Lab 3 Biodiversity Biodiversity 34 Introduction Biodiversity, short for biological diversity, includes the genetic variation between all organisms, spe- cies, and populations, and all of their complex communities and ecosystems. It also reflects the interrelated- ness of genes, species, and ecosystems and their interactions with the environment. Biodiversity is not even- ly distributed across the globe; rather, it varies greatly, even within regions. It is partially regulated by climate - for example, tropical regions can support more species than polar climates. In whole, biodiversity repre- sents variation within three levels:  Species diversity  Ecosystem diversity  Genetic diversity It should be noted that diversity at one of these levels may not correspond with diversity within other levels. The degree of biodiversity, and thus the health of an ecosystem, is im- pacted when any part of that ecosystem becomes endan- gered or extinct. The term species refers to a group of similar organisms that reproduce among themselves. Species diversity refers to the variation within and between populations of species, as well as between different species. Sexual reproduction critically contributes to the variation within species. For example, a pea plant that is cross-fertilized with another pea plant can produce offspring with four different looks! This genetic mixing creates the diversity seen today. Ecosystem diversity examines the different habitats, biological communities, and ecological process- es in the biosphere, as well as variation within an individual ecosystem. The differences in rainforests and deserts represent the variation between ecosystems. The physical characteristics that determine ecosystem diversity are complex, and include biotic and abiotic factors. Concepts to Explore  Biodiversity  Species diversity  Ecosystem diversity  Genetic diversity  Natural selection  Extinction Figure 1: There are more than 32,000 species of fish – more than any other vertebrate! Biodiversity 35 The variation of genes within individual organisms is genetic diversity. This can be measured within and between species. It plays an im- portant role in survival and adaptability of organisms to changing envi- ronments. Diversity is also influenced by natural selection, the key mechanism of evolution. The process of natural selection describes competition be- tween individual species for resources, such as food and space (habitat). Genetic variations among species provide an advantage over other species if those variations result in the ability to survive and repro- duce more effectively. Evidence that supports the theory of natural selection includes the fossil record of change in earlier species, the chemical and anatomical simi- larities of related life forms, the geographical distribution of related spe- cies, and the recorded genetic change ...

1. Lab 3
Biodiversity
Biodiversity
34
Introduction
Biodiversity, short for biological diversity, includes the genetic
variation between all organisms, spe-
cies, and populations, and all of their complex communities and
ecosystems. It also reflects the interrelated-
ness of genes, species, and ecosystems and their interactions
with the environment. Biodiversity is not even-
ly distributed across the globe; rather, it varies greatly, even
within regions. It is partially regulated by climate
- for example, tropical regions can support more species than
polar climates. In whole, biodiversity repre-
sents variation within three levels:

2. It should be noted that diversity at one of these levels may
not correspond with diversity within other levels. The degree
of biodiversity, and thus the health of an ecosystem, is im-
pacted when any part of that ecosystem becomes endan-
gered or extinct.
The term species refers to a group of similar organisms that
reproduce among themselves. Species diversity refers to the
variation within and between populations of
species, as well as between different species. Sexual
reproduction critically contributes to the variation within
species. For example, a pea plant that is cross-fertilized with
another pea plant can produce offspring with
four different looks! This genetic mixing creates the diversity
seen today.
Ecosystem diversity examines the different habitats, biological
communities, and ecological process-
es in the biosphere, as well as variation within an individual
ecosystem. The differences in rainforests and

3. deserts represent the variation between ecosystems. The
physical characteristics that determine ecosystem
diversity are complex, and include biotic and abiotic factors.
Concepts to Explore
Figure 1: There are more than 32,000 species of
fish – more than any other vertebrate!
Biodiversity
35
The variation of genes within individual organisms is genetic
diversity.
This can be measured within and between species. It plays an
im-

