Pollution Solution Pre/Post Test



Pollution Solution Pre/Post Test Name _________________

Period _________________

Multiple Choice

Identify the choice that best completes the statement or answers the question. (2 points each)

1. Pollution can affect humans by causing ______________.

a. measles and mumps. c. colds and flu.

b. mumps and cancer. d. cancer and respiratory problems.

2. Which of the following is an unwanted change in the environment that is caused by harmful substances?

a. conservation c. nonrenewable resources

b. human waste d. pollution

3. When does non-point source pollution often occur?

a. when garbage is burned to produce electricity

b. when chemicals are washed into rivers, lakes, and oceans

c. when people drive electric cars

d. when people do not recycle trash

4. Where is the majority of the readily available freshwater found?

a. springs c. groundwater

b. lakes d. rivers

Fill in the Blank

Complete each statement. (2 points each)

5. The constant movement of various states of water from the atmosphere to the land and oceans and back again is __________________.

6. Groundwater can weather the Earth below ground. It can also deposit minerals, which can form unique features. Groundwater flows through permeable underground layers known as ___________________.

Short Answer

Answer using complete sentences. (4 points each)

7. Provide three examples of where point source pollution of groundwater can come

from.

8. Imagine that you live in a community where a company is proposing to build a commercial dairy farm. Half of the community is for building the farm and half is against the idea. Which side of the argument would you be on? Justify your choice by providing three reasons that support your choice.

Pollution Solution Pre/Post Test – Answer Key (20 points)

Multiple Choice

1. Pollution can affect humans by causing ______________.

d. cancer and respiratory problems.

2. Which of the following is an unwanted change in the environment that is caused by harmful substances?

d. pollution

3. When does non-point source pollution often occur?

b. when chemicals are washed into rivers, lakes, and oceans

4. Where is the most of the readily available freshwater found?

c. groundwater

Fill in the Blank

5. The constant movement of various states of water from the atmosphere to the land and oceans and back again is the hydrologic cycle.

6. Groundwater can weather the Earth below ground. It can also deposit minerals, which can form unique features. Groundwater flows through permeable underground layers known as aquifers.

Short Answer

7. Provide three examples of where point source pollution of groundwater can come from.

Possible answers: Garbage Dumps, Industrial Building Sites, Manufacturing Plants, etc

|4 |3 |2 |1 |

|Student clearly provides |Student clearly provides |Student clearly provides |Student clearly provides |

|3 examples of point |2 examples of point |1 examples of point |3 examples of point |

|source pollution. Student|source pollution. Student|source pollution. Student|source pollution. |

|uses complete sentences. |uses complete sentences. |uses complete sentences. |Student does not use |

| | | |complete sentences. |

8. Imagine that you live in a community where a company is proposing to build a commercial dairy farm. Half of the community is for building the farm and half is against the idea. Which side of the argument would you be on? Justify your choice by providing three reasons that support your choice.

|4 |3 |2 |1 |

|Student takes a clear |Student takes a clear |Student takes a clear |Student takes a clear |

|stance for or against the|stance for or against the|stance for or against the|stance for or against the|

|farm. Student clearly |farm. Student clearly |farm. Student clearly |farm, but does not |

|supports his/her stance |supports his/her stance |supports his/her stance |support their stance. |

|with 3 solid reasons. |with 2 solid reasons. |with 1 solid reasons. | |

Discussion Questions Name _________________

Period _________________

1. You are spending the night at a friend’s house after a pool party and you are taking a quick shower to get the chlorine out of your hair and off your skin. You notice that in spite of using the same shampoo that there is much more lather at your friend’s house. What do you think causes the difference?

2. You might have seen reddish brown stains in your sinks or bathtubs at home or in other people’s houses. What do you think causes these stains? Be specific in your response.

3. These things in the water that cause these stains are called contaminants. Are these contaminants desirable? Explain your reasoning.

4. Are these contaminants always harmful to us human beings or other living creatures? Explain your reasoning.

5. How do you suppose these contaminants get into the water? Explain.

6. What chemicals do other people in our school building and district use (i.e., custodians, kitchen workers, maintenance, and others)? What procedures do these individuals take to ensure safety for themselves and others?

7. Explain the role of the hydrologic cycle in regards to the spread of a small oil leak from a car parked in the street. (Draw a diagram to go along with your response).

