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3d. Using Blendspace - a collage of videos of various types of pollution

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3d. Using Blendspace - a collage of videos of various types of pollution

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Environmental Issues For Grade 12 - Lessons - Tes Teach

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The Pollution | Causes , Results & Solution.Air Pollution | Video for Kids | Causes, Effects & Solution.Noise Pollution | Effects Of Noise Pollution | Sources | Types | Measures | - Environmental Science.CAUSES , EFFECTS & CONTROLED MEASURES OF AIR POLLUTION || ENVIRONMENTAL STUDIES || OU EDUCATION.Water Pollution - Causes, Effect and Solution.Land pollution (causes/ effects/ solutions).Soil Pollution || What are the causes of soil pollution|| soil pollution effects.Beat Plastic Pollution - What are the causes, effects & solutions for India - Current Affairs 2018

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2. Starter to the lesson- an overview of the goals of sustainble development 

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2. Starter to the lesson- an overview of the goals of sustainble development 

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Trick To Remember 17 Sustainable Development Goals

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Objectives for the environmental problems and solutions

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3c. An overview of our environmental problems

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3c. An overview of our environmental problems

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This demonstration is dedicated to raising your students' awareness of the air pollution created by their everyday activities. It costs almost nothing, yet really gets the point across in a dramatic way and prepares elementary through high school students for further studies in air pollution.

NGSS Standards:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Practice 1: Asking Questions and Defining problems
* Upon completion of the activity, students will evaluate the impact that their personal actions and daily activities have on the amount of pollutants released into the air, helping to define the problem of air pollution.

DCI: ESS3.C: Human Impacts on Earth Systems
* Students will visually assess how specific, personal behaviors impact air quality.

Concept: Patterns
* Observe patterns of events that guide organization and classification, and prompt questions about relationships and factors that influence them.

Background

Each of your students begins the demonstration with a cup of clean water representing unpolluted air. During the demonstration, you'll read them 6 everyday activities from the Air Pollution Awareness Sheet. Each of the activities generates one or more of the pollutants listed below. When your students recognize an activity that they have participated in, they add a drop of food coloring to their cups to represent the pollutant or pollutants created by that activity. At the end of the demonstration, their cups of colored water provide a striking visual reminder of each student's contribution to air pollution.

Familiarize yourself with the pollutants in the list below so that you can explain them to your students during the demonstration.

Particulate matter (PM10)-Particulate matter consists of airborne solids less than 10 micrometers in diameter. These tiny particles are easily inhaled into the lungs, where they can cause damage to lung tissue. Diesel fumes from busses and trucks are a source of airborne particulate matter.

Sulfur dioxide (SO₂)- Sulfur dioxide is a toxic gas with a pungent odor. Electric power plants fueled by coal or oil are the primary source of sulfur dioxide pollution. Sulfur dioxide emissions can cause sulfur dioxide.

Nitrogen dioxide (NO₂)- Nitrogen dioxide is a toxic, reddish brown gas byproduct of the combustion of fossil fuels (e.g., coal, diesel fuel, and gasoline). Nitrogen dioxide can irritate airways and increase susceptibility to respiratory diseases. It is also a factor in the formation of acid rain. Learn more about nitrogen dioxide.

Carbon monoxide (CO)- Carbon monoxide is a colorless, odorless toxic gas. Motor vehicles are the primary source of carbon monoxide pollution. CO is highly toxic. At low concentrations it causes drowsiness and headache; it is carbon monoxide.

Volatile organic compounds (VOCs)- Volatile organic compounds are toxic gases made of carbon, hydrogen, oxygen, and other atoms that form gases easily. They are found in nature as well as in glue, paint, gasoline, tobacco smoke, and clothes that have been dry-cleaned. VOCs form ground level ozone, a main component of smog.

Materials

Clear, plastic, 7-oz cups (one per student)

Red, green, yellow, and blue food coloring (one set of colors per work group)

Water

Procedure (Teacher)

Divide your class into work groups of 3-4 students each.

Give each student a clear plastic cup that is ¾ full of clean water.

