Getting Rid of Grease Concept: Cooking grease is a major source of clogs in residential and city plumbing systems. Grease should be recycled or should be disposed of in the trash. (60 minutes, inside or outside, hands-on) Materials

Internet

Cooking grease or animal fat (e.g., from bacon, beef, pork, or chicken) o you can collect this yourself or ask for it at a restaurant o have it warmed up so it is liquid during the investigation

Vegetable oil (optional)

Dishwashing soap

Hot water

Cold water

Thin clear plastic tubing, test tubes, or small clear plastic soda bottles

Bucket of ice cubes

Paper towels

Aprons Note:

Be sure to clean up spills immediately as grease is extremely slippery.

Warn students to wear clothing that can get greasy.

Some students may not want to participate because the grease is animal fat. Give them the option of conducting the investigation using vegetable oil instead. They can then compare their results to those who have used animal fat.

Engage Show students a pan with warm liquid cooking grease (like bacon grease). Ask students what you should do with the grease. Should it go into the trash can? Poured down the sink? Poured into the toilet? Recycled? Ask students if they have ever had the responsibility of getting rid of cooking grease, and if so, what did they do with it. Plumbers and water system workers warn against pouring grease down the drain. Why do you think this is? What does grease do to the plumbing and sewer system? If it has to go down the drain, what is the safest way to do it? Explore

1. Have students design an investigation on the effects of grease on plumbing. The investigation should answer the following questions:

What happens to liquid grease when it cools?

What happens to pipes when warm liquid grease is poured down the drain?

What happens if the grease is dissolved in warm water first?

What happens if it is mixed with dishwashing detergent?

What happens if it is mixed with cold water first?

How can we model the effects of grease flowing down a drain? Students may, for example, pour the grease into a container or tube and then cool it off using the bucket of ice cubes. They can do this with each combination of grease and other substance to see which results in the most grease covering the sides of the

Is Your Water Hard or Soft?

container or tube. They may want to chill the tube or container first to promote solidification of the grease inside the tube.

2. Have students conduct research on the effects of grease on pipes and the sewer system in general, and the suggestions that plumbers and water system workers have to avoid problems.

The Grease Equation: http://granicus.sandiego.gov/MediaPlayer.php?publish_id=1442

How Are Sewer Mains Cleaned?: http://granicus.sandiego.gov/MediaPlayer.php?publish_id=1443

Keeping Fats, Oils, and Grease out of the Sewer System: http://www.tceq.texas.gov/assistance/water/wastewater/fog/about_fog.html

3. Have students compare the results of their investigation to the information they find

online. Were the results of their investigation consistent with the research online? Why or why not? If they were not consistent, what could the problem be? How was your model plumbing/sewer system similar and different to a real one?

4. Challenge students to think about how to redesign their investigation so that it more accurately or completely models a plumbing/sewer system with respect to grease build-up.

Extend Have students consider how to educate others about the problems of pouring grease straight down the drain.

How could you educate the general public?

How could you explain the problem to a friend or family member without offending them?

What are effective ways of persuading people that they need to change their habits?

Is Your Water Hard or Soft?

Is Your Water Hard or Soft? Concepts: “Hard water” is water with minerals dissolved in it. Soap does not lather up as easily in hard water as it does in soft water. Hard water can affect residential plumbing and city-wide water and sewer systems. (30 minutes, inside, hands-on; NOTE: this can be extended as an outdoor investigation by having students collect and test water from natural sources like ponds, streams, and rain) Materials

tap water

distilled water

two different brands of bottled water (optional)

rainwater (optional)

eye dropper

cup

jars with lids

liquid soap

Engage What happens when you put soap on your hands, mix it with water, and rub your hands? Explain that whether or not soap lathers well, and how easy it is to wash soap off your hands, depends on how “hard” or “soft” the water is. In this activity, students will be testing the hardness of the tap water. Explore Have students fill one jar about ¾ full with distilled water and the other jar with the same amount of tap water in the other jar. In a separate cup, mix some liquid soap with some distilled water. Put a drop of the soapy liquid into the jar with tap water, and shake it up. Does it foam? If not, add another drop. Add one drop at a time until the mixture foams when shaken. Count the number of drops of soapy liquid it takes to make the tap water foam. Repeat the procedure with the distilled water and the bottled water. Which type of water takes the most soap to foam up? Which takes the least? Would you rather have water that is very hard or very soft? Why do you think some water is hard and some is soft? Which do you think would be harder: rain water or water from an aquifer? Have students think about the fact that water dissolves minerals as it flows through rock.

