Water

toc =Foul Water=

What can we do with this?

How is the best way to clean the water? The class used these procedures such as removing the oily layer from the water first, performing a sand/gravel filtration (using sand, gravel in a dixie cup), and using activated charcoal powder in a slurry to mix with the water to remove the cloudiness (we filtered the charcoal and water using filter paper.) How well did they do? Here are a few examples: On your team page, label this section Foul water lab (be sure to use heading 1). Show a picture of your final sample and include a data table of your data and observations. Answer the following questions: 1. What percentage of water did you recover? (how much of your original sample?)62% 2. Which filtration step lost the most water? Why do you think so?Rock/sand filter. each piece of material held on to the water. 3. List substances from our homes and nature that must be cleaned from the water. List as many as your group can name.cloths, dishes, cars. 4. Is it possible to retrieve 100% of water even if mostly clean water is filtered? Why or why not? No because, some water will be lost in the filtering.

Why is just going out to buy bottled water instead of cleaning the foul water not the best alternative to the problem? Really think this one through.
 * Homework:**

=Water sources= What if that was the only water you have?

The [|World Water Council], gives this description of the importance of water for life: //"Water is life. All living organisms are predominantly made of water: human beings about 60%, fish about 80%, plants between 80% and 90%. Water is necessary for all chemical reactions that occur in living cells—(it) is essential for food production and all living ecosystems."//

Water is very essential for our lives. the following activities will give information on water use and availability.

What do we use water for? Generate a list as a group to list all the uses of water by all organisms in all types of areas. Class list:

A problem occurs when there are competing activities. These are activities that occur at the same time in the same area. What are some examples of competing activities for different types of living areas: Large city: Small city: Suburbs: Rural areas:

What are some of the problems of competing activities? Example areas with problems from competing activities: Shallow waters along the coast of VA Wetlands that existed around some towns Dams (especially on the Colorado River) Industry along the Mississippi

Activity A
Use the following resources to determine who uses water in the world and where the water is available. View these resources and  and answer the following questions:
 * 1) Which countries are the largest consumers of water?
 * 2) How is this map different from other world maps? How is displaying the data this way better than a regular chart?
 * 3) Do the countries that use the most water also have the largest populations? Do those that use the least have the least populations? Give two examples for each.

Activity B
How does the amount of water today compare with that of the past or the future? Create a chart to list all the places water is located using the following headings: Fresh water, Salt water, Locked water

Answer the following questions:
 * 1) How much water is found in each of these? Use the chart located on this site: @http://www.swivel.com/graphs/show/20068274 and determine how much water there is in all the places listed above if the total water on the Earth is 1,386,000,000 cubic kilometers.
 * 2) What percent of the total water on Earth is fresh water?
 * 3) What percent of the FRESH WATER is found frozen in ice?
 * 4) What sources of fresh water are found on the surface of the Earth?
 * 5) Which sources can humans most easily obtain their water?
 * 6) To get an idea of the water we can actually use, look at this site: http://www.circleofblue.org/waternews/2008/science-tech/all-the-water-in-the-world/ Why is this a problem for the human population (and all the other organisms in the world?)


 * Homework:** What can contaminate groundwater? List substances that can enter the water or activities that may introduce other substances into the water. How can we stop those items from entering the water supply?

Activity C
View the following picture: @http://serc.carleton.edu/images/eslabs/drought/water_cycle.v2.jpg

> List some of the ways that areas are coping with water shortages and making water available.
 * Team work: put on your team page and label "water sources: activity A" (use heading 1)**
 * 1) List what you observe about the movement of water on the Earth and the amounts of water moving in any direction (The size of the arrow represents the amount of water that is moving. i.e. the larger the arrow, the more water moving that direction.)
 * 2) What portions of the water cycle are available for humans to use?
 * 3) The amount of water on the Earth has stayed the same, but our populations have been increasing rapidly. Is it possible to "run out of water." If not, why is there a problem.
 * 4) Look at the map here @http://soils.usda.gov/use/worldsoils/mapindex/popden.htmland list the areas of the world that are the most populated. Are these areas of the world where there is a lot of water?
 * Individual work: Place this on your Individual page and and label "water shortages" (use heading 1)**
 * 1) Look at some of the articles on this site http://www.scientificamerican.com/report.cfm?id=water