Give each work group a set of red, green, yellow, and blue food coloring.

Discuss the list of air pollutants with your students, including as much technical detail as is appropriate to their grade level. Write the names and abbreviations of the pollutants on the board so that your students can refer to them during the demonstration, or distribute photocopies of the list to each work group.

Read the Air Awareness Sheet to your students. They will complete the demonstration as you read from the sheet.

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This demonstration is dedicated to raising your students' awareness of the air pollution created by their everyday activities. It costs almost nothing, yet really gets the point across in a dramatic way and prepares elementary through high school students for further studies in air pollution.

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3a. Envt issues and solutions- Slideshare[ppt]

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3a. Envt issues and solutions- Slideshare[ppt]

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Presentation on theme: "Environmental Problems and Solutions. Environmental Pollution and Its Effects."- Presentation transcript:

Environmental Problems and Solutions

Environmental Pollution and Its Effects

One of the greatest problems that the world is facing today is that of environmental pollution Increasing with every passing year and causing grave and irreparable damage to the earth. Environmental pollution consists of five basic types of pollution, namely, air, water, soil, noise and light.

Air pollution is by far the most harmful form of pollution in our environment. Air pollution is cause by the injurious smoke emitted by cars, buses, trucks, trains, and factories, namely sulphur dioxide, carbon monoxide and nitrogen oxides.

Even smoke from burning leaves and cigarettes are harmful to the environment causing a lot of damage to man and the atmosphere. Evidence of increasing air pollution is seen in lung cancer, asthma, allergies, and various breathing problems along with severe and irreparable damage to flora and fauna. Even the most natural phenomenon of migratory birds has been hampered, with severe air pollution preventing them from reaching their seasonal metropolitan destinations of centuries.

Of course water is very important for our society, and if we start saving it. We will pay less because we consume less and of course we will keep our environment clean. After we use water, it is not the same as it was before. It is polluted...

Water pollution caused industrial waste products released into lakes, rivers, and other water bodies, has made marine life no longer hospitable. Humans pollute water with large scale disposal of garbage, flowers, ashes and other household waste. Acid rain further adds to water pollution in the water.

In many rural areas one can still find people bathing and cooking in the same water, making it incredibly filthy. In addition to these, thermal pollution and the depletion of dissolved oxygen aggravate the already worsened condition of the water bodies. Water pollution can also indirectly occur as an offshoot of soil pollution - through surface runoff and leaching to groundwater.

Noise pollution, soil pollution and light pollution too are the damaging the environment at an alarming rate. Noise pollution include aircraft noise, noise of cars, buses, and trucks, vehicle horns, loudspeakers.

Industry noise, as well as high-intensity sonar effects which are extremely harmful for the environment. Maximum noise pollution occurs due to one of modern science's best discoveries - the motor vehicle, which is responsible for about ninety percent of all unwanted noise worldwide.

Here are some typical sound levels measured in following surroundings, arranged in order of level of sound: Library - 35 dB Office - 60- 65 Normal traffic noise 70 - 80 dB Airport (plane take off) - 120 dB

Soil pollution, which can also be called soil contamination, is a result of acid rain, polluted water, fertilizers etc., which leads to bad crops. Soil contamination occurs when chemicals are released by spill or underground storage tank leakage which releases heavy contaminants into the soil. These may include hydrocarbons, heavy metals, MTBE, herbicides, pesticides and chlorinated hydrocarbons.

Light Pollution Light Pollution includes light trespass, over- illumination and astronomical interference. Effects on animals: Light pollution stops migrating birds of having any way of seeing the moon and stars. They use them to navigate the direction of their migration, therefore not being able to migrate to the correct place.

Also, sea turtles do not come to shore and nest as often, because they are afraid of the lights. It also affects animals eyes as a flash of camera weakens the eyesight of animals. Effects on humans: Glare causes sleep problems in humans. Too much light in an apartment shining in from a nearby billboard will disturb their sleep.

