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PHYSICAL SCIENCE

High School Fall Modules

TABLE OF CONTENTS

Lake Lotus ParkModule 1: Organic vs. Inorganic Components of Soil............................................................................3

Module 2: Comparison of Water Quality Parameters ...................................................................5

Module 3: Monitoring the Environment ....................7

Environmental Lab & Water Reclamation FacilityModule 1: Testing Water for Bacteria ........................9

Module 2: Comparison of Water Quality Parameters .................................................................13

Module 3: Water Reclamation Facility Tour ............15

Module References .....................................................18

1MODULE

Earth Science Workbook | 3

Learning Objective:To understand the sun’s effects on the earth’s climates.

Vocabulary:• Environment

• Organic Factors

• Inorganic Factors

• Community

• Biosphere

• Ecology

• Freshwater Systems

• Marine Systems

• Terrestrial Systems

• Population

• Consumers

• Decomposers

• Producers

• Habitat

• pH

Career Options:• Park Ranger

• Ecologist

• Biologist

• Research Scientist

• Field Tech

Organic vs. Inorganic Components of Soil

Hands-On Activity Characterize the organic and inorganic components of a fresh water system and a terrestrial system.

Provided Materials • Soil Probes

• Ecosystem Observation Sheet

• Collection Bags

• Plastic Tray

• Clipboard/log sheets/pencils

• Labquest Meter

• pH Probe

Activity Steps 1. Collect samples with soil probe rod

2. Observe samples under a microscope

3. Measure the pH of each soil sample

4 | Altamonte Springs Science Incubator

Organic Factors Inorganic Factors

1. Present a short history of the park and the St. John’s River while walking toward sampling areas. Relate the importance of soil in our environment to familiar concepts of the students. Take samples at:

• Location #1—East of pavilion 4

• Location #2—Behind the flagpole

• Location #3—Sandhill area

2. Use soil probes to take soil samples and place into plastic baggies.

3. Go to Environmental Center to observe the samples under a microscope.

4. Discuss the microscopic findings as well as the sampling area from where the samples were taken.

5. Make a water/soil solution out of each sample. Use meter to measure pH of each sample. Discuss how this affects the plants found in each sample area.

Data Record

2MODULE


Learning Objective:Students are given a sample from an unknown source and will infer from test results the source of water.

Vocabulary:• Chlorine

• Conductivity

• pH

• Dissolved Oxygen

• Temperature

• Turbidity

• Phosphorous

• Nitrate

Career Options:• Engineer

• Operator

• Scientist

• Park Ranger

Hands-On Activity Students use portable meters to test water quality parameters.

Provided Materials

• Clipboard

• Sampling Worksheet

• Pencil

• Gloves

• Safety Glasses

• Colorimeter

Activity Steps

1. Students are split into 3 groups.

2. Instructions will be given for tests/meters.

3. Students will rotate through 3 stations and record test results on the worksheet provided.

4. Each group will have a student that will double check earlier samples using the Labquest meter.

5. Instructors will ask the following questions to the students as a wraparound to the module:

• How is dissolved oxygen content affected by temperature?

• pH is a measure of what?

• How does phosphorus and nitrogen affect water quality?

Comparison of Water Quality Parameters

• Water Meter

• Nitrate Test Strips

• Labquest Meter

• Meter Probes: Nitrates, Phosphates, Turbidity, pH, Dissolved Oxygen, Chlorides


Water Quality

Parameters

Unit of Measure

Lake ample

#1Results

Lake Sample

#2Results

Lake Sample

#3Results

Range for Water Sources

Lake Water

River Water

Rain Water

pH 1-14 6.60-7.94 6.75-6.78 5.5-7.0

Dissolved Oxygen

mg/L2.97-10.5

mg/l99.99-

999.91 mg/l<3 mg/l

Temperature ºFahrenheit71.60-

75.20º F41.72-

91.40º F32-90º F

Phosphorus Mg/L10.00-

162.00 mg/l2.00

25,100 mg/l<0.02 mg/l

Nitrate ppm 0-.5 ppm 0-.15 ppm 0-.15 ppm

Water Quality Worksheet

Note: M = 10-6

m = 10-3

ppm = parts per million

Data Record

3MODULE


Learning Objective:Discuss the need for adequate monitoring of the environment.

