But if the salt has lost it’s savor
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WHAT’S IN YOUR WATERPreviousNextWe take for granted the water.docx
WHAT’S IN YOUR WATER?
PreviousNext
We take for granted the water we use to brush our teeth, wash our clothes and keep our lawns green. However, water is an extremely limited resource on the planet and we need to conserve and protect it from pollution. Today you will learn how the levels of chemicals (natural and added) are measured in different sources of water and learn whether they are a danger to your health.
LEARNING OBJECTIVES
In this laboratory you will learn:
· To identify what factors can contribute to water quality
· To use negative and positive controls to validate experimental results
· To use laboratory techniques to test for the presence of chemicals/molecules in our water
· To find other resources of information on water quality
ACTIVITIES
What you will do in lab today-
· Each pair of students will choose a sample of water to test
· Each pair of students will perform assays on their water sample to determine whether it contains iron, chlorine, ammonia, calcium or magnesium, nitrates and oxygen
· Each pair will report their results on their water sample
ASSESSMENTS
· Lab report (75): This is your first lab report of the semester – make sure you read the resources on writing a lab report and use the rubric – you can link to those here.
INTRODUCTION
PreviousNext
Water is a chemical (H2O) that all life depends on. It makes up about 60% of the human body and our cells and organ systems are dependent on its unique characteristics. It is an important solvent, which means that many things dissolve into it (see below for a short list). For example, table salt easily dissolves in water. Also, water naturally has a pH of 7, but when other chemicals are present the pH can change. When pH decreases, we call that acidic.
As human population grow, so do their needs for, including their need for water. Many researchers believe that in the next 20 years over half the world’s population will have a shortage of potable or drinkable water. Despite the fact that 75% of the surface of earth is covered in water, 97% is salt water in the oceans and another 2% is frozen in glaciers, leaving us with less than 1% to use. Scientists hope to develop methods to increase potable water using desalination techniques, but in the meantime we have to take care not to contaminate or pollute our current drinkable water sources.
Toxins in the water are absorbed or consumed by primary producers and primary consumers – those “low”on the food chain – like bacteria, algae, protists and invertebrates. As toxins are transferred “up the food chain” or from one trophic level to the next, they are concentrated and become even more toxic to the organism. This phenomenon is called bioaccumulation or biologic magnification (Figure 1). This is one reason that humans need to be concerned about pollution in natural rivers and lakes in addition to our public drinking water.
Figure 1. Bioaccumulation or biomagnification. The accumulation of a chemical (in this case the + s.
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WHAT’S IN YOUR WATERPreviousNextWe take for granted the water.docx
WHAT’S IN YOUR WATER?
PreviousNext
We take for granted the water we use to brush our teeth, wash our clothes and keep our lawns green. However, water is an extremely limited resource on the planet and we need to conserve and protect it from pollution. Today you will learn how the levels of chemicals (natural and added) are measured in different sources of water and learn whether they are a danger to your health.
LEARNING OBJECTIVES
In this laboratory you will learn:
· To identify what factors can contribute to water quality
· To use negative and positive controls to validate experimental results
· To use laboratory techniques to test for the presence of chemicals/molecules in our water
· To find other resources of information on water quality
ACTIVITIES
What you will do in lab today-
· Each pair of students will choose a sample of water to test
· Each pair of students will perform assays on their water sample to determine whether it contains iron, chlorine, ammonia, calcium or magnesium, nitrates and oxygen
· Each pair will report their results on their water sample
ASSESSMENTS
· Lab report (75): This is your first lab report of the semester – make sure you read the resources on writing a lab report and use the rubric – you can link to those here.
INTRODUCTION
PreviousNext
Water is a chemical (H2O) that all life depends on. It makes up about 60% of the human body and our cells and organ systems are dependent on its unique characteristics. It is an important solvent, which means that many things dissolve into it (see below for a short list). For example, table salt easily dissolves in water. Also, water naturally has a pH of 7, but when other chemicals are present the pH can change. When pH decreases, we call that acidic.
As human population grow, so do their needs for, including their need for water. Many researchers believe that in the next 20 years over half the world’s population will have a shortage of potable or drinkable water. Despite the fact that 75% of the surface of earth is covered in water, 97% is salt water in the oceans and another 2% is frozen in glaciers, leaving us with less than 1% to use. Scientists hope to develop methods to increase potable water using desalination techniques, but in the meantime we have to take care not to contaminate or pollute our current drinkable water sources.
