Activity Template
Subject Area(s): Chemistry; data analysis and probability; earth and space;
measurement, number and operations; problem solving, reasoning and proof; science
and technology
Associated Unit: None
Associated Lesson: None
Activity Title : Water Investigation
Header
Image 1
ADA Description: Graphic of different colored droplets.
Caption: Droplets.
Source/Rights: Copyright © 2009 Microsoft Corporation, One Microsoft
Way, Redmond, WA 98052-6399 USA. All rights reserved.
Grade Level: 10 (9 -12)
Activity Dependency: None
Time Required: 385 minutes (7 periods of 55 minutes)
Group Size: 3
Expendable Cost per Group: US $6.00
Summary
Students are introduced to the water cycle with an emphasis on the effect of
urbanization. Students will learn the fundamentals of water quality monitoring through
an inquiry-based lab activity. Armed with an understanding of water quality monitoring,
students will devise testable hypotheses related to Ballona Creek, experiment, and
analyze results. Students will then communicate their results through in-class
presentations and water quality reports. Data will be collected as part of a long-term,
longitudinal study of water quality.
Engineering Connection
Hydrologists are engineers and scientists that study the earth’s water and processes.
Specifically, hydrologists study the allocation of water throughout the earth, its
circulation, quality, and movement. Hydrology is a highly interdisciplinary field with
diverse applications - from ensuring proper water quality for entire cities to developing
water slides at the local water parks.
Engineering Category
1. Relates science concept to engineering
3. Provides engineering analysis or partial design
Level of Inquiry
The Water Investigation activity will be open/full inquiry in which students formulate
questions and design procedures.
Keywords
Water, urbanization, pollution, runoff, quality, monitoring
Educational Standards
State science:
California Geology
9. The geology of California underlies the state’s wealth of natural resources as well as
its natural hazards. As a basis for understanding this concept:
c. Students know the importance of water to society, the origins of California’s
fresh water, and the relationship between supply and need.
Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other four strands, students should develop their own questions and perform
investigations. Students will:
a. Select and use appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform tests, collect data,
analyze relationships, and display data.
b. Identify and communicate sources of unavoidable experimental error.
c. Identify possible reasons for inconsistent results, such as sources of error or
uncontrolled conditions.
d. Formulate explanations by using logic and evidence.
f. Distinguish between hypothesis and theory as scientific terms.
h. Read and interpret topographic and geologic maps.
j. Recognize the issues of statistical variability and the need for controlled tests.
k. Recognize the cumulative nature of scientific evidence.
l. Analyze situations and solve problems that require combining and applying
concepts from more than one area of science.
m. Investigate a science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples of issues include
irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of
energy sources, and land and water use decisions in California.
n. Know that when an observation does not agree with an accepted scientific
theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown
Man fossil or unidentified flying objects) and that the theory is sometimes wrong
(e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).
Pre-Requisite Knowledge
Students should be familiar with proper laboratory safety and techniques.
Learning Objectives
After this activity, students should be able to:
 Describe the origins of California’s fresh water, the effect of urbanization, and the
source of pollutants.
 Investigate and identify water pollutants and their source through water quality
monitoring techniques.
 Understand scientific progress through a learning experience that exposes
students to the passion and excitement of real world science.
Materials List
Each group needs:
 Thermometer
 pH meter

Glassware: beakers, graduated cylinders, test tubes – various sizes
To share with the entire class:
 TDS meter
 LaMotte Testab® Water investigation kit
o Alkalinity Module
o Ammonia Module
o Chloride Module
o Chlorine Module
o Chromium Module
o Copper Module
o Dissolved Oxygen/BOD Module
o Hardness Module
o Iron Module
o Nitrate Module
o pH Module
o Phosphate Module
 Additional water investigation kits if available
Introduction / Motivation
The water cycle describes the circular movement of water from land to
atmosphere and back to land, while itself changing through its different phases. The
energy from the sun heats the water in the oceans, soil, and that from plants, and
converts it into the gaseous state. High in the atmosphere, due to colder temperatures,
the gaseous water condenses into tiny droplets, forming clouds. As the tiny droplets
grow larger through collisions with one another, the water precipitates in the form of rain
or snow. Water falling on land flows as surface runoff, channel runoff (rivers and
streams), or ground water (below ground). The water eventually reaches the ocean
where the cycle continues.
