PARC
ENERGY &THE ENVIRONMENT
PARCEnergyandtheEnvironmentKit#1:WaterFiltration
TableofContents
TopicTemplate…………………………….…..…………………….……….………………….…..1
KitMaterialsList………………………..…………………………………….……………….…….3
WaterFiltrationTeacherGuide…………………………………….……….……..….……...5
EngageActivity…………..…..…………………………………………….…....………….………..5
ExploreActivity:CanYouCleantheWater?..……………………………………….…….5
ExplainOptionsandActivities……….…………………………………………..……….……9
ElaborateOptions………………………………….………………………………………………25
EvaluateOptions……………………………………………………….…………………….…….26
PARCOutreach–Energy&theEnvironment–WaterFiltration-2018 1
TopicTemplateTopicTitle WaterFiltration
AssociatedPARCCurriculum
Energy&theEnvironmentSeriesWaterQuality;ClimateChange
AssociatedContentOrSubject
PhysicalScience,EarthScience
Summary
Usingthe5EInstructionalmodelstudentsusetheengineeringdesigntocleandirtywaterandlearnaboutwaterfiltration.
MaterialsNeeded PARCEnergy&theEnvironmentKit#1:WaterFiltration[IncludesactivitymaterialsandflashdrivewithPowerPointpresentationtitledWaterFiltration]Materialsprovidedbytheteacher:Organicmaterials,suchasleaves,tadpoles,minnows,etc.toputintubtocreate“dirtywater”.ComputerwithUSBport&projector
RecommendedGradeLevel(s)
4-8thgrade
RelatedNGSSStandards
ESS3.CHumanImpactsonEarth’sSystemsESS2CWaterCycleESS2AEarth’smaterialandsystemsMS-ESS2-4DevelopamodeltodescribeEarth’ssystemsdrivenbyenergyfromsunandforceofgravityMS-LS2-5Evaluatecompetingdesignsolutionsformaintainingbiodiversityandecosystemservices.HS-ETS1-2Designasolutiontoacomplexreal-worldproblembybreakingitdownintosmaller,moremanageableproblemsthatcanbesolvedthroughengineering
EssentialQuestion Howdowebringbalancebacktoanecosystem,whenitisdisruptedbynatural,orhumanmadedisasters?Howdowefindcleanwater?Howdowecleanthewater?
EngageActivity DoYouKnowHowtoGetCleanWaterinaDisaster?ShowslidesofNepalearthquake,St.LouisfloodingandFlint,MOandtheproblemoffindingcleanwaterinadisaster.
ExploreActivity CanYouCleantheWater?Studentswillworkingroupsandexplorehowtocleandirtywaterusingthematerialsinthefiltrationkit.
ExplainActivities Howdoesnaturefilterwater?Studentsareabletolearnabouthowwaterfiltersnaturallythroughthefollowingactivities:1.Animatedvideoofwatercycle2.Watercyclediagrams3.Earth’sFreshWater4.WaterDistributionDemo5.WaterCycleGame
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Elaborate Optionsinclude:1. ToilettoTapvideo(4min)2. Redesignwaterfiltrationdevice,EngineeringDesign3. LifeSaverBottleTedTalk–LifeSaverVideo(7min)4. EPAwebpageforThirstin’sWaterFiltrationLesson
Evaluate Optionsfor:I.ConstructiveResponseII.PerformanceTaskIII.Redesign
ExtensionResources
Grades3-5WaterFiltrationhttps://www.teachengineering.org/activities/view/water_filtrationGrades5-8PurifyWateronMarshttps://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Water_Filtration_Challenge.htmlIdeasonFiltrationMethodshttp://www.ciese.org/curriculum/purification/students/index.htmGrades9-12HighSchoolDesignaWastewaterTreatmentPlanthttp://www.lbranch.bajaru.com/apes-assignments/pollution--8-weeks/pollution-unit/water-treatment-lab.htmlhttps://blog.americanchemistry.com/2017/03/clean-water-water-brought-to-you-by-chemistry/
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PARCEnergyandtheEnvironmentKit#1:WaterFiltration
MaterialsIncludedinKit:
Ø 1CopyWaterFiltrationUnitModuleLessonPlan
ActivityTitle Item Qty Unit DistributeAll USBdrivewithWaterFiltration
PowerPointpresentation1 each fortheteacher
Engage:CleanWaterinaDisaster?