Model the Water and Sewer System

Extend Have students consider the following: How might the hardness of your tap water affect your home’s plumbing system and your community’s water and sewer system? How can water be “softened”? Why do people invest in water softening systems?

https://www.ndhealth.gov/wq/gw/pubs/mineral.htm

http://www.ecodynewatertreatment.com/softeners/the-effects-of-hard-water/ [Students should not that this is an ad for a water softener and thus they will need to verify the scientific claims in it.]

http://www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_gateway/chemistry_out_there/hardness_of_water/revision/1/

Additional Background Information

Hardness of Water: http://water.usgs.gov/edu/characteristics.html#Hardness

Modeling an Aquifer

Concept: An aquifer is a body of permeable rock that can hold groundwater or allow it to pass through. Some cities rely on aquifers for drinking water. (75 minutes, inside or outside, hands-on) Materials

1 clear plastic cup that is 2 3/4" deep x 3 1/4" wide for each student

1 piece of modeling clay or floral clay that will allow a 2" flat pancake to be made by each student for their cup

white play sand that will measure 1/4" in bottom of each student's cup

aquarium gravel (natural color if possible) or small pebbles (approximately 1/2 cup per student

red food coloring

1 bucket of clean water and small cup to dip water from bucket

toy buildings and cars to represent a city

STEM journal Engage Ask students what they think happens to rainwater after it falls onto the ground. Where does water go after it has soaked into the ground? Explain that Earth’s crust is made of different layers of rock and sediment. Water can fill in the empty spaces between grains of sand and pieces of rock; this is called permeable. It can also flow through rock underground. A layer of rock that holds water and allows it to flow through is called an “aquifer.”

Model the Water and Sewer System

Explore Have students create a model aquifer by following the procedures described here: http://www.epa.gov/safewater/kids/pdfs/activity_grades_k-3_aquiferinacup.pdf Pose some of the following questions: How does water get into the aquifer? What can happen if the land above the aquifer is polluted? How do we get water out of the aquifer? Explain that there are places called “springs” where water comes out of the ground. What force causes the water to come out of the ground? What happens if too much water is taken from an aquifer? What happens to an aquifer if there is a drought and there is no rain for a long period of time? Finally, have students investigate the importance of aquifers to specific cities. For example,

Aquifers in Maryland: http://www.mgs.md.gov/groundwater/md_groundwater.html

Aquifers in Virginia: http://www.virginiaplaces.org/watersheds/groundwater.html

Columbia Aquifer, Delaware

Extend If there is time available, students can extend their exploration of the topic with the following resources:

A working model of how an aquifer works: https://www.youtube.com/watch?v=guqinVOHTqc

Additional Background Information

What is Groundwater? http://pubs.usgs.gov/of/1993/ofr93-643/

USGS Groundwater Information: http://water.usgs.gov/ogw/

Groundwater Discharge: http://water.usgs.gov/edu/watercyclegwdischarge.html

Groundwater Depletion: http://water.usgs.gov/edu/gwdepletion.html

Aquifers: http://water.usgs.gov/edu/earthgwaquifer.html

Model the Water and Sewer System

Model the Water and Sewer System

Concept: Many factors must be considered when designing the water and sewage distribution systems in a city. (90 minutes, inside, hands-on) Materials Internet accessPaper model

Graph paper

Ruler

Colored Pencils

Pens Computer model

Computer

Drawing program 3-D model Various supplies to model pipes, fixtures, buildings, rock, and soil, for example