Vocabulary
On paper, write the following words and define their meaning. It would be helpful to write down information on how that term is important for understanding how we use water resources. Take notes of interesting information as you find it. Do not copy and paste definitions from sources. Create your own definition and make sure you understand it and it is a complete definition so another reading it knows what it means. Erosion Sedimentation Aquatic Cycles Ecosystem Macroinvertebrate Riparian Riparian zone Shredders (type of macroinvertebrate) Tributary Pesticide Pollution Non-point source (type of pollution) Point source (type of pollution) Runoff Extraction Natural resource Renewable resource Non-renewable resource 100-year flood Biosphere Climate Flood plain Natural event Wastewater treatment Sewage Clean Water Act Precipitation Infiltration Aquifer

Activity D
Create a model of a watershed using the following procedure:
 * Find the meanings of the following words: watershed, stream order, drainage basin**
 * 1) Crumple several pieces of newspaper and place in the bottom of a pan to resemble hills and mountains. Tape into place using masking or duct tape. The area between the hills will represent valleys.
 * 2) Smooth out the wrinkles of a white plastic trash bag. This will represent the Earth's surface.
 * 3) Place an end of your pan on books to elevate.
 * 4) Cover the surface of the pan with the plastic, molding it around the hills you created. Excess plastic should hang off of all edges.
 * 5) Make a map of your landscape you created.
 * 6) Fill a spray bottle with water and food coloring. Lightly spray over your surface. Look for the following to occur: water that flows in a line (representing rivers or streams), water that pools in an area (representing ponds or lakes), and areas where water seems to flow either one direction or another (representing a drainage divide.) Add these areas to your map. Where a drainage divide occurs, draw arrows on your map to show the movement of water and which direction it flows.
 * 7) Wipe the water off of your model and switch your watershed model with someone else. Predict where the water will go on their model first and then test it out. **Question 1: What did you notice about the movement and pooling of water?**
 * 8) **Question 2: The following drainage patterns can exist in PA: dendritic, trellis, radial, and rectangular. Where in the state do they occur and why? (do a search for drainage patterns to understand what these terms mean)**

Do we ever have any water shortages in our state or region? If so, what are some conservation steps that we can take in order to stretch the water supply? How would our habits change if we lived in an area where water shortages were commonplace?
 * Homework:**

=Study guide= Complete the following study guide: =Topographic map= =Google Earth and our watershed=
 * 1) Use the topographic map to determine the drainage basin for Cloe Lake. Follow your teacher's instructions. **Question 1: why would it be important to know the drainage basin of a certain creek, stream, or river? Question 2: What are some of the buildings and living spaces found in and around the watershed?**
 * 1) Use Google Earth to view the watershed that we are in. Open Google Earth and be sure under the section Layers (on the left side), the box for Geographic web is checked. Uncheck all the others.
 * 2) Open up the following file [[file:ohio.kmz]]
 * 3) Click the small triangular arrow that points to the Watershed Layers folder; this will expand the folder so you can see all the data layers available to you. [[image:http://serc.carleton.edu/images/eslabs/drought/expand_data_folders.jpg width="208" height="325" caption="expand data folders" link="http://serc.carleton.edu/details/images/12334.html"]]
 * 4) The "Watersheds Characteristics" layer shows a button on the map that gives you access to Web pages about the watershed. Uncheck this layer during your Google Earth exploration.
 * 5) Expand the sub-folders for Landcover, Population, and Streams and turn separate layers on and off. Use the legends to make meaning of the colors on the map.
 * 6) Examine the relationships among the layers. Click the name of a layer in the Layers list and use the transparency slider just below the list to see through your highlighted layer.
 * 7) After some exploration, turn on your Elevation layer and make sure it is not transparent. Turn landcover and population images off. In the stream layer, turn on the largest streams — the ones that have the highest values for CMS (cubic meters per second). Sequentially add the smaller streams by clicking the boxes for streams of decreasing size. Note the patterns that develop as you add the smaller streams that are tributaries to the larger rivers.
 * 8) Turn the smaller stream layers on and off to help you visualize the location of drainage divides within your watershed. Compare a zoomed in view of the smallest streams to what you saw in your physical watershed model.
 * 9) Click the "Watershed Characteristics" layer to see a table of links. Click the **Dams** link to see the types and locations of dams that have been built to keep water from running downhill.
 * 10) Go back to your Google Earth map and turn off all Elevation, Landcover, and Population images. Leave all stream layers on. Zoom in to one of the larger streams to check out one or more of the dam sites shown in the graphic.
 * 11) Turn on the Terrain layer at the bottom of the Layers list and use Google Earth's tilt and zoom features for further exploration.
 * 12) Choose another watershed in a different part of the contiguous United States from the following website: @http://edna.usgs.gov/watersheds/kml_index.htm. Access the data layers for it and explore them to compare that watershed to your own.
 * 13) **Question 1: Start at the largest river in your watershed. Fly backwards to the smaller streams and tributaries. What do you notice about the following as you move from the biggest river to the smallest: elevation, population, landforms?**
 * 14) Your teacher will show you how to use historical imagery. **Question 2: How has our area changed between 1990 and 2009? Support your answer with screenshots from your computer. (use apple/shift/4)**
 * 15) In some places, they are fighting over who owns water (think about the Great Lakes, Mississippi River, or Colorado River). **Question 3: Would it be better to use drainage divides instead of state boundaries to determine who owns water? Why or why not?**

