Printable Resources
Would You Drink THAT?
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Appendix H:
Appendix I:
Pre/Post-Test
Team Roles
Team Code of Cooperation
Engineering Design Challenge
Decision Analysis Matrix
Engineering Design Challenge Rubric
NASA-Water, Water Everywhere! Viewers’ Guide
Peer Evaluation
Teacher Resource: Examples
Would You Drink THAT?
Appendix A: Pre / Post-Test
Name _____________________________
Sources and Pathways of Pollution
Source: U.S. EPA, http://www.epa.gov/glnpo/atlas/glatch4.html
1. Refer to above illustration of sources and pathways of pollution to describe one way a human could
be affected by pollution. (2 points)
2. Provide an example of one biotic and one abiotic resources humans must have for survival. Explain
what would happen if these resources suddenly disappeared or became contaminated by pollution.
(2 points)
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3. Describe how the hydrologic cycle is connected to extreme weather conditions such as tornadoes
and hurricanes. (2 points)
4. Identify the renewable resource that drives the Earth’s hydrologic cycle. Explain, how due to this
renewable resource, the hydrologic cycle creates fresh water from salt water in the ocean. (2 points)
5. Many farmers apply chemical fertilizers to their soil to help crops grow faster and produce greater
quantities. Explain two ways in which chemical fertilizers could have a negative impact on human
living conditions. (2 points)
6. Twenty random samples of contaminated water were placed under a microscope in order to infer
what percentage of the water is contaminated with microscopic organisms. The random sampling
data is recorded below in percentage of each microscope slide containing microorganisms are listed
below. What can you infer about the percentage of microorganisms living in the entire water
contaminated water container? Explain how you used the data to help you make an inference.
60% 40% 50% 25% 30% 15% 30% 50% 50% 35% 45% 25% 25% 50% 25% 60% 55% 60% 60% 15%
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Appendix A: Pre / Post-Test
Name _____________________________
Sources and Pathways of Pollution
Source: U.S. EPA, http://www.epa.gov/glnpo/atlas/glatch4.html
1. Refer to above illustration of sources and pathways of pollution to describe one way a human could
be affected by pollution. (2 points)
Answers will vary. Sample response: Pollution from the industrial outfalls could enter the fishes
body systems. After the fishermen catch and eat the fish, the pollution enters their bodies. This
could possibly create illnesses and diseases.
2 Refers to the illustration to describe one way a human could be affected by pollution.
1 Describes one way a human could be affected by pollution, but does not refer to the illustration.
2. Provide an example of one biotic and one abiotic resources humans must have for survival. Explain
what would happen if these resources suddenly became contaminated by pollution. (2 points)
Responses will vary.
Identifies 1 biotic and 1 abiotic resource and explains what would happen if the resources
2
became contaminated by pollution.
Identifies either 1 biotic or 1 abiotic resource and explains what would happen if the resource
became contaminated by pollution.
1 or
Identifies 1 biotic and 1 abiotic resource, but does not explain what would happen if the
resource became contaminated by pollution.
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3. Describe how the hydrologic cycle is connected to extreme weather conditions such as tornadoes
and floods. (2 points)
Responses will vary. Sample response: As warm currents cause moisture evaporate and build in
the atmosphere, water condenses quickly, forming cumulonimbus and causing heavy flooding and /
or tornadoes
Refers to components of the hydrologic cycle to describe how floods and / or tornadoes are
2 formed.
1
Describes formation of floods and / or tornadoes, but does not refer to components of the
hydrologic cycle.
4. Identify the renewable resource that drives the Earth’s hydrologic cycle. Explain, how due to this
renewable resource, the hydrologic cycle creates fresh water from salt water in the ocean. (2 points)
Identifies the Sun as the renewable resource that drives the Earth’s hydrologic cycle. The Sun
2 heats the water, causing evaporation to occur. When water evaporates, it leaves all particulate
matter, including salt, behind.
1 Identifies the Sun as the renewable resource that drives the Earth’s hydrologic cycle.
5. Many farmers apply chemical fertilizers to their soil to help crops grow faster and produce greater
quantities. Explain two ways in which chemical fertilizers could have a negative impact on human
living conditions. (2 points)
Answers will vary. Sample response: Chemical fertilizers could contaminate our food sources and
have adverse effects on our health. Chemical fertilizers could runoff the land and into our water
supply, contaminating the water we drink and causing diseases and illnesses.
