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ICon-MaSTEd 2023 IOP Publishing
Journal of Physics: Conference Series 2611 (2023) 012014 doi:10.1088/1742-6596/2611/1/012014

The use of ICT for mathematical calculations in the

water quality assessment in the teaching of ecologists
I O Shakhman1 and A M Bystriantseva2
1
Kherson State University, 27 Universytetska Str., Kherson, 73000, Ukraine
2
Kruty Heroes Military Institute of Telecommunications and Information Technologies, 45/1
Kniaziv Ostrozkykh Str., Kyiv, 01011, Ukraine
E-mail: [email protected], [email protected]

Abstract. Research goal of the paper is the demonstration of computer technology integration
in the modern educational process of teaching ecologists in practical classes on assessing the
quality of water in water bodies, containing mathematical calculations. The use of modern
information computer technologies in education will effectively contribute to the acquisition of
a range of knowledge and skills on methods for water quality assessing in the field of water
use and protection of water resources. The ability to use ICT will provide the ecologists with
the ability to respond quickly to changes in the environment and make effective decisions in
environmental management in future production activities.

1. Introduction
The use of computer technology is an integral attribute of the life of modern society. The
sustainable development of any state depends on how effectively its potential is used to solve
a wide range of current problems, including environmental. The content of environmental
education in Ukraine is formed at the state level with the involvement of a wide range of
scientists and practitioners and modern international experience [1–3].
The normative content of the standard of higher education for bachelor teaching in the
specialty “Ecology” determines the program results of teaching, among which, along with the
ability of graduates to solve problems in the field of environmental protection using generally
accepted standard approaches, attention is drawn to the need to use software tools, GIS
technologies, choose the best methods and tools for environmental research, data collection
and processing [4, 5].
The implementation of one of the state environmental policy tasks is to ensure the protection,
reproduction and rational use of water resources [6], is possible only if the water quality of the
water body is rationing. The quality of water resources is an important component of a high-
quality environment, which is ensured by establishing a set of acceptable values for indicators of
its composition and properties [7,8]. Therefore, special attention and relevance in the process of
teaching ecologists acquire practical works of the environmental assessment of the state of water
bodies through lengthy and cumbersome mathematical calculations.
To successfully solve complex practical issues of modern ecology, especially those related to
the assessment and prediction of the quality and condition of ecosystems, mathematical models,
which are usually written in the form of algebraic, transcendental and differential equations are

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ICon-MaSTEd 2023 IOP Publishing
Journal of Physics: Conference Series 2611 (2023) 012014 doi:10.1088/1742-6596/2611/1/012014

used [9]. These equations are the basis of the simulation mathematical model, which allows,
using software, to determine (calculate), predict, evaluate, analyze various options (scenarios)
of changes in space and time of the main indicators (characteristics) of the state of ecosystems
depending on external and internal factors, which affect the course of various hydrophysical,
hydrochemical and hydrobiological processes [10–15].
One of the means of increasing the efficiency of water quality assessment of water bodies is the
operational processing of information on the status of water quality, which is achieved through
the use of ICT [16]. This is relevant for expediting the process of assessing the state of water
bodies [17], and for the formation of the general competence of the future ecologist – skills of
using information and communication technologies to solve complex specialized environmental
problems [4]. Practical skills acquired during the learning process will allow the graduate to
respond quickly to changes in the state of the environment and make effective decisions in
environmental management.
The purpose of the paper is the demonstration of computer technology integration into
the modern educational process of teaching ecologists in practical classes, which include
mathematical calculations, during the formation of a complex of knowledge and skills of future
ecologists.