The water cycle is dramatically influenced by urbanization. With the construction
of buildings, roads, and drains, precipitation is quickly diverted away from structures.
With less time as puddles and thus less time to evaporate, less water evaporates into
the atmosphere. Furthermore, with the clearing of trees to build buildings, less water
evaporates from plants into the atmosphere. Water is unable to penetrate through the
roads and sidewalk, thus decreasing the amount of ground water. Ultimately, the
increase in surface runoff is transported to streams.
Urbanization also has an effect on the quality of water through pollution.
Pollution that is dumped directly into a body of water is considered point source
pollution and includes waste pipes from factories or homes directly into a stream or
lake. Pollution that finds it way indirectly into a body of water by means of surface
runoff is nonpoint pollution. Runoff from agricultural activities, construction sites, and
mines are such examples of nonpoint pollution. The common pollutants of streams are
not heavy metals, but rather nitrogen, phosphorus, bacteria, and pesticides
predominantly due to agricultural activities, waste treatment plants, and urban runoff.
As water is essential for life and all of the earth’s water is tied together by the
water cycle, water quality monitoring is extremely important. Water quality monitoring is
the process of analyzing the components of water. It allows for not only the
identification of pollutants in water, but also the sources of the pollution. Furthermore,
monitoring the quality allows for the determination of changes of chemical constituents
over time. There are several common water quality measurement parameters (below
are parameters from the LaMotte Testab Water Investigation Kit Manual):
Alkalinity
Alkalinity refers to the ability of water to neutralize acids as they are added to or created
in the aquatic ecosystem. This neutralization process is called buffering, and is critical to
maintaining proper pH levels. A healthy, productive freshwater lake has a pH of about 8.
Natural pH buffers, primarily carbonates and bicarbonates, help to maintain the pH at
this level and to prevent drastic pH fluctuations. A temporary loss of buffering capacity
can permit the pH to drop to levels that are harmful to aquatic life. For example, an
entire season of acidic precipitation can be stored in the form of snow and ice, so areas
which receive a lot of snow melt in the spring are especially susceptible to seasonal loss
of buffering capacity.
Buffering materials in the water are produced by leaching of the rocks and soil through
which the water flows.
Alkalinity is usually expressed as parts per million (ppm) of calcium carbonate (CaCO 3).
Alkalinity levels of 100 to 200 ppm will stabilize the pH level in a body of water. Levels
between 20 and 200 are typically found in freshwater, while sea water generally has
alkalinity levels from 100 to 125 ppm.
Ammonia
Ammonia is present in variable amounts in many surface and ground waters. The
primary sources of ammonia in water are bacterial decomposition of organic waste and
excretions of aquatic animals. Ammonia serves as a source of nitrogen, which is used
as a nutrient for the growth of aquatic plants.
Ammonia exists in water as two forms, un-ionized (NH3) and ionized (NH4). Un-ionized
ammonia is toxic to fish while the ionized form is non-toxic, except at extremely high
levels. The relative proportions of each form present are regulated by pH and
temperature.
Ammonia is usually present in low quantities (less than 1 ppm) in non-polluted, welloxygenated waters, but may reach levels of 5 to 10 ppm in areas with low dissolved
oxygen and large amounts of decaying organic materials.
Chloride
Chloride is one of the major anions found in water and sewage. The presence of
chlorides in large amounts may be due to the natural process of water passing through
salt formations in the earth, or it may be evidence of the intrusion of sea water or
pollution from industrial or domestic wastes. Chloride gives water a salty taste.
Drinking water standards recommend a maximum chloride concentration of 250 ppm.