Gravel

Soil

Modeling clay

Cardboard

Water

Dirt

Grease

Bottle caps

Plastic, rubber, or metal tubing

Toilet paper or paper towel tubes

Plastic or metal pipes

Duct tape

Aluminum foil

Scissors

Aquarium

Food coloring

Building toys

Engage Without explaining that these sounds are related to sewage, challenge students to identify the sounds from Sewage in Your Face: http://www.sandiego.gov/mwwd/general/kids/hearit/index.shtml. These include the sound of a manhole cover, a sink, a pipe, and a toilet. Challenge students to explain how the sounds are related. Explain that that they will be exploring the water supply and sewage system in order to design and build models. Depending on their interests and the supplies available, the models can be on paper, on the computer, or with physical materials. Explore

1. Have students explore the physical structure of the water and liquid waste (sewer) system in a city. Useful resources include:

Cross-Section through New York City: http://www.nationalgeographic.com/nyunderground/docs/nymain.html

Virtual Sewage Tour: http://www.sandiego.gov/mwwd/general/kids/learnit/virtualsewage.shtml

What happens to our sewage?: http://www.bbc.co.uk/learningzone/clips/what-happens-to-our-sewage/13458.html

Boston Water and Sewer Systems: http://www.bwsc.org/ABOUT_BWSC/systems/systems_toc.asp

2. Have students work in groups to design a model of the system. If necessary, provide them with guiding questions such as How could the soil and rock be represented? What should you consider when placing the pipes? What evidence could you use to figure out how the system is constructed?

3. Challenge students to build a 3D model using available materials. Extend Have students evaluate their models by comparing them to real city water and sewer systems. Ask them to identify similarities and differences between the model and the real thing, and ways that their models could be used. Encourage them to think about the limitations of their models as well. For example, ask them to consider how they would change their model if they had unlimited resources to use. Additional Background Information Examples of city water and sewer systems:

Water Content of Foods

http://www.draper.ut.us/DocumentCenter/View/5

http://www.dhigroup.com/upload/publications/mikenet/zhang_hamilton_city.pdf

http://cloverdale.com/DocumentCenter/Home/View/1325

Mapping the Interior Plumbing in a Building Concept: A building's internal plumbing must accommodate the uses of the different parts of the building while keeping drinking water separate from wastewater. (60 minutes, inside, hands-on) Materials

graph paper or plain paper

writing implements

ruler, yardstick/meter stick, or measuring tape Engage Have students consider the various uses of plumbing in the school building or in other buildings. Brainstorm some of the different ways that the occupants of the building use the plumbing, such as for obtaining drinking water, washing hands, or disposing of waste. Encourage students to think of the factors that must be considered in designing a plumbing system. Explore

1. Have students work in teams to map out the locations of various plumbing fixtures in the building. Teams may each take a floor, hallway, or other logical building division. Students should create accurate maps of the different parts of the building, noting the locations of faucets, toilets, drains, etc.

2. Have teams identify whether each fixture they have located is intended to provide fresh water, remove waste, or a combination of the two.

3. Have students create additional maps representing the walls of the building. Then, have teams work together to infer the locations of pipes and other non-visible plumbing features.

Extend

Have students extend the activity to the local neighborhood, considering both water distribution and wastewater removal systems.

Challenge students to construct a three-dimensional model of the building to show the plumbing arrangements.

Additional Background Information

http://www.diyadvice.com/diy/plumbing/prep/

http://plumbing.about.com/od/diypluming/a/planningplumbing.htm

http://www.thisoldhouse.com/toh/article/0,,1206559,00.html

Solid Waste Scavenger Hunt Concept: There are many parts of the solid waste management system of a city or community. (45 minutes, inside or outside, hands-on) Materials

Clipboard

Paper

Pen

Internet (optional) Engage Find out what students already know about solid waste (or municipal waste):

What is solid waste? (household trash, recycling, hazardous waste)

Where does trash go after you put it in the trash can? (landfill, incinerator, recycling center, barge)

How does solid waste get taken away from a building? Who takes it? Who pays for it to be taken away? (In general, taxpayers pay for solid waste management workers to pick up the waste and take it to a landfill, recycling center, incinerator, or transfer station)

Explore

1. Have students come up with a list of objects to include in the scavenger hunt. A starter list is provided below. Make sure students know what each of the items is.

