Transcript No Slide Title

Texas A&M University
Enrichment Experiences in Engineering 2009
Kamilah Warren
MacArthur High School
Aldine ISD
*Dr. Bryan Boulanger*
Texas A&M Civil Engineering Department
Overview of Projects
Two Projects
Filter Project: To create a water filter
that will yield the cleanest water
possible in order to sustain the life of a
fish. (More for IPC students) Goal is for
all fish to survive!
Book Project: To show mastery of your
knowledge of how your water is treated
to make it safe for you to drink by
creating a book, brochure, or foldable
for children. (More for Chemistry
students)
Is There Something in
the Water?
Activity
Collect a sample of pond water
and look at it under the
microscope.
What did you see?
Question?
•Would you drink this
water?
•Why Not?
•Somebody had to
clean your water who
did?
•How do you think it
was cleaned?
Is the water on the left safer to drink than the
water on the right? Why or why not?
Why is this important?
Background Information
Who’s water is it anyway?
Robin Autenrieth, Ph.D., P.E.
Civil Engineering, TAMU and
Environmental & Occupational Health, HSC
(Edited by Kamilah Warren, MacArthur High School, Aldine ISD)
"Water and
air, the two
essential
fluids on
which all life
depends,
have become
global
garbage
cans" Jacques
Cousteau
Water –
• Essential for all life on
this planet
– A person can live
about a month
without food, but
only about a week
without water.
Nearly 97% of the world’s water is salty or
otherwise undrinkable. Another 2% is locked in ice
caps and glaciers. That leaves just 1% for all of
humanity’s needs — all its agricultural, residential,
manufacturing, community, and personal needs.
There is the same amount of water on Earth
as there was when the Earth was formed. The
water from your faucet could contain
molecules that dinosaurs drank.
Some 6,000 children die every day from disease
associated with lack of access to safe drinking water,
inadequate sanitation and poor hygiene - equivalent to 20
jumbo jets crashing every day.
In the past 10 years, diarrhea has killed more
children than all the people lost to armed conflict
since World War II.
Your Water Needs
• Think of the many
ways you use
water.
• In your groups
make a list of all
the ways you use
water.
•How inconvenient is it
to live without access
to water?
SOLUTIONS:
Humans
• Value water
• Water conservation
– Appliances: dishwashers,
washing machines, toilets,
showers
– Target highest water
demands
– Change landscaping
• Drip irrigation, indigenous
plants, rain harvesting, rain
barrels
• Reuse water
• Fix the infrastructure
TAMU Water Research
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Impact of hazardous wastes on waterways
Industrial process optimization
Petroleum salt waste technology development
Water purification technologies
GIS and modeling development
Sustainable urban development
Watershed management
Emergent contaminants
Biological processes
Texas Water Resources Institute (TWRI)
– Funds research
– Extension service role
– USGS supported
TAMU Water Education
• Large community of students in science and engineering
– Highly interdisciplinary
– Undergraduate and graduate studies
• Degree Programs
– Civil Engineering – Environmental & Water Resources
Engineering
– Biological & Agricultural Engineering
– Other Engineering Disciplines
– Water Management & Hydrological Sciences
– Ecosystems Science and Management
– Other Science Disciplines
• Institute for Public Health and Water Research (IPWR)
Project 1
Objective:
To create a water filter
that will yield the
cleanest water possible
in order to sustain the
life of a fish.
SUBJECTS
Science (Chemistry/IPC & Biology)
TEKS/TAKS:
-Make wise choices in the use and conservation of resource and the
disposal or recycling of materials.
-Analyze the flow of energy through various cycles including the
water cycle.
-Compare variations, tolerance, and adaptations of plants and
animals in different biomes.
-Evaluate the significance of water as a solvent in living organisms
and the environment.
TIME:
2 class periods
Materials
Sand
Hay
Activated Carbon
Big & Small Rocks
Cheese Cloth
Rubber Bands
Make-Up Pads
Cotton Balls
Coffee Filters
2 Liter Bottles
Scissors
Day 1
• 1.) Examine the list of materials.
• 2.) As a group do some research
and see why I picked these
materials and what you would
use them for.
• 3.) Pick what you believe to be
the best 5 or 6 materials to make
your filter.
• 4.) Discuss and draw the design
of your filter and what order you
believe will yield the cleanest
water and sustain the life of the
fish.
Day 2
1.) Test your filter and redesign as needed.
2.) Once you have
created your best water
filter then attach the filter
to the fish bowl and pour
your dirty water in.
3.) Over the next week
we will observe the fish.
How is Your Drinking Water
Treated?
•
The largest cities in the United
States get their water from surface
water - lakes, rivers and reservoirs
•
Water taken from any surface source
usually has some amount of debris
(i.e., sticks, leaves, dirt) in it. It can
also contain small amounts of
pathogens (substances that can
cause disease).