Also science is being affected by light pollution. Astronomers have no way of observing, or making discoveries with too much light to block the night sky. It also causes headache as when light directly falls into our eyes and affects the sensory nerves.

Light pollution is the intrusion of unwanted or unneeded artificial light into a man-made or natural environment. A variety of somewhat separate phenomena comprise the overall issue of pollution due to excess artificial light:

At a domestic level, exposure to smoke while cooking can be curtailed by the adoption of cleaner fuels, improved stoves, better ventilation and the use of biogas. The choice of the correct species of tree as fuel.

For example, Acacia nilotica (babul) and Casuarinas, produces less smoke as compared to species like mango and neem. Utilization of charcoal is relatively safer than burning firewood. Utilization of smokeless stoves will reduce exposure to smoke.

Automobile Pollution Regular tests for automobile emissions should be made compulsory. Environmental groups should pressurize state governments to bring in this legislation. Non-leaded fuel alone should be sold. Environmental groups must get together to pressurize the government.

To make automobile manufacturers modify their designs to suit non-leaded fuel and stop the sale of leaded fuel. People should be encouraged to share their vehicles or use public transport. This would mean lesser traffic on the road, and thus, lesser pollution.

Industrial Pollution

Small pressure groups should be formed to influence industries to install filters, electrostatic precipitators, scrubbers, etc., to control atmospheric pollution. Education is the most important solution

Plan campaigns in schools and colleges on simple issues such as the ill-effects of smoking. substitutes for domestic fuel consumption such as smokeless chulhas, etc. Mobilize your immediate locality to protest against local polluting industries.

Health Effects of Pollution

There are now several groups that are trying to prevent light pollution. Light pollution first made news in 1964, when an observatory was specially placed just to avoid light pollution. Group solution

However, it wasn't brought to the attention of most people until June 6, 2002. When the Czech Republic passed the world's first light pollution law. Since then, light pollution is slowly being recognized by the general public as a major problem.

Individual solution You can lower the amount of light pollution by having lights off when they are not needed. You can also shield yourself from this pollution by putting curtains on a window facing the street or any other disturbing light source.

Environmental Protection

It is now time to join hands across the globe to protect and preserve our environment. Thereby safeguard human health along with the natural environment: air, water, and land. We need to preserve our wetlands, our rainforests, our farmlands and arctic zones. And we need to save the endangered species.

Greenhouse Effect The Greenhouse effect is the rise in the temperature of the Earth's atmosphere. Due to certain gases like, methane, water vapour, nitrous oxide and carbon dioxide, which trap the energy and heat from the sun.

Without these gasses, the heat would escape reducing the temperature of the atmosphere. These gases are commonly known as Greenhouse gases, because they help to maintain the Earth's average temperature. Simply put, it is a natural process which make the Earth's atmosphere just right for life forms to flourish.

Carbon dioxide () is one of the greenhouse gases. It consists of one carbon atom with an oxygen atom bonded to each side. When its atoms are bonded tightly together, the carbon dioxide molecule can absorb infrared radiation and the molecule starts to vibrate.

Eventually, the vibrating molecule will emit the radiation again, and it will likely be absorbed by yet another greenhouse gas molecule. This absorption-emission-absorption cycle serves to keep the heat near the surface, effectively insulating the surface from the cold of space.

Try combining driving with alternative modes of transportation Carpool. Walk or ride a bicycle. Shop by phone or mail. Ride public transit. Telecommute.

Driving smart keeps pollution at a minimum Accelerate gradually. Use cruise control on the highway. Obey the speed limit. Combine your errands into one trip. Keep your car tuned and support the smog check program. Don't top off at the gas pumps. Replace your car's air filter. Keep your tires properly inflated.

Saving the Environment

Saving the Environment Saving the environment is not an issue anymore. It is a survival truth. Individuals, organizations and governments need to come together. And join hands to protect what is left of our planet so that the future is not wiped out before it's time for curtain call.

