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This summary of Argonne National Laboratory's Site Environmental Report for calendar year 2007 was written by 20 students at Downers Grove South High School in Downers Grove, Ill. The student authors are classmates in Mr. Howard's Bio II course. Biology II is a research-based class that teaches students the process of research by showing them how the sciences apply to daily life. For the past seven years, Argonne has worked with Biology II students to create a short document summarizing the Site Environmental Report to provide the public with an easy-to-read summary of the annual 300-page technical report on the results of Argonne's on-site environmental monitoring program. The summary is made available online and given to visitors to Argonne, researchers interested in collaborating with Argonne, future employees, and many others. In addition to providing Argonne and the public with an easily understandable short summary of a large technical document, the participating students learn about professional environmental monitoring procedures, achieve a better understanding of the time and effort put forth into summarizing and publishing research, and gain confidence in their own abilities to express themselves in writing. The Argonne Summary Site Environmental Report fits into the educational needs for 12th grade students. Illinois State Educational Goal 12 states that a student should understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. To create this summary booklet, the students had to read and understand the larger technical report, which discusses in-depth many activities and programs that have been established by Argonne to maintain a safe local environment. Creating this Summary Site Environmental Report also helps students fulfill Illinois State Learning Standard 12B5a, which requires that students be able to analyze and explain biodiversity issues, and the causes and effects of extinction. The same standard requires that Illinois students examine the impact of diminishing biodiversity due to human activity. An example of this would be the Argonne Restoration Prairie, which is discussed within the report. Because humans had to destroy part of a natural prairie in order to build, they must also plant an equivalent amount of prairie to make up for what was destroyed. The summary project perfectly meets Illinois State Learning Standard 13B section 5b, which requires students to be able to design and conduct an environmental impact study, analyze findings, and justify recommendations. Students volunteered for the project for two main reasons: We would become published authors, and could include that fact on important documents, like college applications, and we felt we were doing a good deed for the public, considering that without our summary the public may have no real idea how Argonne complies with various environmental protection acts and programs within the state. The summarization process was not easy, considering that we had never seen much of this kind of information before, especially in such detail. The project required a high level of commitment from all involved. This commitment ensured that the summary would be done on time and would be available to the public in the shortest time possible. Argonne representatives Norbert Golchert and Dave Baurac met with students and gave background information on Argonne and explained the importance of the research being done. In addition, they explained in-depth how the public benefits from the summarization. At the end of the presentation, students asked some questions, which were answered in specifics. The Report was divided into 10 sections, with groups of two students covering each section. The groups were eager to begin work on their assigned sections. After reading the complete report each group focused on a particular section. After much careful reading and analysis, we produced an outline. From the outline, partners divided work equally and began to carefully summarize. Groups summaries were edited, not only within groups, but also by other groups, in order to acquire a different perspective. Finally, Mr. Howard, our Biology II instructor, took a final look at the products before sending them off for the final review by Argonne. The final project was a 16-page pamphlet. The students reacted positively to the project. Asked if she was glad that she chose to work on the Argonne project, Katie Hanson said, 'Yes. I have enjoyed having the opportunity to become a published author. Also, it is an honor to be able to work with a prestigious, nationally recognized laboratory such as Argonne'. There were difficult aspects as well. Student Olga Zagariya said the hardest part of the project was 'trying to choose which information to put in the summary and which information to leave out, because it all seemed to be important'. It seems that everyone was satisfied with his or her section.
This report discusses the status and the accomplishments of the environmental protection program at Argonne National Laboratory for calendar year 2007. The status of Argonne environmental protection activities with respect to compliance with the various laws and regulations is discussed, along with the progress of environmental corrective actions and restoration projects. To evaluate the effects of Argonne operations on the environment, samples of environmental media collected on the site, at the site boundary, and off the Argonne site were analyzed and compared with applicable guidelines and standards. A variety of radionuclides were measured in air, surface water, on-site groundwater, and bottom sediment samples. In addition, chemical constituents in surface water, groundwater, and Argonne effluent water were analyzed. External penetrating radiation doses were measured, and the potential for radiation exposure to off-site population groups was estimated. Results are interpreted in terms of the origin of the radioactive and chemical substances (i.e., natural, fallout, Argonne, and other) and are compared with applicable environmental quality standards. A U.S. Department of Energy dose calculation methodology, based on International Commission on Radiological Protection recommendations and the U.S. Environmental Protection Agency's CAP-88 Version 3 (Clean Air Act Assessment Package-1988) computer code, was used in preparing this report.
