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The document discusses the five senses and their corresponding sensory organs. It describes how each sensory organ detects a specific type of stimulus: the skin detects touch, pressure, heat and cold; the nose detects smells; the tongue detects tastes; the ears detect sounds; and the eyes detect light. It then presents an experiment that tests each of the senses by having students observe sensory stimuli like acid on litmus paper, vanilla essence, salt, and oats to see how the different sensory organs respond.
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Sensory organs
The document discusses the anatomy and physiology of the eye and ear. It describes the structures of the eye such as the coats, lacrimal apparatus, extraocular muscles and various eye disorders. It also details the parts of the ear like the external, middle and inner ear as well as the auditory ossicles and common ear conditions like otitis externa and media.
Stimuli and responses in plants
Plants exhibit various tropisms in response to external stimuli. Phototropism is the growth of plants in response to light, with shoots growing towards light and roots away from it. Geotropism is the growth of plants in response to gravity, with roots growing downward and shoots upward. Hydrotropism is the growth of plants in response to water, with roots growing towards water and shoots away from it. Thigmotropism is the response of climbing plants to touch, allowing them to grow upwards for sunlight. Nastic movements do not depend on the direction of stimuli, with plants responding to external stimuli from any direction.
Lab Safety
Lab safety is important to prevent injuries to students. Key lab safety rules include following all teacher instructions, not eating or drinking in the lab, and reporting all accidents immediately. Students should wear protective clothing like goggles, closed-toed shoes, and natural fiber clothing. Hazardous chemicals require proper disposal to prevent pollution and health risks. Safety equipment like eye wash stations and fire extinguishers are provided to deal with emergencies.
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Mass describes the amount of matter in an object and remains constant, while weight describes the gravitational force on the object which can change depending on location. Mass is measured in kilograms and is a scalar quantity, while weight is measured in Newtons and is a vector pointing downward due to gravity. Near Earth's surface, an object's weight is approximately 10 times greater than its mass due to the gravitational acceleration of 9.8 m/s2.
Lab 2 – Water Quality and ContaminationExperiment 1 Eff.docx
Lab 2 – Water Quality and Contamination
Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
Typical tap water, no odor, clear
2
the oil is poured into the water, it bubbles up at the top. When stirred, the bubbles became smallAser and the oil formed a layer at the top of the water
3
After pouring the vinegar in the water, it looked cloudy. The smell of vinegar was strong and small bubbles visible
4
After pouring the detergent in the water, it became quite cloudy looking like soapy green water, and there were tiny bubbles.
5
The water turned a light to medium brown color with small parts of the soil on top of the water. Smells like potting soil.
6
The water and oil mixture had a clean look to it as it was more of a light brown color.
7
The water and vinegar had an extremely light brown look, much cleaner than the other samples
8
The water and detergent had a light to medium brown look, and looked cloudy.
POST LAB QUESTIONS
1. Develop hypotheses on the ability of oil, vinegar, and laundry detergent to contaminate groundwater.
a. Oil hypothesis = If added to water the oil slightly contaminates the water making a film on the top.
b. Vinegar hypothesis = If added in water, the vinegar contaminated it and produces a smell and aa cloudy look to it.
c. Laundry detergent hypothesis = If added to water the detergent contaminates the water making it a green color and small 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 = Accept The experiment proved the results and confirmed the hypothesis
b. Vinegar hypothesis accept/reject = Accept The experiment proved itself in the results which also confirmed the hypothesis
c. Laundry detergent hypothesis accept/reject = Accept The experiment proved its correct and confirmed the hypothesis
3. What effect 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 = The results of the contaminants were a brownish color tint to each of water samples. I believe that the soil and water mixture had the most potent effects visually, while the vinegar had a very irritating and smelly odor.
4. Using at least one scholarly source; discuss the potential effect of each contaminant (oil, vinegar, and detergent) on the town’s water source and the people who drank the water.
Answer = Approximately 99 percent of all liquid fresh water is in underground aquifers, and at least a quarter of the world's population draws its water from these groundwater supplies. More than three quarters of underground water is nonrenewable, meaning it has a replenishment period of centuries or more (Turk & Bensel 2011). My take on this is that we need to protect our ground water at all cost. It is crucial to our survival to keep a ...