Global Warming On The Rise Global warming is rapid increase in the temperature of earth's atmosphere and oceans in the past few years. The negative effects of Global warming are heat waves, unusual warm weather, ocean warming, rise in sea level, and coastal flooding, warming of

Arctic and Antarctic zones, changes in the pattern and amount of precipitation. Species extinction and melting of the glaciers which have proven to be extremely dangerous.

Pollution and Global Warming

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environmental problems and solutions. environmental pollution and its effects.

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Environmental Problems and Solutions. Environmental Pollution and Its Effects. - ppt download

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One of the greatest problems that the world is facing today is that of environmental pollution Increasing with every passing year and causing grave and irreparable damage to the earth. Environmental pollution consists of five basic types of pollution, namely, air, water, soil, noise and light.

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3b. Pollution and solution- an overview [ppt]

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3b. Pollution and solution- an overview [ppt]

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Start studying Biodiversity conservation chp 8. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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This is the second model multiple choice questions test on Environment and Pollution Control to check your preparation for the examination. There are 15 questions to be attended in 20 minutes. The questions are general in nature about environment and pollution control, The knowledge on the different acts, international treaty, technology, hazards, etc is necessary to do well in the paper. Read the study material before making an attempt so that you build your confidence in the subject.

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Multiple Choice Questions on Environment and Pollution Control and Practice Test 2

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This is the second model multiple choice questions test on Environment and Pollution Control to check your preparation for the examination. There are 15 questions to be attended in 20 minutes. The questions are general in nature about environment and pollution control, The knowledge on the different acts, international treaty, technology, hazards, etc is necessary to do well in the paper.

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7. crossword games on ozone depletion- a class room activity

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7. crossword games on ozone depletion- a class room activity

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Test your knowledge of ozone layer science and ozone depletion in this crossword puzzle. You may print out the puzzle, the clues, and the words.

Clues

Across

3. Microscopic animals harmed by excess ultraviolet (UV)

6. Especially harmful band of UV radiation

11. One atom of this can destroy over 100,000 ozone molecules

12. Unnatural thinning of the ozone layer by human activities

13. Skin ___: One of the worst health effects of too much sun

14. ___ conditioning: One type of equipment that used chlorofluorocarbons (CFCs)

15. Unit for measuring column ozone

17. ___osphere: Part of the atmosphere containing the ozone layer

Down

1. The southernmost continent; location of the ozone hole

2. Wind pattern over Antarctica that isolates the ozone hole

4. Ozone ___: region containing most atmospheric ozone

5. Montreal ___: Treaty protecting the ozone layer

7. Chemical that makes methyl bromide an ozone-depleting substance

8. Molecule that absorbs UVB radiation from the sun, protecting Earth

9. A substitute for CFCs that's much less damaging to the ozone layer

10. Ultra___: Harmful solar radiation

16. Measure of how much a chemical harms the ozone layer

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This printable crossword puzzle is designed to help kids learn about the ozone layer and the processes that contribute to its depletion.

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This country isn't just carbon neutral — it's carbon negative | Tshering Tobgay

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17. Rain water harvesting - the need of the hour

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17. Rain water harvesting - the need of the hour

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Rain Water Harvesting Techniques [Store Rain Water] | UltraTech

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World's Largest Collection of Essays! Published by Experts

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(a) Pollution

(b) Population explosion

(c) Nuclear proliferation

(d) Natural calamities
2. The major cause of global population growth in the 18 and 19 centuries was:
(a) Decrease in death rates

(b) Decrease in birth rates

(c) Industrial revolution

(d) None of the above
3. Population explosion has occurred in the last:
(a) 500 years

(b) 300 years

(c) 700 years

(d) 150 years
4. The world has a population of:
(a) 4 billion

(b) 5 billion

(c) 6 billion

(d) 7 billion
5. Study of trends in human population growth and prediction of future growth is called
(a) Demograph

(b) Biography

(c) Kalography

(d) Psychology
6. Which of the following is a problem not associated with population growth?
(a) Increased resource consumption

(b) Environmental pollution

(c) Food and energy storages

(d) None of the above
7. One of the critical mechanism by which the environment controls population of species is:
(a) Spread of disease