Usepresentationonly NA NA NA
Explore:CanYouCleantheWater?
Studentworksheetcopymaster 1 each Fortheteacherlong,lowplastictub 6 each 1perstudentstationclay,gravel,sand,1bageach 6 set 1perstudentstationcottonballs 36+ each 6perstudentstation2-Lplasticbottle 12 each 2perstudentstationcharcoalpellets,1galbag 1 bag sharedbyclassnylonpanty-hose 6 pair 1perstudentstationcoffeefilter 12 each 2perstudentstationfunnel 6 each 1perstudentstationplasticcup,12oz 12 each 2perstudentstationcolander 6 each 1perstudentstationmeasuringcupset 6 set 1perstudentstationmesh,plastic,12x12inches 6 each 1perstudentstationcheesecloth 1 pkg sharedbyclassdisposablepipets 12 each 2perstudentstationfoodcolor 6 each 1perstudentstationpapertowels 1 roll sharedbyclass
Explain1:AnimatedWaterCycle
Uselinkprovidedininstructorpages
NA NA NA
Explain2:WaterCycleDiagrams
UseWaterFiltrationPowerPointpresentation
NA NA NA
Explain3:Earth’sFreshWater
Studentsheetcopymaster 1 each fortheclass
Explain4:WaterDistributionDemo
5gallonbucket 1 each Forclassdemo2-cupmeasure 1 each Forclassdemo½cupmeasure 1 each Forclassdemodisposablepipet 1 each Forclassdemotablesalt,1-LBbox 1 box Forclassdemofoodcoloring,2colors/set 1 set Forclassdemopapertowels 1 roll Forclassdemo
Explain5:WaterCycleGame
Laminatedstationsheets,setof9 1 set 1perstudentstationDice 9 each 1perstudentstationStudentworksheetcopymaster,2pgs
1 each Fortheteacher
EvaluateOptions Studentworksheetcopymasters 1 each Fortheteacher
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MaterialsProvidedbytheTeacher:Ø ComputerwithUSBportandprojectorØ Organicmaterialstomakedirtywater(soil,leaves,sticks,rocks,etc.)Ø IcecubesfortheEXPLAIN#4demonstrationØ Photocopiesofstudentworksheets
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WaterFiltrationTeacherGuideWaterFiltrationisanimportantcomponentofthewatercycleprocess.Thislessonseriesallowsstudentstheopportunitytoexplorehowtofilterdirtywater.Usingtheengineeringdesignprocessstudentswilllearnaboutwater,thewatercycleanddesignamethodtocleanwater.Finallystudentswillhavetheopportunitytodemonstratetheirunderstandingwithanevaluation.ENGAGEShowthe2slidesoffloodingandnaturaldisastersthatarefoundontheteacherPowerPointpresentationtitledWaterFiltration[foundpreloadedonaUSBdriveinthekitmaterials,oronlinefordownloadathttps://parc.wustl.edu/outreach/educators/energy-kits/energy-and-environment].Askthestudentshowdoyoufindcleanwaterinadisaster?Havethestudentsthinktothemselves,andthensharewiththeirpartnerorgroup.Haveeachgroupshareout.EXPLOREPutstudentsinto6groupswitheachgrouphavingawaterfiltrationkitontheirtable.Takeallthematerialsoutoftheplastictubs,asthistubwillbeusedtocreatethe“dirtywater”thatthestudentswillstarttoclean.Fillthetubabout½withwaterandthenadditemsthatcanandcannotbefilteredout.Itemstocreatethedirtywatercanbeleaves,tadpoles,sticks,rocks,sand,etc.Youcanalsocolorthewaterwithfoodcoloring.Saytothestudents,Yourjobistofigureoutawaytocleanthewatersoit’scleanenoughtodrink”.Givestudentsabout20-30minutestocreateawaytofilterthewater.Havethemusethefollowingpage,CanyouCleantheWater?,tocreateasketchofwhattheyplantodotocleanthewater.Iftheycan,havethestudentsdescribewhatordertheyuseditemstofilteroutthe“wastewater”andwhytheychosetheorder.RememberthisistheExploresection,soitprovidesthestudentstheopportunitytogainsomefirsthandexperiencewithfilteringthewater.Afterthetimeisup,haveeachstudentgroupshareoutwhattheychosetodoinordertofilterthewater.It’simportanttoleavetimeforcleanupandforallstudentstowashtheirhandsbeforetheclassisover.TellstudentsthattheywerejuststartingtousetheEngineeringDesignProcesswiththeirgrouptogetthewaterascleanaspossible.RefertotheEngineeringDesignPoster&askstudentswhattheydidineachpart:1.Identifyneed/problem-tocleanthewater2.Researchandbrainstorm-theybrainstormedhowtocleanthewaterwiththeirgroup3.ChooseBestIdeas-withintheirshorttimeframetheyweretochoosebestidea4.Constructaprototype-theymadeamodelorprototypeoftheirwaterfiltrationdevice5.Testandevaluate-Theytestedtheirdevicehere.