Vocabulary:• Sustainability

• Ecosystem

• Secchi Disk

• Stream Discharge

• Turbidity

• Watershed

• Cubic Meter

• Field Siphon

• Biological Magnification

• Ecological Footprint

Career Options:• Marine Biologist

• Park Ranger

• Ecologist

• Wildlife Biologist

• Research Scientist

Hands-On Activity Students will take readings of depth, temperature and velocity from the Little Wekiva River and depth, turbidity and concentration of suspended matter from Lake Lotus.

Provided Materials • Secchi Disk

• Velocity Meter

• Water Siphon Filter

• Thermometer

• Clipboard/log sheets/pencils

• Labquest Meter

• Meter Probes: Nitrates, Phosphates, Turbidity, pH, Dissolved Oxygen, Chlorides

Activity Steps

1. Discuss the impact of human interaction on the Little Wekiva River and its watershed.

2. At site #1, use tools to measure temperature, depth and water flow of the river. Discuss results and water velocity equation.

3. At site #2, check depth and turbidity using the Secchi Disk. Run lake water through a field siphon to capture organic and nonorganic materials.

4. Discuss ecological footprint and sustainability.

5. Discuss how technology is enabling us to monitor the environment more easily and efficiently.

Monitoring the Environment


Data Record

Temperature

River Depth

Flow Velocity

Site #1—Little Wekiva River

Turbidity

Lake Depth

Site #2—Lake Lotus

Discharge Rate Equation: Discharge (Q) = Cross Sectional Area (A) x Flow Velocity (V)

___________ = ___________ x ___________Q (A) (V)

___________ = ___________ x ___________Q (A) (V)

Notes:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1MODULE


Learning Objective:Students will learn how water is analyzed for bacteria using a membrane filtration method. They will be taught how to identify and count Total and Fecal Coliform colonies. The presence/absence of coliform are principle indicators of water quality, pollution and effectiveness of the treatment processes.

Vocabulary:See page 11

Career Options:• Chemist

• Scientist

• Microbiologist

Hands-On Activity Use laboratory equipment to measure sample volumes, filter samples and manipulate filter paper and petri dishes.

Provided Materials

• Clipboard/Pencil

• Bacteria Testing Worksheet

• Lab Coat

• Safety Goggles

• Gloves

Activity Steps

1. Students are provided lab coats and safety glasses to wear.

2. As students are suiting up, we will present safety instructions and an overview of the module.

3. Students are provided a clipboard with handouts covering the procedures they will learn.

4. Students are guided to the laboratory.

5. Measure 100mL of water into a filtration funnel.

6. Turn on the vacuum by opening the valve.

7. Observe as a vacuum pulls the sample through a membrane filter.

8. Turn off the vacuum by closing the valve.

9. Use tweezers to remove filter and place filter in a Petri dish containing media broth.

10. Identify coliform colonies in a real Petri dish.

11. Count the colonies and record the number of colonies.

Testing Water for Bacteria


How to Test Water for Bacteria Using Membrane Filtration Introduction:Coliform is a type of bacteria common in soils, plants and animals. The presence of fecal coliform in drinking water or at swimming sites is evidence that human or animal waste has been or is present. This may be cause for concern because many diseases can be spread through fecal transmission. Also, coliform are principle indicators of water quality, pollution and effectiveness of the treatment processes.

Procedure A: Use membrane filtration for coliform determination.

1. Measure 50ml of water into a filtration funnel.

2. Observe as a vacuum pulls the sample through a membrane filter.

3. Use tweezers to remove filter and place filter in a Petri dish containing media broth.

Procedure B: Identify and count Coliform colonies in Petri dish.