(b) Removal of excreta

(c) Check on death rate

(d) Supply of food
8. If the rate of addition of new member's increases with respect to the individual lost of the same population, then the graph obtained has:
(a) Declined growth

(b) Exponential growth

(c) Zero growth

(d) None of the above
9. Doubling time (Td) can be calculated by: 10. The number of babies produced per thousand individuals is called:
(a) Natality

(b) Mortality

(c) Immigration

(d) Emigration
11. Population pyramids are useful to:
(a) Express the population growth rates

(b) Express the age-sex distribution

(c) Indicate the birth rates

(d) Indicate the death rates
12. The zero population growth due to equal birth and death rates is called:
(a) Natural increase

(b) Demographic transition

(c) Fertility rate

(d) Replacement level
13. The average life expectancy around the world is currently:
(a) Decreasing

(b) Increasing

(c) Not changing

(d) Stabilizing
14. The force which acts against the achievement of the highest possible level of population growth is known as:
(a) Saturation level

(b) Population pressure

(c) Carrying capacity

(d) Environmental resistance
15. Short-term properties of the atmosphere at a given place and time is referred as:
(a) Climate

(b) Microclimate

(c) Season

(d) Weather
16. Global atmospheric temperatures are likely to be increased due to:
(a) Burning of fossil fuel

(b) Water pollution

(c) Soil erosion

(d) None of the above
17. Global Warming could affect:
(a) Climate

(b) Food production

(c) Melting of glaciers

(d) All of the above
18. Which of the following is not a solution of global warming?
(a) Reducing fossil fuel consumption

(b) Planting more trees

(c) Deforestation

(d) None of the above
19. Greenhouse effect is related to:
(a) Green trees on house

(b) Global warming

(c) Grasslands

(d) Greenry in country
20. Which of the following is not a 'greenhouse gas'?
(a) Oxygen

(b) Carbon dioxide

(c) Chlorofluorocarbons

(d) Methane
21. Which important greenhouse gas other than methane is being provided from the agricultural fields?
(a) SO

(b) Nitrous oxide

(c) Ammonia

(d) SO
22. Which of the following gases contributes maximum to the 'Greenhouse effect on earth?
(a) Carbon dioxide

(b) Methane

(c) Chlorofluorocarbons

(d) Freon
23. The greenhouse effect is due to:
(a) Penetrability of low wavelength radiations through O ₃ layer

(b) Impermeability of long wavelength radiations through CO of the atmosphere

(c) Penetrability of low wavelength radiations through CO

(d) Impermeability of long wavelength radiations through O ₃ layer
24. The primary cause of acid rain around the world is:
(a) Carbon dioxide

(b) Sulphur dioxide

(c) Carbon monoxide

(d) Ozone
25. Acid rain is caused by increase in the atmospheric concentration of?
(a) Ozone and dust

(b) SO and NO

(c) SO and CO

(d) CO and CO
26. The primary air pollutant responsible for acid rains is:
(a) Carbon dioxide

(b) Sulphur dioxide

(c) Carbon monoxide

(d) Ozone
27. How many times more acidic a rain having pH = 5.6 will be in comparison to a neutral rain having pH 7?
(b) 7 / 5.6 = 1.25

(d) 5.6 / 7 = 0.8
28. Which of the following statements is incorrect in relation to checking and controlling acid rains?
(a) Catalytic converters are installed in cars

(b) Expensive scrubbers are installed in industries and thermal power stations

(c) Use of petrol cars is promoted by discouraging the use of diesel cars

(d) None of the above
29. Ozone day is observed on:
(a) January 03

(b) March 26

(d) November 10

(c) September 16
30. Ozone layer is present in:
(a) Troposphere

(b) Mesosphere

(c) Stratosphere

(d) Thermosphere
31. Harmful U.V. radiations emanating from the sun are prevented from reaching the Earth by the presence of ozone in the:
(a) Mesosphere

(b) Thermosphere

(c) Stratosphere

(d) Troposphere
32. Ozone layer of upper atmosphere is being destroyed by:
(a) Ozone