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Safetyprecaution:Tellstudentstheyarenotallowedtodrinkthewater.Theremightbebacteriainthewater.Alsoifstudentschoosetousethesodabottlesforfiltrationdevices,helpthestudentsbycuttingthetopsoffthesodabottleswithscissors.
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StudentName EXPLORE
CanYouCleantheWater?
DesignChallenge:Asagroup,usethematerialsprovidedtocleanyourwatersample.Howcanyoutesttoseeifitiscleanenoughtodrink?Sketchandlabelyourdesignideabelow:
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TheEngineeringDesignCycle
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EXPLAINFortheexplainphase,weprovidemanyresourcesthatyoumayusewithyourstudentstohelpthemlearnaboutwaterfiltrationaspartofthewatercycle.Thereareseveraldifferentopportunitieslistedheretohelpyourstudentsunderstandhowwaterfiltrationworksandalsoallowsfordifferentiation,dependingonwhatyourstudentsneed.1.WaterCycleAnimatedVideoUsethefollowinglinktoshowananimationofthewatercycle:
http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/index.html2.WaterCycleDiagramsThepicturebelowisintheslideshowontheflashdriveandshowshownaturallywaterwillfilterthroughtheprocessofthewatercycle.Youmaywanttoaskstudentstoexplainwhatisoccurringwitheacharrow.Forinstance,havestudentsTurnandTalktodiscussthefollowingquestions:Whatisevaporation?Whatdoesanundergroundaquiferdo?Howdoanimalwasteandpesticidesendupinbodiesofwater?Themainfocusisforstudentstounderstandthataswatermovesinthedifferentphases,itisalsohasanaturallyfilteringprocessthatoccursasitgoesthroughrock,sand,etc.
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3.Earth’sFreshWaterProbeAdaptedfromPageKeeley,UncoveringStudentIdeasinEarthandEnvironmentalScience
PurposeThepurposeofthisexerciseistoelicitstudentideasaboutthedistributionoffreshwateronEarth.StudentsshouldrecognizethatmostoftheEarth’sfreshwaterisfoundinfrozenform,oringroundwater.BackgroundInformationTheEarthismostlyrock.About¾ofthesurfaceoftheEarthiscoveredwithwater,andtheentireplanetissurroundedbyathinlayerofair.MostoftheEarth’swaterisfoundintheoceanandissaline.Onlyabout3%ofEarth’swaterisfresh.Mostofthisfreshwaterisfoundasice,snow,groundwater,andsoilmoisture.Onlyabout0.3%isfoundinliquidformonthesurfaceinlakes,swamps,riversandstreams.AsmallpercentageofwateronEarthisalsofoundinlivingthingsandtheatmosphere.Freshwaterisnecessaryforlife.Waterinrivers,lakesandundergroundcanbedepletedorpolluted,makingitunsuitableforlife.Thisprobeisintendedforstudentsingrades3-12.Usethisprobeasaformativeassessmentforthestudent’sunderstandingofwherethemostfreshwaterisfound.ThisisadaptedfromPageKeeley’sProbe-WhereistheMostFreshWater?Haveeachstudentcompletethefollowingpage,Earth’sFreshWater,thendiscusstheiranswers.Afterdiscussingtheirideas,showtheslideofhowmuchfreshwaterisavailable[WaterFiltrationPowerPointpresentation].