2. Related works
The potential use of information and communication technologies (ICT) is enormous in a wide
range of various disciplines teaching, for example, for the disciplines of the natural cycle,
computer learning packages and the Internet resources can offer a variety of opportunities for
learning ranging from non-interactive content provision to creating a learning environment using
virtual reality technology [18–20].
Various groups of authors focus their attention both on the experience of using ready-made
resources and on the creation and implementation of their own software developments that can
optimize, improve the learning process; and also open the possibility of reaching to a whole new
level [21–23].
Researches focusing on opportunities of expanding the scope of use information technologies
are widespread. This expansion is directly related to their development. The article [24] is
confirmed, that more diverse technologies expand the capabilities of the institution and even
able to change its organization. This implementation process leads to a change in teachers
and students motivation, the emergence of new forms of knowledge representations and more
sophisticated human-computer interaction.
An example of such an experience is the presented organization of work in New South Wales
schools [25]. Here are used information web sites, computer learning packages as tutorial
material, computer learning packages made by students, simulations, virtual field trips and
virtual laboratories. The article focuses on materials used in student learning, on forms of
electronic communication with providing a list of resources.
The effectiveness of both research and educational activities is also increased through the
formation of a complex vision of the problems of reality and the use of various approaches to
their solution. In [26], was confirmed, the involvement of computer mathematics systems and
the latest programming environments contributed to the progress of the computer modeling
the method based on mathematical models of biological problems. The use of such integration
made it possible to direct the content of education to familiarization and mastering of methods
of modern systematic research for the purpose of in-depth study, qualitative analysis of objects
and increasing the effectiveness of the formation of professional competences.
Ou et al. [27] considered the creation of a learning environment using virtual reality technology
for discipline “Engineering hydrology”. The creation of virtual reality scene is using Virtual
Reality Modeling Language, which is a modeling language for creating scene models of the

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Journal of Physics: Conference Series 2611 (2023) 012014 doi:10.1088/1742-6596/2611/1/012014

real world or three-dimensional scenes imagined by people, which has the platform-independent
nature. Virtual reality scenes provides three-dimensional visualization of the watershed and
hydraulic projects and interactive inquire of project information.
It is proposed to create a system that allows to manage learning content, organize and
implement the process of engineering hydrology courses learning, supports a student-oriented
training mode, which can be based, for example, on the problem of cases and projects.
Teachers can set up a virtual classroom on the platform and students can choose any section
of the course for learning and discussion and learn the content by themselves; teachers can also
track students’ learning progress, make timely adjustments to meet the needs of learners to take
full advantage of information technology to implement curriculum integration.
Theoretical and practical approaches to the use of information and communication
technologies in teaching and learning presented in [28]. The authors established a chronology of
the changing role of information and communication technologies in acquisition of environmental
competences. In addition to analyzing the use of multimedia presentations in environmental
education, an analysis of the possibility of using environmental problems from Internet
resources in the educational process at some universities in Europe and the USA was carried
out. The study supplements the theory and practice of environmental education. Specific
recommendations on professional development opportunities with attracting information and
communication technologies in environmental educational process were given.
Existence free, open source learning management systems for online learning, for example,
Moodle, makes it possible to create e-classrooms of Hydrology courses. Sraj and Brilly [29]
demonstrate effective experience of combination of traditional and distance based education.
The created e-classrooms are a quality addition to the traditional educational process because
besides the availability of the study materials that are easily accessed and uploaded in such
e-classrooms, students can communicate with each other and with their teacher whenever their
schedules permit, work in groups, examine their knowledge etc. The teacher can guide students,
follows their progress and their collaboration, gathers and reviews assignments etc.
The effectiveness of complementing traditional forms of learning with information and
communication technologies during the course “Environmental Monitoring” at A. Yasawi
International Kazakh-Turkish University is presented in [30]. The authors compare and evaluate
two groups of students, for the teaching of which only the traditional forms of teaching and forms
using information and communication technologies are used. A comparison of the capabilities
that each of the approaches is able to provide was made
Of course, the use of information and communication technologies in the educational process
made it possible to resolve many didactic problems. Study the phenomena and processes in
difficult ecological, technical and biological systems goes to a new level on the basis of use
of means of computer graphics and computer modeling and to represent them in time scale
convenient for studying.
The analysis of the research makes it possible to assert that the use of information technologies
in environmental disciplines teaching requires further development. Examples of the use of
e-classrooms, virtual environments and visualization tools are common, but the calculation
component is also important. It can be greatly simplified by developing and using specialized
software.
Irrespective of the proposed technology or discipline, which is studied with its use, the correct
implementation of information technology will ensure the formation of the necessary special
competences of the future specialist.