4. portant role in survival and adaptability of organisms to
changing envi-
ronments.
Diversity is also influenced by natural selection, the key
mechanism of
evolution. The process of natural selection describes
competition be-
tween individual species for resources, such as food and space
(habitat). Genetic variations among species provide an
advantage over
other species if those variations result in the ability to survive
and repro-
duce more effectively.
Evidence that supports the theory of natural selection includes
the fossil
record of change in earlier species, the chemical and anatomical
simi-
larities of related life forms, the geographical distribution of
related spe-
cies, and the recorded genetic changes in living organisms over
many
generations. Take for example, homologous structures among

5. different
species, such as the wing of a bird and the forearm of a human.
These
structures provide evidence that embryologically similar
structures can
give rise to different functions based on the needs of the
organism.
Note that natural selection does not try to explain the origin of
life, but
rather the later evolution of organisms over time.
Biodiversity is important to the process of evolution because it
provides
the framework on top of which natural selection can occur. As
dis-
cussed above, natural selection determines genetic fitness, an
organ-
ism's genetic contribution to the next generation. Natural
selection oc-
curs by selecting one trait as "more advantageous" in a certain
environment. The root of this selection is bio-
diversity.
Species extinction is not new; species have been evolving and

6. dying out since life began. Now, however,
species extinction is occurring at an alarming rate, almost
entirely as a direct result of human activity. Scien-
tists recognize five major mass extinctions in the Earth’s
history. Extinctions are measured in terms of large
groups of related species, called families. The five mass
extinction episodes occurred because of major
changes in the prevailing ecological conditions brought about
by climate change, cataclysmic volcanic erup-
tions, or collisions with giant meteors. The sixth mass
extinction appears to be in progress now, and the pri-
mary cause is environmental change brought about by human
activity. Some examples of species on the
“endangered” list are the ivory billed woodpecker, amur
leopard, javan rhinoceros, northern great whale,
mountain gorilla, and the leatherback sea turtle.
? Did You Know...
A present day example of natural
selection can be seen in the cray-
fish population. The British crayfish
are crustaceans that live in rivers in
England. The American crayfish

7. was introduced to the same bodies
of water that were already populat-
ed by the British crayfish. The
American crayfish are larger, more
aggressive and carry an infection
that kills British crayfish but to
which they are immune. As a re-
sult, the British crayfish are de-
creasing in number and are ex-
pected to become extinct in Britain
within the next 50 years. Thus, the
American crayfish have a genetic
variation that gives them an ad-
vantage over the British crayfish to
survive and reproduce.
Biodiversity
36

8. Loss of an individual species can have various effects on the
remaining species in an ecosystem. These ef-
fects depend upon the importance of the species within the
ecosystem. Individual species and ecosystems
have evolved over millions of years into a complex
interdependence. If you remove enough of the key species
on which the framework is based, then the whole ecosystem
may be in danger of collapsing. Regardless of a
species’ place in the ecosystem, it is important for humans to
take care of the world around us. As people be-
come more aware of how their actions impact all living things,
they can make adjustments in an effort to pre-
serve life on all levels.
There are many activities that humans take part in that impact
the environment and biodiversity. The exhaust
from automobile and aircraft travel, as well as smoke stacks
from industrial plants, are the leading causes of
air pollution, which can have harmful effects on natural
resources and organisms. Two other important factors
that can have an effect on biodiversity are overpopulation and
affluence. Overpopulation means that there are
more people than resources to meet their needs. As people
become more affluent, there is an increase in per

9. capita resource utilization. All of these factors contribute to
overharvesting, habitat degradation, and in-
creased pollution, which threaten biodiversity.
Figure 2: The amur leopard is at risk of extinction.
Biodiversity
37
Experiment 1: Effects of Water Pollution on Plant Diversity
Water pollution can have severely negative effects on
biodiversity and ecosystems, particularly on plant popu-
lations. In many cases, these pollutants are introduced to the
environment through everyday human activity.
In this experiment, you will contaminate several water samples,
as well as purify a water sample. You will
then evaluate the effects of water pollution and purification on
the biodiversity of wildflowers.
Materials
(8) 250 mL Beakers
(2) 100 mL Beaker
Permanent marker