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StudentName_______________________________
Earth’sFreshWater
ThreestudentsweretalkingabouttheEarth’sfreshwater.TheyeachhadadifferentideaaboutwheremostoftheEarth’sfreshwaterisfound.Skyler: IthinkmostofEarth’sfreshwaterisfoundinsnow,icecaps,glaciersand
undertheground.Liz: IthinkmostoftheEarth’sfreshwaterisfoundinlakes,rivers,streamsand
swamps.Chris: IthinkmostoftheEarth’sfreshwaterisfoundintheocean,seasandbays.Whodoyouagreewiththemost? Explainyouchoice:
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4.WaterDistributiondemoandvideoThisdemonstrationhelpsstudentsseehowlittlecleanfreshwaterthereisforhumanuse.Materials:5-gallonbucketORaquariumfilledwithwater2-cupmeasure,clearglass½-cupmeasure,clearglass1disposablepipet1–lb.boxoftablesalt2cupsicecubesFoodcoloringPapertowelsProcedure:
a.ExplainthatthewaterintheaquariumorbucketrepresentsallthewateronPlanetEarth.b.Remove2cupsofwaterfromtheaquariumorbucket.ExplainthatthisisallthefreshwateronEarthandtherestofthewaterissaltwater(ocean).Poursaltintotheaquariumorbucketandplacethesaltcontainerinfrontofit.Remove½cupofwaterfromthe2cups.Explainthatthe1.5cupsremainingisfrozeninpolaricecapsandglaciers.Pouroutthe1.5cupsofwaterandreplacewithicecubes.The½cuprepresentsalltheunfrozenfreshwaterfoundonEarth’ssurface,inthegroundandintheair.c.Fillthedropperfromthe½cupandplaceonedropinonestudent’shand.d.Askstudentswhatdotheythinktheone-dropofwaterinyourhandrepresents?(Answer:TheportionofallthewateronEarththatisavailableforhumanuse.)Explainthattherestofthehalf-cupistoopolluted,inaccessibleortoocostlytotransport.Placeafewdropsoffoodcoloringintheremainderofthe½cupofwater.e.ShowtheNASAShowMeTheWatervideo(2:49minutes)
https://www.youtube.com/watch?v=4HSFKwho7MQf.Askthestudentswhyisitimportanttohavecleanwater?Leadaclassdiscussionofthewayspeopleusewater,andhowanimalsandplantsusewater.
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5.WaterCycleGameThisgamesimulatesthemovementofwaterwithinthewatercycle.Studentswillsimulatethewatercyclebyplayingadicegamethatdemonstrateshowthepathofwatermoleculesisnotalwayscircularandcanvarydependingonmanyconditions.BackgroundEarth’swaterispredominatelyfoundintheocean,glaciers,rivers,lakes,clouds,plants,animals,andintheground.Thesystemofmovementofwaterbetweentheselocationsisknownandthewatercycle.Manyfactorsinfluencewhetherwaterwillremaininitsplace,ormovethroughotherpartsofthissystem.Heatenergy,electromagneticradiation,gravityandtheEarth’ssurfacestructurealldirectlyinfluencechangesinawatermolecule’sphase(solid,liquidorgas),andsubsequentchangesinitslocation.MaterialsLaminatedStationSheetsDiceStudentWorksheetwithVocabularyInstructions
1. Layoutonestationsheetand1dieatseparatelocationsaroundtheroom.2. Tellthestudentstheyeachbeawatermolecule,andwilltravelthroughtheEarth’s
watercycle.Assignanequalnumberofstudentstoeachstation.ThiswillbetheirSTART.
3. Eachstudentwillrollthedicetodeterminewheretheywillgonext.Theymustrecordthenameofthenextlocationontheirdatasheet(column2).
4. Studentswillusewordsfromthevocabularylistedonthebackoftheirworksheettodescribetheirmovementprocessateachstep.
5. Allowthegametoprogressuntilmoststudentshave10dataentries.6. Haveagroupdiscussionofthedata,eitherasaclassorwithinsmallgroups.
Emphasizethatthewatercycleisnotalwaysacircle.Givestudentstheopportunitytodiscusswhatsurprisedthemabouttheconceptslearnedinthegame.Forinstance,moststudentswillbeshockedtolearnthatwaterwillstayinaglacierforalongtimeandsowillnotbepartoftheconstantrecyclingofwaterthroughthewatercycle.