Discussion Questions Key

1. You are spending the night at a friend’s house after a pool party and you are taking a quick shower to get the chlorine out of your hair and off your skin. You notice that in spite of using the same shampoo that there is much more lather at your friend’s house. What do you think causes the difference?

Responses may vary. Mostly students will say that the water at home is hard. They can be questioned as to what they mean when they say the water is hard.

2. You might have seen reddish brown stains in your sinks or bathtubs at home or in other people’s houses. What do you think causes these stains? Be specific in your response.

Again responses may vary. Students might say rust, lime, calcium, sulfur, nitrates, phosphates, ammonia, lead etc. Reddish brown stains are caused by iron deposits in the water. Students can be further questioned as to what they mean when they say lime.

3. These things in the water that cause these stains are called contaminants. Are these contaminants desirable? Explain your reasoning.

It depends on the contaminant and how much of it is present. Some city water has fluoride, which can help strengthen teeth. A certain amount of iron in the water is desirable. Small quantities of sulfur can help cure certain skin conditions. Lead, large amounts of nitrates, phosphates, ammonia etc can be harmful.

4. Are these contaminants always harmful to us human beings or other living creatures? Explain your reasoning.

No they are not always harmful. See above.

5. How do you suppose these contaminants get into the water? Explain.

Small quantities of these contaminants maybe present naturally in the water from the original source. In other cases, human activity might have caused these contaminants to get in the water. For instance, ammonia from a refrigeration plant could contaminate the groundwater. Nitrates that are used as fertilizers in farms could run off into the groundwater.

6. What chemicals do other people in our school building and district use (i.e., custodians, kitchen workers, maintenance, and others)? What procedures do these individuals take to ensure safety for themselves and others?

Answers will vary. Many cleaners have ammonia in them.

7. Explain the role of the hydrologic cycle in regards to the spread of a small oil leak from a car parked in the street. (Draw a diagram to go along with your response).

Answers will vary. Oil will enter surface runoff, contaminate waterways, potentially seep into aquifers, effect plants/animals that take in contaminated water, etc

Lab Sheet Name _________________

Period _________________

Problem:

The EPA has assigned your team of environmental scientists to test water quality from several wells fed by an aquifer in a mid-western community because several babies have developed a syndrome in which their blood is unable to carry enough oxygen to body cells and tissue.  These children are developing a bluish coloring and long-term digestive and respiratory problems (similar to carbon monoxide poisoning).  Also, livestock are showing signs of reduced vitality and increased stillbirth, low birth weight, and slow weight gain. There have even been reports of deaths of the affected animals.

Physicians think that these symptoms are a direct result from the quality of the drinking water that is retrieved from a local aquifer. Your group will need to pinpoint the source area for the contamination that is affecting the children and propose an effective remediation plan.

A few months ago there was a new dry cleaners that opened up in the area and the community suspects them of contaminating the drinking water. There is also a corporate farm to the South that has been in the family for over 115 years. The family has admitted to using commercial fertilizers on their crops. Additionally, the residential area borders a military base, which is celebrating its 50th anniversary this year. You must investigate all of these properties in order to determine where the contamination is coming from.

The EPA has ordered that each location provide a sample of water from their aquifer.

Gather information:

Your group will need to research and gather information about the effects of contamination from nitrates, ammonia, and chlorinated solvents in drinking water. It is also important that you determine a way to remediate these contaminants.

During your research your group should create a data table to record information in regards to location and what was found at each location.

Procedure:

● Use the site map and study the locations of monitoring wells in the area. Your team needs to design an experiment to determine which location may be the source of contamination causing the given symptoms. Your team will need to operate on a budget of $550 and the Nitrate Test costs $80, the Ammonia Test costs $85, and the Chlorine Test costs $90.

● Create a table to record your data.

● Write out your experiment and table for teacher approval. __________

(teacher initials)

● Conduct your experiment.

Questions for Analysis:

Where was the nitrate concentration the highest? Ammonia concentration? Chlorine concentration?

Conclusion:

Write a valid conclusion about the sites that you sampled. This conclusion should address the source of the contamination, which contamination is having adverse effects on the population and what would be the best way to remediate the drinking water for the residential area. Be sure to indicate how you reached your conclusion.

Our group thinks that the source of the contamination is......

Our group thinks that the best way to remediate the contamination on site is.....

We think this because......

