area like the Inglewood Wildlands. Whatwould be the benefits to the city, the people, animals, plants, and the environment.

Bodily/Kinesthetic:Create an invention for removing oil from the groundwater underneath the InglewoodWildlands. You may use the existing well holes but you may not do any further damage tothe land and environment. You may build it or draw detailed plans.

Musical/Rhythmic:Write the “Ballad of the Inglewood Wildlands” where you tell the story of what happened,how people helped and how everything worked out in the end. You may write original musicor sing your ballad to another tune.

Interpersonal:How do you think teamwork and cooperation have led to the successful creation of theInglewood Wildlands. Do some research into how compromise, volunteers, and communityspirit have come together. Contact the Inglewood Wildlands Society and see if there issome way you could volunteer your time in the future.

Intrapersonal:Find an example from your own “environment”where you may not have been as carefulas you should be when disposing of toxic materials. Predict what environmentalconsequences this could have in the future and relate your personal situation to whathappened at the Inglewood Wildlands.

24

GRADE 9 SCIENCECURRICULUM TIES FOR INGLEWOOD WILDLANDS RECLAMATION SITE

UNIT C: ENVIRONMENTAL CHEMISTRYDescribe and illustrate processes by which chemicals are introduced to theenvironment or their concentrations are changed (dilution, biomagnification).

Describe the uptake of materials by living things through ingestion or absorption,and investigate and describe evidence that some materials aredifficult for organisms to break down or eliminate.

Out

come

1:R

ole

ofdi

ffer

ent

subs

tanc

esin

the

envi

ronm

ent

insu

ppor

ting

orha

rmin

ghu

man

sor

othe

rliv

ing

thin

gs.

Identify questions that may need to be addressed in deciding what substances –in what amounts–can be safely released into the environment (e.g. questions andconsiderations when determining how much oil can be left after a spill withoutharming living things).Describe and illustrate the use of biological monitoring as one method fordetermining environmental quality (e.g. assess water quality by observingabundance of various vertebrates and invertebrate species).

Identify chemical factors in the environment that might affect the health anddistribution of living things in that environment.

Out

come

2:Id

enti

fypr

oces

ses

for

mea

suri

ngth

equ

anti

tyof

diff

eren

tsu

bsta

nces

inth

een

viro

nmen

tfo

rm

onit

orin

gai

ror

wat

erqu

alit

y. Apply and interpret measures of chemical concentrations in parts per million,billion and trillion.

Describe mechanisms for the transfer of materials through air, water and soul;identify factors that might accelerate or retard distribution (wind speed, soilporosity).Describe mechanisms for biodegradation, and interpret information on thebiodegradability of different materials.Comprehend and interpret information on the biological impacts of hazardouschemicals on local and global environments (e.g. interpret evidence forenvironmental changes in the vicinity of a substance release).Investigate and evaluate potential risks resulting from consumer practices andindustrial processes, and identify processes used in providing information andsetting standards to manage their risks.

Out

come

3:A

naly

zean

dev

alua

tem

echa

nism

saf

fect

ing

the

dist

ribu

tion

ofpo

tent

ially

harm

ful

subs

tanc

esw

ithi

nan

envi

ronm

ent.

Investigate and evaluate information and evidence related to an issue in whichenvironmental chemistry plays a major role.

Skills: Initiatingand Planning

Investigate and describe, in general terms, the role of different substances inthe environment in supporting or harming human and other living things. Includesidentifying issues, predicting and hypothesizing, choosing appropriate tools.

Skills: Performingand Recording

Conduct investigation into the relationship between and among observations andgather and record qualitative and quantitative data. Includes using instrumentsand materials effectively, accurately and safely to record data.

Skills: Analyzingand Interpreting

Analyze qualitative and quantitative data, and develop and assess possibleexplanations. Includes evaluating evidence, applying criteria and identifying newproblems that arise during the course of an investigation.

Skills:Communication andTeamwork

Work collaboratively on problems and use appropriate language and formats tocommunicate ideas, procedures and results. Includes developing a plan,troubleshooting, and achieving group consensus.

25

UNIT A: BIOLOGICAL DIVERSITYIdentify examples of niches, and describe the role of variation in enabling closelyrelated living things to survive in the same ecosystem.