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Animal
Rolla… Goto… Pathway1 Soil Waterisexcretedthroughthefecesandurine.2 Soil Waterisexcretedthroughthefecesandurine.3 Clouds Waterisrespiredorevaporatedfromthebody.4 Clouds Waterisrespiredorevaporatedfromthebody.5 Clouds Waterisrespiredorevaporatedfromthebody.6 Stay Waterisincorporatedintothebody.
Remembertomarkonyourstudentsheetwhereyougonext.
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Clouds
Rolla… Goto… Pathway1 Soil Watercondensesandfallsonsoil.2 Glacier Watercondensesandfallsassnowontoaglacier.3 Lake Watercondensesandfallsintoalake.4 Ocean Watercondensesandfallsintotheocean.5 Ocean Watercondensesandfallsintotheocean.
6 Stay Waterremainsasawaterdropletclingingtoadustparticle.
Remembertomarkonyourstudentsheetwhereyougonext.
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Glacier
Rolla… Goto… Pathway
1 GroundWater Icemeltsandwaterfiltersintotheground.
2 Clouds Iceevaporatesandwatergoestotheclouds(sublimation).
3 River Icemeltsandwaterflowsintoariver.4 Stay Icestaysfrozenintheglacier.5 Stay Icestaysfrozenintheglacier.6 Stay Icestaysfrozenintheglacier.
Remembertomarkonyourstudentsheetwhereyougonext.
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GroundWater
Rolla… Goto… Pathway1 River Waterfiltersintoariver.2 Lake Waterfiltersintoalake.3 Lake Waterfiltersintoalake.4 Stay Waterstaysunderground.5 Stay Waterstaysunderground.6 Stay Waterstaysunderground.
Remembertomarkonyourstudentsheetwhereyougonext.
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Lake
Rolla… Goto… Pathway
1 GroundWater Waterispulledbygravityandfiltersintothesoil.
2 Animal Ananimaldrinkswater.3 River Waterflowsintoariver.
4 Clouds Heatenergyisaddedtothewater;waterevaporatesandgoestotheclouds.
5 Stay Waterremainswithinthelakeorestuary.6 Stay Waterremainswithinthelakeorestuary.
Remembertomarkonyourstudentsheetwhereyougonext.
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Ocean
Rolla… Goto… Pathway
1 Clouds Heatenergyisaddedtothewater;waterevaporatesandgoestotheclouds.
2 Clouds Heatenergyisaddedtothewater;waterevaporatesandgoestotheclouds.
3 Stay Waterremainsintheocean.4 Stay Waterremainsintheocean.5 Stay Waterremainsintheocean.6 Stay Waterremainsintheocean.
Remembertomarkonyourstudentsheetwhereyougonext.
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Plant
Rolla… Goto… Pathway
1 Clouds Waterleavestheplantthroughtheprocessoftranspiration.
2 Clouds Waterleavestheplantthroughtheprocessoftranspiration.
3 Clouds Waterleavestheplantthroughtheprocessoftranspiration.
4 Clouds Waterleavestheplantthroughtheprocessoftranspiration.
5 Stay Waterisusedbytheplantandstaysinthecells.6 Stay Waterisusedbytheplantandstaysinthecells.
Remembertomarkonyourstudentsheetwhereyougonext.
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River
Rolla… Goto… Pathway1 Lake Waterflowsintoalake.
2 GroundWater Waterispulledbygravityandfiltersintothesoil.
3 Ocean Waterflowsintotheocean.4 Animal Ananimaldrinkswater.
5 Clouds Heatenergyisaddedtothewater;waterevaporatesandgoestotheclouds.
6 Stay Waterremainsinthecurrentoftheriver.
Remembertomarkonyourstudentsheetwhereyougonext.
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Soil
Rolla… Goto… Pathway1 Plant Plantrootsabsorbwater.2 River Thesoilissaturated,sowaterrunsoffintoariver.
3 GroundWater Waterispulledbygravity,andfiltersintothesoil.
4 Clouds Heatenergyisaddedtothewater;waterevaporatesandgoestotheclouds.
5 Clouds Heatenergyisaddedtothewater;waterevaporatesandgoestotheclouds.
6 Stay Waterremainsonthesurface(inapuddleoradheringtoasoilparticle.
Remembertomarkonyourstudentsheetwhereyougonext.
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Name_________________________________StudentSheet-WaterCycleGameDataTable:DiceRoll
Locationofwater(ocean,glacier,animal,plant,etc.)