10. 4 Wooden stir sticks
100 mL Graduated cylinder
10 mL Graduated cylinder
10 mL Vegetable oil
10 mL Vinegar
10 mL Liquid laundry detergent
40 mL Sand
20 mL Activated carbon
60 mL Gravel
Alum
Potting Soil
Seed Mixture (Zinnia, Marigold, Morning Glory,
Cosmos, and Ryegrass)
(3) 5.5 X 3.5 in. Peat pots
Funnel
Cheesecloth
Bleach
*Stopwatch (Phone or Internet)

11. *Scissors
*2 Clean, empty water or soda bottles (must hold
at least 500 mL)
*Water
*Camera/Smart Phone
*You must provide
Procedure
Part 1: Water Contamination
1. Obtain the eight 250 mL beakers. Use the permanent marker
to label the beakers 1 - 8.
2. Set Beakers 5 - 8 aside. Fill Beakers 1 - 4 with 100 mL of
water using your 100 mL graduated cylinder.
3. Record your observations of the water in Beaker 1 in Table 1.
Remember to use a safe wafting technique
to smell the solutions (see the Appendix for instructions).
Biodiversity
38
4. Add 10 mL of vegetable oil to Beaker 2. Mix thoroughly
with a wooden stir stick. Record your observa-

12. tions of the water in Beaker 2 in Table 1. (Don’t forget to wash
the graduated cylinder between use!)
5. Add 10 mL vinegar to Beaker 3. Mix thoroughly with a
wooden stir stick. Record your observations of the
water in Beaker 3 in Table 1.
6. Add 10 mL of liquid laundry detergent to Beaker 4. Mix
thoroughly with a wooden stir stick. Record your
observations of the water in Beaker 4 in Table 1.
7. Cut your piece of cheesecloth into five different pieces
(reserve one piece for the water purification portion
of this experiment). Fold one piece of the cheesecloth so that
you have a piece 4 layers thick and big
enough to line the funnel. Place it inside the funnel.
8. Measure 60 mL of soil using the 100 mL beaker and place it
into the cheesecloth-lined funnel.
9. Place the funnel inside Beaker 5.
10. Pour the contents of Beaker 1 (water) through the funnel so
that it filters into Beaker 5 for one minute.
Record your observations of the filtered water in the Beaker 5
row of Table 1.
11. Discard the cheesecloth and soil from the funnel.
12. Repeat Steps 8 - 11 for Beakers 2, 3, and 4. (Filter the

13. contents of Beaker 2 into Beaker 6, the contents of
Beaker 3 into Beaker 7, and the contents of Beaker 4 into
Beaker 8). Record your observations for each
sample in the rows for Beaker 6, 7, and 8 in Table 1.
13. Wash the funnel and place it in the top of a clean, empty
water or soda bottle. Pour the four contaminated
water samples from beakers 5 - 8 into the bottle. Save the water
in the bottle - you will need this for later
in the experiment!
14. Thoroughly wash all of the beakers for use in the next part
of the experiment.
Part 2: Water Purification
15. Add 100 mL of soil to a clean 250 mL beaker. Fill to the
200 mL mark with water.
16. Pour the water and soil solution back and forth between two
250 mL beakers 15 times.
17. After the water and soil have been mixed, pour 10 mL into
a clean 100 mL beaker. You now have two
samples of "contaminated" water. The "contaminated" water
that remains in the 250 mL beaker will be
used for the purification process and will be "treated." Save the
"contaminated" water in the 100 mL beak-

14. er for the end of the experiment so you can compare it to the
"treated" water after the filtration process.
Biodiversity
39
18. Add 10 grams of alum (all of the contents in the bag you
have been given) to the 250 mL beaker contain-
ing the “contaminated” water. Slowly stir the mixture with a
wooden stir stick for 1 - 2 minutes. Let the so-
lution sit for 15 minutes.
19. In the meantime, place the funnel into a clean 250 mL
beaker. Fold a piece of cheesecloth so that you
have a piece 4 layers thick that is big enough to line the funnel.
Place it inside the funnel.
20. Begin layering the funnel, starting by pouring 40 mL of
sand into the cheesecloth-lined funnel, then 20 mL
activated charcoal, then 40 mL gravel. Use a 100 mL beaker to
measure these amounts.
21. To solidify the filter, slowly pour clean tap water through
the filter until the funnel is full. Discard the rinse
water from the beaker and repeat four more times. Return the
funnel to the top of the beaker and let sit for
5 minutes before emptying the beaker and continuing the