Explains 2 ways in which chemical fertilizers could have a negative impact on human living
2
conditions.
Explains 1 way in which chemical fertilizers could have a negative impact on human living
1
conditions.
6. Twenty random samples of contaminated water were placed under a microscope in order to infer
what percentage of the water is contaminated with microscopic organisms. The random sampling
data is recorded below in percentage of each microscope slide containing microorganisms are listed
below. What can you infer about the percentage of microorganisms living in the entire water
contaminated water container? Explain how you used the data to help you make an inference.
60% 40% 50% 25% 30% 15% 30% 50% 50% 35% 45% 25% 25% 50% 25% 60% 55% 60% 60% 15%
2
1
Answers either:
40.25% and explains that they found the mean of the data set to make this inference.
or
42.5% and explains that they found the median of the data set to make this inference.
Answers either:
40.25%
or
42.5%.
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Would You Drink THAT?
Appendix B: Team Careers
Name _____________________________
Civil
Engineer
Materials
Engineer
Environmental
Engineer
Water and
Wastewater
Treatment Plant
Operator
Draft: 2/9/2016
Leads team in completing work
requirements and timelines. Manages
the entire project and keeps team on
task.
Evaluates materials and leads team to
develop a process for using the
materials in order to meet project
objectives. Researches to find
information as needed so the team
knows the facts necessary to
effectively use given materials.
Leads team to research, design, plan,
and perform engineering duties in the
prevention, control, and remediation of
environmental hazards. Researches
and makes sure team knows the facts
necessary to effectively filter
contaminated water.
Leads team in taking samples and
running tests to collect quantitative
and qualitative data in order to
determine the quality of water. Uses
the data to propose necessary filtration
system adjustments.
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Appendix C: Team Code of Cooperation
Name _____________________________
Your first task in working as a team is to collaboratively create a team code of cooperation.
Decide on a team name.
List all members of the team and their career for this project.
List 4-5 anticipated goals.
All team members agree to:
1.
2.
3.
4.
5.
When a team member lets their team down by ignoring the anticipated goals listed above, the
following actions will be taken based on number of offenses.
Step 1:
Step 2:
Step 3:
 Teacher Approved: ___________
Teacher’s initials
Team Member Signatures:
By signing this document on one of the lines below, I am stating that I agree to meet the
anticipated goals and I understand the consequences if I fail to do so.
______________________________
_____________________________
______________________________
_____________________________
The Civil Engineer is responsible for safe keeping
members accountable to abiding by the code.
Draft: 2/9/2016
of the typed document and holding all
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Appendix D: Engineering Design Challenge
Name _____________________________
Design Challenge - Engineering Brief
Due to many recent occurrences of hurricanes and floods, disaster relief kits are being
assembled. These kits will be stored and ready for use in the event of a natural disaster.
Your team of scientists and engineers has been challenged to design, test, and provide kit
instructions for a basic portable water filtration system that will aid in the provision of clean
drinking water.
Important Information
 At the disaster site, cooking setups will be provided to boil and distill water. This process will
kill harmful bacteria. You must design a filter to remove particulate matter and clean the
water as much as possible before boiling.
 A flood-like contaminated water sample has been provided to your team for use in
analyzing, testing, and designing your water filtration system.
 Your task is to work with your team to analyze and record quantitative and qualitative data
regarding your water sample's turbidity, percentage of particulate matter and
microorganisms, odor, pH level, and any other data your team decides to be important.
You will analyze and record data during three phases of the filtration process:
1. Original, contaminated water sample
2. Filtered water sample
3. Distilled water sample
Design Challenge Goals
Design an effective water filtration system, from the supplies provided, that is:
 compact
 a result of findings from your team's testing of provided filtration materials.
 able to remove particulates from the water, readying it for the boiling and distilling
process
 able to be replicated by victims of natural disasters by following an instructional guide
created by your team
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Appendix E: Decision Analysis Matrix
Name _____________________________
Preparing Goals for a Decision Analysis Matrix
1. As a team, review the list of design constraints (requirements from the Engineering Design
Challenge that must be met) for your filtration system.