Processbywhichthewatergetstonextlocation(evaporation,precipitation,etc.)
START
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StudentSheet-WaterCycleVocabularyWordstodescribehowwaterchangesfromaliquidtoagasthroughheating(goingtotheclouds): Evaporation,evaporated,evaporatingWordstodescribehowwaterchangesfromagastoaliquidthroughcooling:Condensation,condensed,condensingWordstodescribehowwaterfallsfromtheskyinformssuchasrain,snow,sleet,orhail:Precipitation,precipitated,precipitatingWordstodescribehowwaterstaysinoneplacewithoutchangingform:Accumulated,Accumulation,collection,collected,collecting,pooled,gatheredWordstodescribehowwaterleavesporesofplantsasavapor(gas):Transpiration,transpired,transpiringWordstodescribehowwaterleavesporesofanimalsasavapor(gas)orfromaliquidtoagas: Evaporation,evaporated,evaporatingWordstodescribehowwaterleavesanimalsthroughbreathingasavapor:Respiration,respired,respiringWordstodescribehowwaterleavesporesofanimalsasaliquid:Perspiration,perspired,perspiringWordstodescribehowwaterleavesanimalsasaliquid(urination): Elimination,eliminate,eliminatingWordstodescribehowwaterentersanimals: Drink,ingest,ingestionSublime-phasechangefromsoliddirectlytoagas.(Sublimation)GlaciertocloudWaterchangingtoasolid(ICE)isfreezing: solidifyWaterseepsfromalakeorriverintotogroundwater,orseepsfromsoiltogroundwaterOtherusefulvocabularywordsCycling Temperature CumulusCloudVapor Atmosphere CirrusCloudStratusCloud Freeze CumulonimbusCloudAbsorbed Molecule
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ELABORATE1.Showsomeoftherealsolutionstothisproblem:ToilettoTapCBSvideo3:35minuteshttp://www.cbsnews.com/videos/california-plant-transforming-sewage-into-drinking-water/2.StudentscouldnowapplywhattheyhavelearnedtogobacktotheEngineeringDesigntoredesigntheirfiltrationdevice,tomakeitevenbetter. 3.TheLifeSaverBottleTedTalk10:04minutesThisvideoexplainshowapersonengineeredarealsolutiontowatercrisisbydevelopingtheLifeSaverBottle.https://www.ted.com/talks/michael_pritchard_invents_a_water_filter4.Tohelpstudentswhoneedassistance,teachersmightwanttoshowstudentshowtocreateafiltrationdeviceshowingthefollowingEPAwebpageforThirstin’sWaterFiltrationLesson.http://www3.epa.gov/safewater/kids/flash/flash_filtration.html EVALUATEOnthefollowingpagesthereareseveraloptionsforevaluatingstudentunderstanding.
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StudentName:
EVALUATIONOPTIONI–ConstructiveResponseThediagramshowsamodelofthewatercycleusedtocleanwater.
Identifythestatesofmatterpresentinthemodelabove. Explainwhythelevelofthemuddywaterwilldecreaseslightlyifthemodelisleftinasunnylocationforseveraldays. Whatwatercycleprocessisrepresentedbythedropsofcleanwaterfallingintotheglass? Explainwhytheamountofsedimentinthemuddywaterwillremainthesame. Describehowthemodelisusedtoseparatethemixtureofmuddywaterintotwocomponents.Whatothermethodcouldyouusetoseparatethismixture?
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EVALUATIONOPTIONI–ConstructiveResponse(AnswerKey)Thediagramshowsamodelofthewatercycleusedtocleanwater.
1.Identifythestatesofmatterpresentinthemodelabove. Liquid;Gas2.Explainwhythelevelofthemuddywaterwilldecreaseslightlyifthemodelisleftinasunnylocationforseveraldays.
Thewaterwillevaporateandcondenseontheplasticwrap.
3.Whatwatercycleprocessisrepresentedbythedropsofcleanwaterfallingintotheglass? Precipitation4.Explainwhytheamountofsedimentinthemuddywaterwillremainthesame. Becausethisisaclosedsystem,sothereisnowayforthemudtogetout.5.Describehowthemodelisusedtoseparatethemixtureofmuddywaterintotwocomponents.Whatothermethodcouldyouusetoseparatethismixture? Youcouldseparatethemudfromthewaterbyusingmesh.Themeshwouldcollectthemud,andthewaterwillgothroughthemesh.