Argonne performs research and development in many areas of science and technology. General fields of research at Argonne include, but are not limited to, biosciences, biotechnology, chemical engineering, chemistry, decision and information sciences, energy systems and technology, high energy physics, materials science, math and computer science, nuclear reactors, physics, and environmental science. Argonne is not, and never has been, a weapons laboratory. Several missions provide focus for Argonne scientists. Basic research helps better understand the world, and applied research helps protect and improve it. For example, the prairies of Argonne provide sites for environmental studies that provide valuable information about invader species and the food webs within ecosystems. Argonne also operates world-class research facilities, such as the Advanced Photon Source (APS), which is a national research facility funded by the U.S. Department of Energy (DOE). Scientists use high brilliance X-rays from the APS for basic and applied research in many fields. Argonne also seeks to ensure our energy future. Currently, scientists and engineers are developing cleaner and more efficient energy sources, such as fuel cells and advanced electric power generation. Argonne has spent much of its history on developing nuclear reactor technology. That research is now being applied to American and Soviet nuclear reactors to improve the safety and life of the reactors. Other Argonne research seeks to improve the way we manage our environment. For example, Argonne scientists created a new catalyst that could help carmakers eliminate 95 percent of nitrogen-oxide emitted by diesel engines by the year 2007. Research and development solutions such as these will help protect our ecosystems.
This booklet is designed to inform the public about what Argonne National Laboratory is doing to monitor its environment and to protect its employees and neighbors from any adverse environmental impacts from Argonne research. The Downers Grove South Biology II class was selected to write this booklet, which summarizes Argonne's environmental monitoring programs for 2006. Writing this booklet also satisfies the Illinois State Education Standard, which requires that students need to know and apply scientific concepts to graduate from high school. This project not only provides information to the public, it will help students become better learners. The Biology II class was assigned to condense Argonne's 300-page, highly technical Site Environmental Report into a 16-page plain-English booklet. The site assessment relates to the class because the primary focus of the Biology II class is ecology and the environment. Students developed better learning skills by working together cooperatively, writing and researching more effectively. Students used the Argonne Site Environmental Report, the Internet, text books and information from Argonne scientists to help with their research on their topics. The topics covered in this booklet are the history of Argonne, groundwater, habitat management, air quality, Argonne research, Argonne's environmental non-radiological program, radiation, and compliance. The students first had to read and discuss the Site Environmental Report and then assign topics to focus on. Dr. Norbert Golchert and Mr. David Baurac, both from Argonne, came into the class to help teach the topics more in depth. The class then prepared drafts and wrote a final copy. Ashley Vizek, a student in the Biology class stated, 'I reviewed my material and read it over and over. I then took time to plan my paper out and think about what I wanted to write about, put it into foundation questions and started to write my paper. I rewrote and revised so I think the amount of time that I put into the project will be worth it in the end because it is a cool thing to be a published writer'. While most students agree that putting the final paper together was the toughest part, the final result was worth the hard work. Christine Beuhler states, 'The time and effort was worth it because I learned a lot about the Argonne facility. This project also improved my analyzing, reading, and writing skills'. Emily Schimick and Kaitlin Hernandez agreed that the feeling of accomplishment when they finished the paper was their favorite part, while the reading of the Argonne Site Environmental Report was their least favorite because it was difficult to understand. The Downers Grove South Biology II class would like to thank our teacher Mr. Scott Howard, as well as Dr. Golchert and Mr. Baurac for their investment in time and energy in helping with the project. Dr. Golchert and Mr. Baurac gave us valuable assistance in the preparation of this project, and we owe them our deepest gratitude. Their real-life experience at Argonne was inspirational. Mr. Howard set the goals and made the commitment to our class to complete this project. Without their kind support, this project would not have been possible.
This report discusses the results of the environmental protection program at Argonne National Laboratory-East (ANL-E) for 1997. To evaluate the effects of ANL-E operations on the environment, samples of environmental media collected on the site, at the site boundary, and off the ANL-E site were analyzed and compared with applicable guidelines and standards. A variety of radionuclides were measured in air, surface water, on-site groundwater, soil, grass, and bottom sediment samples. In addition, chemical constituents in surface water, groundwater, and ANL-E effluent water were analyzed. External penetrating radiation doses were measured, and the potential for radiation exposure to off-site population groups was estimated. Results are interpreted in terms of the origin of the radioactive and chemical substances (i.e., natural, fallout, ANL-E, and other) and are compared with applicable environmental quality standards. A US Department of Energy dose calculation methodology, based on International Commission on Radiological Protection recommendations and the CAP-88 version of the EPA-AIRDOSE/RADRISK computer code, was used in preparing this report. The status of ANL-E environmental protection activities with respect to the various laws and regulations that govern waste handling and disposal is discussed, along with the progress of environmental corrective actions and restoration projects.