15. experiment.
22. After 15 minutes have passed, pour about
3
/4 of the “contaminated” water into the funnel, without mixing
the up the current sediment. Let it filter through the funnel into
the beaker for 5 minutes.
23. Note the smell of the filtered water, comparing it to the 10
mL sample taken from the mixture in Step 3.
24. Remove the filter from the beaker. Use the 10 mL graduated
cylinder to measure approximately 10 mL of
the water. Pour it into a clean 100 mL beaker and add a few
drops of bleach solution to the filtered water
within the beaker. Stir the water and bleach combination slowly
for about 1 minute.
Note: DO NOT discard the rest of the water in the 250 mL
beaker. You will store this water for later in
the experiment.
25. The “contaminated” water has now been filtered. Compare
the newly created “treated” water with the 10
mL sample of the initial “contaminated” water and answer post-
lab questions 3 and 4.
26. Discard the cheesecloth containing the filter and wash the
funnel. Place the funnel in the top of a clean,
empty water or soda bottle. Pour the purified water into the

16. bottle. Then, use a 100 mL graduated cylinder
to add 150 mL of tap water to the bottle. Save the water in the
bottle - you will need this for later in the ex-
periment.
Part 3: Evaluating the Effects of Water Pollution on Plant
Diversity
27. Now, take a moment to hypothesize how polluted or purified
water might affect plant growth and plant di-
versity. Record your hypothesis in post-lab question 5.
Biodiversity
40
28. Obtain three pots from your kit and label them “Tap Water,”
“Contaminated Water,” and “Purified Water.”
Fill them loosely with soil until it is approximately 1 inch from
the top.
29. Pour approximately 40 mL of tap water into your pots (less
if the soil becomes very wet).
30. Lightly scatter your seeds on top of the soil in each
container. Add an approximately equal number of
seeds to each pot. There should be a random assignment of
seeds to the pots.

17. 31. Press each seed down about ½ inch into the soil.
32. Place the pots in a sunny, indoor location. Observe and
water the seeds daily with tap water, and the con-
taminated water and purified water you saved in parts 1 and 2.
These seeds will germinate quickly (3- 7
days).
33. Complete Table 2 approximately 1 - 2 weeks (or when you
see a reasonable amount of plant growth in
the peat pots). To indicate whether a plant has germinated or
not, circle yes (Y) or no (N). Table 3 pro-
vides pictures of the germinated seeds to help you determine
when you should begin entering data, and
what each plant looks like.
34. Use a camera or smartphone to take a picture of the three
pots with plants after recording your observa-
tions. Submit this to your instructor.
Note: You will need to download, scan, or print your photo for
submission.
Lab 3 – Biodiversity
Experiment 1: Effects of Water Pollution on Plant Diversity
Water pollution can have severely negative effects on
biodiversity and ecosystems, particularly on plant populations.

18. In many cases, these pollutants are introduced to the
environment through everyday human activity. In this
experiment, you will contaminate several water samples, as well
as purify a water sample. You will then evaluate the effects of
water pollution and purification on the biodiversity of
wildflowers.
POST-LAB QUESTIONS
Table 1: Water Observations (smell, color, etc.)
Beaker
Observations
1
2
3
4
5
6
7
8
1. What effects did each of the contaminants have on the water
in the experiment? Use Table 1 for reference.
Answer =

19. 2. What kinds of human activities could cause oil, acids, and
detergents to contaminate the water supply?
Answer =
3. What are the differences in color, smell, visibility, etc.
between the “contaminated” water and the “treated” water?
Answer =
4. From the introduction to Lab 2, 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.
Answer =
5. Develop a hypothesis regarding how using contaminated or
purified water might affect plant biodiversity. Which pot do you
believe will contain the greatest biodiversity (greatest number
of species)? Why?
Hypothesis =
Table 2: Number of Plant Species Present in the Pots
Species Observed
Tap Water
Contaminated Water
Purified Water
Zinnia
Y N
Y N
Y N
Marigold
Y N
Y N
Y N
Morning Glory
Y N
Y N