System must be compact
System must be able to remove particulates from contaminated water
System must be able to be replicated by victims of natural disasters
System must use at least 5 materials
2. As a team, develop at least five design objectives (attributes that your team would like the
water filtration system to have). Remember safety should ALWAYS be included.
________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
3. Determine the relative importance of each of the constraints and objectives, and assign them
a weight from 1-10, with 10 being the most important and 1 being of little importance (may be
nice to have, but doesn’t really matter). All constraints will have a weight of 10.
After your team has assigned a weight to each objective, the Project Manager should record
them on your Decision Analysis Matrix Worksheet.
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Decision Analysis Matrix
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2 = somewhat meets the goal
1 = does not meet the goal
TOTAL VALUE
Goals
(Constraints and Objectives)
Weight
Score
_______
Sum of values:
(weight x score)
Value
Score
_______
Sum of values:
(weight x score)
Value
__________________
Name
__________________
Name
Design 2
Design 1
Score
Name
_______
Sum of values:
(weight x score)
Value
__________________
Design 3
Score
Name
_______
Sum of values:
(weight x score)
Value
__________________
Design 4
3. Add the values for each design to determine a total score. The design with the highest score may be considered the “best.” Keep in
mind though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these
designs a little more deeply, or combine their best attributes.
3 = totally meets the goal
1. Fill in your design objectives (goals) and weight each goal on a scale of 1-10 based on its importance; 10 being the most and 1 being
the least important.
2. After all team members have presented their design ideas, use the numerical system below to score each design against the
constraints and objectives.
Would You Drink THAT?
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Teacher Instructions
Decision Analysis Techniques in Engineering Design
Method of Weighted Factors
Margaret Pinnell, PhD
This method of decision analysis can be used whenever a difficult choice must be made such as
choosing a college or a certain product, etc. Step-by-step instructions for using this method as
a tool for assessing design plan ideas are provided below.
Identifying the objectives and constraints for a particular topic can assist in make a final
decision. Safety should always be on the list, but some other items might include aesthetics,
cost, ease of maintenance, performance (ability to function as intended), recyclability, etc.
Instructions for using the matrix:
1. Determine the relative importance of each of these objectives and constraints, and rank
them from 1 – 10 with 10 being the most important and 1 being of little importance (may
be nice to have, but doesn’t really matter). All constraints will be rated a 10.
2. As a team, discuss each conceptual design, and rank the designs from 1-n in its ability
to meet the identified objectives or constraints. For example, if you are analyzing three
different designs, you will rank those designs from 1-3, with 3 being the best and 1 being
the least. In some cases, the designs may have equal performance and they might get
the same rating, an example of this is shown below.
3. For each design, multiply the attributed (objective or constraint) weighting factor by the
rank, and add up a total score.
4. The design that has the highest score may be considered the “best.” Keep in mind
though, that there is a significant amount of subjectivity to this approach, so if two
designs have very close values, you may want to consider these designs a little more
deeply.
An example is provided below for purchasing a car. This was done through the eyes of a
college student who is looking for a new car to transport her from home to school. The ranking
was done without any research, but certainly actual values could be obtained from reliable
resources regarding relative safety, cost, gas mileage etc. If this information is available, this
research should be done, but this is just a quick example. The college student, with input from
her parents, identified the following factors that would help her decide which car to
purchase. They decided that safety was, by far, the most important factor.
Since this was for a college student, cost-related issues including price of the car, cost of
upkeep/maintenance and gas mileage were all very important as well. The student didn’t really
have more than a suitcase that she would need to carry, so cargo room was not that important,
but would be nice to have in case she did have some larger things to bring home. Also, since
she only needed the car to last her through her 4 (or 5) years in college, the “life span” of the car
was only marginally important. The college student protested regarding aesthetics, after all, she
wanted a cool ride, so aesthetics were pretty important to the student. The student considered
three cars available at a dealer close to her home.
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Resultant Sheet:
Decision Analysis Matrix
1. Fill in your design objectives. After all group members have presented their design ideas, use the numerical system below to score
each design against the constraints and objectives.
3 = totally meets the goal
2 = somewhat meets the goal
1 = does not meet the goal
2. Add the values for each design to determine a total score. The design with the highest score may be considered the “best.” Keep in
mind though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these
designs a little more deeply, or combine their best attributes.