Running Head Title1Title6Rough Draft Water conta.docx
Running Head: Title
1
Title
6
Rough Draft: Water contamination
Brittany Loud
SCI 207: Dependence of man on the environment
Instructor: Lisa Johnson
Date: 3/25/16
Water Contamination Testing
Introduction
Body Paragraph #1 - Background:
Water pollution refers to the contamination of natural sources of water such as groundwater, streams, rivers, lakes and oceans due to the introduction of contaminants directly or indirectly into these waters. Polluted water can have serious negative effects to the health of any organism that lives in or drinks this water. It is important to society to keep up with water pollution research because it is the leading cause of diseases being transferred to people and animals killing them daily. “With 1.2 billion people lacking clean water, waterborne infections account for 80 percent of all infectious diseases. Increased water pollution creates breeding grounds for malaria-carrying mosquitoes, killing 1.2 million to 2.7 million people a year, and air pollution kills about 3 million people a year. Unsanitary living conditions account for more than 5 million deaths each year, of which more than half are children.” (Lang, Susan,2007).If we want to continue to be healthy and thrive on earth, we must respect it by not destroying the water that helps plants grow and animals and humans live.
Body Paragraph # 2 - Objective:
The objective of my study is to find out what water is contaminated the most and what should people really be drinking tap water or bottled water? Most people go out and buy bottled water not knowing how that water is processed and what’s really in it. My objective aims to seek out the answers of what is considered more safe to drink and should people continue to buy bottled water from these big corporations that make millions off of these products. “NRDC conducted a four-year review of the bottled water industry and the safety standards that govern it, including a comparison of national bottled water rules with national tap water rules, and independent testing of over 1,000 bottles of water. Our conclusion is that there is no assurance that just because water comes out of a bottle it is any cleaner or safer than water from the tap. And in fact, an estimated 25 percent or more of bottled water is really just tap water in a bottle -- sometimes further treated, sometimes not.” (National Resources Defense Council, 2008).
Body Paragraph # 3 - Hypotheses:
I did an experiment with contaminated water that consisted of three different tests of Vegetable oil, Vinegar and laundry detergent. These tests were done to see how they polluted the water and could they be filtered out using ordinary products like cheese cloth and different soils such as dirt and sand. My Hypothesis for filtering out the contaminated water was that I believe that the rocks and sand will help filter out anything that is contaminated in the water by acting as a natural filtration system. In my Hypothesis for how contaminated the wate ...
Lab 2 - Experiment 1 Effects of Groundwater ContaminationTa.docx
Lab 2 - Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
Grey wastewater with pungent odor
2
Grey wastewater with pungent odor
3
Grey wastewater with pungent odor
4
Grey wastewater with pungent odor
5
Grey wastewater with pungent odor
Hypothesis:
Greywater is highly contaminated with both macro- and micro-pollutants.
Post-Lab Questions
1. Greywater from the five beakers is highly contaminated with both macro- and micro-pollutants, what is shown by the observations (grey color and purgent odor). So, hypothesis was confirmed: grey color indicated parabens, while purgent odor must be connected with the ammonium content presumably from urine contamination.
2. Two main types of contaminants, parabens and ammonium, have had the most potent effect on greywater, due to a fact that parabens produced its grey color, and ammonium content influenced its purgent odor.
3. On a larger scale, what type of affects would these contaminants have on a town’s water source and the people who drank the water?
If people were to ingest this contaminated water they might get sick, have birth defects, have trouble having a child, may die, etc. Instead of healthy drinking water, people in the cities would consume wasted greywater, with its grey color and purgent odor, what leads to their weakening and, in a long term perspective, to the multiple deceases of their excretory systems (Ottoson&Stenstrom, 2003).
4. From the introduction to this lab, you know that there are typically five steps involved in the water treatment process. Identify the processes (e.g., coagulation) that were used in this lab and describe how they were performed.
4. These types of human pollution are: chemical uses, industrial applications, and agriculture.
Within our house, other items are: transporting and food processing.
Lab 2 - Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
To me this is just water, there is no smell.
2
Pouring the oil into the water, the oil started to bubble at the top. As I stirred the oil it turned into smaller bubbles. It looks as if the oil has placed a thick line of film on the water
3
After pouring the vinegar into the water the water turned a shade darker. The water looks cloudy. The smell is the only change from the water.
4
After pouring the detergent, the water began to look cloudy and there is a thin layer of bubbles.
5
The water turned a medium brown and small flakes of soil that circled around the top of the water. Smells like potting soil.
6
The water and oil mixture seemed to have a “cleaner” look to the water; it had a light brown color. There was still a thin shiny film at the top of the water.
7
The water and vinegar mix had a very light brown color but it looked cleaner than the other two.
8
There is a light brown color but this seems to have a dark cloudy or foggy like t ...
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 ...
Recommended
Sensory organs
The document discusses the anatomy and physiology of the eye and ear. It describes the structures of the eye such as the coats, lacrimal apparatus, extraocular muscles and various eye disorders. It also details the parts of the ear like the external, middle and inner ear as well as the auditory ossicles and common ear conditions like otitis externa and media.