Salinity is an important water quality measurement that is related to chloride. It is the
total of all salts dissolved in water. The salt content of water affects the distribution of
plant and animal life in an aquatic system, based on the amount of salt they can
tolerate. Salinity can be calculated from chloride concentrations, and is usually
expressed as parts-per-thousand (ppt), ranging from 0 ppt in freshwater, up to 35 ppt in
sea water.
Chlorine
Chlorine is not present in natural waters, and is found only as a result of chlorination of
a water supply. It is widely used for sterilization and disinfection in municipal water
supplies, swimming pools and spas, food and beverage processing, and in medical
facilities such as dialysis units.
Swimming pools generally have a chlorine concentration of 1 to 3 ppm, while levels in
drinking water are maintained below 0.5 ppm. High levels of chlorine can be harmful or
fatal to plants and fish.
Chromium
Chromium compounds may be found in natural waters in trace amounts ranging from
0.003 to 0.040 ppm. It may also be present in water containing waste from industrial
processes such as metal plating, or in overflow waters from large air conditioning units,
where chromium is frequently added to cooling water to control corrosion. Chromium is
one of a class of heavy metals sometimes found in the bottom mud of polluted bodies of
water. It is considered to be a toxic chemical. Certain shellfish are capable of
concentrating this element, endangering the health of consumer organisms, human or
animal.
Chromium levels over 0.5 ppm are evidence of pollution from untreated or incompletely
treated waste.
Copper
Copper is usually found only in small amounts (less than 1 ppm) in natural waters.
Elevated amounts may be due to industrial effluents or corrosion of pipes and fittings.
Copper is also added to swimming pool and aquarium water to control algae and
bacteria. Concentrations of 1.0 ppm or higher may give water a bitter taste, and may
cause staining and discoloration.
The copper content of drinking water is generally below 0.03 ppm, but occasionally
ranges up to 0.6 ppm in some areas.
Dissolved oxygen/biochemical oxygen demand
Fish, invertebrates, plants, and aerobic bacteria all require oxygen for respiration.
Oxygen dissolves readily into water from the atmosphere until the water is saturated.
Once dissolved in water the oxygen diffuses very slowly, and distribution depends upon
the movement of the aerated water. Oxygen is also produced by aquatic plants, algae,
and phytoplankton as a by-product of photosynthesis.
Aquatic organisms require different amounts of dissolved oxygen. Dissolved oxygen
levels below 3 ppm are stressful to most aquatic organisms. Dissolved oxygen levels
below 2 or 1 ppm will not support fish. Levels of 5 to 6 ppm are usually required for the
growth and activity of aquatic organisms.
Biochemical oxygen demand
Biochemical Oxygen Demand (BOD) is a measure of the quantity of dissolved oxygen
used by bacteria as they break down organic wastes. In slow moving and polluted
waters, much of the available dissolved oxygen is consumed by bacteria, robbing other
aquatic organisms of the dissolved oxygen needed to live.
Hardness
Hardness refers primarily to the amount of calcium and magnesium ions in water. Other
ions contribute to hardness also, but are usually present in insignificant amounts.
Calcium and magnesium enter the water mainly by the leaching of rocks and soil.
Calcium is an important component of aquatic plant cell walls and also the shells and
bones of many aquatic organisms. Magnesium is an essential nutrient and is a
component of chlorophyll.
Hardness is usually expressed as parts per million (ppm) of calcium carbonate (CaCO 3).
These results can be expressed as calcium or magnesium by multiplying by 0.4 for
calcium and 0.24 for magnesium.
Waters with calcium levels of 10 ppm or less can support only sparse plant and animal
life. Levels of 25 ppm or more are typical of waters having excessive levels of plant
nutrients, and may contribute to excessive algae growth. Typical levels of magnesium in
freshwater range from 5 to 50 ppm. Sea water contains high levels of both calcium and
magnesium. Typical sea water contains 400 ppm calcium and 1350 ppm magnesium,
which adds up to a total hardness of above 6625 ppm.
