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An
ENGINEERING TEACHING KIT
Designed As Part Of The
VIRGINIA MIDDLE SCHOOL
ENGINEERING EDUCATION INITIATIVE
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FOR
6TH To 8TH Grade
LENGTH
Five 50 Minute Periods
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ETK Overview
In this unit, students will learn about the different contaminants present in our water. They will learn how these contaminants can affect human and animal life, and how to test for and remove some of them. By the end of this unit, students will understand how to identify contaminants and build a filter to purify a water sample. The students will also learn about the engineering design process, and how to apply what they have learned to everyday situations.
Contact Information
If for any reason you would like additional information or clarification of any part of this teaching kit, please use any of the contacts listed below.
Margaret Olson molson@virginia.edu
434.227.6375
Michael Andrews ma5h@virginia.edu
Nick Justesen justesen@virginia.edu
Michael Repsher mcr5h@virginia.edu
Margaret Ware-Smith mew6e@virginia.edu
Nakia Young ndy4p@virginia.edu
Learning Objectives
7th Grade Standards of Learning
• The student will investigate and understand that organisms within an ecosystem are dependant on one another and on nonliving components of the environment. Key concepts include the carbon, water, and nitrogen cycles.
• The student will plan and conduct investigations in which (a) data is organized into tables showing repeated trials; (b) variables are defined; and an understanding of the nature of science is developed and reinforced.
8th Grade Standards of Learning
• The student will investigate and understand the basic nature of matter. Key concepts include (a) characteristics of types of matter based on physical and chemical properties, and (b) physical properties (shape, density, solubility, odor, melting point, boiling point, and color).
• The student will investigate and understand the basic nature of matter. Key concepts include (a) elements, compounds, mixtures, acids, bases, and salts; (b) characteristics of types of matter based on physical and chemical properties; (c) physical properties (shape, density, solubility, odor, melting point, boiling point, color); and (d) chemical properties (acidity, basicity, combustibility, reactivity).
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Materials Required
This is a listing of all the materials to be used during the five days of activities outlined in the lesson plan. All quantities are given by the number of items required per group. The teachers should determine in advance the number of groups the class will be divided into, and purchase the required quantities as well as any spare material that may be needed.
• Various Handouts, included in this teaching kit
o Thinking About Water (and teacher’s copy), Engineering Design Process (and teacher’s copy), The pH Scale, Chemical Testing Sheet, Terafil handout (and teacher’s copy), Review Sheet, The Water Cycle, and the Grading Sheet for the final project.
• Large paper for students to draw on
• Markers or Crayons
• 1 bin/tray large enough to store each day’s materials
• 3 plastic cups for water samples
• 1 chemical testing kit:
o 5-10 pH testing strips, 2 ammonia testing strips, 2 chlorine testing strips
o 1 eye dropper containing pH increaser, 1 with pH decreaser, 1 with chlorine remover, 1 with ammonia remover
o Latex gloves and goggles (optional) for each student
• Samples of grass, dirt, sand, or other physical contaminants
• Supplies for the students to make filters:
o 5 1-2 inch long PVP pipes, of assorted shapes and diameters
o 1 small piece of cloth
o 1 coffee filter
o 1 small piece of mesh screen
o Duct tape (one roll should be enough for the entire class)
In addition, all students should bring pens or pencils and writing paper with them to take notes each day.
Safety Considerations
While there is not much danger associated with any of the activities contained in this lesson, there are some precautions that should be made clear before beginning the unit:
1. It should be made clear that students should not drink contaminated water.
2. Latex gloves are not necessary, but can be worn by any student desiring additional protection while working with contaminated water.
3. Safety goggles are also not required, but can be worn for additional protection.
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Lesson Plan Summary
Below are short summaries of each day’s lessons and activities. Detailed outlines of individual day preparation and activities are available on the referenced pages.
Day 1 – Water and Engineers 4
Objective: To understand the water cycle, how water is cleaned, and to introduce the engineering design process.
Key Concepts:
• The importance of water purification and the engineer’s role.
• The engineering design process.
Activities:
• Conceptual design project.
Day 2 – Chemical Contaminants 5
Objective: To learn about the causes and dangers of various contaminants, how to test for them, and how to remove them.
Key Concepts:
• Aspects of pH, ammonia, and chlorine.