1. Identify coliform colonies in a real Petri dish.

2. Determine which type of colonies exist (fecal or total) and circle it below.

3. Count the colonies and record the number of colonies below.

Type of Colonies Number of Coliform Colonies Counted

Fecal Total

What Do Fecal and Total Coliform Colonies Look Like?

Fecal Coliform colonies are blue in color, and Total Coliform colonies have a gold sheen. Each colony or dot is counted.

Fecal Coliform Total Coliform


Laboratory Metals Vocabulary

BacteriaOne celled organism occurring in many forms and having a wide range of biochemical properties and are mostly pathogenic.

BiologicalRelated to life processes of living organisms.

ColonyThe microorganism grown or cultured in a medium

CultureA colony of bacteria or the growing of organism in a particular medium

Fecal ColiformA form of coliform bacteria primarily present in the gut of humans and other warm blooded animals.

FiltrationA process that allows liquids to pass through a porous material for separation or removal of particles

IncubateThe act of placing organisms or bacteria into an environment that has the proper temperature to allow growth.

Media BrothA substance containing the necessary nutrients needed to grow organisms/ bacteria

MicrobiologyThe study of microorganic life or microorganisms.

MicroorganismAn animal or plant that has microscopic size.

OrganismAnimal or plant life.

Petri DishA covered container that is used as a vessel for growing organisms/bacteria.

Suction/Filter ApparatusDevice for filtering using a vacuum source.

Suction/Filter FlaskA flask that connects to vacuum source and suction apparatus.

Total ColiformA group of bacteria used as indicator organisms in monitoring water quality.

Samples are incubated for 24 hours in a dry incubator or water bath to allow the Coliform colonies to grow. It is made up of several groups, one of which is fecal coliform, which is found in the intestinal tracts of warm-blooded animals including humans.

Dry Incubator Water Bath

2MODULE


Learning Objective:Students are given a water sample from an unknown source and will infer from test results the source of water.

Vocabulary:See page 16


• Scientist

• Operator

Hands-On Activity Students will use portable meters and probes like those used in school laboratories to test water quality parameters.

Provided Materials

• Clipboard/Pencil

• Sampling Worksheet

• Safety Glasses

• Gloves

• Lab Quest 2

• Conductivity Probe

• Optical Dissolved Oxygen Probe

• pH Sensor

• Temperature Probe

• Nitrate Ion-Selective Electrode

Activity Steps

1. Students will be split into 5 groups of 5 students.

2. Instructions will be given for tests/meters.

3. Students will rotate through 5 stations and record test results on the worksheet provided.

4. Based on information provided on the worksheet students will infer which water source they tested.

Comparison of Water Quality Parameters


Water Quality

Parameters

Unit of Measure

Sample #_______Results

Range for Water Sources

ReclaimedWater

Potable Water

DI Water

Chlorine mg/l 0.40-0.70 0.70-1.20 ≈0.00

Conductivity µs/cm 450-600 280-300 ≈0.00

pH 7.00-8.50 7.00-8.50 Unstable

Dissolved Oxygen mg/l 7.00-9.00 7.00-9.00 7.00-9.00

Temperature ºCelsius 20-30 20-30 20-30

Turbidity NTU 0.00-2.00 0.00-0.40 0.00-0.10

Phosphorus mg/l 2.00-4.00 0.50-1.00 ≈0.00

Nitrate mg/l 6.00-9.00 ≈0.00 ≈0.00

Physical Science Water Quality Worksheet

mg/l: Milligrams per literµs/cm: Microsiemens per cmNTU: Nephelometric Turbidity Units

How These Parameters Affect Water Quality:

Chlorine—added in the form of Sodium Hypochlorite (bleach, NaOCl), chlorine is a powerful disinfectant used to neutralize bacteria and viruses. This test is important since potable water systems are required to have a chlorine residual.