Review of the water cycle http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878f-e7cd90f7ee19

=Types of pollution= Point source Non-point source Acid rain

Activity A:
Find water pollution near you. Choose your home plus 5 other places that are different from where we are located. @http://projects.nytimes.com/toxic-waters/polluters/new-york

Questions: 1. What places did you look at and what were the pollution problems there? 2. Discuss in your group the various places you chose. What common pollutants/industries/problems exist among the area? You may need to discuss them as rural vs. city issues. 3. Are these pollutants or problems point source or non-point source pollution problems?

Activity B
An example of nonpoint source pollution can be found here: Litter and debris in water ways

Trash island
 * 1) Why is this a problem? How did it happen?
 * 2) How is human health, aquatic organisms, and other organisms affected? Give an example of organisms affected and the problems it is causing.
 * 3) What steps do you think need to happen in order to stop this from becoming a larger problem?
 * 4) Our households are a major problem of pollution. Read the articles here and there. What should people do to reduce water pollution that affects all of our water?

Activity C
How does the polarity of water make it essential to living things?

Identify words in this image that are familiar and unfamiliar to you. Write them down and define them.

Polar and Nonpolar solvents lab 1. Place 10 drops of water into each of 7 wells in your spot plate. 2. Place a few crystals of each of the following substances in the appropriate well: 3. Mix the contents with the end of a toothpick. 4. Decide whether the substance completely dissolves (S for soluble), slightly dissolves (SS for slightly soluble), or does not dissolve (IN for insoluble). 5. Discard the contents. 6. Repeat 1 through 5 with 10 drops of vegetable oil and the same substances.
 * iodine in #1
 * salt in #2
 * napthalene in #3
 * magnesium sulfate in #4
 * sugar in #5
 * copper sulfate in #6
 * 5 drops of ethanol in #7

Homework questions: 1. Which solutes were more soluble in vegetable oil then water? 2. Which solutes were more soluble in water than vegetable oil? 3. If oil is nonpolar and water is polar, what does it mean then when we say "like dissolves like?" 4. Many compounds in the world are polar. What would this mean in terms of water pollution?

=Eutrophication= View this animation and determine what causes eutrophication and what is eutrophication? http://coseenow.net/2008/11/eutrophication-animation/

=Water conservation= Let's play a game! http://www.savewater.com.au/game#

View parts of the game and take notes on the amount of water lost in each area and ways to stop water loss (we will be making a newsletter later with this information.) Then, play the game in each of the 8 areas to help the family conserve the water. Each member of your team should focus on different areas of the house and then share the information.

Your write-up must include: 1. Area of the house 2. How much water is lost and some recommendations to prevent water loss. 3. How much water you saved the family and which conservation methods seemed to work the best. Which ones are easy to do and which are difficult? 4. Do you use any of these conservation methods in your house? 5. Does your family ask you to do any of these conservation methods (but you don't do them too often)?

=Water conservation information= In the US, each person uses an average of 50 gallons of water per day at home. More water is used in the bathroom than any other place in the home. A dripping faucet can waste up to 2,000 gallons of water a year. How can we help to conserve water in our homes? Watch this powerpoint: media type="file" key="water-disaster.mov" width="300" height="300" From this article, read the "25 thing you might not know about water."

What is one thing that you read that you either want to know more about or you want to see if it is true?

Some activities adapted from http://serc.carleton.edu/earthlabs/drought/2.html

=Water testing= Use the water test strips to test the few varieties of water present in the lab.

Questions: 1. what did the test results show about the water? Were the test results within acceptable levels? 2. What is the problem with too much or too little of the following substances: Calcium, Magnesium, Iron, Mercury, Nitrates 3. Is it possible that two properties next to each other may have very different test results? Why or why not?

=Municipal Water testing and Water Treatment=

In class activity using a water testing report to analyze the water sample and discussion of water treatment techniques.