Final Report:

Your group needs to write a formal letter to the city council in order to recommend a remediation strategy for the drinking water aquifer that has been contaminated. When you are done with the letter your group needs to show your plan to the city council (this will be your classmates). Your letter must briefly explain your results, why the contaminant is a problem for the community, and recommend a remediation strategy.

Lab Sheet Possible Answer Key

Problem:

The EPA has assigned your team of environmental scientists to test water quality from several wells fed by an aquifer in a mid-western community because several babies have developed a syndrome in which their blood is unable to carry enough oxygen to body cells and tissue.  These children are developing a bluish coloring and long-term digestive and respiratory problems (similar to carbon monoxide poisoning).  Also, livestock are showing signs of reduced vitality and increased stillbirth, low birth weight, and slow weight gain. There have even been reports of deaths of the affected animals.

Physicians think that these symptoms are a direct result from the quality of the drinking water that is retrieved from a local aquifer. Your group will need to pinpoint the source area for the contamination that is affecting the children and propose an effective remediation plan.

A few months ago there was a new dry cleaners that opened up in the area and the community suspects them for contaminating the drinking water. There is also a corporate farm to the South that has been in the family for over 115 years. The family has admitted to using commercial fertilizers on their crops. Additionally, the residential area borders a military base, which is celebrating its 50th anniversary this year. You must investigate all of these properties in order to determine where the contamination is coming from.

The EPA has ordered that each location provide a sample of water from their aquifer.

Gather information:

Your group will need to research and gather information about the effects of contamination from nitrates, ammonia, and chlorinated solvents in drinking water. It is also important that you determine a way to remediate these contaminants.

During your research your group should create a data table to record information in regards to location and what was found at each location.

Sample Data Table

| |Military Base |Farm |Dry Cleaners |

|Chlorinated Solvents |( | |( |

|Nitrates | |( | |

|Ammonia | |( | |

Students should research:

● types of contamination

● its effects on human health – it is important that students find out that nitrates cause the symptoms described above. They may find that chlorinated solvents can cause the same symptoms but over a long period of time.

● how long these effects take to show symptoms

● what contaminants are common from farms, a military base, and dry cleaners

Procedure:

● Use the site map and study the locations of monitoring wells in the area. Your team needs to design an experiment to determine which location may be the source of contamination causing the given symptoms. Your team will need to operate on a budget of $550 and Your team will need to operate on a budget of $550 and the Nitrate Test costs $80, the Ammonia Test costs $85, and the Chlorine Test costs $90.

● Create a table to record your data.

● Show your experiment and table to the teacher for approval, then conduct your experiment

Example Experiment:

● Determine what contaminant could be causing the symptoms described above.

● Test a well from the dry cleaner for nitrates (cost $85)

● Test a well from the farm for nitrates (cost $85).

● Test a well from the military base for chlorinated solvents

● Test a well from the residential area for nitrates and chlorinated solvents (cost $85x2).

Teachers note: Be sure that the residential area is tested last. They will only have enough money to conduct 5 tests during their experiment.

Example Data Table:

|Well ID |TEST KIT |

| |NO3- (ppm) |NH4 (ppm) |Cl (ppm) |pH |AT | |

|Residential | | | | | | |

|AFB | | | | | | |

|Farm | | | | | | |

|dry cleaner | | | | | | |

Leading questions for student's Analysis:

Where was the nitrate concentration the highest? Ammonia concentration? Chlorine concentration?

Conclusion:

Write a valid conclusion about the sites that you sampled. This conclusion should address the source of the contamination, which contamination is having adverse effects on the population and what would be the best way to remediate the drinking water for the residential area. Be sure to indicate how you reached your conclusion.

Our group thinks that the source of the contamination is......

Our group thinks that the best way to remediate the contamination on site is.....

We think this because......

Final Report

Your group needs to write a formal letter to the city council in order to recommend a remediation strategy for the drinking water aquifer that has been contaminated. When you are done with the letter your group needs to show your plan to the city council (this will be your classmates). Your letter must briefly explain your results, why the contaminant is a problem for the community, and recommend a remediation strategy.

Teachers Note: Student then share their letters with the class. While sharing, have the students who have been the audience pretend to be the council members. The council members should then vote to see which team has the best remediation presentation.