Toxins in the water are absorbed or consumed by primary producers and primary consumers – those “low”on the food chain – like bacteria, algae, protists and invertebrates. As toxins are transferred “up the food chain” or from one trophic level to the next, they are concentrated and become even more toxic to the organism. This phenomenon is called bioaccumulation or biologic magnification (Figure 1). This is one reason that humans need to be concerned about pollution in natural rivers and lakes in addition to our public drinking water.
Figure 1. Bioaccumulation or biomagnification. The accumulation of a chemical (in this case the + s.
Lab 2 – Water Quality and ContaminationExperiment 1 Effects.docx
Lab 2 – Water Quality and Contamination
Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
The water clear with no odor
2
The oil floated to top cloudy no odor
3
The water smelled like vinegar/ little cloudy
4
Soap bubbles formed and remained at the top, no odor
5
The water is brownish with a light dirty smell
6
The water was brownish with some soil at the bottom with a little oil
7
The water was a little brown vinegar smell with a little particles at the bottom
8
The water was brownish with more particles than #5,6, and 7 no smell and cloudy
POST LAB QUESTIONS
1. Develop hypotheses on the ability of oil, vinegar, and laundry detergent to contaminate groundwater.
a. Oil hypothesis = Oil will not contaminate but possibly the amount of water filtered may change
b. Vinegar hypothesis = Vinegar will contaminate and would allow the soil to filter
c. Laundry detergent hypothesis = The water would pass through but will be contaminated with soap bubbles.
2. Based on the results of your experiment, would you reject or accept each hypothesis that you produced in question 1? Explain how you determined this.
a. Oil hypothesis accept/reject = Oil would be trapped in the soil / Accept
b. Vinegar hypothesis accept/reject = Vinegar would pass through the soil / Accept
c. Laundry detergent hypothesis accept/reject = Laundry detergent would contaminate the water / Reject
3. What affects did each of the contaminants have on the water in the experiment? Which contaminant seemed to have the most potent effect on the water?
Answer = It seem all contaminants had effects on the water with vinegar seeming to have the most potent effect and you could identify it by the smell and the detergent had not odor and a little cloudy. The oil seems as though it will leave the water with less contamination.
4. Using at least 1 scholarly source, discuss what type of affects these contaminants (oil, vinegar, detergent) might have on a town’s water source and the people who drank the water?
Answer = Contaminants could cause potential health problems such as hepatitis, cholera and affect infants with the blue baby syndrome.
http://www.epa.gov/region1
5. Describe what type of human activity would cause contaminants like oil, acid and detergents to flow into the water supply? Additionally, what other items within your house do you believe could contaminate the water supply if you were to dump them onto the ground?
Answer = Contaminates like motor oil, gas from human activity and household contaminates would be from cooking oil, house hold cleaning products, battery acid, jewelry cleaner and paint.
Experiment 2: Water Treatment
POST LAB QUESTIONS
1. Develop a hypothesis on the ability of your filtration technique to remove contaminants.
Hypothesis = Coagulants and alkalinity will remove most of groundwater contaminants. For example the funnel filled with the activated charcoal, sand and gravel seemed to produ ...
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Lab 2 – Water Quality and ContaminationExperiment 1 Effects of Gr.docx
Lab 2 – Water Quality and Contamination
Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker Observations
1 Water is perfectly clear/No odor
2 Cloudy/oil sits top of water/no odor
3
Slight odor/almost unidentifiable other then
smell/good clarity
4
Slightly cloudy/bubbles form on surface/no
odor
5 Water is brown in color/some sediment/no odor
6
Water is brown in color/some sediment/no
odor/still a presence of oil/very cloudy/oil
collected in soil
7
Water is brown in color/cloudy/some
sediment/strong odor
8
Water is dark brown/soap bubbles in soil/light
brown film on top of water
POST LAB QUESTIONS
1. Develop hypotheses on the ability of oil, vinegar, and laundry detergent to contaminate
groundwater.
© eScience Labs, 2013 - 1 -
[no notes on this page]a. Oil hypothesis = Oil will not contaminate or change the amount of water filter.
b. Vinegar hypothesis = Vinegar will contaminate through the soil allowing the water to
filer through.
c. Laundry detergent hypothesis = Laundry detergent will contaminate the soil by
allowing the water to pass through.