Conductivity—a measure of the amount of electricity that can pass through water. Positive and negative ions in the water allow electricity to pass through it. Some of these ions are sodium (Na+), calcium (Ca+), chloride (CI-), and sulfate (SO4

2-)

pH—a measure of how acidic (pH <7) or how basic (pH>7) a solution is.

Dissolved Oxygen—a measure of the amount of oxygen that living organisms can use to survive.

Temperature—affects dissolved oxygen and conductivity.

Turbidity—amount of suspended and organic matter in a solution can prevent light.

Phosphorus—essential nutrient, but too much causes excessive algal growth.

Nitrate—essential nutrient, but too much can cause excessive algal growth.

3MODULE


Learning Objective:Learn how scientists designed a system to reduce the environmental impacts from a basic human function and turned a waste product into a resource.

Vocabulary:See pages 16 & 18


• Operator

• Mechanic

• Electrician

• Instrumentation Specialist

Water Reclamation Facility Tour

Hands-On Activity Students will take an instructor-led tour of the water reclamation facility and discuss the various steps in the treatment process.

Provided Materials • Clipboard/Pencil

• Process Diagram

Activity Steps 1. Each student will be given a clipboard and process diagram.

2. Staff will guide students on a tour of the water reclamation facility.

3. Students are shown the SCADA system.

4. Discuss responsibilities, job descriptions and educational requirements of operators.



Activated Sludge Small clumps of organisms that grow in wastewater. It’s called “activated” because the particles are alive with microorganisms.

Aeration Combining air with a liquid.

Aerobic To need oxygen.

Aerobic Digestion The process of stabilizing sludge.

Anaerobic Not needing oxygen.

Biosolids Solids that have been treated enough to become fertilizer.

Clarifier A tank that lets the solids settle to the bottom.

Disinfection The process of killing or disabling pathogenic organisms.

Effluent Treated wastewater (“reclaimed water”) leaving the plant.

Influent Wastewater flowing into the wastewater treatment facility.

Microbe/Microorganism Microscopic organisms that can be either single-cell or multi-cell.

MLSS (Mixed Liquor Suspended Solids) The mixture of solids and water in the aeration tank.

Nutrients Elements necessary for organisms to live and grow (including carbon, nitrogen, phosphorus).

Preliminary Treatment The first treatment process that removes larger particles and heavier grit particles (sand, gravel, metal or glass).

Reclaimed Water Treated wastewater that can be used for a beneficial purpose.

Sand Filters Filtration through sand.

SCADA (Supervisory Control and Data Acquisition) Computer system that monitors pumps, motors and plant processes.

Secondary Treatment The third process in the treatment plant that includes the aeration tanks and secondary clarifiers. The wastewater is treated by microorganisms in the aeration tank then are removed (settle to the bottom) in the clarifier.

Wastewater Water that has been used for purposes such as bathing, cooking, washing clothes, toilets, etc.

Water Reclamation The physical, chemical and biological process of removing contaminants from wastewater to produce a reusable water source.

Water Reclamation Tour Vocabulary



MODULE REFERENCESLake Lotus ParkNGSSS Big Idea: Standard 17—InterdepedenceA. The distribution and abundance of organisms is

determined by the interactions between organisms, and between organisms and the non-living environment.

B. Energy and nutrients move within and between organic and inorganic components of ecosystems via physical, chemical and biological processes.

C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.

Module 1 Benchmark Code & Description:• SC.912.L.17.7—Characterize the organic and inorganic

components that define freshwater systems, marine systems and terrestrial systems.

NGSSS Big Idea: Body of Knowledge—Life Sciences

NGSSS Big Idea: Standard 17—InterdepedenceDiscuss the need for adequate monitoring of environmental parameters when making policy decisions.Module 2 Benchmark Code & Description:• SC.912.L.14.6—Explain the significance of genetic factors,

environmental factors and pathogenic agents to health from the perspective of both individual and public health.

NGSSS Big Idea: Standard 18—Matter and EnergyA. All living things are composed of four basic categories of

macromolecules and share the same basic needs for life.B. Living organisms acquire the energy they need for

life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).