3. Mathematical models of water quality assessment of water bodies

Ecological education is a continuous process of upbringing, teaching, self-education and personal
development, aimed at the formation of standards of moral behavior of future ecologists, their

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ICon-MaSTEd 2023 IOP Publishing
Journal of Physics: Conference Series 2611 (2023) 012014 doi:10.1088/1742-6596/2611/1/012014

duties and responsibilities in relation to the environment, as well as obtaining special knowledge
and practical skills in environmental protection, environmental management and ecological
safety.
Recognizing the complexity and scale of goals in the field of environmental protection, teachers
and scientists declare that it is possible in principle to achieve them, but acknowledge that
temporary criteria and rationing of the educational process often lead to the inability to spend
a lot of time on intermediate stages and calculations. Therefore, we suggest the way to speed
up mathematical processing of environmental information using ICT, and free up time to teach
students to analyze, assess, and make decisions about a problem. An example is the experience of
implementation into the process of learning the discipline “Conservation and proper utilization
of water resources” the automatic mathematical calculations on the practical classes which are
dedicated to determining water quality according to existing methods.
In the activities of institutions State Environment Inspectorates, State Hydrometeorological
Service and Ukraine Water Resources Board the hydrochemical Institute’s method of assessment
of water quality is applied [31]. Also the common method of complex assessment of water quality
is calculation of water pollution indexes [32].
Complex assessment of the water quality is used in cases where it is necessary to follow the
trend of spatio-temporal changes in the water status by influence of natural and anthropogenic
processes. The rational approach to assessment of the water quality is a comparative analysis
of existing methods of complex assessment, which is proposed by Odessa State Environmental
University specialists [33].
Integrated indexes, on the basis of which the assessment is carried out, are calculated for all
indexes of waters quality or their parts. They characterize the status of water as a whole, while
information on separate indicators is lost.
The sequence of assessment consists of two stages: at the first stage, the indicator value is
calculated, and at the second, the verbal characterization of water quality is given according to
the calculated index value and the quality scale. The evaluation has several points.
Water pollution index (WPI) calculated by the formula:

6
1 X Ci
WPI = , (1)
6 M P Ci
i=1

where M P Ci – maximum permissible concentrations of chemical component; Ci – actual

concentrations of chemical ingredients; 6 – number of ingredients.
Therefore, the number of indicators that are taken to calculate the WPI should be six, and
include dissolved oxygen (O2 ), biochemical oxygen demand (BOD5 ), total ammonium (N H4+ ),
nitrites (N O2− ), petroleum hydrocarbons (PH), phenolic compounds (C6 H5 OH).
Unlike other indicators, for dissolved oxygen in calculating WPI takes the ratio: standard
(M P Ci )/factual concentration (Ci ). The criteria of assessment of the water quality by WPI are
shown in table 1.
The I class includes waters, which are least affected by anthropogenic load. The values of
their hydrochemical and hydrobiological indicators are close to the natural values for this region.
Waters of the II class are characterized by certain changes compared to natural ones, however,
these changes do not violate the ecological balance. The III class includes waters that are under
significant anthropogenic load, the level of which is close to the ecosystem sustainability limit.
Waters of the IV–VII classes refer to waters with disturbed environmental parameters, and their
ecological state is characterized as an ecological regress.
Modified water pollution index (MWPI) [33] also calculated on six indicators: biochemical
oxygen demand (BOD5 ) and dissolved oxygen (O2 ) are compulsory, and the remaining four
indicators are taken by the highest ratio to MPC from the list: sulphates (SO42− ), chlorides

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Table 1. The criteria of assessment of the water quality by Water pollution index (WPI).

Water quality class Characteristic of class Water pollution index value

I Very clean < 0.3
II Clean 0.3 − 1.0
III Poorly contaminated 1.0 − 2.5
IV Moderately contaminated 2.5 − 4.0
V Contaminated 4.0 − 6.0
VI Very contaminated 6.0 − 10.0
VII Extremely contaminated > 10.0