2. Based on the results of your experiment, would you reject or accept each hypothesis
that you produced in question 1? Explain how you determined this.
a. Oil hypothesis accept/reject = Accept// Oil is trapped in the soil.
b. Vinegar hypothesis accept/reject = Accept// Vinegar passed through the soil, because
it changed the velocity of the water.
c. Laundry detergent hypothesis accept/reject = Reject// Laundry detergent also changed
the viscosity of the water.
3. What affects did each of the contaminants have on the water in the experiment? Which
contaminant seemed to have the most potent effect on the water?
© eScience Labs, 2013 - 2 -
[no notes on this page]Answer = from what I observed, oil is saturated into the soil leaving little to none of the
water to pass through. While the vinegar passed through the soil leaving more dirty water.
Based on what I think, vinegar is saturated and a natural substance while oil is a manmade
product and a much thicker substance. Oil absorbed the soil leaving the water less
contaminated. My conclusion, vinegar was the more potent liquid.
Using at least 1 scholarly source, discuss what type of affects these contaminants (oil,
vinegar, detergent) might have on a town’s water source and the people who drank the
water?
Answer = According to Wisconsin Natural Resource, “Everyday activities can affect
groundwater quality. Think about the ways you use water at home. If you've always
considered pure, clean water to be a cheap, unlimited resource, chances are you're
accustomed to wasting water and haven't been concerned about what you pour down the
drain (DNR.WI.GOV, 1999).” We don’t realize how much toxins is released into the water
if we’re not careful on the proper disposal of oil, laundry detergent. One way to destroy our
water supply is adding unnecessary chemicals into our water supply an.
Running head BIOLOGY LAB REPORT1Last name 7Biology Lab R.docx
Running head: BIOLOGY LAB REPORT 1
Last name 7
Biology Lab Report
Name of Instructor
Name of Student
Course Code
DateIntroduction
The abiotic features of an ecosystem are significant to understand the biological community that comprises the biotic component of the ecosystem. The availability of water is particularly significant in everyone’s life. Freshwater helps the world’s water to make it up to about one percent. Scarcity of freshwater limits the range of many terrestrial species of plants and animals (Rhines et al. 7). Plants like animals have different tolerances to salt their environment. As it is known, that all soils have some salts for water-soluble, and in this form of soil, essential nutrients of plants are absorbed. High salinity in the soil makes it more difficult for plants to extract water from the soil.
Freshwater enters an ecosystem in the form of precipitation, a river or lake, or an underground aquifer. With the growth of the human population, intensive practices of agriculture and water demand for urban, water levels in many of the world’s aquifer are dropping. If freshwater is pumped out of an aquifer at a rate exceeding its natural recharge rate saltwater and other pollutants may intrude into the traditional aquifer basin (Martínez-Ballesta, et al. 42). Saltwater encroachment is a growing problem in the aquifers of coastal communities.
Salty soil is also an obstacle that can arise in agriculture. As irrigation water is consumed by plants and evaporated by the sun, salts are left behind. Over time, salt may collect such that the soil becomes too salty for many plants to grow. It is believed that the ancient population of Sumeria first flourished with its practice of irrigation, but over many generations began to undergo reduced crop yields due to the expanding salinity of the soil.
Extreme soil and water salinity are environmental stress constituents that restrain the growth and yield of glycophytic crop plants in various regions of the world. Plant growth may describe as an irreversible increment in size emerging from cell division and expansion and, in principle, established by rates of water uptake and metabolically interfered cell wall loosening and the uptake of nutrients into the cells (Chhabra 252).Methods
In experiment 1, which is named water transport and salinity, several methods or steps are used to obtain the result of the experiment. In this experiment, four cups taken filled with 400 ml of water. Then use the red dye to satin the two cups darkly, and for another two cup strain, blue dye is used. Measure each cup with the same amount of dye and record it. Label the red and blue dye cup with an S. Then add four spoons full of salt in each cup and stir the solutions thoroughly. Obtain two similar stalks of celery, each with some leaves at the top. Cut the stalk in a 1-cm piece off bottom. Then carefully, split the stalks up the middle about half-way. After, performing all the functions of stalks, place both .
Running head BIOLOGY LAB REPORT1Last name 7Biology Lab R.docx
Running head: BIOLOGY LAB REPORT 1
Last name 7
Biology Lab Report
Name of Instructor
Name of Student
Course Code
DateIntroduction
The abiotic features of an ecosystem are significant to understand the biological community that comprises the biotic component of the ecosystem. The availability of water is particularly significant in everyone’s life. Freshwater helps the world’s water to make it up to about one percent. Scarcity of freshwater limits the range of many terrestrial species of plants and animals (Rhines et al. 7). Plants like animals have different tolerances to salt their environment. As it is known, that all soils have some salts for water-soluble, and in this form of soil, essential nutrients of plants are absorbed. High salinity in the soil makes it more difficult for plants to extract water from the soil.