2. Have students work in teams to find the objects, either by walking around the neighborhood, by exploring Google Maps, or using Internet searches.

3. Have students analyze their findings: Were there any parts of the system that you could not find? Were you surprise by any of the objects you found?

Extend

Have students imagine what life would be like without a solid waste management system. What would happen to all of our trash? Do you think people might be more careful about what they buy and how they reuse and recycle materials?

Have student conduct research to find out what solid waste actually consists of: http://www.epa.gov/epawaste/nonhaz/municipal/images/2012_totl_msw_gen_fig5_lg.jpg

Additional Background Information

Municipal Solid Waste: http://www.epa.gov/epawaste/nonhaz/municipal/

Model a Sewage Treatment Plant

Model a Sewage Treatment Plant

Solid Waste Scavenger Hunt

Part of the System Where I Found It Trash

Trash can

Recyclable materials

Recycling container

Food waste

Yard waste

Plastic waste

Wood waste

Metal waste

Paper waste

Bulk trash

Rubber or cloth waste

Composting container

Trash truck

Street sweeping truck

Street sweeper (person)

Street vacuum

Official Dump

Illegal Dump

Clothes recycling container

Dumpster

Rat

Hazardous Waste

Electronics waste

Recycling truck

Trash truck yard

Transfer station

Landfill

Incinerator

Waste-to-Fuel plant

Compost pile

Model a Sewage Treatment Plant

Model a Sewage Treatment Plant

Sources of Tap Water Concept: Drinking water can come from a variety of sources, including lakes, aquifer, reservoirs, (groundwater), and desalination plants. The water must then move through the water system to get to the tap. (30 minutes, inside, Internet) Materials

Internet

paper

map of your region

STEM journal Engage Fill a glass of water with tap water and ask students where they think the water came from. Where was this water before it was in the tap? Have students work in pairs to make a drawing that shows where their tap water originally came from and the path it took to get to the tap. Explore Show students a topographic and satellite map of the region and have them locate themselves on the map. Based on the map, where do you think our tap water originally comes from? Use the resources below to find out:

http://www.nature.org/ourinitiatives/habitats/riverslakes/multimedia/where-does-your-water-come-from.xml

http://water.epa.gov/drink/local/ If these resources do not help, contact your local water authority to ask. What would happen if our water source got polluted? What are some possible ways it could get polluted? How could we help keep our water supply safe? Have students think further about the infrastructure – the physical systems – required to actually move water from the source to the tap. What path does out water take from the source to the tap? What does it flow through? Why is it important for a city to have a budget (money set aside) to maintain the city’s water system?

Model a Sewage Treatment Plant

Extend

The New York Water Story interactive http://www.amnh.org/exhibitions/past-exhibitions/water-h2o-life/multimedia/new-york-water-story

Careers in the Water Industry video: http://www.epa.gov/safewater/operatorcertification/wateryouwaitingfor/flash/index.html

Survey: Where does your home drinking water come from? http://water.usgs.gov/edu/sq1.html

Clean Water video: http://stormwaterpa.org/clean-water-a-long-journey-from-the-source-to-our-tap.html

Additional Background Resources

Public Supply Water Use: http://water.usgs.gov/edu/wups.html

Model a Sewage Treatment Plant

Design and Construct a Model Sewage Treatment Plant Concept: If wastewater is managed improperly, it can lead to illness and other problems. Careful design of wastewater and sewage treatment systems can minimize those risks. (90 minutes, inside, hands-on) Materials Designing the Model

Internet access

Graph paper

Ruler

Colored pencils

pens

computer with design or drawing programs Constructing the Model The exact materials will depend on how students design the model, but could include the following:

Waste

water

variety of objects that sink and float

soil

paper Screening process

sieve or colander

mesh screen

cheese cloth Settling

bucket or aquarium

spatula or spade Killing Bacteria

rubber tubing

pump

straws

water with drop of bleach Final filtering

sand Other materials

ruler

tape or glue

construction paper or other paper

scissors

Model a Sewage Treatment Plant

pipe cleaners

empty soda bottles, aluminum cans, or other small containers

Engage Ask students if they know what happens to waste after it is flushed. Where does it go? Does it go straight into a river, ocean, or bay? What can happen if it ends up in the wrong place? Encourage them to think about a variety of different ways that waste can be handled. Explore

1. Have students explore how wastewater is treated and managed using the resources below or other similar resources:

o Liquid Waste Treatment: http://eschooltoday.com/pollution/water-pollution/sewage-treatment-process-for-kids.html

o Marina Ventura http://www.funkidslive.com/features/marina-venturas-inside-water/marina-venturas-inside-water-the-sewage-treatment-process/

o USGS A visit to a wastewater treatment plan: http://water.usgs.gov/edu/wwvisit.html

2. Have students work in groups to design and build a model of a wastewater or sewage

treatment plant. Students may create their models on a computer, or they may construct a two-dimensional or three-dimensional model. Models should include the following parts

Screening

Pumping

Aerating

Removing sludge

Removing scum

Killing bacteria

Guide students in the design process with questions like:

What are the steps in the process?

What will you use to represent waste water?

How can you model the screening process? How can you model the aeration process?

What material, tool, or object could you use to filter the large objects out of the water?

3. Have students present their models. They should explain how the models are similar to

the real systems and how they are different. Extend Have students explore what life would be like without good sewage treatment systems. What was life like before sewer systems and sewage treatment plants were invented? Are there parts of the world that still do not have good sewage treatment systems? What are those places like?

Energy from Garbage

Additional Background Information

The importance of wastewater treatment: http://marinesciencetoday.com/2014/02/13/the-importance-of-wastewater-treatment/

Wastewater treatment: http://water.usgs.gov/edu/wuww.html

The importance of maintaining wastewater quality: http://www.wateronline.com/doc/the-importance-of-maintaining-wastewater-qual-0001

Energy from Garbage

Build a Composting System – Recycling Food Waste Concept: Composting is a way of reducing solid waste and recycling nutrients from garbage. Composting saves energy by reducing transportation costs from homes to landfills and incinerators, and from gardening stores to homes. (Several 45-minute sessions, outside, hands-on) Materials There are a few options. To make a real compost bin, you can use

A) Trash can B) Wood, chicken wire, nails, hammer C) Plastic containers, shredded newspaper or dry grass, red wiggler worms (for a worm

composter – you may need to order these worms) Engage Have students think about food waste. Where does food waste go? [generally to the landfill or incinerator or to the sewer system] Is there a way we can reduce the amount of food waste that has to be transported to landfills or incinerators? Find out what students already know about compost. What is compost? What is it used for? Where does it come from? Make sure students know that “composting” is the act of making compost, or saving scraps of food so that they can be turned into compost. Then ask students about the connection between composting, energy conservation, and urban infrastructure. Guide them to understand that composting saves energy by reducing transportation costs to a landfill and by reducing transportation costs from a garden store to the home. Explore

1. Have students investigate various ways of making a composter. Some useful resources are provided below.

http://www.treehugger.com/lawn-garden/4-diy-compost-bins-you-can-build-one-day-video.html

http://www.thisoldhouse.com/toh/how-to/overview/0,,20346968,00.html

http://www.wikihow.com/Make-a-Worm-Compost-System

2. As a class, discuss the pros and cons of each type of composting system and decide which type to make based on your location and the materials you have available. (For many students, the worm composter is the most fun.)

3. Figure out where you will get your supply of scraps and decide how big the system should be, based on the amount of scraps that will go into it.

4. Build, use, and monitor the composter. 5. When enough compost has been made, use it for gardening projects in the community.

Extend

Energy from Garbage

Have students find out if garbage scraps are collected by their town or city for composting. If not, is there a company that could do it inexpensively? Where do they take the scraps?