(Cl− ), chemical oxygen consumption (COD), total ammonium (N H4+ ), nitrites (N O2− ), nitrates
(N O3− ), phosphate (P O43− ), iron (Fe), manganese (M n2+ ), copper (Cu2+ ), zinc (Zn2+ ),
chromium (Cr6+ ), nickel (N i2+ ), aluminum (Al3+ ), plumbum (P b2+ ), mercury (Hg 2+ ), arsenic
(As3+ ), petroleum hydrocarbons (PH), synthetic surfactants.
The hydrochemical Institute’s method of estimation of water quality [32] is to get an
unambiguous assessment of the water quality and classifying water on its basis by the level
of suitability for the main types of water use.
According to methods [32, 33], an assessment based on a combinatory index (CIP) includes
several stages: determination of the nature of contamination by the value of the conditional
complexity factor; setting water quality category and class by the value of the combinatory
index; highlighting priorities pollutants by quantity and composition of limiting indicators of
pollution; conducting a differentiated assessment of the limiting indicators of pollution.
Conditional complexity factor is calculated by the formula:

m′
K= · 100%, (2)
m
where m′ – number of substances, the content of which exceeds MPC; m – total number of
standard ingredients due to research program.
At K < 10% the survey is conducted on specific pollutants. The maximum concentration
and availability of excesses of MPC (1 MPC, 10 MPC, 100 MPC) are determined.
At K ≥ 10% a three-stage classification is carried out.
The first stage of classification is based on establishing the degree of persistency of pollution
(frequency P of cases of MPC excess):

NM P Ci
Pi = , (3)
Ni

where NM P Ci – number of analysis results in which the content of the i-th ingredient exceeds its
maximum permissible concentration; Ni – total number of analysis results of the i-th ingredient.
The second stage of classification is based on establishing a level of contamination, the extent
of which is the multiplicity K of exceeding the MPC:

Ci
Ki = . (4)
M P Ci

Assessment points are determined according to table 2 and table 3.

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ICon-MaSTEd 2023 IOP Publishing
Journal of Physics: Conference Series 2611 (2023) 012014 doi:10.1088/1742-6596/2611/1/012014

Table 2. Classification of water bodies by the repeatability of pollution.

Repeatability, % Water pollution Partial assessment Partial assessment

characteristic points: conditionally points: absolute
expressed values
0–10 single a 1
10–30 unsteady b 2
30–50 steady c 3
50–100 characteristic d 4

Table 3. Classification of water bodies by the multiplicity of excess of standards.

Multiplicity of excess Water pollution Partial assessment Partial assessment

of standards characteristic points: conditionally points: absolute
expressed values
0–2 low level a1 1
2–10 average level b1 2
10–50 high level c1 3
50–100 very high level d1 4

In the process of determining the first and second degrees of water classification for each of
the ingredients, generalized assessments of the water quality are calculated according to table 4.
For the final third degree of classification, the combinatory index of pollution (CIP) is
calculated by adding generalized assessment points Si for all n indicators:
n
X
CIP = Si , (5)
i=1

Classification of water quality is performed depending on the value of CIP and the number
of limiting indicators of pollution (LIP) (table 5 and table 6). Water LIP is any indicator the
value Si by which is greater than or equal to 12.
A key factor in the effectiveness of mechanisms for solving environmental problems in
assessment of the water quality is the ability to conduct a comparative analysis of the data
obtained by different methods. The need to promptly obtain complete reasonable information for
data analysis emphasizes again the need to use computer technology with appropriate software,
an example of which we describe in the next section of the article.

4. Software for optimizing the processing of environmental information

In this research, we present the experience of using ICT to speed up cumbersome mathematical
calculations in practical classes on determining water quality according to the existent methods
in the process of studying the discipline “Conservation and proper utilization of water resources”
when teaching bachelors in the specialty “Ecology”.
We developed a software product that allowed replacing the “manual” processing of ecological
information. Previously, the time (number of hours) that was allocated for assessing the water

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Table 4. Assessment of the state of water bodies by selected indicators.

Complex character- General assessment General assess- Characteristics of water

istics of water pollu- points: conditionally ment points: quality of water bodies
tion status of water expressed absolute val-
bodies ues
Single pollution
low level a · a1 1 poorly contaminated
average level a · b1 2 moderately contaminated
high level a · c1 3 contaminated
very high level a · d1 4 contaminated
Unsteady pollution
low level b · a1 2 moderately contaminated
average level b · b1 4 contaminated
high level b · c1 6 very contaminated
very high level b · d1 8 very contaminated
Steady pollution
low level c · a1 3 contaminated
average level c · b1 6 very contaminated
high level c · c1 9 very contaminated
very high level c · d1 12 extremely contaminated
Characteristic pollution
low level d · a1 4 contaminated
average level d · b1 8 very contaminated
high level d · c1 12 extremely contaminated
very high level d · d1 16 extremely contaminated