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StudentName:
EVALUATIONOPTIONII-PerformanceTask
CleanWater?Directions: Usethefollowinginformationtoanswerquestions1–8DarcieandMattwerehikingintheCascadeMountainsandranoutofcleanwater.Theonlywatertheycouldfindwasfromamuddystream.Theydesignedandbuiltthewatercleanersystemshowninthediagrambelow.
DarcieandMattmadetheirwatercleanersystemfromequipmentfoundintheirbackpacks.Theypouredmuddywaterintothebottomofalargeplasticbowl.Theyplacedametalcupintothemiddleofthemuddywaterintheplasticbowl.Theystretchedclearplasticwrapoverthetopofthebowl.Finally,theyplacedarockontopoftheplasticwrapcausingtheplasticwraptosaginthemiddle.Theirwatercleanersystemfunctionedwiththeenergyinputfromsunlight.DarcieandMattusedtheirscientificunderstandingofthewatercyclearoundtheminthedesignoftheirwatercleanersystem.Fourprocessesthatarepartofthewatercyclearelistedbelow:
1. Condensation2. Evaporation3. Precipitation4. Collection
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Questions:1.Howdoesthisdesignusecondensation?2.Howdoescondensationhappenintheenvironment?3.Howdoesthedesignuseevaporation?4.Howdoesevaporationhappenintheenvironment?5.Howdoesthedesignuseprecipitation?6.Howdoesprecipitationhappenintheenviornment?7.Howdoesthedesignusecollection?8.Howdoescollectionhappenintheenviornment?
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StudentName:
EVALUATIONOPTIONIII–Redesign
DarcieandMattrealizedthattheirWaterCleanerSystemwasnotcleaningasmuchwaterastheyneeded.Theydecidedtoredesigntheirwatercleanersystemtoproducecleanwaterfasterthantheoriginal.Theyhadthefollowingfouritemsavailabletouseintheirredesign:
ü Largepiecesofaluminumfoilü Metalpot
ü Large,blackplasticbagü Whitetowel
UseoneormoreofthematerialslistedtoredesigntheoriginalWaterCleanerSystem.Youmayalsousetheoriginalmaterials.Besureto:
• Describehowyouwouldusethematerial(s)toredesigntheoriginalWaterCleanerSystem.
• ExplainhowyourredesignwouldcleanwaterfasterthantheoriginalWaterCleanerSystem.
Usewords,labeledpictures,and/orlabeleddiagramsinyourresponse.
29
RUBRICforRedesignA2-pointresponsescoreTheresponseusesoneormoreofthematerialslisted(alongwithanyoftheoriginalmaterials)toredesigntheoriginalWaterCleanerSystemby:
1. Describinghowthematerial(s)wouldbeusedtoredesigntheOriginalWaterCleanerSystem,AND
2. ExplaininghowtheredesignwouldcleanwaterfasterthantheOriginalWaterCleanerSystem
Example:SetthewholeWaterCleanerSystemontothealuminumfoil.ThereflectedsunlightwouldincreasethetemperatureofthemuddywaterandairinsidetheWaterCleanerSystem,sowaterwillevaporatemuchfaster.A1-pointresponsescoreTheresponsedescribeshowthematerial(s)wouldbeusedtoredesigntheoriginalWaterCleanerSystembuttheexplanationofhowtheredesignwouldcleanwaterfasterthantheoriginalWaterCleanerSystemisincomplete,vague,orshowssomemisconceptionofthescientificconceptsbeingapplied.ORTheresponseexplainshowtheredesignwouldcleanwaterfasterthantheOriginalWaterCleanerSystem,butdoesnotprovideenoughdesigndetailstogetcreditfortheredesignoftheoriginalWaterCleanerSystem.A0-pointresponsescoreNotes:
1. Responsesusingmaterialsotherthanthoseinthescenarioand/orinthelist(e.g.fire,tape)maynotbecredited.
2. Responsesmayuseincreasedtemperature(e.g.warmer,hotter,moreheat)toimplyfaster.
3. Responseswhichcreateanewtypeofsystem(e.g.filtrationsystem,boilingwater)maynotbecredited.
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