• Contaminants are removed through testing, filtering, and neutralization.
Activities:
• Lessons in chemical testing.
Day 3 – Alternative Designs 7
Objective: To learn about how design works under constraints, and for students to begin their own design project.
Key Concepts:
• Terafil, its simplicity and its effectiveness.
Activities:
• Introduce, assign teams, and begin the design project.
Day 4 – Design Project 8
Objective: For students to apply what they have learned to developing their own water filtration system.
Key Concepts:
• The importance of teamwork.
• Practical application of previous lessons.
Activities:
• Students work on their filter designs.
Day 5 – Competition and Review 9
Objective: To test the students’ filtration systems and summarize the unit.
Key Concepts:
• Contaminants, their causes and dangers.
• Testing and purification techniques.
Activities:
• Design competition and review.
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Day 1 – Water and Engineers
Overview:
Students will answer basic questions about water and where it comes from, review the water cycle, shown that engineers are responsible for making our water usable, and introduced to the engineering design process. They will then be broken into teams and given the assignment of designing a filtration system that will remove the physical contaminants from the water sample shown to them.
Materials:
• “Thinking About Water” Handout
• Engineering Design Process Handout
• Water Cycle (handout or drawn on board)
• Large paper for students to draw on
• Markers or Crayons
• Sample of physically contaminated water in lidded jar.
• Samples of dry physical contaminants in water
Instructor Preparation:
• Photocopy Engineering Design Process and Thinking about Water handout.
• Decide on and prepare water cycle review (handout or on the board.)
• Mix contaminated water. (Add grass, a little dirt, sticks, and maybe other things to tap water, then seal in a lidded jar.) Prepare samples of contaminants to show the children (optional). Prepare a lidded jar of ‘contaminated’ water for each table to look at while they draw their designs (optional).
Classroom Activities:
• Explain the next few lessons and what the children will be learning about briefly- talk about engineering and the water cycle.
• Hand out “Thinking about Water” sheet. Go over it with the children.
• Stress the Key point: Water has to be treated before it can be used.
• Stress the Key point: Engineers design the systems that make our water usable.
• Pass out the “Engineering Design Handout.” Explain the engineering design process. Use an example to go through the steps with the children (use a pencil and discuss how it might have been engineered. See sheet for more ideas.)
• Show the sample of contaminated water. Talk to the children about the different physical objects they can see in the water.
• Hand out the paper and have children do a concept design of a system that will filter the physical contaminants from the water you show them so that they can drink it. Encourage them to be creative and draw out everything they think of, even “silly” ideas. Tell them that engineers design this way, and the ideas will be made “workable later on.
• Collect their drawings at the end of class and post them in the classroom.
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Day 2 – Chemical Contaminants
Overview:
Students will discuss learn about the basics on pH, chlorine, and ammonia. The class will then be split into teams and each team will be given samples of contaminated water, an experimental results worksheet, and a test kit. Each team will test their water, record their findings, and attempt to neutralize the sample.
Materials:
• “The pH Scale” handout
• “Chemical Testing Sheet” worksheet
• 3 plastic cups with contaminated water
• Chemical testing kit including: 5-10 pH testing strips, 1 eye drop bottle with pH up, 1 eye drop bottle with pH down, latex gloves for each team member
Instructor Preparation:
• Prepare handouts for each group, “Chemical Testing Sheet”, “The pH Scale” and “pH Testing Sheet”
• pH chemicals and strip can be purchased at PetSmart
• Prepare one testing kit for each group
o a beaker of contaminated water
o knife to stir water after adding pH increaser or pH decreaser,
o 5 pH strips
o 1 eye drop bottle of pH increaser
o 1 eye drop bottle of pH decreaser
• Prepare samples of contaminated water for each group, adding differing amounts of pH increaser or decreaser to each.
• Review material on pH and contaminants, and review the procedures for neutralizing each of them.
Classroom Activities:
• Review yesterday’s activities and key concepts. Have the students tell you how much water they use in some everyday activities and repeat the steps of the engineering design process.
o Explain that the contaminants they saw yesterday were not the only contaminants. Some contaminants cannot be seen, and must be tested for.
• Give each group a copy of “The pH Scale”, the “Chemical Testing Sheet”, “pH Testing Sheet” and a chemical testing kit.