20. Y N
Cosmos
Y N
Y N
Y N
Ryegrass
Y N
Y N
Y N
Total Number of Species in Pot:
6. Based on the results of your experiment, would you reject or
accept the hypothesis that you produced in question 5? Explain
how you determined this.
Accept/Reject =
7. Alum contains aluminum. Research the effects of aluminum
on plants by finding a scholarly source online. Does your
research provide any insight into your results? Discuss your
findings as they relate to the results of your experiment.
Answer =
8. Imagine that each pot was a sample you found in a group of
wildflowers. Based on the diversity of flowers in each pot,
would you consider the ecosystem to be healthy? Why or why
not?

21. Answer =
9. How does biodiversity contribute to the overall health of an
ecosystem? Provide specific examples and utilize at least one
scholarly resource to back your answer.
Answer =
10. Rank the following three scenarios in terms of having the
most to least biodiversity and provide your rationale for these
rankings.
· A vacant lot behind a car repair facility.
· A designated national wilderness area.
· A grassy strip along the highway.
Answer =
References
Any sources utilized should be listed here.
© eScience Labs, 2016
Water Quality and Contamina on

22. 22
Usable water
Ground water
Surface water
Ground water contaminates
Water treatment
Drinking water quality
Figure 1: At any given moment, 97% of the planet’s water is in
oceans. Only a small fraction of
the remaining freshwater is usable by humans, underscoring the
importance of treating our wa-
ter supply with care.
It is no secret that water is one of the most valuable resources
on Earth. Every plant and animal requires wa-
ter to survive, not only for drinking, but also for food
production, shelter creation, and many other necessities.
Water has also played a major role in transforming the earth’s
surface into the varied topography we see to-
day.
While more than 70% of our planet is covered in water, only a
small percentage of this water is usable fresh-
water. The other 99% of water is composed primarily of salt
water, with a small percentage being composed

23. 23
of glaciers. Due to the high costs involved in transforming salt
water into freshwater, the earth’s population
survives off the less than 1% of freshwater available. Humans
obtain freshwater from either surface water or
groundwater.
Surface water is the water that collects on the ground as a result
of precipitation. The water that does not
evaporate back into the atmosphere or infiltrate into the ground
is typically collected in rivers, lakes, reser-
voirs, and other bodies of water, making it easily accessible.
Groundwater, on the other hand, is located underneath the
ground. This water is stored in pores, fractures,
and other spaces within the soil and rock underneath the
surface. Precipitation, along with snowmelt, infil-
trates through the ground and accumulates in available
underground spaces.
Aquifers are areas in which water collects in sand, gravel, or
permeable rock from which it can be extracted
for usable freshwater. The depth of aquifers varies from less
than 50 feet to over 1,500 feet below the sur-
face. The water within an aquifer typically does not flow
through, as it would through a river or stream, but in-
stead soaks into the underground material, similar to a sponge.
As aquifers are depleted by human use, they
are also recharged from precipitation seeping into the ground
and restoring the water level. However, many
times the recharge of the aquifers does not equal the amount of
water that has been extracted. If that cycle
continues, the aquifer will eventually dry up and will no longer

24. be a viable source of groundwater.
Evapora on
Cloud forma on
Precipita on
Groundwater
Evapora on
Transpira on
Precipita on
Precipita on
Figure 2: Water is a renewable source, purified and
delivered across the planet by the hydrological cycle.
24
While the water that precipitates in the form of rain is relatively
pure, it does not take long for it to pick up con-
taminants. There are natural, animal, and human-made sources
of water pollutants. They can travel freely
from one location to another via streams, rivers, and even
groundwater. Pollutants can also travel from land
or air into the water. Groundwater contamination most often
occurs when human-made products, such as mo-
tor oil, gasoline, acidic chemicals, and other substances, leak
into aquifers and other groundwater storage
areas. The most common source of contaminants come from