(b) PAN

(c) Aldehydes

(d) All of the above
33. Which one of the following gases can deplete the ozone layer in the upper atmosphere?
(a) Methane

(b) Ammonia

(c) Sulphur dioxide

(d) Carbon dioxide
34. Peeling of Ozone umbrella, which protects us from UV rays, is caused by:
(a) CO

(b) PAN

(c) CFCs

(d) Coal burning
35. The ultraviolet radiations in the stratosphere are absorbed by:
(a) Oxygen

(b) Ozone

(c) Sulphur dioxide

(d) Argon
36. Formation of hole in Ozone is maximum over
(a) India

(b) Antarctica

(c) Europe

(d) Africa
37. The ozone hole appears in Antarctica during
(a) Late winter

(b) Peak summer

(c) Early winter

(d) Autumn
38. Increasing skin cancer and high mutation rate are the result of:
(a) Ozone depletion

(b) Acid rain

(c) CO pollution

(d) None of the above
39. Which of the following statements about ozone is true?
(a)Ozone is a major constituent of photochemical smog

(b)Ozone is highly reactive

(c)Ozone protects us from the harmful UV radiation of sun

(d)All of the above
40. Ozone layer thickness is measured in:
(a) Millimeter

(b) Centimeter

(c) Decibels

(d) Dobson units
41. Ozone depletion in the stratosphere will cause:
(a) Forest fires

(b) Increased incidence of skin cancer

(c) Global warming

(d) None of these
42. Nitrogen oxide and hydrocarbons released by automobiles interact to form:
(a) Sulphur dioxide

(b) Carbon monoxide

(c) PAN

(d) Aerosols
43. The first CFC was synthesised in:
(a) 1892

(b) 1920

(c) 1980

(d) 1800
44. This may be use as refrigerator:
(a) CFC

(b) Carbon

(c) Acids

(d) Ozone
45. Chlorofluorocarbon releases a chemical harmful to ozone is:
(a) Chlorine

(b) Fluorine

(c) Sulphur dioxide

(d) Nitrogen peroxide
Answers:
1. (b); 2. (c); 3. (d); 4. (c); 5. (a); 6. (d); 7. (d); 8. (b), 9. (a); 10. (a); 11. (b); 12. (b); 13. (b); 14. (d); 15. (d); 16. (a); 17. (d); 18. (c); 19. (b); 20. (a); 21. (b); 22. (a); 23. (b); 24. (b); 25. (b); 26. (b); 27. (c); 28. (d); 29. (c); 30. (c); 31. (c); 32. (c); 33. (a); 34. (c); 35. (b); 36. (b); 37. (b); 38. (a); 39. (d); 40. (d) 41. (b); 42. (c); 43. (a); 44. (a); 45. (a)

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45 Multiple Choice Questions (MCQs) with Answers on Current Environmental Issues (GK)

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1. Today, the world's number one problem is: (a) Pollution (b) Population explosion ADVERTISEMENTS: (c) Nuclear proliferation (d) Natural calamities 2. The major cause of global population growth in the 18 and 19 centuries was: (a) Decrease in death rates ADVERTISEMENTS: (b) Decrease in birth rates (c) Industrial revolution (d) None of the above 3.

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8. using phet - A simulation on green house effect

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8. using phet - A simulation on green house effect

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How do greenhouse gases affect the climate? Explore the atmosphere during the ice age and today. What happens when you add clouds? Change the greenhouse gas concentration and see how the temperature changes. Then compare to the effect of glass panes. Zoom in and see how light interacts with molecules.

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12. Plastic management- Bhopal [ a case study]

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12. Plastic management- Bhopal [ a case study]

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PLASTIC WASTE MANAGEMENT BHOPAL MODEL - IMTIYAZ ALI PRESIDENT SARTHAK NGO

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What really happens to the plastic you throw away - Emma Bryce

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13. Japan's Trash-free town - a case study

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13. Japan's Trash-free town - a case study

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10 . What can we do to to stop plastic pollution?