Water with a low level of hardness is generally referred to as “soft”, while water with a
high level of hardness is described as “hard”. Hard water can cause problems in home
and industrial water systems, including scaly deposits in plumbing and appliances, and
decreased cleaning action of soaps and detergents. Water with total hardness from 0 to
60 ppm is soft, from 60 to 120 ppm is medium hard, from 120 to 180 ppm is hard, and
above 180 ppm is considered very hard.
Iron
Iron is present in most natural waters, and is an important nutrient for many organisms.
Soil and rocks provide the most common sources of iron in water. Industrial waste, such
as acid mine drainage, can contribute to elevated levels. Concentrations can vary from
trace amounts (0.1 ppm) up to several parts per million. Large amounts of iron in the
water will cause problems such as orange stains on porcelain fixtures and laundry, and
may cause undesirable taste and color in drinking water and beverages.
Iron concentrations should not exceed 0.2 ppm for domestic use, and for some
industrial applications, not even trace amounts can be tolerated.
Nitrate
Nitrogen is a nutrient that acts as a fertilizer for aquatic plants. When nitrogen levels are
high, excessive plant and algae growth creates water quality problems. Nitrogen enters
the water from human and animal waste, decomposing organic matter, and lawn and
crop fertilizer run-off. Nitrogen occurs in water as Nitrate (NO3), Nitrite (NO2), and
Ammonia (NH3).
Unpolluted waters usually have a nitrate level below 4 ppm. Nitrate levels above 40 ppm
are considered unsafe for drinking water.
pH
The pH test is one of the most common analyses in water testing. pH is a measurement
of the activity of hydrogen ions in a water sample. The pH scale ranges from 0 to 14.
Water samples with a pH below 7.0 are considered acidic, those above 7.0 are basic,
with 7.0 considered neutral.
A pH range of 6.5 to 8.2 is optimal for most aquatic organisms. Rapidly growing algae
and vegetation remove carbon dioxide (CO2) from the water during photosynthesis. This
can result in a significant increase in pH.
Most natural waters have pH values from 5.0 to 8.5. Acidic, freshly fallen rain water may
have a pH of 5.5 to 6.0. Alkaline soils and minerals can raise the pH to 8.0 to 8.5. Sea
water usually has a pH value close to 8.0.
Phosphate
Phosphorus is a nutrient that acts as a fertilizer for aquatic plants. When nutrient levels
are high, excessive plant and algae growth creates water quality problems. Phosphorus
occurs in natural waters in the form of phosphate (PO4). Over half of the phosphates in
lakes, streams, and rivers come from detergents.
Phosphate levels higher than 0.03 ppm contribute to increased plant growth.
Vocabulary / Definitions
Word
Definition
Water cycle
Circular movement of water from land to atmosphere and back to land,
while itself changing through its different phases.
Surface
Flow of water over land before reaching a river or stream.
runoff
Channel
Flow of water in the form of a river or stream.
runoff
Ground water Flow of water below ground.
Urbanization
Process of forming a city.
Point source
Pollution that is dumped directly into a body of water.
pollution
Nonpoint
Pollution that finds it way indirectly into a body of water by means of
source
surface runoff.
pollution
Water quality Process of analyzing the components of water.
monitoring
Alkalinity
Refers to the ability of water to neutralize acids.
pH
Concentration of hydrogen ions.
Watershed
Area of land draining to an entity of water.
Procedure
Background
Before the Activity
Gather materials and make copies of the worksheet.
Day 1: Introduction/class discussion
o Water cycle
o Urbanization
o Pollution
o City water report
o Quality monitoring tests
Divide class into groups of three.
With the Students
Instructions:
Day 2: Water forensics inquiry pre-lab
A. Refer to memo. Discussion of memo and plan use of chemical tests.
Day 3: Water forensics inquiry lab
A. Refer to memo. Determine source of unknown sample of water. Using careful
chemical analysis, match sample to one of the five known samples.
(NOTE: Do NOT taste/drink water). Record all observations and data.