25. leaking storage tanks, poorly maintained land-
fills, septic tanks, hazardous waste sites, and the common use of
chemicals, such as pesticides and road
salts.
The dangers of consuming contaminated water are
high. Many deadly diseases, poisons, and toxins can
reside in contaminated water supplies, severely affect-
ing the health of those who drink the water. It is also
believed that an increased risk of cancer may result
from ingesting contaminated groundwater.
With the many contaminants that can infiltrate our wa-
ter supply, it is crucial that there be a thorough water
treatment plan in place to purify the water and make it
drinkable. While each municipality has its own water
treatment facility, the process is much the same at
each location.
The process begins with aeration, in which air is added
to the water to let trapped gases escape while increasing the
amount of oxygen within the water. The next
step is called coagulation or flocculation, in which chemicals,
such as filter alum, are added to the incoming
Water is the only substance
that is found naturally in
three forms: solid, liquid,
and gas
If the entire world’s supply
of water could fit into a one-

26. gallon jug, the fresh water
available to use would equal
less than one tablespoon
Approximately 66% of the
human body consists of wa-
ter - it exists within every
organ and is essential for its
function
Figure 3: Sedimentation tanks, such as those shown
above, are used to settle the sludge and remove oils
and fats in sewage. This step can remove a good por-
tion of the biological oxygen demand from the sew-
age, a key step before progressing with the treat-
ments and eventually releasing into the ground or
body of water.
25
water and then stirred vigorously in a powerful mixer. The alum
causes
compounds, such as carbonates and hydroxides, to form tiny,
sticky clumps
called floc that attract dirt and other small particles. When the
sticky clumps
combine with the dirt, they become heavy and sink to the
bottom. In the next
step, known as sedimentation, the heavy particles that sank to
the bottom
during coagulation are separated out and the remaining water is

27. sent on to
filtration. During filtration, the water passes through filters
made of layers of
sand, charcoal, gravel and pebbles that help filter out the
smaller particles
that have passed through until this point. The last step is called
disinfection,
in which chlorine and/or other disinfectants are added to kill
any bacteria
that may still be in the water. At this point, the water is stored
until it is dis-
tributed through various pipes to city residents and businesses.
After the water goes through the treatment process, it must also
pass the
guidelines stated in the Safe Drinking Water Act, in which
various compo-
nents are tested to ensure that the quality of the water is
sufficient for drink-
ing. There are currently over 65 contaminants that must be
monitored and maintained on a regular basis to
keep local drinking water safe for the public. Some of these
chemical regulations include lead, chromium,
selenium, and arsenic. Other components, such as smell, color,
pH, and metals, are also monitored to ensure
residents are provided clean and safe drinking water.
Figure 4: Fresh water is essen-
tial to humans and other land-
based life. Contaminated water
must be treated before it can be
released into the water supply.

28. 26
Bottled water is a billion dollar industry in the United States.
Still, few people know the health benefits, if any,
that come from drinking bottled water as opposed to tap water.
This experiment will look at the levels of vari-
ous different chemical compounds in both tap and bottled water
to determine if there are health benefits in
drinking bottled water.
1. Before beginning, record your hypothesis in post-lab question
1 at the end of this procedure. Be sure to
indicate which water source you believe will be the dirtiest and
which water source will be the cleanest.
2. Label three 250 mL beakers Tap Water, Dasani®, and Fiji®.
Pour 100 mL of each type of water into the
corresponding beakers.
3. Locate the ammonia test strips. Begin by placing a test strip
into the Tap Water sample and vigorously
moving the strip up and down in the water for 30 seconds,
making sure that the pads on the test strip are
always submerged.
Dasani® bottled water
Fiji® bottled water
Jiffy Juice

29. Ammonia test strips
Chloride test strips
4 in 1 test strips
Phosphate test strips
Iron test strips
(3) 250 mL Beakers
(3) 100 mL Beakers
(1) 100 mL Graduated Cylinder
Permanent marker
Stopwatch
Parafilm®
Pipettes
(3) Foil packets of reducing powder
*Tap water
*You must provide
27