Stimuli and responses in plants
Plants exhibit various tropisms in response to external stimuli. Phototropism is the growth of plants in response to light, with shoots growing towards light and roots away from it. Geotropism is the growth of plants in response to gravity, with roots growing downward and shoots upward. Hydrotropism is the growth of plants in response to water, with roots growing towards water and shoots away from it. Thigmotropism is the response of climbing plants to touch, allowing them to grow upwards for sunlight. Nastic movements do not depend on the direction of stimuli, with plants responding to external stimuli from any direction.
Lab Safety
Lab safety is important to prevent injuries to students. Key lab safety rules include following all teacher instructions, not eating or drinking in the lab, and reporting all accidents immediately. Students should wear protective clothing like goggles, closed-toed shoes, and natural fiber clothing. Hazardous chemicals require proper disposal to prevent pollution and health risks. Safety equipment like eye wash stations and fire extinguishers are provided to deal with emergencies.
Mass vs Weight 5
Mass describes the amount of matter in an object and remains constant, while weight describes the gravitational force on the object which can change depending on location. Mass is measured in kilograms and is a scalar quantity, while weight is measured in Newtons and is a vector pointing downward due to gravity. Near Earth's surface, an object's weight is approximately 10 times greater than its mass due to the gravitational acceleration of 9.8 m/s2.
Lab 2 – Water Quality and ContaminationExperiment 1 Eff.docx
Lab 2 – Water Quality and Contamination
Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
Typical tap water, no odor, clear
2
the oil is poured into the water, it bubbles up at the top. When stirred, the bubbles became smallAser and the oil formed a layer at the top of the water
3
After pouring the vinegar in the water, it looked cloudy. The smell of vinegar was strong and small bubbles visible
4
After pouring the detergent in the water, it became quite cloudy looking like soapy green water, and there were tiny bubbles.
5
The water turned a light to medium brown color with small parts of the soil on top of the water. Smells like potting soil.
6
The water and oil mixture had a clean look to it as it was more of a light brown color.
7
The water and vinegar had an extremely light brown look, much cleaner than the other samples
8
The water and detergent had a light to medium brown look, and looked cloudy.
POST LAB QUESTIONS
1. Develop hypotheses on the ability of oil, vinegar, and laundry detergent to contaminate groundwater.
a. Oil hypothesis = If added to water the oil slightly contaminates the water making a film on the top.
b. Vinegar hypothesis = If added in water, the vinegar contaminated it and produces a smell and aa cloudy look to it.
c. Laundry detergent hypothesis = If added to water the detergent contaminates the water making it a green color and small 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 = Accept The experiment proved the results and confirmed the hypothesis
b. Vinegar hypothesis accept/reject = Accept The experiment proved itself in the results which also confirmed the hypothesis
c. Laundry detergent hypothesis accept/reject = Accept The experiment proved its correct and confirmed the hypothesis
3. What effect 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 = The results of the contaminants were a brownish color tint to each of water samples. I believe that the soil and water mixture had the most potent effects visually, while the vinegar had a very irritating and smelly odor.
4. Using at least one scholarly source; discuss the potential effect of each contaminant (oil, vinegar, and detergent) on the town’s water source and the people who drank the water.
Answer = Approximately 99 percent of all liquid fresh water is in underground aquifers, and at least a quarter of the world's population draws its water from these groundwater supplies. More than three quarters of underground water is nonrenewable, meaning it has a replenishment period of centuries or more (Turk & Bensel 2011). My take on this is that we need to protect our ground water at all cost. It is crucial to our survival to keep a ...
Running Head Title1Title6Rough Draft Water conta.docx
Running Head: Title
1
Title
6
Rough Draft: Water contamination
Brittany Loud
SCI 207: Dependence of man on the environment
Instructor: Lisa Johnson
Date: 3/25/16
Water Contamination Testing
Introduction
Body Paragraph #1 - Background:
Water pollution refers to the contamination of natural sources of water such as groundwater, streams, rivers, lakes and oceans due to the introduction of contaminants directly or indirectly into these waters. Polluted water can have serious negative effects to the health of any organism that lives in or drinks this water. It is important to society to keep up with water pollution research because it is the leading cause of diseases being transferred to people and animals killing them daily. “With 1.2 billion people lacking clean water, waterborne infections account for 80 percent of all infectious diseases. Increased water pollution creates breeding grounds for malaria-carrying mosquitoes, killing 1.2 million to 2.7 million people a year, and air pollution kills about 3 million people a year. Unsanitary living conditions account for more than 5 million deaths each year, of which more than half are children.” (Lang, Susan,2007).If we want to continue to be healthy and thrive on earth, we must respect it by not destroying the water that helps plants grow and animals and humans live.