• Begin with pH, explaining that it stands for “potential hydrogen” and refers to the percentage of hydrogen ions in the water. pH ranges from 0 to 14 with lower numbers being more acidic and higher numbers more alkaline. 7 is neutral.
o Go over “The pH Scale”. Explain that the normal range for fresh water is 6 to 8.5, and go over the pH’s of some common substances.
o (lemon: 2.5, milk: 6, soapy water: 7-10, pure water: 7)
o Use “the pH Scale” to go over different pH ranges of common substances.
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• Explain that water with too high or too low a pH can be harmful
o Low pH water can contain toxic metals, taste sour, and stain laundry.
o High pH can cause formation of deposits and other aesthetic problems.
• Give each group a sample of contaminated water prepared earlier, “pH Testing Sheet” and “Chemical Testing Sheet”. Go over the procedure for testing and neutralizing the water’s pH.
o Give the students about 15 minutes to test and neutralize their samples.
• Review the results of the tests with each group and discuss any abnormalities.
• Pass out Chemical Review sheet and give students 5 minutes to do worksheet. Then go over the answers of the sheet using the teacher’s copy of the Chemical Review Sheet.
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Day 3 – Alternative Designs
Overview:
After a review of days one and two, students will learn about the design and application of the Terafil filter, which is an example of design under environmental and fiscal constraints. The engineering design process will be reviewed. Additionally, the final project will be introduced. The class will be split into teams and it will be explained to them that they will be given a sample of water that they will first build a filter to filter physically and then chemically test and neutralize and that there will be a competition to see who can make the “cleanest” water. Each child will design a possible filtration system by themselves on paper to use on day four, to make their group’s system.
Materials:
• “Engineering Design Handout (have children get out their old one)
• “Terafil” handout
• Paper for students to draw on
• Markers or Crayons
• Examples of parts available for students to use in the final design process (see final design process instructions)
Instructor Preparation:
• Photocopy Terafil Handout.
• Determine teams for project, if students are not already sitting in teams.
• Display materials for the final design at front of class or in a central area.
Classroom Activities:
• Review yesterday’s activities and key concepts. Make students define pH and name some physical and chemical contaminants in water.
• Distribute handout on the Terafil and go over it with students.
o Discuss how engineers work around different constraints, and what some other design constraints might be (your design has to be safe for people; it might need to be portable, inexpensive, and reusable, or work at a certain speed. Use an example like a car- constraints might be how fast it can go, how easy it is to steer, how safe it is to ride in, how expensive it is, how it drives in all kinds of weather, etc)
• Review the engineering design process. Have children take out their handout.
• Design project
o Break the class into their teams. Discuss effective teamwork with them (they should listen to each other and cooperate, etc.)
o Explain the design project to them, and show them the materials they will be allowed to work with.
o Pass out paper to each student and have them spend the rest of the class designing their own systems quietly on the paper, without consulting their teams.
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Day 4 – Design Project
Overview:
The full day will be dedicated to the final design project. This involves each team coming up with a final design on paper and then having each team build their water filter.
Materials:
• Group designs from Day 3
• Two cups for each group
• Supplies for making filters: PVC pipe, cloth, coffee filters, mesh screen, duct tape
** These supplies are merely suggestions; the main point is to give each group the exact same supplies that can be used to create a water filter.
Instructor Preparation:
• Prepare samples of contaminated water; make sure each sample is uniform. (For example: each group gets a container made of 3 cups of water, 2 tablespoons of sand, one tablespoon of dirt and 4 drops of pH increaser.)
• Place each group’s building materials in separate containers so they are easy to pass out.
• Give each group one empty cup and one cup with clean water in it. (Used to test for water filter leaks)
• Give each group one large sheet of paper (10”X20”) labeled “Final Design”
Classroom Activities:
• Break students up into their teams if this has not been done already.
• Final Design on Paper (Should not take more than 15 minutes)
o Give each student back their design from day 3.
o Each team must come up with a final design on paper before they may start to build their water filter.
o Make sure each group’s design is clearly labeled; these drawing will be used on day five also.
o Once each group has a final design on paper they may start building.
• The Build
o The building stage is mostly left up to the children to work with their team to finish their filter by the end of class. Make sure they follow the design they just created.
o The teacher should be walking around answering any general questions that teams might have. It is wise for the teacher to be in charge of the distribution of duct tape.
o Make sure the students know that they must be done by the end of class.