30. 4. Remove the test strip from the water and shake off the excess
water.
5. Hold the test strip level with the pad side up for 30 seconds.
6. Read the results by turning the test strip so the pads are
facing away from you. Compare the color of the
small pad to the color chart at the end of the lab. Record your
results in Table 1.
7. Repeat the procedure for both Dasani® and Fiji|® bottled
water. Record your results for both in Table 1.
8. Locate the chloride test strips. Begin by immersing all the
reaction zones (“the pads”) of a test strip in the
Tap Water sample for 1 second.
9. Shake off the excess liquid from the test strip. After 1
minute, determine which color row the test strip
most noticeably coincides with on the color chart at the end of
the lab. Record your results in Table 2.
10. Repeat the procedure for both Dasani® and Fiji® bottled
water. Record your results for both in Table 2.
11. Locate the 4 in 1 test strips. Begin by dipping a test strip in
the Tap Water for 5 seconds with a gentle
back and forth motion.
12. Remove the test strip from the water and shake once,
briskly, to remove the excess water.

31. 13. Wait 20 seconds and use the color chart at the end of this
lab to match the test strip to the Total Alkalini-
ty, Total Chlorine, and Total Hardness on the color chart. Be
sure to do all of the readings within seconds
of each other. Record your results in Table 3.
Note: You will not be using the pH reading obtained from the 4
in 1 test strips. The pH will be
determined at the end of this experiment using a different
method.
14. Repeat the procedure for both Dasani® and Fiji® bottled
water. Record your results for both in Table 3.
15. Locate the phosphate test strips. Begin by dipping a test
strip into the Tap Water for 5 seconds.
16. Remove the test strip from the water and hold it horizontally
with the pad side up for 45 seconds. Do not
shake the excess water from the test strip.
28
17. Compare the results on the pad of the test strip to the color
chart at the end of this lab. Record your re-
sults in Table 4.
18. Repeat the procedure for both Dasani® and Fiji® bottled
water. Record your results for both in Table 4.

32. 19. Now, label the three 100 mL beakers Tap Water, Dasani®,
and Fiji®. Use the 100 mL graduated cylinder
to measure 30 mL of the Tap Water from the 250 mL beaker.
Pour the Tap Water into the 100 mL beaker.
Repeat these steps for the Dasani® and Fiji® bottled water.
20. Beginning with the Tap Water, open one foil packet of
reducing powder and add it to the 100 mL beaker.
Cover the beaker with a piece of Parafilm® and shake the
beaker vigorously for 15 seconds.
21. Locate the iron test strips. Remove the Parafilm® and dip
the test pad of an iron test strip into the Tap Wa-
ter sample, rapidly moving it back and forth under the water for
5 seconds.
22. Remove the strip and shake the excess water off. After 10
seconds, compare the test pad to the color
chart at the end of this lab. If the color falls between two colors
on the color chart, estimate your result.
Record your results in Table 5.
23. Repeat the procedure for both Dasani® and Fiji® bottled
water. Record your results for both in Table 5.
24. Use your 100 mL graduated cylinder to measure and remove

33. 45 mL of the Tap Water from the 250 mL
beaker. Discard this water. Your 250 mL beaker should now
contain 25 mL of Tap Water. Repeat these
step with the Dasani® and Fiji® bottled water.
25. Use a pipette to add 5 mL of Jiffy Juice to the Tap Water.
Mix gently with the pipette or by swirling the liq-
uid.
26. Compare the color of the Tap Water to the pH chart in the
key. Record the pH in Table 6.
27. Repeat the procedure with both the Dasani® and Fiji®
bottled water and record your results in Table 6
29
0 10 30 60 100 200 400
0
500