Body Paragraph # 2 - Objective:
The objective of my study is to find out what water is contaminated the most and what should people really be drinking tap water or bottled water? Most people go out and buy bottled water not knowing how that water is processed and what’s really in it. My objective aims to seek out the answers of what is considered more safe to drink and should people continue to buy bottled water from these big corporations that make millions off of these products. “NRDC conducted a four-year review of the bottled water industry and the safety standards that govern it, including a comparison of national bottled water rules with national tap water rules, and independent testing of over 1,000 bottles of water. Our conclusion is that there is no assurance that just because water comes out of a bottle it is any cleaner or safer than water from the tap. And in fact, an estimated 25 percent or more of bottled water is really just tap water in a bottle -- sometimes further treated, sometimes not.” (National Resources Defense Council, 2008).
Body Paragraph # 3 - Hypotheses:
I did an experiment with contaminated water that consisted of three different tests of Vegetable oil, Vinegar and laundry detergent. These tests were done to see how they polluted the water and could they be filtered out using ordinary products like cheese cloth and different soils such as dirt and sand. My Hypothesis for filtering out the contaminated water was that I believe that the rocks and sand will help filter out anything that is contaminated in the water by acting as a natural filtration system. In my Hypothesis for how contaminated the wate ...
Lab 2 - Experiment 1 Effects of Groundwater ContaminationTa.docx
Lab 2 - Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
Grey wastewater with pungent odor
2
Grey wastewater with pungent odor
3
Grey wastewater with pungent odor
4
Grey wastewater with pungent odor
5
Grey wastewater with pungent odor
Hypothesis:
Greywater is highly contaminated with both macro- and micro-pollutants.
Post-Lab Questions
1. Greywater from the five beakers is highly contaminated with both macro- and micro-pollutants, what is shown by the observations (grey color and purgent odor). So, hypothesis was confirmed: grey color indicated parabens, while purgent odor must be connected with the ammonium content presumably from urine contamination.
2. Two main types of contaminants, parabens and ammonium, have had the most potent effect on greywater, due to a fact that parabens produced its grey color, and ammonium content influenced its purgent odor.
3. On a larger scale, what type of affects would these contaminants have on a town’s water source and the people who drank the water?
If people were to ingest this contaminated water they might get sick, have birth defects, have trouble having a child, may die, etc. Instead of healthy drinking water, people in the cities would consume wasted greywater, with its grey color and purgent odor, what leads to their weakening and, in a long term perspective, to the multiple deceases of their excretory systems (Ottoson&Stenstrom, 2003).
4. From the introduction to this lab, you know that there are typically five steps involved in the water treatment process. Identify the processes (e.g., coagulation) that were used in this lab and describe how they were performed.
4. These types of human pollution are: chemical uses, industrial applications, and agriculture.
Within our house, other items are: transporting and food processing.
Lab 2 - Experiment 1: Effects of Groundwater Contamination
Table 1: Water Observations (Smell, Color, Etc.)
Beaker
Observations
1
To me this is just water, there is no smell.
2
Pouring the oil into the water, the oil started to bubble at the top. As I stirred the oil it turned into smaller bubbles. It looks as if the oil has placed a thick line of film on the water
3
After pouring the vinegar into the water the water turned a shade darker. The water looks cloudy. The smell is the only change from the water.
4
After pouring the detergent, the water began to look cloudy and there is a thin layer of bubbles.
5
The water turned a medium brown and small flakes of soil that circled around the top of the water. Smells like potting soil.
6
The water and oil mixture seemed to have a “cleaner” look to the water; it had a light brown color. There was still a thin shiny film at the top of the water.
7
The water and vinegar mix had a very light brown color but it looked cleaner than the other two.
8
There is a light brown color but this seems to have a dark cloudy or foggy like t ...
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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This document summarizes an art and physics lesson taught in Bulgaria. The lesson used experiments with water, oil, food dye, salt, and tablets to demonstrate concepts like surface tension, density, and immiscible liquids. Teachers from the Czech Republic planned the lesson, which involved motivating demonstrations, small group experiments, and discussion of results. Students provided feedback that they enjoyed the hands-on learning and gained understanding of physical principles. The lesson was taught successfully in both the Czech Republic and Bulgaria.
ART IN PHYSICS - preparation and evaluation of lesson in Bulgaria
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2) Taught the experiments in small groups to Bulgarian students through hands-on demonstrations and worksheets.
3) Received positive feedback from the Bulgarian students, who enjoyed the experiments and learned about scientific principles.
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Touch has many receptors in the skin that detect things like texture, temperature, and pain. Smell receptors in the nose detect chemicals dissolved in mucus that allow us to perceive odors. Taste buds on the tongue contain receptors that send messages to the brain about the basic tastes of sweet, salty, bitter, and sour.