•
Untreated water, called "raw water" is
sent to a drinking water treatment
facility to make it safe to drink, or
potable.
•
At the drinking water treatment
facility, the water flows through many
different processes to remove any
contaminants.
Coagulation
Step 1: Coagulation
• In treating surface water is
we add a powdery chemical to
the water.
• The powdery chemicals cause
the particles in the water to
stick together in clumps.
• The chemical is mixed into the
water very quickly so that it
gets evenly spread around.
Flocculation
• Step 2: Flocculation
• The water is gently
stirred so that the
particles bump into
each other and stick
together.
• When particles stick
together, they grow into
clumps called flocs.
Sedimentation
•
Step 3: Sedimentation
• After the flocs begin to form,
the water flows into a large
basin so that the big clumps
can settle to the bottom,
where they are removed.
• This settling process, called
sedimentation, removes
most of the big particles from
the water, but there may still
be some small particles left
in the water.
Filtration
•
Step 4: Filtration
• To remove these
remaining particles, the
water flows through a
filter.
• In most water treatment
facilities, filters are made
of a special kind of sand,
and the filters actually
look like big sandboxes.
Disinfection
• Step 5: Disinfection
• Since everyone needs to drink
water, it is wise to be extra
safe, so engineers in the United
States disinfect the water.
• Disinfection is often performed
by adding chlorine to the water
to kill germs.
• Some water treatment facilities
also use other processes to
treat water, such as using
carbon to remove chemicals in
the water, or ultraviolet light for
disinfection.
PUR Packet Demo
Project 2
• Objective:
• To show mastery of
your knowledge of how
your water is treated to
make it safe for you to
drink by creating a
book, brochure, or
foldable for children.
SUBJECTS:
Science (Chemistry/IPC & Biology)
TEKS/TAKS:
-Make wise choices in the use and
conservation of resource and the
disposal or recycling of materials.
-Analyze the flow of energy through
various cycles including the water
cycle.
-Compare variations, tolerance, and
adaptations of plants and animals in
different biomes.
-Evaluate the significance of water as
a solvent in living organisms and the
environment.
TIME:
2 class periods
Day 1
• 1.) Students will review the
surface water treatment
process in their groups.
• 2.) Will decide as a group to do
either a book, brochure, or
foldable.
• 3.) Students will design their
book, brochure, or foldable and
assign a different task to each
of their group members (team
work).
Day 2
1.) Students will pick the
materials that the teacher
will supply to make their
book, brochure, or foldable.
2.) Each student in the
group will create their part of
the project.
3.) Then all students in the
group will put all their parts
together and turn it in the
final product at the end of
class.
Making A Brochure : Water Treatment Brochure
Teacher Name: Mrs. Warren
Student Name:
________________________________________
CATEGORY
4
3
2
1
Attractiveness &
Organization
The brochure has
exceptionally attractive
formatting and wellorganized information.
The brochure has
attractive formatting and
well-organized
information.
The brochure has wellorganized information.
The brochure's formatting
and organization of
material are confusing to
the reader.
Writing Vocabulary
The authors correctly use
several new words and
define words unfamiliar to
the reader.
The authors correctly use
a few new words and
define words unfamiliar to
the reader.
The authors try to use
some new vocabulary,
but may use 1-2 words
incorrectly.
The authors do not
incorporate new
vocabulary.
Graphics/Pictures
Graphics go well with the
text and there is a good
mix of text and graphics.
Graphics go well with the
text, but there are so
many that they distract
from the text.
Graphics go well with the
text, but there are too few
and the brochure seems
"text-heavy".
Graphics do not go with
the accompanying text or
appear to be randomly
chosen.
Knowledge Gained
All students in the group
can accurately answer all
questions related to facts
in the brochure and to
technical processes used
to create the brochure.
All students in the group
can accurately answer
most questions related to
facts in the brochure and
to technical processes
used to create the
brochure.
Most students in the
group can accurately
answer most questions
related to facts in the
brochure and to technical
processes used to create
the brochure.
Several students in the
group appear to have little
knowledge about the
facts or technical
processes used in the
brochure.
Spelling &
Proofreading
No spelling errors remain
after one person other
than the typist reads and
corrects the brochure.
No more than 1 spelling
error remains after one
person other than the
typist reads and corrects
the brochure.
No more than 3 spelling
errors remain after one
person other than the
typist reads and corrects
the brochure.
Several spelling errors in
the brochure.
Sample of Pre/Post Test Questions
T or F 9.) If water is clear it is safe to drink.
1.) Water can exist as a solid, a liquid, or a gas.
Which of the following lists the phases of
water in order of increasing density?
• A. solid, liquid, gas
• B. gas, solid, liquid
• C. liquid, gas, solid
• D. gas, liquid, solid
Acknowledgements
• Dr. Boulanger
• Texas A&M University E3 program
• National Science Foundation
• Mary Leboulanger and all the E3
participants.