quality in water bodies according to the discipline curriculum was sufficient for processing
according to two (the simplest) methods (WPI and MWPI) according to one type of standard.
Using a computer allowed within the same practical works also to perform processing according
to The hydrochemical Institute’s method of assessment of quality water (CIP). In addition,
there is enough time for calculations for all three types of standards (for water bodies for fishery
standards, drinking needs, cultural and recreational purposes). Students manage to perform a
comparative analysis of the results and make a list of recommendations for solving the ecological
problem.
Let us consider in more detail the general functional and architectural features of the
developed software (table 7).
The developed software consists of a local database, an interface for interacting with the user,
a reporting system and the calculation automation system, as indicated in the scheme (figure 1).
The main program window (figure 2) consists of: an interface for presenting tabular data, a
section for sorting data by date, a section for entering data, and a section for choosing a method
for calculation of surface water quality.
According to the results of measurements, the student enters into the table the values of

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ICon-MaSTEd 2023 IOP Publishing
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Table 5. Water quality classification of water bodies by values of CIP and LIP (0–2).

Water Discharge Water contamina- Value of CIP Value of CIP Value of CIP
quality of qual- tion characteristic without LIP 1LIP (k=0,9) 2LIP (k=0,8)
class ity class
I - Poorly contaminated 1n 0.9n 0.8n
II - Moderately contami- 1n ÷ 2n 0.9n ÷ 1.8n 0.8n ÷ 1.6n
nated
III a Contaminated 2n ÷ 3n 1.8n ÷ 2.7n 1.6n ÷ 2.4n
III b Contaminated 3n ÷ 4n 2.7n ÷ 3.6n 2.4n ÷ 3.2n
IV a Very contaminated 4n ÷ 6n 3.6n ÷ 5.4n 3.2n ÷ 4.8n
IV b Very contaminated 6n ÷ 8n 5.4n ÷ 7.2n 4.8n ÷ 6.4n
IV c Very contaminated 8n ÷ 10n 7.2n ÷ 9.0n 6.4n ÷ 8.0n
IV d Very contaminated 10n ÷ 11n 9.0n ÷ 9.9n 8.0n ÷ 8.8n

Table 6. Water quality classification of water bodies by values of CIP and LIP (3–5).

Water Discharge Water contamina- Value of CIP Value of CIP Value of CIP
quality of qual- tion characteristic 3LIP (k=0,7) 4LIP (k=0,6) 5LIP (k=0,5)
class ity class
I - Poorly contaminated 0.7n 0.6n 0.5n
II - Moderately contami- 0.7n ÷ 1.4n 0.6n ÷ 1.2n 0.5n ÷ 1.0n
nated
III a Contaminated 1.4n ÷ 2.1n 1.2n ÷ 1.8n 1.0n ÷ 1.5n
III b Contaminated 2.1n ÷ 2.8n 1.8n ÷ 2.4n 1.0n ÷ 2.0n
IV a Very contaminated 2.8n ÷ 4.2n 2.4n ÷ 3.6n 2.0n ÷ 3.0n
IV b Very contaminated 4.2n ÷ 5.6n 3.6n ÷ 4.8n 3.0n ÷ 4.0n
IV c Very contaminated 5.6n ÷ 7.0n 4.8n ÷ 6.0n 4.0n ÷ 5.0n
IV d Very contaminated 7.0n ÷ 7.7n 6.0n ÷ 6.6n 5.0n ÷ 5.5n

the ingredients for the corresponding date. Next, choose the assessment methods, standards,
according to which calculations will be made. The program assesses the water quality by pressing
the “Calculate” button, and the calculation results are displayed above the table in text form
(figure 3). The calculation windows for each of the three methods are presented below (figure 3,
figure 4, figure 5).
The main menu of the program includes the functions of exiting the application, editing
database records, setting parameters for assessing surface water quality (figure 6).
This software was created using the integrated development environment Microsoft Visual
Studio in the programming language C#. The mdb format database was selected as the data
storage tool. This solution allows providing software support for all versions of the Windows
operating system starting with XP, allows using the software even on very “weak” personal
computers, which is one of the essential real factors in present conditions.
The choice of these technologies is grounded by the following aspects:
• the possibility of using this software on personal computers in modern educational

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Table 7. Description of the database tables of the information system for surface water quality
analysis.