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The document discusses different solutions for cleaning tarnished pennies and which would work best based on pH levels. It explains that tarnish is caused by oxidation and can be cleaned by acids. Lemon juice, with a pH of 2.2, is the most acidic solution listed and therefore would clean pennies the best by dissolving the rust through a chemical reaction. An experiment is described that tests this hypothesis by cleaning pennies in lemon juice, vinegar, baking soda water, and salt water to determine which produces the shiniest results.
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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 ...
Running Header WATER QUALITY6Water Quality and Co.docx
Running Header: WATER QUALITY 6
Water Quality and Contamination
Rebecca Garner
SCI 207 Dependence of Man on the Environment
Instructor: Freddie Perez-Arocho
December 23, 2013
INTRODUCTION
Our ground water is located below the surface of porous rocks. The ground water is susceptible to being contaminated by natural causes and our stupid mistakes. We, as humans, allow a huge amount of chemicals to get into our ground water. Some of the chemicals we allow into the water are things like laundry detergents, motor oil, fertilizer, pesticides, medicines and many others on a daily basis. All the chemicals and materials are allowed to soak into the ground and dissolve into our ground water. Chemicals and contaminates dissolve and become soluble at different rates and when they reach the water table underground either by flowing or rain water moving downward. Ground water can be contaminated by things like Cadmium, Nickel, Chromium, and many other things that are both organic and nonorganic. (Christensen et al, 2001) The medicines that get into our water can cause many health complications (e.g. cancer).
The objective of this experiment was to figure out how bad contaminates affect our water and the processes we have to go through to try to clear that water up.
The experiments reflect on how various items contaminate our ground water and the processes for treating that water to make sure our drinking water is bacteria and contaminate free.
MATERIALS AND METHODS
The materials used in experiment one were (8) 250 ml beakers, 100 ml beaker, 100 ml cylinder (graduated), 10 ml graduated cylinder, 60 ml soil, vegetable oil, vinegar, and liquid laundry detergent. I put 100 ml of tab water in four of the 250 ml beakers. The first beaker was plain tap water, beaker two I added 10 ml of vegetable oil, beaker three added 10 ml vinegar, and in beaker four there was 10 ml of liquid laundry detergent added. They were all stirred up. Beaker five I funneled the tap water from beaker one through 60 ml of soil and then took the other three beakers and filtered through cheesecloth ( beaker two into beaker six, beaker three into beaker seven, and beaker 4 into beaker eight.
In experiment two the materials used was 100 ml potting soil, (2) 250 ml beakers, (2) 100 ml beakers, 100 ml graduated cylinder, 40 ml sand, 20 ml activated charcoal, 60 ml gravel, alum, funnel, cheesecloth and bleach. We started by taking 100 ml potting soil, putting it into a 250 ml beaker and filling to the 200 ml mark with tap water. Then poured the soil back and forth 15 times between 2 beakers. Put 10 ml into a clean 100 ml beaker. At this point added 10 grams of alum with the contaminated water and stirring it for 1-2 minutes and let it sit for 15 minutes. While the contaminated water with alum was sitting we lined the funnel with cheesecloth, 40 ml of sand, 20 ml of activated charcoal and 40 ml of gravel. To solidify this we poured clean tap water through.
Research of the natural water Finland
The document summarizes a research project comparing four types of water: tap water, lake water, river water, and sea water. Students will analyze samples of each for smell, color, clarity, and acidity. They will observe and record their findings, then research reasons for any differences, such as eutrophication, salt content, oxygen levels, or humus levels affecting color.
LESSON PLAN IN KINDER SCIENCE
The lesson plan aims to teach kindergarten students about the tongue and how it allows us to taste different foods. Students will do an activity where they taste samples of sugar, bitter melon, vinegar, and salt while blindfolded to identify the four basic tastes: sweet, bitter, sour, and salty. The teacher will explain that the tongue has nerve cells that can sense these different tastes. Students will also discuss the importance of taking care of the tongue and how an ailment could impact one's ability to taste. They will learn that proper tongue care involves brushing, not biting it, and avoiding spicy foods when sick.
Mixtures 1-2 Separating a Solution
This document discusses separating a salt solution through evaporation. It explains that when water evaporates from a salt solution, it leaves behind salt crystals. The document instructs students to set up evaporating dishes with saltwater solutions and observe what remains after evaporation. It is observed that the water evaporates, leaving behind salt crystals that can be identified by their cubic shape and sometimes X-like patterns.