Safety Article

Dartmouth researcher poisoned by material she was studying

Associated Press, 03/28/97

HANOVER, N.H. - A respected Dartmouth College professor is in the hospital after an apparent research accident left her poisoned by the toxic mercury she was studying.

Professor Karen Wetterhahn was diagnosed with mercury poisoning eight weeks ago. The college and hospital won't discuss her condition, but her family issued a statement saying treatment is continuing.

Officials from Dartmouth's Chemistry and Environmental Health and Safety departments believe Wetterhahn was poisoned sometime in August while working alone with dimethylmercury. The mercury compound has no practical uses, but Wetterhahn was using it in her studies of mercury toxicity. There also is a delay between exposure and when a victim begins feeling the effects.

No one knows for sure how Wetterhahn was poisoned, but they suspect some of the mercury touched her skin and was absorbed into her body.

John Winn, chairman of Dartmouth's chemistry department, said it was hard to tell how much she had absorbed. He was not sure whether the mercury compound soaked through protective gear or touched her skin directly.

Wetterhahn was diagnosed after tests in January showed she had an elevated level of mercury. She was tested due to numbness in her fingers, unsteady walking, difficulty in speaking and vision and hearing problems.

Rare Form of Mercury Kills Dartmouth Chemistry Teacher

The News York Times

HANOVER, N.H., June 10 - A Dartmouth College chemistry professor has died from exposure to a rare form of mercury, first synthesized more than 130 years ago.

Karen E. Wetterhahn, 48, who also had served as an associate dean and a dean at the college, died on Sunday, about 10 months after accidentally spilling a few drops of dimethylmercury on her disposable latex gloves while performing a laboratory experiment. The substance, which has no practical application, is used in research on heavy metals.

Prof. John S. Winn, chairmen of the college's chemistry department, said Professor Wetterhahn was a leader in the study of how heavy metals can initiate cancer at the molecular level. “Dimethylmercury is so rare that it is only in use in perhaps 100 laboratories worldwide at any given time,” he said.

Through a search of medical literature, the college determined that exposure to the substance killed two laboratory assistants in 1865, shortly after it was first synthesized, and a 28-year-old chemist in 1971.

"Karen Wetterhahn's death is a tragedy for her family and for the Dartmouth community," said Dartmouth's president, James O. Freedman.

“After years of study chromium metal toxicity, Professor Wetterhahn had turned to the study of mercury enduring a sabbatical at Harvard University in September 1995," Professor Winn said. In the experiment at Dartmouth last August, she had used dimethylmercury to set up a standard against which to measure other mercury involved in her research.

The drops apparently spilled onto her gloves, passed quickly through the latex and were absorbed through her skin. After her illness was diagnosed in late January, the college had the latex gloves independently tested, and it was determined that the mercury could pass through in 15 seconds or much less.

“Other types of gloves offer more protection, but she probably used latex to increase dexterity during the delicate procedure,” he said.

In a letter to Chemical and Engineering News about the accident, Professor Winn and the other college officials recommended that heavier gloves be used during experiments, and that "medical surveillance measuring mercury concentrations in whole blood or urine" should be considered during extended use of these compounds.

Professor Wetterhahn's symptoms, which initially included difficulty with balance, speech, vision and hearing, progressed rapidly and she was in a coma from late February until her death. “Although treatments were administered to eliminate the mercury in her system, they began too late to prevent irreversible damage to the nervous system," Professor Winn said.

OSHA Fines Dartmouth for Mercury Poisoning

The Occupational Safety and Health Administration (OSHA) of the U. S. Department of Labor has concluded its investigation into the death by mercury poisoning of a Dartmouth College professor. Federal regulators have fined Dartmouth College $13,500 for "serious" safety violations in connection with the death of Dr. Wetterhahn. A serious violation is defined by OSHA as one in which there is substantial probability that death or serious physical harm could result, and the employer knew or should have known of the hazard.

David May, OSHA's New Hampshire director, said Dartmouth had failed to provide adequate training on the limits of the gloves and to provide appropriate gloves for the research of dimethyl mercury. Also, the Lab's Chemical Hygiene Plan was fined for deficiencies.