Car 1
Goals
(Constraints and Objectives)
Car 2
Value
Value
Score
safety
10
3
30
1
10
2
20
Gas mileage
9
2
18
1
9
3
27
cargo room
2
2
4
2
4
1
3
seating
5
3
15
2
10
1
5
aesthetics
7
3
21
2
14
1
7
cost
9
2
18
3
27
1
9
“life-span”
5
2
10
1
5
3
15
maintenance
6
3
18
2
12
3
18
TOTAL VALUE
(weight x score)
Score
Value
Weight
(weight x score)
Score
Car 3
(weight x score)
Sum of values:
Sum of values:
Sum of values:
134
91
103
_______
_______
_______
Score
Value
(weight x score)
Sum of values:
_______
Results of this decision analysis suggest that car 1 is the best choice for the student. However,
had these factors been weighted differently, the results might have changed.
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Appendix F: Engineering Design Challenge Rubric
Team Name______________________ Name _____________________________
4
3
2
1
Instructional guide and
filtration system includes
each of the following
constraints:
Compact
Instructional
Guide:
Engineering
Design
Process
Instructional guide and
filtration system includes 4
of the following constraints:
Compact
Instructional guide and
filtration system includes 3
of the following constraints:
Compact
Removes particulates and
experimental data are
included in the instructional
guide.
Removes particulates and
experimental data are
included in the instructional
guide.
Natural disaster victims will
be able to replicate filtration
system following given
instructions.
Natural disaster victims will
be able to replicate filtration
system following given
instructions.
Uses at least 5 materials.
Uses at least 5 materials.
Final design is illustrated.
Final design is illustrated.
Data records includes all of
the following:
Goals are identified and
design plans are scored
using a decision analysis
matrix.
Data records includes 4 of
the following:
Goals are identified and
design plans are scored
using a decision analysis
matrix.
Data records includes 3 of
the following:
Goals are identified and
design plans are scored
using a decision analysis
matrix.
Measurements of used
materials are accurately
recorded.
Measurements of used
materials are accurately
recorded.
Measurements of used
materials are accurately
recorded.
Random sampling is
utilized to infer the amount
of microorganisms and
particulate matter
contained in the entire
water sample.
Random sampling is
utilized to infer the amount
of microorganisms and
particulate matter
contained in the entire
water sample.
Random sampling is
utilized to infer the amount
of microorganisms and
particulate matter
contained in the entire
water sample.
Quantitative and Qualitative
data regarding
contaminated, filtered, and
distilled water samples are
recorded throughout the
filtration process.
Quantitative and Qualitative
data regarding
contaminated, filtered, and
distilled water samples are
recorded throughout the
filtration process.
Quantitative and Qualitative
data regarding
contaminated, filtered, and
distilled water samples are
recorded throughout the
filtration process.
Results are summarized
and prove effectiveness of
filtration system.
Results are summarized
and prove effectiveness of
filtration system.
Results are summarized
and prove effectiveness of
filtration system.
At least 2 areas of success
and 2 areas of failure in
filtration design are fully
analyzed and explained,
and at least 4 suggestions
for further meeting or
exceeding constraints in
the future are
communicated.
At least 2 areas of success
OR 2 areas of failure in
prototype design are fully
analyzed and explained,
and at least 3 suggestions
for further meeting or
exceeding constraints in
the future are
communicated.
At least 1 area of success
OR 1 areas of failure in
prototype design are fully
analyzed and explained,
and at least 2 suggestions
for further meeting or
exceeding constraints in
the future are
communicated.
Removes particulates and
experimental data are
included in the instructional
guide.
Natural disaster victims will
be able to replicate filtration
system following given
instructions.
Uses at least 5 materials.
Final design is illustrated.
Data
Reflection
Draft: 2/9/2016
With guidance from the
teacher, instructional guide
and filtration system
includes 3 or fewer of the
following constraints:
Compact
Removes particulates and
experimental data are
included in the instructional
guide.
Natural disaster victims will
be able to replicate filtration
system following given
instructions.
Uses at least 5 materials.
Final design is illustrated.
With guidance from the
teacher, data records
includes 3 or fewer of the
following:
Goals are identified and
design plans are scored
using a decision analysis
matrix.