The five senses final task
This document outlines the final tasks students will complete to evaluate their understanding of the five senses: sight, hearing, taste, smell, and touch. It describes several group and individual assignments including creating displays about the eye and ear, conducting experiments on taste and smell, investigating apples using all five senses, and designing an informational leaflet about caring for sensory organs. Students will be assessed based on their work on the displays, presentations, experiments, reports, and leaflet. The assignments are aimed at practicing vocabulary like adjectives and learning about topics like taste buds.
Science project
This science project document summarizes an experiment on the interaction between pepper, soap, and water. The experiment involves sprinkling pepper onto a dish of water and then dipping a soapy finger into the water, causing the water to appear to "run away" from the finger and scatter the pepper. The document explains that soap reduces the surface tension of water by weakening the attractive forces between water molecules, allowing the water's surface to stretch and disperse the pepper.
Science project
This science project document summarizes an experiment on the interaction between pepper, soap, and water. The experiment involves sprinkling pepper onto a dish of water and then dipping a soapy finger into the water, causing the water to appear to "run away" from the finger and scatter the pepper. The document explains that soap reduces the surface tension of water by weakening the attractive forces between water molecules, allowing the water's surface to stretch and disperse the pepper.
PPT_English 7_Q1_W4-1 (Sensory Images).pptx
This document discusses a lesson on the five senses - sight, smell, taste, hearing, and touch. It provides examples of sensory images related to each sense, such as visual words describing colors and shapes, olfactory words describing smells, and tactile words describing textures. The document also includes activities for students, such as determining whether example words relate to a specific sense and analyzing the sensory details in a paragraph. The overall objective is for students to understand and appreciate sensory images used in writing.
Cellular Respiration Experiment
This experiment tested cellular respiration rates before and after exercise through comparing the rates of CO2 production. The experiment involved measuring the time it took for a phenolphthalein solution to change color from pink to clear as subjects exhaled into it before and after exercise. Faster color change after exercise would indicate higher CO2 and thus higher cellular respiration. Two flasks of solution were used - one for before and one for after a 5 minute exercise period. The experiment was designed to test the hypothesis that cellular respiration rates are higher after exercise.
Problem Solution Essay Structure Telegraph
The document discusses the theme of modernism in T.S. Eliot's famous poem "The Waste Land". It notes that Eliot was a key figure in modernism, using techniques like references to myths, juxtaposition of voices, and abandoning fixed points of view. A first look at the poem does not capture its full modernist aspects, which include disconnected fragments, multiple voices, and doubts about culture expressed through an empty landscape.
Soluble vs insoluble
This document discusses whether all solutes dissolve in solvents through a series of group activities using different materials and water. The activities show that flour and sand do not dissolve in water and form suspensions while sugar and salt do dissolve. Substances dissolve if they are soluble, meaning they are crystalline and "like" each other through properties like being polar. Non-crystalline or insoluble substances that do not dissolve spread throughout water as suspensions instead of forming a uniform solution. Proper shaking of medicine suspensions is needed to disperse undissolved drug particles evenly.
Anatomy & Physiology Lecture Notes - The senses
website: http://am-medicine.com
Youtube Channel : https://www.youtube.com/user/ammedicine
Facebook group: https://www.facebook.com/groups/am.medicine
Chemistry - Microscale Preparation of Some Esters Lab
Students use a microscale technique to prepare and identify several esters based on their distinctive odors. Esters are formed through the reaction of organic acids and alcohols, with the acid's hydroxyl group combining with the alcohol's hydrogen to form water and leave an organic group from the alcohol bonded to the acid. Concentrated sulfuric acid helps catalyze the reaction by removing the produced water molecules. Students carry out reactions between various acids like acetic and alcohols like methanol in test tubes placed in a hot water bath, then identify the odor of the resulting ester after mixing it with water.
The Five Senses.pptx
The document discusses the five senses - sight, hearing, smell, taste, and touch. It provides examples of how each sense is used, such as seeing colors with the eyes and hearing sounds with the ears. The five sense organs - eyes, nose, tongue, ears, and skin - are described as helping people perceive and experience the world around them. The document ends with instructing students to draw the five sense organs and their functions in their assignment notebook as an activity.
Enhance Your Viewing Experience with Gold IPTV- Tips and Tricks for 2024.pdf
In the ever-evolving landscape of digital entertainment, IPTV (Internet Protocol Television) has emerged as a popular alternative to traditional cable and satellite TV services. Offering unparalleled flexibility, a vast selection of channels, and affordability, IPTV services like Gold IPTV have revolutionized the way we consume television content. This comprehensive guide will delve into everything you need to know about Gold IPTV, its features, benefits, setup process, and how it can enhance your viewing experience.