Freshwater enters an ecosystem in the form of precipitation, a river or lake, or an underground aquifer. With the growth of the human population, intensive practices of agriculture and water demand for urban, water levels in many of the world’s aquifer are dropping. If freshwater is pumped out of an aquifer at a rate exceeding its natural recharge rate saltwater and other pollutants may intrude into the traditional aquifer basin (Martínez-Ballesta, et al. 42). Saltwater encroachment is a growing problem in the aquifers of coastal communities.
Salty soil is also an obstacle that can arise in agriculture. As irrigation water is consumed by plants and evaporated by the sun, salts are left behind. Over time, salt may collect such that the soil becomes too salty for many plants to grow. It is believed that the ancient population of Sumeria first flourished with its practice of irrigation, but over many generations began to undergo reduced crop yields due to the expanding salinity of the soil.
Extreme soil and water salinity are environmental stress constituents that restrain the growth and yield of glycophytic crop plants in various regions of the world. Plant growth may describe as an irreversible increment in size emerging from cell division and expansion and, in principle, established by rates of water uptake and metabolically interfered cell wall loosening and the uptake of nutrients into the cells (Chhabra 252).Methods
In experiment 1, which is named water transport and salinity, several methods or steps are used to obtain the result of the experiment. In this experiment, four cups taken filled with 400 ml of water. Then use the red dye to satin the two cups darkly, and for another two cup strain, blue dye is used. Measure each cup with the same amount of dye and record it. Label the red and blue dye cup with an S. Then add four spoons full of salt in each cup and stir the solutions thoroughly. Obtain two similar stalks of celery, each with some leaves at the top. Cut the stalk in a 1-cm piece off bottom. Then carefully, split the stalks up the middle about half-way. After, performing all the functions of stalks, place both ...
Lab 2 – Water Quality and ContaminationExperiment 1 Effects o.docx
Lab 2 – Water Quality and Contamination
Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
Water is clear no odor
2
Water has sheen to it where you can see the oil and the water. There is a slight oil odor.
3
Water has a visible sheen to it. It also has a strong odor to it.
4
Water color has changed to a greenish it has a perfume smell as well as oily bubbles at the top.
5
Water turned a brownish with small dirt particles inside also had a dirty smell to it.
6
Water turned a brownish black color there is still sheen to the water as well as a slight odor and small dirt particles settling on the bottom of the beaker.
7
Water turned a slight darker a slight sheen to the water the vinegar smell has decreased soil settling at bottom of beaker
8
Water turned a lighter shade of green and also became murkier with the soil still not able to see the bottom of the beaker.
POST LAB QUESTIONS
1. Develop hypotheses on the ability of oil, vinegar, and laundry detergent to contaminate groundwater.
a. Oil hypothesis = Oil is thicker than water so it remains separate from the water and will not contaminate ground water as much.
b. Vinegar hypothesis = Vinegar and water combine rather well thus in effect it will contaminate groundwater very easily.
c. Laundry detergent hypothesis = Laundry detergent uses the water in order to achieve a reaction thus since it is dependent on the water it will contaminate the water.
2. Based on the results of your experiment, would you reject or accept each hypothesis that you produced in question 1? Explain how you determined this.
a. Oil hypothesis accept/reject = I would accept this hypothesis due to the fact that the water and the oil attempted to mix as little as possible and when left alone they continued to separate.
b. Vinegar hypothesis accept/reject = I would accept this hypothesis the vinegar and water mixed easily together making it difficult to separate the two.
c. Laundry detergent hypothesis accept/reject = I would accept the hypothesis the water and laundry detergent mixed together and would not separate easily at all. The fact that the detergent and water created another reaction when mixed together that would also make it extremely difficult to separate.
3. What affects did each of the contaminants have on the water in the experiment? Which contaminant seemed to have the most potent effect on the water?
Answer = Each of the contaminants created a sheen in the water. The oil when mixed attempted to remain separate from the water while the vinegar and the detergent mixed freely with the water. Of all three the contaminant that had the most effect on the water was the detergent not only did it completely change the color of the water and the odor it also created a reaction that created bubbles.
4. Using at least one scholarly source, discuss what type of affects these contaminants (oil, vinegar, detergent) might have on a t ...
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