• If a group finishes their filter early, allow them to test their filter for leaks only.
o Give each group a cup of CLEAN water and a container to catch the filtered water through. They are allowed to do this test multiple times to fix leaks.
• At the end of the class collect each group’s filter and design.
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Day 5 – Competition and Review
Overview:
The teams will explain their design to the class then filter the contaminated water. When all of the teams are finished a review quiz is passed out to each group. A final winner is selected after each team has finished their quiz.
Materials:
• Chemical kit with supplies listed in Day 2
o Except, only 2 pH strips, strip per group.
• Contaminated water from Day 4
• Clear cup for each group
• Review worksheet
• Grading Sheet
Instructor Preparation:
• Prepare Review Sheet handouts.
• Prepare chemical testing kits.
Classroom Activities:
• Testing the Filters
o One by one each group comes to the front of the room to explain their design to the class.
o Make the students use the final design drawing from day 4 to explain how their filter will work.
o When the group is done explaining their design, the contaminated water is poured through their filter in front of the class.
o Set each group’s filtered water to the side so they can be compared to one another. (Break them into 3 groups: Cleanest, Dirty and Dirtiest. Mark down the scores on the Grading Sheet)
o After marking down the scores, pass the water back to each group.
• Chemical Testing
o Each group is given 2 pH strips, along with the chemicals to add or subtract.
o The students will use these to test and clean their water.
o After they have completed this task, take each group’s water up and test it using the pH strips and once again break them into 3 groups from worst to best and mark down their score on the Grading Sheet.
• Review Quiz
o Pass out one quiz to each group.
o They are allowed to talk within their group to come up with the answers.
o Take up each groups quiz and grade them. Mark down the score on the Grade Sheet and announce the winner. (This can also be done after the class has ended and the winner announced the next day during class to keep the kids in suspense.)
Name_______________________________________Date________________________
Thinking About Water
Where does water come from?
What do we use water for?
How much water do we use every day?
Can we use the same water for everything?
How do we get water clean enough to use for drinking?
How much does it cost to clean water?
Name_____Teacher Copy__________Date________________________
Thinking About Water
Have the students brainstorm answers to these questions and write them on their own sheets. Tell them the facts and statistics given in blue when the students can no longer think up answers.
Where does water come from?
Lakes, Rivers, Oceans, Rain.
70% of your skin is water. You can live for about a month without food, but only for five to seven days without water.
What do we use water for?
Cleaning ourselves, Washing clothes, dishes, drinking, cooking, etc. watering plants and gardens, growing crops, cooling industrial plants.
Only 1% of the world’s water is freshwater and drinkable. 97% of the earth’s water is in oceans, and is salty. 2% of the freshwater in the world is frozen in glaciers.
How much water do we use every day?
A family of 4 uses about 200 gallons of water a day here in America. Showering takes about 7 gallons a minute, toilets 3 to 8 gallons per flush, and dishwashers about 13 to 30 gallons per load.
Can we use the same water for everything?
No.
The Environmental Protection Agency, or EPA, has set standards for what water can have in it for it to be safe for us to drink. It has lists of standards for maximum contaminant levels, and your local water treatment plant has to meet those standards before you can drink their water.
How do we get water clean enough to use for drinking?
Big Water Treatment plants- filter it, put chemicals in it, take chemicals out of it.
How much does it cost to clean water?
Less than one cent for every hundred gallons, on average. Big Plants can cost between 15 and 35$ million dollars, but they can process so much water for so many people that water is one of the cheapest things you can buy.
ENGINEERING DESIGN PROCESS
ASK
What do I want to do?
What is the problem?
What have others done?
IMAGINE
What could be some solutions?
Brainstorm ideas.
Pick one to start with that you think will work the best.
Consider possible obstacles.
PLAN
Draw a diagram of your idea.
Make lists of materials you will need to make it.
Decide how it works. How will you test it?
CREATE
Build it.
Test it.
Talk about what works, what doesn't, and what could work better.
IMPROVE
Talk about how you could improve your product.
Draw new designs.
Make your product the best it can be!
Source:
ENGINEERING DESIGN PROCESS
(Teacher’s copy)
ASK
What do I want to do? (clean water for drinking, washing, cooking, etc)
What is the problem? (water from lakes, rivers, ground is dirty, unhealthy)
What have others done? (research, the quality of tap water)
IMAGINE
What could be some solutions? (big plant, terafil)
Brainstorm ideas.