Director May stressed dimethyl mercury is highly toxic with little commercial use. It was being used in research as an NMR standard. Dartmouth officials said they would not contest the fine and would comply with OSHA's safety recommendations. In the past months, the college has held workshops on different types of gloves and their uses, and has affixed labels to gloves warning of their limitations

Water Contaminant Research

Research Organizer

|Contamination |Effects on Humans |How long until symptoms show? |Found coming from farms? (type)? |Found coming from dry cleaners? |Found coming from military base? |

| | | | |(type)? |(type)? |

|Nitrates | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Chlorine | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Ammonia | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Water Contaminant Research Name _________________

Period _________________

Guided Research Activity

1.

Improving Old MacDonald’s Farm

A national Water Quality inventory found that ____________________ activities are the main source of polluted runoff affecting our country’s rivers and lakes. Estuaries, _________________, and wetlands are also polluted by the runoff. The Gulf of Mexico’s _________ zone, a large area of low oxygen, is believed to be a result of these pollutants entering the Gulf by way of the __________________ River.

Looking back at the MacDonald’s farm article, what are the three major sources of pollution caused by farming activities?

• ___________________________________________________________

• ___________________________________________________________

• ___________________________________________________________

While these sources of pollution cannot be eliminated, they can be controlled. How can each source of pollution be managed to reduce contaminated runoff entering our waterways?

• ___________________________________________________________

• ___________________________________________________________

• ___________________________________________________________

2. Watch teacher domain video clip.

Farm solutions to water pollution.

Describe the solution this farmer used to reduce the pollution of the stream by his farm caused by the excrement (waste) from his dairy cows.

________________________________________________________________

________________________________________________________________

Besides reducing water pollution, what was an added benefit this farmer observed in his cows.

________________________________________________________________

Why does this farmer believe it was important for him to work on this problem concerning pollution of the stream?

________________________________________________________________

________________________________________________________________

3.

Stop Pointless Personal Pollution!

Look at the “Do You Know” box. Compare storm drains and sewers.

________________________________________________________________

________________________________________________________________

List 5 different ways citizens help to pollute water.

• ___________________________________________________________

• ___________________________________________________________

• ___________________________________________________________

• ___________________________________________________________

• ___________________________________________________________

4.

Nitrates

Nitrates are chemicals found in ______________________, rat poison, __________________, and in animal _______________________.

What is the most likely source from the list above that would result in nitrates getting into our drinking water? ______________________________________________________________

Do you think nitrates would filter into groundwater from a leaking septic tank? What evidence above would cause you to draw a conclusion that this is so?

________________________________________________________________

Ingestion of nitrates can lead to a symptom in infants called_________________.

Higher levels of nitrates in the body can cause this symptom to occur in older children and adults. The person’s skin gets a blue tinge because the nitrates get into the ____________________ and binds with hemoglobin in the blood. Hemoglobin’s job in the body is to carry __________________ to the cells. Nitrate doesn’t allow the oxygen to be delivered efficiently so the person’s cells become oxygen deprived resulting in the bluish color of the skin. This deprivation (shortage) of oxygen can cause serious health issues.

Provide 3 ways nitrates can get into your drinking water.

• ___________________________________________________________

• ___________________________________________________________

• ___________________________________________________________

5.

Chlorinated Solvents

Look at the list of products that are made using some chlorinated solvents. Now look at the map passed out to you that shows three businesses. Name the 3 businesses you see:

_____________________ _____________________ ____________________

Which of these sites would most likely use chlorinated solvents? Give a reason for each answer.

________________________________________________________________

________________________________________________________________

Is it possible for these forms of chlorine to get in your drinking water? Explain.

________________________________________________________________

Name 3 health effects if someone got too much of these chlorinated substances into their systems.

___________________ _____________________ ___________________

6.

Sources of ammonia emission from agriculture

Look at the possible causes of ammonia emissions into the environment. It is mostly found in the l___________________ and solid w________________ of animals. How does it get into our drinking water? ________________________________________________________________

________________________________________________________________

7.

Health effects of ammonia in drinking water

Discuss together health implications. Name two:

_____________________________ _______________________________

8.

Drinking Water Contaminants

Look at the chart. Find the contaminants discussed today and read the symptoms. List any symptoms not already listed above. Discuss.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

9.

pH and alkalinity

The pH level tells the acidity or alkalinity of the water and is measured with a numbered scale. The scale ranges from 0-14 with 7 being considered neutral. Acidic water is < 7. Water > 7 is alkaline. Each number on the scale is ten times different than the consecutive number. The EPA rates any lake with a pH < 5 as acidic. Most aquatic organisms need a pH somewhere between 6.5 and 8. Water treatment plants usually treat city water so it will have a pH of 9. This causes less corrosion in water pipes.