The Midnight Sculptor.pdf writer by Ali alsiad
The city of Ravens burg was known for its gothic architecture, fog-covered streets, and an eerie silence that seemed to hang over the town like a shroud.
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52artinphysics preparationandevaluationoflesson-bulgaria b
This document summarizes an art and physics lesson taught in Bulgaria. The lesson used experiments with water, oil, food dye, salt, and tablets to demonstrate concepts like surface tension, density, and immiscible liquids. Teachers from the Czech Republic planned the lesson, which involved motivating demonstrations, small group experiments, and discussion of results. Students provided feedback that they enjoyed the hands-on learning and gained understanding of physical principles. The lesson was taught successfully in both the Czech Republic and Bulgaria.
ART IN PHYSICS - preparation and evaluation of lesson in Bulgaria
The Czech students:
1) Developed experiments on surface tension, density, and dissolving using water, oil, and food dye.
2) Taught the experiments in small groups to Bulgarian students through hands-on demonstrations and worksheets.
3) Received positive feedback from the Bulgarian students, who enjoyed the experiments and learned about scientific principles.
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Kat's "A Penny for your Thoughts"
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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 ...
Running Header WATER QUALITY6Water Quality and Co.docx
Running Header: WATER QUALITY 6
Water Quality and Contamination
Rebecca Garner
SCI 207 Dependence of Man on the Environment
Instructor: Freddie Perez-Arocho
December 23, 2013
INTRODUCTION
Our ground water is located below the surface of porous rocks. The ground water is susceptible to being contaminated by natural causes and our stupid mistakes. We, as humans, allow a huge amount of chemicals to get into our ground water. Some of the chemicals we allow into the water are things like laundry detergents, motor oil, fertilizer, pesticides, medicines and many others on a daily basis. All the chemicals and materials are allowed to soak into the ground and dissolve into our ground water. Chemicals and contaminates dissolve and become soluble at different rates and when they reach the water table underground either by flowing or rain water moving downward. Ground water can be contaminated by things like Cadmium, Nickel, Chromium, and many other things that are both organic and nonorganic. (Christensen et al, 2001) The medicines that get into our water can cause many health complications (e.g. cancer).
The objective of this experiment was to figure out how bad contaminates affect our water and the processes we have to go through to try to clear that water up.
The experiments reflect on how various items contaminate our ground water and the processes for treating that water to make sure our drinking water is bacteria and contaminate free.
MATERIALS AND METHODS
The materials used in experiment one were (8) 250 ml beakers, 100 ml beaker, 100 ml cylinder (graduated), 10 ml graduated cylinder, 60 ml soil, vegetable oil, vinegar, and liquid laundry detergent. I put 100 ml of tab water in four of the 250 ml beakers. The first beaker was plain tap water, beaker two I added 10 ml of vegetable oil, beaker three added 10 ml vinegar, and in beaker four there was 10 ml of liquid laundry detergent added. They were all stirred up. Beaker five I funneled the tap water from beaker one through 60 ml of soil and then took the other three beakers and filtered through cheesecloth ( beaker two into beaker six, beaker three into beaker seven, and beaker 4 into beaker eight.
In experiment two the materials used was 100 ml potting soil, (2) 250 ml beakers, (2) 100 ml beakers, 100 ml graduated cylinder, 40 ml sand, 20 ml activated charcoal, 60 ml gravel, alum, funnel, cheesecloth and bleach. We started by taking 100 ml potting soil, putting it into a 250 ml beaker and filling to the 200 ml mark with tap water. Then poured the soil back and forth 15 times between 2 beakers. Put 10 ml into a clean 100 ml beaker. At this point added 10 grams of alum with the contaminated water and stirring it for 1-2 minutes and let it sit for 15 minutes. While the contaminated water with alum was sitting we lined the funnel with cheesecloth, 40 ml of sand, 20 ml of activated charcoal and 40 ml of gravel. To solidify this we poured clean tap water through.
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LESSON PLAN IN KINDER SCIENCE
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This document discusses separating a salt solution through evaporation. It explains that when water evaporates from a salt solution, it leaves behind salt crystals. The document instructs students to set up evaporating dishes with saltwater solutions and observe what remains after evaporation. It is observed that the water evaporates, leaving behind salt crystals that can be identified by their cubic shape and sometimes X-like patterns.
The five senses final task
This document outlines the final tasks students will complete to evaluate their understanding of the five senses: sight, hearing, taste, smell, and touch. It describes several group and individual assignments including creating displays about the eye and ear, conducting experiments on taste and smell, investigating apples using all five senses, and designing an informational leaflet about caring for sensory organs. Students will be assessed based on their work on the displays, presentations, experiments, reports, and leaflet. The assignments are aimed at practicing vocabulary like adjectives and learning about topics like taste buds.