Pick one to start with that you think will work the best.
Consider possible obstacles. (how many people need water , constraints)
PLAN
Draw a diagram of your idea.
Make lists of materials you will need to make it.
Decide how it works. How will you test it?
CREATE
Build it.
Test it.
Talk about what works, what doesn't, and what could work better.
IMPROVE
Talk about how you could improve your product. (cleaner, cheaper, faster process)
Draw new designs. (go back to “plan” stage – emphasize cyclical nature)
Make your product the best it can be!
Discussion Topics:
□ What is the difference between an engineer and a scientist? (scientist sets to discover new things, engineer uses current knowledge to improve the world around us)
□ Example: Designing a Pencil
o What do you value about pencils? (they write, don’t need to press so hard, lead doesn’t break, comfortable to hold, etc)
o How could we make the average pencil better? (include silly ideas like rocket boosters, it sings your favorite song when you write, it writes on its own, etc.)
o What would we need to actually make this pencil? (an expert in rockets, speakers to hear song, battery, computer programmer to give it instructions to write autonomously – lots of different professionals, time, money, exact drawings and instructions for people, a person or company that could make it, etc.)
o Then you (hypothetically) use the pencil. How does it work? Does it get the job done? Was it worth your life savings? What would you change if you could do it all over again?
Source:
The pH Scale
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Name: ______________________________________ Date: ___________________
Chemical Testing Sheet
Materials:
5 pH strips pH ( (increaser)
1 cup of contaminated water pH ( (decreaser)
Plastic knife pH Testing Sheet
1. Dip one test strip into beaker of water:
a. What is the color of the test strip after you dipped it in the water? _______________________________________________________
b. Look on your pH testing sheet and find the color of the test strip above, write down the pH of that color ______________________________
c. Are you going to add pH ( (increaser) or pH ( (decreaser) to make the water’s pH neutral? How many drops will you add? _____________
________________________________________________________
After adding pH ( (increaser) or pH ( (decreaser) to your water, stir the water with the plastic knife. Then dip the second test strip into the water:
d. What is the color of test strip? ______________________________
e. Look on your pH testing sheet and find the color of the test strip above, write down the pH of that color ______________________________
f. Is the water neutral? ________________________________________
i. If the water is not neutral, will you add pH ( (increaser) or pH ( (decreaser) to make the water’s pH neutral? How many drops will you add? _____________________________________________
After adding pH ( (increaser) or pH ( (decreaser) to your water, stir the water with the plastic knife. Then dip the third test strip into the water:
g. What is the color of test strip? ______________________________
h. Look on your pH testing sheet and find the color of the test strip above, write down the pH of that color ______________________________
i. Is the water neutral? ________________________________________
If the water is not neutral, will you add pH ( (increaser) or pH ( (decreaser) to make the water’s pH neutral? How many drops will you add? _____________________________________________
Stir the water with the plastic knife. Then dip the fourth test strip into the water:
j. What is the color of test strip? ______________________________
k. Look on your pH testing sheet and find the color of the test strip above, write down the pH of that color ___________________________________
l. Is the water neutral? ________________________________________
If the water is not neutral, will you add pH ( (increaser) or pH ( (decreaser) to make the water’s pH neutral? How many drops will you add? _____________________________________________
Stir the water with the plastic knife. Then dip the last test strip into the water:
m. What is the color of test strip? ______________________________
n. Look on your pH testing sheet and find the color of the test strip above, write down the pH of that color ___________________________________
Is the water neutral? __________________________________________
2. How many total drops of pH ( (increaser) or pH ( (decreaser) did you have to add to your water to make your water neutral?
pH ( (increaser)______________________________________________?
pH ( (decreaser_______________________________________________?
pH Testing Sheet
Use this scale to determine the pH of the contaminated water:
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Name: ______________________________________ Date: ___________________
Chemical Review Sheet
1. What happens to water when it has a high pH?
2. What happens to water when it has a low pH?
3. What is the neutral level of pH?
4. How does an acid become less acidic?
5. How does a base become less basic?
Name: ______________________________________ Date: ___________________
Chemical Review Sheet (Teacher Copy)
2. What happens to water when it has a high pH?
• Water with a high pH could indicate that the water is hard
• Hard water does not pose a health risk, but does cause aesthetic problems, including an alkali taste to the water (making the morning coffee have a bitter taste)
• Causes a formation of deposit on dishes, utensils, laundry basins, difficulty in getting soaps and detergents to lather, and formation of insoluble precipitates on clothing.