We have spent much time today discussing the importance of the quality of water for human ingestion. Now let us think about other organisms. Look at the pH scale. What substance(s) do you see on the scale that we discussed earlier that might affect the drinking quality of water as well as the life sustaining quality of water for aquatic organisms? Explain the source of the pollutant and how it will change the pH and what this will mean for life in the water.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

10. Take a few minutes to review the information learned today. Tomorrow you will be testing water samples from the three businesses on the site map and from the contaminated aquifer.

EPA officials are concerned about the increased incidence of blue baby syndrome in the area.

Respond to the following prompt:

Today’s Learning Target: I can interpret and draw conclusions from the data that I collected.

Evidence: Based on the data collected and in a complete sentence(s) interpret and draw a conclusion as to what could be contaminating the drinking water in the scenario.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Water Research Possible Sources

(2008). Groundwater, the hidden source of life - youtube. [Web Video]. Retrieved from

Articles and activities for middle school students. Retrieved from

Teachers' domain: Agricultural runoff and the gulf of mexico dead zone [Theater]. Available from

Teachers' domain: Farm solutions to water pollution [Theater]. Available from

Nitrate and nitrites. (2007). Retrieved from

Gullickson, R. (1993). Reference data sheet for common chlorinated solvents. Retrieved from

Sources of ammonia. Retrieved from

Ammonia in Drinking-water. World Health Orgnaization. Retrieved from

Drinking Water Contaminants. EPA. Retrieved from - List

Addy, K., Green, L., & Herron, E. pH and Alkalinity. URI Watershed Watch. Retrieved from

Site Map

[pic]

Site Map Key

[pic]

Exit/Entrance Slip

Exit Slip

Name __________________

Period __________________

Today’s Learning Target:

I can interpret and draw conclusions from the data that I collected.

Based on what you have learned so far, are monitoring wells a reliable scientific choice for collecting data in this scenario. Why or why not?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Based on the data collected and in a complete sentence(s) interpret and draw a conclusion as to what could be contaminating the drinking water in the scenario.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

- - - - - - - - -

Entrance Slip

Name __________________

Period __________________

Today’s Learning Target:

I can interpret and draw conclusions from the data that I collected.

Based on the data collected and in a complete sentence(s) interpret and draw a conclusion as to what could be contaminating the drinking water in the scenario.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Post Activity Discussion

1. Which location was the source of the contamination? Discuss your findings with other groups in the class and if there are any differences, figure out what might be the cause of those differences. Identify whether the source of the pollution is a point source or a non-point source pollution.

2. Does the contaminant truly cause the symptoms and health problems that the children and livestock manifest? How did you reach that conclusion?

3. How can we remediate i.e. remove the contaminant from the water? Give a detailed description. (comment: the way it was originally stated conveyed the correct meaning. How can one means How can one person, not one method of remediation.)

4. How can the other contaminants be removed from the water? Give a detailed description. Identify whether the source of these pollutions are point source or non-point source pollution.

5. Is it necessary to completely remove all contaminants from drinking water? Explain your reasoning.

6. What alternatives are available to people if they choose to not use their well or city water?

7. Are these alternatives better than the well or city water? Explain your reasoning.

8. If you were to repeat this activity, what other contaminants would you test for? Why would it be important to test for those particular contaminant(s)?

Post Activity Discussion

1. Which location was the source of the contamination? Discuss your findings with other groups in the class and if there are any differences, figure out what might be the cause of those differences. Identify whether the source of the pollution is a point source or a non-point source pollution.

The location that was the closest to the dry cleaner was the source of pollution. All groups ought to arrive at the same conclusion. This is a point source pollution.

2. Does the contaminant truly cause the symptoms and health problems that the children and livestock manifest? How did you reach that conclusion?

Students ought to have researched the health problems due to the different contaminants and concluded that nitrates do cause the above health problems.

3. How can we remediate i.e. remove the contaminant from the water? Give a detailed description. (comment: the way it was originally stated conveyed the correct meaning. How can one means How can one person, not one method of remediation.)