34. 1000
1500
2000
≥3000
Ammonia (mg/L)
Chloride (mg/L)
4-in-1 Test Strip:
*Note there are 4 pads on this test strip. From top to bottom
(with the bottom of the strip being the handle),
the pads are: pH, Chlorine, Alkalinity, and Hardness. Remember
that the pH is not to be measured using the
strip.
pH Chlor. Alk. Hard.
0 0.2 1.0 4.0 10.0
0 40 80 120 180 240 500
0 50 120 250 425 1000
Soft Hard Very Hard
Total Chlorine (mg/L)
Total Alkalinity (mg/L)
Total Hardness (mg/L)

35. 30
0 0.15 0.3 0.6 1 2 5
0 10 25 50 100
Phosphate (ppm)
Total Iron (ppm)
pH
1-2 3 4 5 6 7 8 9 10 11-12
Lab 2 – Water Quality and Contamination
Experiment 1: Drinking Water Quality
Bottled water is a billion dollar industry in the United States.
Still, few people know the health benefits, if any, that come
from drinking bottled water as opposed to tap water. This
experiment will look at the levels of a variety of different
chemical compounds in both tap and bottled water to determine
if there are health benefits in drinking bottled water.
POST-LAB QUESTIONS
1. Develop a hypothesis regarding which water sources you
believe will contain the most and least contaminants, and state

36. why you believe this. Be sure to clearly rank all three sources
from most to least contaminants.
Hypothesis =
Table 1: Ammonia Test Results
Water Sample
Test Results (mg/L)
Tap Water
Dasani® Bottled Water
Fiji® Bottled Water
Table 2: Chloride Test Results
Water Sample
Test Results (mg/L)
Tap Water
Dasani® Bottled Water
Fiji® Bottled Water
Table 3: 4 in 1 Test Results
Water Sample
Total Alkalinity
(mg/L)
Total Chlorine
(mg/L)
Total Hardness
(mg/L)
Tap Water

37. Dasani® Bottled Water
Fiji® Bottled Water
Table 4: Phosphate Test Results
Water Sample
Test Results (ppm)
Tap Water
Dasani® Bottled Water
Fiji® Bottled Water
Table 5: Iron Test Results
Water Sample
Test Results (ppm)
Tap Water
Dasani® Bottled Water
Fiji® Bottled Water
Table 6: pH Results
Water Sample
Test Results
Tap Water

38. Dasani® Bottled Water
Fiji® Bottled Water
2. Based on the results of your experiment, would accept or
reject the hypothesis you produced in question 1? Explain how
you determined this.
Accept/reject =
3. Based on the results of your experiment, what specific
differences do you notice among the Dasani®, Fiji®, and Tap
Water?
Answer =
4. Based upon the fact sheets provided (links at the end of this
document), do any of these samples pose a health concern? Use
evidence from the lab to support your answer.
Answer =
5. Based on your results, do you believe that bottled water is
worth the price? Use evidence from the lab to support your
opinion.
Answer =
**NOTE: Be sure to complete steps 1 - 32 of Lab 3, Experiment
1 (the next lab) before completing your work for this week. Lab
3 involves growing plants, and if the work is not started this
week, your seeds will not have time to grow and the lab will not

39. be finished on time.**
FACT SHEETS
Ammonia
https://www.wqa.org/Portals/0/Technical/Technical%20Fact%20
Sheets/2014_Ammonia.pdf
Chloride
http://www.who.int/water_sanitation_health/dwq/chloride.pdf
Phosphate
http://osse.ssec.wisc.edu/curriculum/earth/Minifact2_Phosphoru
s.pdf
Iron
http://www.who.int/water_sanitation_health/dwq/chemicals/iron
.pdf
pHhttps://www.watersystemscouncil.org/download/wellcare_inf
ormation_sheets/potential_groundwater_contaminant_informatio
n_sheets/9709284pH_Update_September_2007.pdf
Alkalinity
https://www.safewater.org/PDFS/communitywatertestkit/Water_
Quality_Tests.pdf
Chlorine
http://www.watertechonline.com/testing-for-chlorine-in-
drinking-water/
Hardness
http://des.nh.gov/organization/commissioner/pip/factsheets/dwg
b/documents/dwgb-3-6.pdf
References

40. Any sources utilized should be listed here.
© eScience Labs, 2016