6. What happens to water when it has a low pH?
• Water with a low pH can be acidic, soft and corrosive.
• The water can contain elevated levels of toxic metals (ie metal ions such as iron, manganese, copper, lead, or zinc.)
• It can also cause damage to metal pipes and aesthetic problems, such as a metallic or sour taste, laundry staining or blue-green stains in sinks and drains.
• Water that contains elevated levels of toxic metals could also show a low pH level.
7. What is the neutral level of pH?
7
8. How does an acid become less acidic?
Acids become less acidic when mixed with bases.
9. How does a base become less basic?
Bases become less basic when mixed with acids.
Name________________________________________Date_______________________
A Filtron, or Terafil, is a Terra Cotta water filter made from sand, clay, and sawdust, which are all cheaply and widely available materials. The filters can be produced for about $4, and work for about 5 years. They can be made large enough to filter sediment, bacteria, and other contaminants from water, and clean water at the rate of 400 gallons per hour.
Why is clay such a good filter?
Are there other natural materials or systems that filter water?
If this solution is so inexpensive, how come we don’t just use Terra Cotta filters to clean up all of the water we use in the United States?
Name___Teacher Copy___________________Date_______________________
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A Filtron, or Terafil, is a Terra Cotta water filter made from sand, clay, and sawdust, which are all cheaply and widely available materials. The filters can be produced for about $4, and work for about 5 years. They can be made large enough to filter sediment, bacteria, and other contaminants from water, and clean water at the rate of 400 gallons per hour.
Why is clay such a good filter?
(pore sizes- the natural small openings in the clay only allow smaller particles like water molecules through. It’s a physical filtering system that can take care of some chemical elements as well.)
Are there other natural materials or systems that filter water?
(ground water is filtered through gravel, dirt, and clay, wetlands are natural water treatment plants since they keep the water circulating and help separate out sediment and dilute toxins.)
If this solution is so inexpensive, how come we don’t just use Terra Cotta filters to clean up all of the water we use in the United States?
(Have the kids think hard about this one. One treatment plant can serve whole cities with a reliable pipe system, we have the resources to maintain the high tech plants, and we can more reliably filter water more quickly with our plant.)
Name________________________________________Date_______________________
Review Sheet
1. What are the steps of the engineering design process?
2. Draw a sketch of the water cycle.
3. Is all clear water clean? Why or why not?
4. How do we get water clean enough to use for drinking?
5. What is a Terafil?
6. How does an acid become less acidic?
7. Was your final design different from your initial design? If so, how was it different?
Name________________________________________Date_______________________
Review Sheet (Teacher’s Copy)
8. What are the steps of the engineering design process?
ASK
IMAGINE
PLAN
CREATE
IMPROVE
9. Draw a sketch of the water cycle.
10. Is all clear water clean? Why or why not?
No, what can contain contaminants that you cannot see with the naked eye.
11. How do we get water clean enough to use for drinking?
Big Water Treatment plants- filter it, put chemicals in it, take chemicals out of it.
12. What is a Terafil?
A Filtron, or Terafil, is a Terra Cotta water filter made from sand, clay, and sawdust, which are all cheaply and widely available materials. The filters can be produced for about $4, and work for about 5 years. They can be made large enough to filter sediment, bacteria, and other contaminants from water, and clean water at the rate of 400 gallons per hour.
13. How does an acid become less acidic?
Acids become less acidic when mixed with bases.
14. Was your final design different from your initial design? If so, how was it different?
The Water Cycle
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Water Treatment Plant
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Grading Sheet
|TEAM NAME: |Leakage |Physical |Chemical |Review |Total |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
Scoring:
Leakage – How much water leaks during pouring?
Major leakage – 1, Some leakage – 2, No leakage - 3
Physical – How much debris is left in the water?
Very Cloudy - 2, Cloudy - 4, Little to no debris - 6
Chemical – How close to neutral is the water?
Very high/low - 2, Close to Neutral - 4, Neutral - 6
Review – Collect and score the review quiz.
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