Investigate and interpret dependencies among species that link the survival ofone species to the survival of others.

Out

come

1:In

vest

igat

ean

din

terp

ret

dive

rsit

yam

ong

spec

ies

and

wit

hin

spec

ies,

and

desc

ribe

how

dive

rsit

yco

ntri

bute

sto

spec

ies

surv

ival

.

Identify the role of variation in species survival under changing environmentalconditions (e.g. resistance to disease, ability to survive in severe environments.

Describe the relative abundance of species on Earth and in differentenvironments. Note that in harsh environments there are relatively fewerspecies found.

Describe ongoing changes in biological diversity through changes in theenvironmental factors of a local environment (e.g. effect of changes on local landuse).

Out

come

4:Id

enti

fyim

pact

sof

hum

anac

tion

onsp

ecie

ssu

rviv

alan

dva

riat

ion

wit

hin

spec

ies,

and

anal

yze

rela

ted

issu

esfo

rpe

rson

alan

dpu

blic

deci

sion

mak

ing.

Evaluate the success and limitations of various local and global strategies forminimizing loss of species diversity.

Skills: Initiatingand Planning

Ask questions about the relationships between and among observable variablesand plan investigations to address those questions. Includes identifying science-related issues (loss of species diversity), and defining questions.

Skills: Performingand Recording

Conduct investigations into the relationships between and among observations,and gather and record qualitative and quantitative data. Includes estimatingpopulation trends and researching information related to a given issue.

Skills: Analyzingand Interpreting

Analyze qualitative and quantitative data and develop and assess possibleexplanations. Includes interpreting patterns and trends in data and explainingrelationships.

Skills:Communication andTeamwork

Work collaboratively on problems and use appropriate language and formats tocommunicate ideas, procedures and results.

Interest in Science: Stewardship–balance between need and function in a sustainable

environment Current issues Science-related careers

Mutual Respect: Science involves interaction of ideas from people with a variety of

viewpoints and backgroundsScientific Inquiry:

Applying evidence when evaluating alterative approaches to problems

Attitude Outcomesfor both Unit Aand Unit C

Collaboration: Work collaboratively in carrying out investigations and in generating and

evaluating ideas

26

GLOSSARY

Abiotic: Factors independent of living things (sun, soil, temperature, air).

Aquifer: Underground layer of rock sufficiently porous and permeable to store large quantities of water.

Biomagnification: Process by which toxins are magnified or concentrated in living tissue as you move upthe food chain.

Biodegrade: Refers to the act of being readily decomposed by living organisms, in particular bacteria.

Biological indicator: A living organism whose presence can indicate the relative quality of theenvironment in which it is found.

Biodiversity: Refers to the number of different species represented in a particular Environment.

Bitumen: A thick, tarry form of hydrocarbon.

Boom: A device for containing an oil spill. It floats on top of the water and has a skirt that hangs downbelow the level of the floating hydrocarbon.

Cellular Respiration: Chemical process in cells whereby food and oxygen are converted to energy, carbondioxide and water.

Community: An assemblage of plants and animals that interact to form an identifiable group that sharesthe same resources within a biome.

Conductivity: Ability of a substance to conduct electricity or heat.

Crude: Unrefined petroleum as it comes out of the ground.

Decomposer: An organism that breaks down organic wastes into simple compounds.

Dissolved oxygen: The amount of dissolved oxygen gas in water.

Ecosystem: The interactions of living and non-living things within a given boundary.

Fractionation: The distillation of crude petroleum, using heat or chemical catalysts to separate the crudeinto different compounds.

Groundwater: Water that soaks into the soil and moves down into a porous zone where all spaces arefilled with water.

Hydrocarbon: An organic chemical compound consisting of hydrogen and carbon, among other things.

27

Invertebrate: An animal without a backbone.

Nitrogen fixation: Process of converting free nitrogen into nitrogen compounds that can be used byother living things.

Non-polar: A molecule with a balance of electrons and no areas of electrical charge.

Permeable: A material that contains connected pores so that fluids can flow through.

Photolysis: Breakdown of compounds (including oil) into simpler substances using sunlight.

Plume: The area of migrated contaminant away from the original site.

Polar: A molecule with an excess of electrons on one side, causing it to have an imbalanced electricalcharge.