May 13, 2009
Re: Burglary/stolen mascot
Dear StudentsOn May 12, 2009 at 10:00pm, Culver City High School experienced a burglary to its high school mascot. The
Culver City Police Department received calls from concerned citizens reporting they observed two male juveniles
removing the high school mascot. The citizens provided detailed descriptions of one of the suspects. The suspect is
described as a Male, White, 16-22 yrs, 5’8”, 140 lbs, wearing dark jacket, green t-shirt, grey pants, a ski mask, and
carrying a large blue backpack. Police Officers responded to the location within minutes.
On police arrival, suspects fled the scene with the mascot in a white van. A photograph of the van was taken by a
nearby surveillance camera. Suspects left behind a 1997 red, Ford F150 truck with the license plate and VIN
number removed. The truck bed was filled with an inch of water.
Investigators have taken a report, but due to other higher priority issues, will allocate minimal resources to this
investigation. Culver City High School students are being asked to assist – not by taking the law into their own
hands, but to assist in the investigation. Culver City High School is asking the AP Chemistry class to forensically
investigate the water found in the truck bed. It is thought that by identifying the source of water in the truck bed, the
suspects’ location can be identified. A sample of water from the truck bed, along with a collection of samples for
reference, and a test kit has been sent.
For Public Distribution
Crime Analysis Bulletin
Day 4: Brainstorm/plan creek water quality study.
A. Refer to excerpt from the City of Culver City Ballona Creek Water Quality
Improvement Project Scope of Work:
Ballona Creek is a major waterway and open space that winds through the City
of Culver City out to Santa Monica Bay. Ballona Creek is on the Environmental
Protection Agencies (EPA) 303d list of Impaired Waters. Virtually anything deposited on
a street within the 130 square-mile watershed winds up in the ocean via the concrete
channel. The area is 65% residential, 13% commercial, 4% industrial, and 12% open
space and 4% public space.
Ballona Creek ranks the highest among the watershed’s 28 drainage basins in
emissions of all nine categories of pollutants (Total Suspended Solids, Biological
Oxygen Demand (BOD), Chemical Oxygen Demand (COD), phosphate, nitrate, lead,
copper, zinc, oil and grease). It is estimated that of all the urban runoff entering the Bay,
Ballona Creek contributes 69% of the oil and grease, 60% of the BOD, and more than
50% of the lead, copper, zinc, COD and phosphate.
High indicator bacterial counts from sources both known (animal waste, sewage
overflows) and unknown (illegal sewer connections, leaking sewer lines) have
historically been found in Ballona Creek.
Sediment deposited by Ballona Creek is contributing to the shoaling problem at
the entrance to Marina Del Rey. The shoals, which are a hazard to boating, are heavily
contaminated with industrial and urban runoff that flows from upstream. The high levels
of heavy metals, especially lead and petroleum hydrocarbons, have made the dredging
and disposal of the material an extremely costly and environmentally hazardous
situation.
Tremendous quantities of trash and debris are washed into the creek channel
and flow into the Bay, particularly after a major storm. The creek often has an oily sheen
due to oil-contaminated runoff and the presence of natural oil seeps in the watershed.
The City of Culver City in collaboration with Ballona Creek Renaissance and
several environmental organizations has been strategizing on methods of rehabilitating
and enhancing nine-mile-long Ballona Creek. This project is the first step towards a
long-term water quality improvement in Ballona Creek and is looked upon as a
prototype that can be duplicated along the creek at various locations, as well as by
other cities experiencing many of the same problems.
B. Develop a testable hypothesis related to Ballona Creek in groups of 3.
a. What evidence or data is necessary?
b. What procedures are necessary to obtain evidence or data?
c. What equipment is necessary?
d. How to sample and collect the water?
e. What protocols will be used?
f. Will the tests be done at the creek or back in the lab?
Day 5: Implement plan and evaluate data
A. Collect data.
B. Analyze data.
Day 6: Implement plan and evaluate data
A. Collect data.
B. Analyze data.
Image Insert Image # or Figure # here, [note position: left justified, centered or right
justified]
Figure #2
ADA Description: Figure of water cycle in natural setting (top) and
developed setting (bottom).