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This science project document summarizes an experiment on the interaction between pepper, soap, and water. The experiment involves sprinkling pepper onto a dish of water and then dipping a soapy finger into the water, causing the water to appear to "run away" from the finger and scatter the pepper. The document explains that soap reduces the surface tension of water by weakening the attractive forces between water molecules, allowing the water's surface to stretch and disperse the pepper.
Science project
This science project document summarizes an experiment on the interaction between pepper, soap, and water. The experiment involves sprinkling pepper onto a dish of water and then dipping a soapy finger into the water, causing the water to appear to "run away" from the finger and scatter the pepper. The document explains that soap reduces the surface tension of water by weakening the attractive forces between water molecules, allowing the water's surface to stretch and disperse the pepper.
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This document discusses a lesson on the five senses - sight, smell, taste, hearing, and touch. It provides examples of sensory images related to each sense, such as visual words describing colors and shapes, olfactory words describing smells, and tactile words describing textures. The document also includes activities for students, such as determining whether example words relate to a specific sense and analyzing the sensory details in a paragraph. The overall objective is for students to understand and appreciate sensory images used in writing.
Cellular Respiration Experiment
This experiment tested cellular respiration rates before and after exercise through comparing the rates of CO2 production. The experiment involved measuring the time it took for a phenolphthalein solution to change color from pink to clear as subjects exhaled into it before and after exercise. Faster color change after exercise would indicate higher CO2 and thus higher cellular respiration. Two flasks of solution were used - one for before and one for after a 5 minute exercise period. The experiment was designed to test the hypothesis that cellular respiration rates are higher after exercise.
Problem Solution Essay Structure Telegraph
The document discusses the theme of modernism in T.S. Eliot's famous poem "The Waste Land". It notes that Eliot was a key figure in modernism, using techniques like references to myths, juxtaposition of voices, and abandoning fixed points of view. A first look at the poem does not capture its full modernist aspects, which include disconnected fragments, multiple voices, and doubts about culture expressed through an empty landscape.
Soluble vs insoluble
This document discusses whether all solutes dissolve in solvents through a series of group activities using different materials and water. The activities show that flour and sand do not dissolve in water and form suspensions while sugar and salt do dissolve. Substances dissolve if they are soluble, meaning they are crystalline and "like" each other through properties like being polar. Non-crystalline or insoluble substances that do not dissolve spread throughout water as suspensions instead of forming a uniform solution. Proper shaking of medicine suspensions is needed to disperse undissolved drug particles evenly.
Anatomy & Physiology Lecture Notes - The senses
website: http://am-medicine.com
Youtube Channel : https://www.youtube.com/user/ammedicine
Facebook group: https://www.facebook.com/groups/am.medicine
Chemistry - Microscale Preparation of Some Esters Lab
Students use a microscale technique to prepare and identify several esters based on their distinctive odors. Esters are formed through the reaction of organic acids and alcohols, with the acid's hydroxyl group combining with the alcohol's hydrogen to form water and leave an organic group from the alcohol bonded to the acid. Concentrated sulfuric acid helps catalyze the reaction by removing the produced water molecules. Students carry out reactions between various acids like acetic and alcohols like methanol in test tubes placed in a hot water bath, then identify the odor of the resulting ester after mixing it with water.
The Five Senses.pptx
The document discusses the five senses - sight, hearing, smell, taste, and touch. It provides examples of how each sense is used, such as seeing colors with the eyes and hearing sounds with the ears. The five sense organs - eyes, nose, tongue, ears, and skin - are described as helping people perceive and experience the world around them. The document ends with instructing students to draw the five sense organs and their functions in their assignment notebook as an activity.
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理伦敦大学城市学院毕业证（CITY学位证）学位证【微信：176555708 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Theworldthroughoursenses 091226102905-phpapp01 (4)
- 1. SAY THE NUMBERS YOU CAN SEE!
- 4. CHAPTER 1: THE WORLD THROUGH OUR SENSES
- 5. SENSORY ORGANS & THEIR FUNCTIONS
- 6. Relationship between stimuli and senses to sensory organs Sensory organ Types of sense Stimulus detected Skin Touch Touch, pressure, pain, cold and heat Nose Smell Chemical substances Tongue Taste Chemicals Ear Hearing and balance Sound Eye Sight Light
- 7. SKIN Touch Touch, pressure, pain, cold heat
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- 10. NOSE Smell Chemicals substances
- 11. EYES Sight Light
- 12. Experiment 1.1: Sensory organs and their function EXPERIMENT
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- 17. Activity Sensory organ Sense Stimulus (a) Eye Sight Light (b) (c) (d) (e)
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