Additional Background Information

How Composting Works: http://home.howstuffworks.com/composting.htm

Energy from Garbage: Model a Biogas Collector Concept: Biogas generated by decaying garbage can be used as a source of heat to cook or to generate electricity. Using garbage to generate energy also saves on transportation costs and landfill space. (60 minutes, inside or outside, hands-on) Materials

Small amount of garbage (organic material only)

Small plastic container to put the garbage in

Small plastic container to act as the biogas reservoir

Larger container that the reservoir can fit into

Water to fill around the reservoir

Two pieces of hose

Paper clasp or hose clasp to seal off the hose

Putty or clay

Scissors

Pen

Safety Note that students will be making a model of the collector but not the collector itself because the methane gas it generates is flammable. Engage Discuss with students the local solid waste management system: Where does our trash go after we put it out for the garbage collectors? Where do they take it? What are the benefits of having a solid waste management system (garbage collectors, trucks, landfills, etc.) What would happen if we had no solid waste management system here? What are some of the downsides of the system? Explain that one downside is that all of our garbage “disappears.” People forget that it actually takes up space somewhere. Transporting it requires a lot of energy. Ask students how they think garbage could be used as an energy source. Many may know that it can be burned to heat water, to generate steam, to make electricity. Some may know that organic material decays to give off flammable methane gas. Explain to students that they will be making a model of a device that captures this gas. The gas can then be burned to generate heat for cooking, or can be used to make steam, which drives a generator to create electricity. Explore

1. Have students explore one or more descriptions of how to make a biogas collector.

http://shaunsbackyard.com/746/biogas-digester/

http://www.instructables.com/id/Cash-from-Trash-Make-your-very-own-electricity/

http://www.ecopedia.com/how-to/using-garbage-to-create-electricity/

Google: “Biogas Digester” or “Biogas Collector”

2. Have students work in groups to design and build a scale model of the system. 3. Have students analyze their models: What does each part of the model represent? How

is the model like the real system? How is it different? Extend

Challenge students to find out more about how biogas is produced. What causes the biogas to form? Why is it important to include only organic materials (as opposed to inorganics like plastics and metals) in the digester? What is the composition of the biogas? What other uses does it have?

Find out whether garbage is used to generate power on a large scale in your area. These are known as “waste-to-energy” plants.

Additional Background Information

American Biogas Council: https://www.americanbiogascouncil.org/biogas_questions.asp

Waste-to-Energy plants: http://www.eia.gov/todayinenergy/detail.cfm?id=7990

Evaluating Runoff

Evaluating Runoff in Your Neighborhood Concept: The surfaces in an area affect the path and quantity of runoff and the amount of pollution transported by that runoff. (60 minutes, inside or outside, hands-on) Materials

graph paper or plain paper

writing implements

(optional) materials for modeling runoff from different surfaces (sod, mulch, gravel, etc., and containers for collecting and measuring runoff)

Engage Ask students to think about a recent rainstorm (or springtime snow thaw—any situation that produces a great deal of liquid water on the surface). Have them describe how the water flows in their neighborhood when it rains: are there areas that regularly flood? Do certain streets typically end up with fast-moving, temporary streams, while others do not? Do rainstorms regularly produce large amounts of debris through the neighborhood? Explain that different kinds of ground cover absorb different amounts of water. The combination of surfaces in a neighborhood can affect the runoff that occurs during storms or melting events.

Explore

1. Have students sketch a map of their neighborhood; if time allows, students may explore the neighborhood to make more accurate maps. Students should include information about the types of ground cover in different parts of the neighborhood (for example, whether a particular lot is paved or grassy; whether roads are smooth or cracked).

2. If possible, have students use various ground covers to explore how they affect runoff. For example, they may place different ground covers on a surface, pour a fixed amount of water over the surface, and measure the amount of water that runs off. If this is not possible, have students use the internet to learn about the absorbency of different surfaces.

o http://water.epa.gov/polwaste/nps/urban_facts.cfm o https://www.sara-tx.org/education_outreach/documents/Activity_14.pdf

3. Have students mark on their map the locations that they have noticed large amounts of stormwater runoff, such as streams in the roads or soil washouts.