№ Table name Short description of the tables contents

1 Drinking Indicators of maximum permissible con-
centrations for drinking needs are stored
2 Recreational Indicators of maximum permissible con-
centrations for cultural and recreational
purposes are stored
3 Fishery Indicators of maximum permissible con-
centrations for fishery standards are
stored
4 WPI Water quality assessment criteria by the
water pollution index are stored
5 CIP-2-1 Water body classification criteria by
repeatability are stored
6 CIP-2-2 Classification criteria for water bodies on
the level of contamination are stored
7 CIP-2-3 Criteria for assessing the status of water
bodies are stored
8 CIP-2-4 Classification criteria for the quality of
water bodies by the combinatory index of
pollution are stored
9 Result Surface water quality assessment data for
all methods are stored
10 Data Quality indicators of a water sample, that
was taken at a particular point in time,
are stored

Figure 1. Functional scheme of the information system.

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Figure 2. The main window of the program.

Figure 3. Window for assessing water quality according to the WPI.

Figure 4. Window for assessing water quality according to the MWPI.

institutions;
• expanding capabilities for working with data which are not provided by the direct
functionality of the program, due to the use of a local database of the mdb format. This

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Figure 5. Window for assessing water quality according to the CIP.

Figure 6. Window for water quality assessment criteria according to WPI.

format allows the user to edit the database using the standard Microsoft Office suite (using
Microsoft Access), starting with 2003;
• simplicity of working with software due to the lack of an authorization module.

The software, which was created in the presented format, allows students with primary
knowledge of the basics of working with a computer to use it both for educational purposes
and in their future professional activities. Therefore, it can be recommended for use in
structural departments of state environmental inspectorates, water quality control organizations
and environmental protection departments.
The software product is successfully integrated into the complex of practical works in the
discipline “Conservation and proper utilization of water resources” when a complex assessment
of the water quality of surface water bodies is carried out. The software product has clear user
instructions for working with the system, a convenient and simple interface, ease of data entry,
the ability to expand the number of indicators that are used to analyze water quality.
Automation of mathematical calculations made it possible to reduce the time of practical work
by 6 times. Previously, manual water quality assessment was performed during one practical

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lesson (90 minutes). Now 15 minutes is enough to form an array of data and immediately receive
the assessment results.
The remaining time allows students to determine the quality of water not by one, but by three
methods, perform a comparative analysis of the results and make a decision on the possibility
of using the water body for the needs of a particular water user.
Five years of practical experience in the discipline “Protection and rational use of water
resources” with the use of ICT allows us to claim that students not only quickly, accurately
and reasonably establish the fact of an environmental problem (pollution of a water body),
but also acquire the ability to analyze critically the received information. Thus, the bases of
system analysis are formed in future ecologists’ thinking, which are necessary for the formation
of large-scale and strategic decision-making thinking in the field of water management.

5. Conclusions and outlook

The article highlights an example of integration of software for mathematical calculations (on the
example of a complex assessment of water quality according to modern calculation methods) in
the formation of a set of knowledge and skills of future ecologists for use in professional activities
in the area of ecology, environmental protection, and balanced environmental management.
The software product is integrated into the educational process of students-ecologists in a
complex of practical works on the discipline “Conservation and rational use of water resources”
during complex assessment of the water quality of surface water bodies. This makes it possible
to reduce the time of practical work by 6 times, to increase the number of studied methods for
assessing water quality, to perform a comparative analysis of the results and to make a decision
on the possibility of using a water body.
The development and implementation of information technologies in the educational process
requires further research aimed at creating varied application software. Automation of the
processing of ecological information will ensure prompt receipt of complete and reliable
information about the quality of the environment. The introduction of ICT in education
will optimize the educational process, enhance the cognitive and creative activities of students,
increase efficiency and productivity, create conditions for in-depth learning of special disciplines.
The potential of using modern computer means will contribute to the expansion of methods,
forms and ways of educating ecologists.

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