Nitrates are partially removed from soil in two ways. If the nitrates are located within the root zone of growing plants, the plant can accomplish some removal. As the dissolved nitrates move through unsaturated soil, they are partially removed by attraction to soil particles. In flat valley regions, natural groundwater movement could flush out the nitrates. This movement is so slow, however, that this would probably take decades and the assumption is that the nitrates are not readily removed. Nitrates can be treated with ion exchange or biologically, using denitrification.

4. How can the other contaminants be removed from the water? Give a detailed description. Identify whether the source of these pollutions are point source or non-point source pollution.

Students will report their research findings. The remediation of chlorine contamination can take many forms, such as injection and extraction, air- or biosparging, biological reactive locations, and filtration. The first three have been successful in removing the only slightly soluble CAH’s from groundwater. Activated carbon filtration is used to remove THM’s. Removal of ammonia from water is not a trivial task. . A process involving aeration and biological filtration has been shown to accomplish this. Ion exchange processes can remove low concentrations of about 2-10 ppm. Biological nitrification followed by denitrification is a process that is used to remove ammonia from groundwater supplies. A process involving oxidation of ammonia to nitrite and subsequently to nitrate using nitrifying bacteria has also been shown to remove ammonia from drinking water in concentrations of 1-3 mg/L.

5. Is it necessary to completely remove all contaminants from drinking water? Explain your reasoning.

No, it is not necessary to do so. Some contaminants are actually desirable and others can be present in very small quantities without causing us any harm.

6. What alternatives are available to people if they choose to not use their well or city water?

They can use bottled water for drinking and maybe even cooking purposes.

7. Are these alternatives better than the well or city water? Explain your reasoning.

Not necessarily. Lots of bottled water is simply water bottled from some spring or what appears to be a clean source. This water is not rigorously tested for various contaminants to ensure safety. City water on the other hand is tested and has to follow EPA regulations as to what contaminants can be present and how much of a certain contaminant is acceptable for drinking and cooking purposes.

8. If you were to repeat this activity, what other contaminants would you test for? Why would it be important to test for those particular contaminant(s)?

Responses will vary. Maybe lead, phosphates, iron, chromium etc. Biological contaminants ought to be mentioned. Possible health hazards ought to be researched.

Persuasive Letter Rubric

|CATEGORY |4 |3 |2 |1 |

|Audience |Demonstrates a clear |Demonstrates a general |Demonstrates some |It is not clear that the |

| |understanding of the reader |understanding of the reader |understanding of the reader |writer has an understanding |

| |and uses appropriate |and uses vocabulary and |and uses arguments |of the reader and does not |

| |vocabulary and arguments to |arguments for that audience.|appropriate for that |use appropriate arguments. |

| |respond to potential | |audience | |

| |questions and concerns. | | | |

|Organization |Arguments and support are |Arguments and support are |A few of the support details|Many of the support details |

| |presented in a logical order|presented in a fairly |or arguments are in an order|or arguments are not in a |

| |that is easy and interesting|logical order that is |that is both confusing and |logical order, distracting |

| |to follow. |reasonably easy to follow. |distracting for the reader. |the reader and making the |

| | | | |letter seem very confusing. |

|Details and Support |All of the evidence and |Most of the evidence and |At least one of the pieces |Evidence and examples are |

| |examples are specific and |examples are specific and |of evidence and examples is |NOT relevant and/or are not |

| |relevant. Explanations that|relevant. Explanations that|relevant and has an |explained. |

| |show how each piece of |show how each piece of |explanation that shows how | |

| |evidence supports the |evidence supports the |it supports the author's | |

| |author's position are given.|author's position are given.|position. | |

|Grammar |0-2 errors |3-5 errors |6-8 errors |9 or more errors |

|Usage | | | | |

|Mechanics | | | | |

|Spelling | | | | |

Links to Resources by Day

Day 1

Frontline report "What's in Your Drinking Water"

Frontline report "Poisoned Waters: Why is Stormwater Runoff a Major New Threat"



Day 2

Dr. Barb Mahler of the US Geological Survey and the University of Texas explains how everyday contaminants can infiltrate drinking water.

. watch?v=5xs1jLlbztE

An IGRAC initiative.

:igrac.nl

A Student project with some dramatic music that shows a visual experiment of how pollutants get into water systems.

Day 6 & 7

Chromium plume spreads in Calif. town's water



Camden too slow to fix water supply, OEPA says



Millions in U.S. Drink Dirty Water, Records Show



................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download