Water Quality and Contamination Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Water Quality and Contamination Assignment
Table 1: Water Observations (Smell, Color, Etc.) |
Beaker |
Observations |
1 |
The water clear with no odor |
2 |
The oil floated to top cloudy no odor |
3 |
The water smelled like vinegar/ little cloudy |
4 |
Soap bubbles formed and remained at the top, no odor |
5 |
The water is brownish with a light dirty smell |
6 |
The water was brownish with some soil at the bottom with a little oil |
7 |
The water was a little brown vinegar smell with a little particles at the bottom |
8 |
The water was brownish with more particles than #5,6, and 7 no smell and cloudy |
POST LAB QUESTIONS
- Develop hypotheses on the ability of oil, vinegar, and laundry detergent to contaminate groundwater.
- Oil hypothesis = Oil will not contaminate but possibly the amount of water filtered may change
- Vinegar hypothesis = Vinegar will contaminate and would allow the soil to filter
- Laundry detergent hypothesis = The water would pass through but will be contaminated with soap bubbles.
- Based on the results of your experiment, would you reject or accept each hypothesis that you produced in question 1? Explain how you determined this.
- Oil hypothesis accept/reject = Oil would be trapped in the soil / Accept
- Vinegar hypothesis accept/reject = Vinegar would pass through the soil / Accept
- Laundry detergent hypothesis accept/reject = Laundry detergent would contaminate the water / Reject
- What affects did each of the contaminants have on the water in the experiment? Which contaminant seemed to have the most potent effect on the water?
Answer = It seem all contaminants had effects on the water with vinegar seeming to have the most potent effect and you could identify it by the smell and the detergent had not odor and a little cloudy. The oil seems as though it will leave the water with less contamination.
- Using at least 1 scholarly source, discuss what type of affects these contaminants (oil, vinegar, detergent) might have on a town’s water source and the people who drank the water?
Answer = Contaminants could cause potential health problems such as hepatitis, cholera and affect infants with the blue baby syndrome.
http://www.epa.gov/region1
- Describe what type of human activity would cause contaminants like oil, acid and detergents to flow into the water supply? Additionally, what other items within your house do you believe could contaminate the water supply if you were to dump them onto the ground?
Answer = Contaminates like motor oil, gas from human activity and household contaminates would be from cooking oil, house hold cleaning products, battery acid, jewelry cleaner and paint.
Experiment 2: Water Treatment
POST LAB QUESTIONS
- Develop a hypothesis on the ability of your filtration technique to remove contaminants.
Hypothesis = Coagulants and alkalinity will remove most of groundwater contaminants. For example the funnel filled with the activated charcoal, sand and gravel seemed to produce clean water.
- Based on the results of your experiment, would you reject or accept the hypothesis that you produced in question 1? Explain how you determined this.
Accept/Reject = Accept / The coagulants bonding together with small to large particles separated contaminants from the water.
- What are the differences in color, smell, visibility, etc. between the “contaminated” water and the “treated” water?
Answer = The treated water was clearer with no odor from the contaminants.
- From the introduction to this lab, you know that there are typically five steps involved in the water treatment process. Identify the processes (e.g., coagulation) that were used in this lab and describe how they were performed.
Answer = Soil was separated from the water
Allow contents time to separate
Rocks would separate large particles from water
Sand and charcoal would separate smaller particles from the water
Use chemicals to decontaminate the water
Experiment 3: Drinking Water Quality
Table 2: Ammonia Test Results |
Water Sample |
Test Results |
Tap Water |
0 |
Dasani® Bottled Water |
0 |
Fiji® Bottled Water |
0 |
Table 3: Chloride Test Results |
Water Sample |
Test Results |
Tap Water |
500 |
Dasani® Bottled Water |
0 |
Fiji® Bottled Water |
0 |
Table 4: 4 in 1 Test Results |
Water Sample |
pH |
Total Alkalinity |
Total Chlorine |
Total Hardness |
Tap Water |
5 |
120 |
0.2 |
50 |
Dasani® Bottled Water |
3 |
40 |
0 |
0 |
Fiji® Bottled Water |
6 |
180 |
0 |
0 |
|
|
|
|
|
Table 5: Phosphate Test Results |
Water Sample |
Test Results |
Tap Water |
10 ppm |
Dasani® Bottled Water |
25 ppm |
Fiji® Bottled Water |
50 ppm |
Table 6: Iron Test Results |
Water Sample |
Test Results |
Tap Water |
0.10 |
Dasani® Bottled Water |
0 |
Fiji® Bottled Water |
0 |
POST LAB QUESTIONS
- Develop a hypothesis on which water source you believe will contain the most and least contaminants.
Hypothesis = Tap water would have the most contaminates due to its travel through different pipes. Dasani water would have the least contaminates being that it’s treated and Fiji water comes from a natural spring.
- Based on the results of your experiment, would you reject or accept the hypothesis that you produced in question 1? Explain how you determined this.
Accept/reject = I would not accept or reject as Fiji and tap water has contaminants with Dasani being the purest.
- Based on the results of your experiment, what major differences, if any, do you notice between the Dasani, Fiji, and tap water?
Answer = Not a big difference as all water is treated except water from a natural spring. Although, it seems that Dasani would be the cleanest and you would think that Fiji water would be the purest as it is from a natural spring and I personally like spring water or purified.
- Based on your results, do you believe that bottled water is worth the price? Why or why not?
Answer = Yes, I believe that bottled water is worth the price as the water in my area would come from the Chattahoochee river and no matter how much its treated the taste is horrible.
References
http://www.epa.gov/region1
http://www.esciencelabs.com
http://vizedhtmlcontent.next.ecollege.com/pub/content/82e31666-ce69-4a7a-9c19-17671261390c/SCI207.W2.Lab.pdf
*NOTE – Do not forget to go to Lab 3: Biodiversity, and complete “Experiment 1: Diversity of Plants” steps 1 through 6. Steps 1 through 6 need to be completed in order to be prepared for Week Three, however, results for this experiment will not be calculated until next week. Thus, while nothing is to be handed in for this experiment until the end of Week Three you must plant the seeds this week to ensure that you can complete week 3 on time.
© eScience Labs, 2013
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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