Measurements of used
materials are accurately
recorded.
Random sampling is
utilized to infer the amount
of microorganisms and
particulate matter
contained in the entire
water sample.
Quantitative and Qualitative
data regarding
contaminated, filtered, and
distilled water samples are
recorded throughout the
filtration process.
Results are summarized
and prove effectiveness of
filtration system.
1 area of success OR
failure in prototype design
is analyzed OR explained,
and fewer than 2
suggestions for further
meeting or exceeding
constraints in the future are
communicated.
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Appendix G: NASA-Water, Water Everywhere! Viewers’ Guide
http://www.youtube.com/watch?v=qyb4qz19hEk
Name _____________________________
1. The only compound that can be found as a liquid, solid, and gas is _________________.
2. The _________________ is the fuel for the journey of a water molecule?
3. Water in the air in gas form is known as _________________ _________________. The
process that causes this to happen is called _________________.
4. When ________________ evaporates, the ________________ is now ________________
water, having left the ocean ________________ and other ________________ behind.
5. Condensation is the process by which _________________ molecules cool, stick together
and become _________________ again in _________________ form
6. Just like _________________ in the ocean, we have _________________ in the
atmosphere.
7. Water infiltrates into the _________________ after _________________ occurs.
8. An aquifer is any _________________ geologic formation that stores _________________.
9. People have a role in controlling and interfering with the water cycle by pumping out
underground _________________ for _________________, cutting _________________,
building _________________ that change water _________________.
10. The _________________ _________________ is one of the ways we feel changes in
_________________.
11. The adventurous journey _________________ takes through _________________,
_________________, and _________________ is driven by the _________________.
12. Why do you think it is important for us to improve our understanding of the water cycle?
13. Describe the journey of a water molecule through the water cycle.
14. Describe the journey of a water molecule through the distillation process.
15. How are the water cycle and the distillation process similar?
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Appendix G:NASA-Water, Water Everywhere! Viewers’ Guide
ANSWER KEY
http://www.youtube.com/watch?v=qyb4qz19hEk
1. The only compound that can be found as a liquid, solid, and gas is water.
2. The Sun is the fuel for the journey of a water molecule?
3. Water in the air in gas form is known as water vapor. The process that causes this to
happen is called evaporation.
4. When water evaporates, the molecule is now fresh water, having left the ocean salt and
other particles behind.
5. Condensation is the process by which water molecules cool, stick together and become
liquid again in cloud form.
6. Just like as currents in the ocean, we have as wind in the atmosphere.
7. Water infiltrates into the soil after precipitation occurs.
8. An aquifer is any underground geologic formation that stores water.
9. People have role in controlling and interfering with the water cycle by pumping out
underground water for irrigation, cutting forests, building roads that change water runoff.
10. The water cycle is one of the ways we feel changes in climate.
11. The adventurous journey water takes through oceans, atmosphere, and land driven by sun.
12. Why do you think it is important for us to improve our understanding of the water cycle?
Answers will vary
13. Describe the journey of a water molecule through the water cycle.
Answers will vary
14. Describe the journey of a water molecule through the distillation process.
Answers will vary
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Appendix H: Peer Evaluation
Name _____________________________
As each group presents, audience members will rate the team’s presentation and effectiveness
of the filtration system.
Presenting Team:_________________________________________________
Evaluator: _______________________________________________________

Respond to each statement using the following rating scale:
5 = Strongly Agree
4 = Agree
3 = Undecided
2 = Disagree
1 = Strongly Disagree
The team understands the design challenge’s purpose and chose an effective method for
natural disaster victims to filter contaminated water.
Based on the instructional guide, it appears that the water filtration system instructions
can be understood and followed by natural disaster victims.
The team appears to have carefully considered the constraints and objectives for the
filtration system, and used the Design Analysis Matrix to make a group decision.
The team followed the steps in the design process to build and test their filtration system.
The team’s instructional guide appears professional. It will help the natural disaster
victims understand how to filter the water.
Overall, the team is well organized and professional. It is clear that they spent time
preparing their presentation and instructional guide.
Comments:
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Total:
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Appendix I: Teacher Resource: Examples
Design Sketch
Modifications Based on Testing
Testing
Possible Distillation Set-Up (if Bunsen
burner is not available)
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