Caption: Figure #2. Water cycle influenced by urbanization.
Image file name: water_cycle_urbanization
Source/Rights: Copyright © Volunteer Stream Monitoring: A
Methods Manual. Monitoring Water Quality – United States
Environmental Protection Agency (EPA) – Office of Water. 1997.
<http://www.epa.gov/volunteer/stream/stream.pdf>
Attachments
Water_investigation_student_handout.doc
Water_investigation_student_handout.pdf
Safety Issues
 Student must not drink water samples nor ingest tablets of the water investigation
kit.
 Care must be taken when collecting samples from creek.
o Permission slips for creek necessary.
Troubleshooting Tips

Students may feel that they cannot think of testable hypotheses using water quality
monitoring techniques. Encourage them to be creative and to test for issues
important to them and the environment. Assist students in choosing hypotheses that
can realistically be tested.
Investigating Questions
 What chemicals or pollutants in water concern you most?
 Where do they come from?
 What problem can they cause?
 Are the chemical or pollutants increasing or decreasing?
Assessment
Pre-Activity Assessment
Pre-lab Questions: Answer all questions prior to the activity. Questions will require
research!
1. Where does water to your city come from?
2. Where does the water to your home come from?
3. Where does water go after it goes down the drain?
4. How would you measure how fast water flows in a stream?
5. Is water from the faucet, sprinkler, or bottled water from the supermarket all the
same? What could be inside it that makes it different?
Activity Embedded Assessment
In-Class Presentation:
Each team should present their water analysis to the entire class in the form of a
PowerPoint presentation. Students should suggest ways to improve their results.
Post-Activity Assessment
Lab Write-up and Post-lab Questions: Water quality report

Write-up:
o Objective
o Hypothesis
o Materials and Methods
o Data
o Data Analysis
o Discussion
o Post-lab questions (include in Discussion section of lab-write up):
 How can the experiments be improved?
 What can we do to improve the quality of water?
 What single pollutant do you find to be the most dangerous?
o Conclusion
Activity Extensions
Inquiry-based activity for students to develop methods to clean water – given a glass of
dirty water, determine processes to remove dirt.
Activity Scaling
Additional Multimedia Support
References
 Volunteer Stream Monitoring: A Methods Manual. Monitoring Water Quality –
United States Environmental Protection Agency (EPA) – Office of Water. 1997.
http://www.epa.gov/volunteer/stream/stream.pdf
 The Testab® Water Investigation Kit. LaMotte Model AM-12, Code 5849.
http://www.lamotte.com/pages/common/pdf/instruct/5849.pdf
 Wikipedia, the free encyclopedia. 2009. 03 May. 2009
http://en.wikipedia.org/wiki/
 2008 Water Quality Report. Culver City Water System. Golden State Water
Company. 12035 Burke Street, Ste #1, Santa Fe Springs, CA 90670
 City of Culver City Ballona Creek Water Quality Improvement Project Scope of
Work. < www.santamonicabay.org/smbay/LinkClick.aspx?link=Culver+City++Ballona+WQ+CDS.pdf&tabid=81>
 Figure of water cycle: http://ga.water.usgs.gov/edu/watercycle.html.
 Water cycle urbanization diagram: Volunteer Stream Monitoring: A Methods
Manual. Monitoring Water Quality – United States Environmental Protection
Agency (EPA) – Office of Water. 1997.
http://www.epa.gov/volunteer/stream/stream.pdf
 Picture of red pickup truck: http://www.fordf150.net/misc/images/04_1.jpg.
 Picture of white van: http://inner-west-courierwest.whereilive.com.au/news/story/police-turn-to-cctv-footage-after-attemptedabduction-in-tempe/.
Other
Redirect URL
[For TE submissions only]
Owner
UCLA SEE-LA GK-12 Program, University of California, Los Angeles.
Contributors
Azim Laiwalla, Ann McCabe
Copyright