Porosity: The relative amount of pore space within a material.

Population: All of the individuals of one species living in a given area.

pH: The measure of a substance’s acidity.

Phytoremediation: Clean up of the environment using plants.

Nitrates: Nitrogen compounds found in fertilizers.

Reclamation: To return an area to its previous state.

Refined: Hydrocarbons that have been converted from crude form into usable products.

Remediation: Removal and neutralization of chemical substances from a site to prevent any adverseeffect to living things.

Speed of transmission: How quickly a contaminant moves through the environment.

Substrate: Surface on which an organism lives.

Toxin: Any substance which has a harmful effect on a living organism.

Water table: The top of the groundwater.

28

Aquatic Invertebrate Pollution Tolerance Index

Pollution Tolerant: Presencein large numbers may indicatePOOR water quality

Moderately PollutionTolerant: Presence in largenumbers may indicate FAIRwater quality

Pollution Intolerant:Presence in largenumbers may indicateGOOD water quality

Blackfly larvae Sideswimmers Mayfly nymphsBristleworms Caddisfly larvae Stonefly nymphsClams Cranefly larvaeFlatworms Dragonfly nymphsLeeches Damselfly nymphsMidge larvae Gilled snails (spiral-right side

opening-door)Round worms (hairlike)Lunged snails (coiled like a tuba–left side opening-no door)

**Surface-breathing invertebrates such as water striders, lunged snails and adult beetles do not dependon dissolved oxygen, and therefore are not very useful as bio-indicators of water pollution.

Dissolved Oxygen Test

Assess the water quality using the table below.

Dissolved OxygenConcentrations

mg/L Water Quality Relative State of Ecosystem

High 7 –11 Excellent HealthyMedium 4 –7 Good Borderline unhealthyLow 2 - 4 Poor UnhealthyVery Low 0 - 2 Very Poor No life

pH TestAssess the water quality using the table below

pH Range pH Water Quality Relative State of EcosystemHigh 8.5 –14 Poor UnhealthyMedium 6.5 -8.5 Good HealthyLow 1–6.5 Poor Unhealthy

29

RESOURCES

Websites:

http://www.inglewoodwildlands.ca

http://www.mines.edu/outreach/cont_ed/esrc.shtml Colorado School of Mines–Plastic GroundwaterModel ordering information–click on #3 Special K-12 Classroom Aids.

http://www.fp.ucalgary.ca/ENSC University of Calgary–Environmental Science Program–Annual ProjectReports-Bragg Creek, Air Quality west of Calgary, Elbow River, Chestermere Lake,

http://www.centreforenergy.com Go to Energy Education, K-12, Links to Additional Resources, How StuffWorks-Oil Drilling, Lots More Information, How Oil Refineries Work

http://www.spaceforspecies.ca Bob Thirsk links space observations to earth

http://www.gov.ab.ca/env/land.html Alberta Environment Land Reclamation

http://www3.gov.ab.ca/env/protenf/soilgrndwater/Workshop_Material.html

Online source for “Alberta Soil Guideline Development and Relation to CCME Processes” by Ted Nason,Environmental Sciences Division, Alberta Environment.

www.cluin.org/products/citguide/phyto2.htm Phytoremediation

http://www.phytopet.usask.ca/pdf/botanical_surveys.pdf Phytoremediation

www.riverwatch.ab.ca, go to How to Monitor - Aquatic Invertebrate Indicators

www.riverwatch.ab.ca, go to How to Monitor - Water Quality Chemistry

http://www.ducks.org/ Ducks Unlimited

http://www.epa.gov/swertio1/download/citizens/bioremediation.pdf - Bioremediation

Books:

The Inglewood Wildlands: An Interpretative Field Guide,Inglewood Wildlands Society, 1999

Alberta Soil Guideline Development and Relation to CCME Processes,by Ted Nason, Environmental Sciences Division, Alberta Environment.

Contacts:Inglewood Wildlands Education Program–Sue Hollinshead Coordinator

c/o Colonel Walker Community School, 1921 9th Ave. S.E., T2G 0V3Ph. 777-6780, Fax 777-6782

Calgary Science Network –Science Hotline, guest speakers, www.calgarysciencenetwork.ca- Making Connections Teacher Workshops–247-1575