C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes.

D. The unique chemical properties of carbon and water make life on Earth possible.

Adsorption Both the physical and chemical process of accumulating a substance at the interface between liquid and solids phases.

Biofiltration A specialized filter filled with millions of biological activated carbon granules covered in beneficial biology used to degrade chemical pollutants.

Granular Activated Carbon Small granules of carbon with small pores with high surface area which allow for chemical adsorption.

Ozonation The use of ozone gas to destroy microorganisms and break down contaminants found in water.

Pilot Plant A small representation of a treatment plant or process that can be used to test technologies on a small scale before building a larger or full size treatment system.

Potable Reuse Vocabulary

Potable Reuse Purification of wastewater with highly advanced treatment methods so that it meets all drinking water standards and can be used for drinking purposes.

Ultrafiltration A filter process that uses thousands of hollow, porous straw-like membrane fibers. Each fiber’s pores are microscopic and prevent unwanted materials such as suspended solids, protozoa, viruses and bacteria from passing through.

Ultraviolet Light Disinfection/ Advanced Oxidation A disinfection process that uses short-wavelength ultraviolet light to kill or inactivate microorganisms by destroying nucleic acids and disrupting their DNA, leaving them unable to perform vital cellular functions. When combined with a chemical oxidant such as hydrogen peroxide, a chemical reaction occurs that also allows for organic compounds to be broken down and made harmless.


measurements at appropriate levels of precision. Follow safety guidelines).

3. Examine books and other sources of information to see what is already known,

4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).

5. Plan investigations (design and evaluate a scientific investigation).

6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).

7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe

natural phenomena (inferences), 9. Use appropriate evidence and reasoning to justify

these explanations to others, 10. Communicate results of scientific investigations, and 11. Evaluate the merits of the explanations produced by

others.

NGSSS Big Idea: Standard 17—Interdependence

Module 2 Benchmark Code & Description:• SC.912.L.17.19—Describe how human population size and

resource use relate to envrionmental quality.

Module 3 Benchmark Code & Description:• SC.912.L.17.15—Discuss the effects of technology on

environmental quality.• SC.912.L.17.16—Discuss large-scale environmental impacts

resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surfaces and groundwater pollution.

• SC.912.L.17.17—Assess the effectiveness of innovative methods of protecting the environment.

NGSSS Big Idea: Standard 8—Matter

Module 3 Benchmark Code & Description:• SC.912.P.8.2—Differentiate between physical and chemical

properties and physical and chemical changes of matter.

Module 3 Benchmark Code & Description:• SC.912.L.17.13—Discuss the need for adequate

monitoring of environmental parameters when making policy decisions.

Water Reclamation FacilityNGSSS Big IdeaColiform is a type of bacteria common in soils, plants and animals. The presence of fecal coliform in drinking water or at swimming sites is evidence that human or animal waste has been or is present. This may be cause for concern because many diseases can be spread through fecal transmission. Also, coliform are principle indicators of water quality, pollution and effectiveness of the treatment processes.

Module 1 Benchmark Code & Description:• SC.912.L.18.12—Discuss the special properties

of water that contribute to Earth’s suitability as an environment for life.

• SC.912.L.18.In.7—Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth.

• SC.912.L.18.Su.6—Identify the important role of water in sustaining life of plants and animals.

• SC.912.L.18.Pa.5—Recognize that plants and animals use water to live.

• SC.912.L.17.16—Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.

NGSSS Big Idea 2: Standard 1—Nature of Sciencee

Modules 2 Benchmark Code & Description:• SC.912.N.1.1—Define a problem based on a specific

body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1. Pose questions about the natural world, (Articulate

the purpose of the investigation and identify the relevant scientific concepts).

2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations conduct and record

Altamonte Springs Science Incubator225 Newburyport Avenue

Altamonte Springs, FL 32701(407) 571-8856 | [email protected]

www.AltamonteIncubator.org

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