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10 . What can we do to to stop plastic pollution?

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The Man Clearing 9,000 Tons of Trash From Mumbai’s Beaches

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14. Managing Traffic to control pollution

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14. Managing Traffic to control pollution

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Traffic Has a Perfect Solution. Humans Won't Use It.

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16. Environment education -an awarness activity for all

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16. Environment education -an awarness activity for all

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21. Sockmonkey science.com[ reversing water pollution] -Home assignment activity

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21. Sockmonkey science.com[ reversing water pollution] -Home assignment activity

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I originally created this lab to spice up my mixtures and solutions unit a few years ago. It has evolved into what I HOPE is a thoughtful activity that incorporates mixtures, solutions, density, magnetism, environmental factors, conservation, team building and budgeting skills. I like this lab because it is versatile enough to be used in multiple units. If I don't have time for it in Physical Science, I use it during Earth Science or even Life Science! This works great for Earth Day projects.
You might also like my Recycled Home Project.
It teeters on the edge of being a STEM activity, but I don't think it's quite there. Nonetheless, my students always enjoy it and I am finally making it available for other teachers to utilize. Get it here!

Pin me!

What's in the Lab?

Reversing Water Pollution.

Grade Level: 3rd-6th | Duration: 45 minutes | Content: Physical Science & Earth Science - Mixtures, Solutions, Properties of Matter, Conservation, Environment and Ecosystems, Earth Day

Materials: Large plastic trays, Filters, Plastic Cups, Plastic Containers, Strainers, Tongs, Tweezers, Magnets, Gloves, Sponges, Foil, Plastic Wrap, Paper Towels

Academic Vocabulary: conservation, pollution, green, environment, mixture, solution,

Overview:
You will need to create one polluted water sample per group in advance. For my samples, I use sand, dirt, cooking oil, iron shavings, dish soap, a drop of food coloring, and cut small strips of paper, styrofoam and plastic to mix in.
You can use whatever is handy, but I would make sure to at least include the oil, iron shavings, styrofoam and plastic to represent the most common water pollutants. I always add the food coloring to see if anyone realizes they won't be able to separate it without heat because it creates a solution. Read more about separating food coloring
I start the lab with this short YouTube video about plastic pollution, and then open the discussion to talk about other pollutants, the high costs to clean water, and water conservation.

The goal of the lab is to present the cleanest water sample while staying in budget and following the rules. The group with the cleanest sample "wins". I always try to have some little treat for the winners.

Polluted Water Samples.

Break the students up into groups of 3-4. Give them 15 minutes to decide on a team name, look over the supply list, choose their items, and come up with a plan to clean the water sample. I allow students to save part of their budget if they find they need additional items later on. No exchanges or refunds (they will ask!). Save yourself some time and get the lab sheets here!

Teams can start as soon as they have presented you their budget and plan. This also gives them an advantage on time if they finish their planning quickly. I usually allow 25 minutes for the water cleaning portion because my classes are 60 minutes, but I have also used as little as 15 minutes. The times can easily be adjusted to fit your schedule.

If students move the water from the "protected" tray area or touch the water with their skin, they are disqualified from winning the prize. Someone ALWAYS touches the water with their hands, and I use this as an opportunity to discuss the dangers of contaminated water.

Always!

You students will surprise you with their creativity while completing this activity. I always make sure to show my enthusiasm for the groups that didn't make the obvious supply choices and got extra creative!

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Published by Sockmonkey Science

My name is Mary and I am the mother of two amazing little boys. When I am not changing diapers, I teach elementary science. I have worked at a small charter school for the last five years and been fortunate to be part of a school that is supportive of science education. I will complete my M. Ed. later this year. View all posts by Sockmonkey Science

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What's in the Lab? Reversing Water Pollution

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I originally created this lab to spice up my mixtures and solutions unit a few years ago. It has evolved into what I HOPE is a thoughtful activity that incorporates mixtures, solutions, density, magnetism, environmental factors, conservation, team building and budgeting skills. I like this lab because it is versatile enough to be used in...