4. Have students analyze the map and runoff patterns: What kinds of surfaces are found in the areas where there is a lot of runoff? What kinds of materials may be found on ground areas that may get washed into local water bodies during a storm? How could a city or town plan its land surface covers to reduce runoff and minimize pollution due to stormwater?

Water and Waste Ground Truthing

Extend

Challenge students to design a neighborhood that minimizes stormwater runoff. Remind them that the water does not have to just be absorbed. Encourage them to imagine other uses for rainwater that might be useful in a neighborhood.

Additional Background Information

http://www.shodor.org/Master/environmental/water/runoff/RunoffApplication.html

http://pubs.ext.vt.edu/426/426-722/426-722.html

http://www.sagestep.org/about_the_project/water_runoff.html

Water and Waste Ground Truthing

Building a Siphon Concept: A siphon is a simple hydraulic system that moves liquid upward from a higher container through a tube to a lower container by the force of gravity. This movement requires atmospheric pressure to push the liquid into the tube. (60 minutes, inside, hands on) Materials

2 large buckets: 5 gallon (19 L) size works well

Sturdy table (for raising height of one bucket)

22 m of clear tubing

Water

Food coloring

STEM journal

Engage Have students think about how water from an aquifer or a reservoir gets to homes and businesses. Pumps must be used along parts of the line, but not all. Gravity can do much of the work to move both fresh water supplies and sewage. How might this work? Explain that they will be exploring one way. Ask students if they've ever seen a ball roll uphill on its own without any push or kick from someone. How can this happen? Doesn't gravity always pull things down? Place a straw (or clear plastic tube) in a beaker of water and ask students how they could get the water to rise up into the straw. Tell them sucking on the straw is not an option. Welcome all suggestions. Tell students they are going to investigate how just such a feat can be done without doing any sucking or using any machines. Explore Detailed instructions to make a siphon can be found at this Web site: http://www.sciencebuddies.org/science-fair-projects/project_ideas/Phys_p052.shtml#summary Unless you have access to multiple sets of materials, this activity is best done as a demonstration. These instructions are quite involved and allow for a clever investigation involving changing the height or middle of the siphon tube to see at what point the siphon will stop flowing. Given a limited time, and materials, it might be more appropriate to take the main ideas from these instructions and modify them for your own use. Note that the instructions have sections for summary, background, materials, procedure, make it your own, help, and learn more. The materials listed above do not include those items needed for the added investigation of changing the height of the middle of the tube. Extend

Water and Waste Ground Truthing

If there is time available, students can extend their exploration of the topic with the following resources:

The Siphon video: https://www.youtube.com/watch?v=CZmP0vsRBZ8

How does water get to my home? http://water.usgs.gov/edu/qa-home-uphill.html

The Los Angeles Aqueduct (gravity-fed water system) http://waterandpower.org/museum/Construction_of_the_LA_Aqueduct.html

Additional Background Information

Polymer Bead Demonstration Kit: http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=16481

Newton’s Beads on Table: https://www.youtube.com/watch?v=dYBNKSMvXr0

Newton’s Beads: https://www.youtube.com/watch?v=m-88M75_PCI

Water and Waste Ground Truthing

Water and Waste Ground Truthing Concept: Components of the water and waste system are visible throughout cities, the suburbs, and even rural areas. Some of these can be identified by remote sensing. Others can only be seen from ground level. (two 45-minute sessions, inside and outside, hands-on) Materials

Internet

Printer to print base maps

Clipboard

Pens

Colored pencils

ruler Engage Ask students if they are familiar with the term ground truthing. Explain that people often survey landscapes from air or satellite. (This is known as remote sensing.) They make inferences about what is on the ground based on air photos and satellite images. In order to make sure their interpretations are correct, they need to do ground truthing on a small area: they need to get on the ground and look around. Explain to students that they will be doing both remote sensing and ground truthing to find out what parts of the water and waste system are visible in their area. Explore Session 1:

1. Have students use Google Earth (https://earth.google.com) or Google Maps (https://www.google.com) to find satellite images of their neighborhood. Ask them to identify landmarks and other objects in the area to help them establish a context for interpreting the map.

2. Have students print a base map (a street map may be most useful) and label on it the locations of objects that they think may be parts of the water and waste systems in the area (e.g., hydrants, storm drains, water meters, water towers, water treatment facilities, pipelines, reservoirs, landfills, garbage trucks, recycling centers, compost centers).

3. Discuss with students how they can ground truth the maps. What should they look for? What are some obstacles they may encounter? How can they be sure they have located the objects in question?

Session 2:

Water and Waste Ground Truthing

1. Lead students in teams into the neighborhood to look for the objects they have identified. Have them mark on the map the objects that they are able to locate as well as additional objects that they could not see from the images.

2. Have students think about what they saw on the ground vs. what they saw on the maps. How were they able to identify objects on the map? Why were some objects hard to spot or hard to identify?

3. Ask students to make inferences about reasons why the ground truthing may not align with the satellite maps. (e.g., the date that the images were taken) Why might these factors be important to consider when studying regions with remote sensing?

Extend Have students examine satellite images taken in different spectra, such as near-infrared (near-IR) or ultraviolet. Compare these images to visible light images and have students identify differences. Encourage them to think of situations in which various types of satellite images might be more or less useful. For example, what kinds of images might be most useful in detecting thermal plumes (heat) from wastewater treatment plants or power plants? Additional Background Information

http://www.missiongroundtruth.com/home.html

http://science-edu.larc.nasa.gov/SCOOL/groundtruth.html

Water and Waste Ground Truthing

Building a Siphon Concept: A siphon is a simple hydraulic system that moves liquid upward from a higher container through a tube to a lower container by the force of gravity. This movement requires atmospheric pressure to push the liquid into the tube. (60 minutes, inside, hands on) Materials

2 large buckets: 5 gallon (19 L) size works well

Sturdy table (for raising height of one bucket)

22 m of clear tubing

Water

Food coloring

STEM journal

Engage Have students think about how water from an aquifer or a reservoir gets to homes and businesses. Pumps must be used along parts of the line, but not all. Gravity can do much of the work to move both fresh water supplies and sewage. How might this work? Explain that they will be exploring one way. Ask students if they've ever seen a ball roll uphill on its own without any push or kick from someone. How can this happen? Doesn't gravity always pull things down? Place a straw (or clear plastic tube) in a beaker of water and ask students how they could get the water to rise up into the straw. Tell them sucking on the straw is not an option. Welcome all suggestions. Tell students they are going to investigate how just such a feat can be done without doing any sucking or using any machines. Explore Detailed instructions to make a siphon can be found at this Web site: http://www.sciencebuddies.org/science-fair-projects/project_ideas/Phys_p052.shtml#summary Unless you have access to multiple sets of materials, this activity is best done as a demonstration. These instructions are quite involved and allow for a clever investigation involving changing the height or middle of the siphon tube to see at what point the siphon will stop flowing. Given a limited time, and materials, it might be more appropriate to take the main ideas from these instructions and modify them for your own use. Note that the instructions have sections for summary, background, materials, procedure, make it your own, help, and learn more. The materials listed above do not include those items needed for the added investigation of changing the height of the middle of the tube. Extend

Water and Waste Ground Truthing

If there is time available, students can extend their exploration of the topic with the following resources:

The Siphon video: https://www.youtube.com/watch?v=CZmP0vsRBZ8

How does water get to my home? http://water.usgs.gov/edu/qa-home-uphill.html

The Los Angeles Aqueduct (gravity-fed water system) http://waterandpower.org/museum/Construction_of_the_LA_Aqueduct.html

Additional Background Information

Polymer Bead Demonstration Kit: http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=16481

Newton’s Beads on Table: https://www.youtube.com/watch?v=dYBNKSMvXr0

Newton’s Beads: https://www.youtube.com/watch?v=m-88M75_PCI