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Water Quality

Students use scientific equipment to test various parameters of water samples collected from local water bodies, including temperature, pH, salinity, turbidity, dissolved oxygen, and nutrients. They record their observations and analyze the data to draw conclusions about water quality and the potential impacts of human activities on local aquatic ecosystems. The task is designed to teach students about interdependence within ecosystems and how small changes can affect many organisms.

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61 views7 pages

Water Quality

Students use scientific equipment to test various parameters of water samples collected from local water bodies, including temperature, pH, salinity, turbidity, dissolved oxygen, and nutrients. They record their observations and analyze the data to draw conclusions about water quality and the potential impacts of human activities on local aquatic ecosystems. The task is designed to teach students about interdependence within ecosystems and how small changes can affect many organisms.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Water Quality

Science
Name
Students use scientific equipment to test waterbodies and use that information to
help them make conclusions about the quality of the environment.

You will:
use the correct equipment accurately and ensure consistency in measurement

record observations accurately and ensure consistency in identification

be able to describe conditions of tested samples using correct, accurate terminology and
units of measure

use accepted formats and conventions when presenting information and data (graphs,
tables, diagrams)

understand that an ecosystem is a community of plants and animals interacting with their
community

understand that all living things in the environment are interdependent and changing one
aspect of the environment will affect other organisms

understand that consistent units of measurement are necessary for comparisons to be


made.

be able to describe conditions of tested samples using correct, accurate terminology and
units of measure

recognise which variable is the focus of the investigation and use simple non-standard
measurements

identify the nonvariable and plan to use equipment in the same way throughout (Level 3)

understand that ecological sustainability focuses on the interdependence and balance


between the living and non-living aspects of ecosystems and retaining systems biodiversity

suggest ways to reduce human impact on the environment and preserve the quality of their
local wetland.

DAINTREE RESEARCH OBSERVATORY - JCU


For this assessment task your will be investigating how humans might impact the delicate Daintree
rainforest ecosystems. You will be conducting this study at the Daintree Research Observatory,
which is run by James Cook University.
Location
The Daintree Rainforest Observatory is located at 40 m elevation in lowland tropical rainforest at
Cape Tribulation, 140 kilometres north of Cairns in Queensland Australia (16o 06' 14.8" S, 145o 26'
58.0" E). The site is adjacent to the Daintree National Park. The Daintree rainforest has the highest
biodiversity anywhere in Australia and has a unique Gondwanan flora.
In 1988 the rainforests among which the crane is situated were declared the Wet Tropics World
Heritage Area. This is one of the few areas in the world where the reef meets the rainforest and the
only place where two World Heritage Areas sit side by side. The site is flanked to the west by
coastal ranges rising to more than 1400m and by the Coral Sea to the east.
Climate
Annual average rainfall is approximately 3500mm and is strongly seasonal with 70% falling during
the wet season which runs from December to April.Summers are often hot and humid with the
mean daily temperature in January around 28C. However, temperatures up to 36C are not
unusual during the summer months. Winters are mild and dry with the mean daily temperature in
July around 22C.
Northern Australia is subject to tropical cyclones in the wet season and their occurrence is
unpredictable. The impact of these severe tropical storm systems are regarded as a natural
phenomenon and a key evolutionary factor in shaping the ecology of Queensland's tropical lowland
rainforests.
History
The area in which this site is located was selectively logged in the late 1950's and early 1960's.
There are however standing specimens of Toona ciliata (Red Cedar) in the area, which suggests
that this logging was probably not intensive.
Extreme disturbance due to storm damage (tropical cyclones) is common in the area on a cycle of
approximately 50 years. On the 11th of February 1999, tropical cyclone Rona (category 3) passed
over the Cape Tribulation area causing widespread major damage. Wind gusts of up to 170 km/hr,
local flooding and storm surges of up to 1.4m were recorded in the area. The canopy crane site
was severely damaged, as approximately 10% of the trees were felled and 50% of the trees
suffered complete crown loss on the research plot. The past 10 years has shown profound
recovery of the forest.
http://www.jcu.edu.au/canopycrane/about/JCUPRD_046915.html

Section 1. Introduction
TASK OVERVIEW
Water quality testing is a valuable hands-on activity that can be done without a lot of specialist
knowledge.
Students are able to measure:
temperature
pH
electrical conductivity (salinity)
turbidity

dissolved oxygen
nitrates
phosphates.

Equipment for each group:


Container for groups sample (500ml plastic beaker is ideal)
Temperature, pH, Electrical Conductivity and Turbidity measuring equipment
Nutrient testing kits (optional)
Calibration solutions for pH and Electrical Conductivity
Distilled water in squirt bottles or sprays for rinsing equipment
Waste container for used calibration solutions
Instructions for using each piece of equipment
Datasheet
General equipment: grab pole for collecting sample (if water difficult to access); buckets.

Section 2. Procedure
1.

Collect water samples. Complete background information on datasheet (e.g. weather


conditions, calibration information).

2.

Carry out tests; Measurements should be recorded as the test is done, with one student
recording and another double-checking that it is recorded accurately.
A recommended sequence is:
Temperature (do first as the temperature will change with time since sample was
collected)
pH
Electrical Conductivity
Turbidity
Make sure to rinse pH and EC equipment with distilled water before and after using
equipment.

3.

Summarise and draw conclusions about the data collected from the water sample tests.

Section 3. Discussion
Use the following questions to guide your discussion
1. Are both the tests a true indication of water quality?

2. Identify different factors that affect water quality. Establish links between the
different uses of water and water quality.

3. Refer to the graphs, state your results and consider what factors may have caused
the differences observed

4. Discuss and reflect on the appropriateness of the method used to collect the data.
Consider the quality of data

5. What further studies could be done to test these ideas further? Discuss any

potential errors, and how the method could be improved.

Section 4. Conclusion
Write one paragraph summarizing your findings.

Section 5. Reference
Adapted from:
TESTING FOR WATER QUALITY LESSON PLAN Ribbons of Blue, Waterwatch WA. Western
Australian Department of Environment and Conservation.

Helpful links
http://www.goldcoast.qld.gov.au/documents/bf/water-for-the-future.pdf
http://www.worldwatermonitoringday.org/uploadedFiles/Content/Resources/Water_Quality_Indicato
rs_Final(1).pdf
http://water.epa.gov/learn/resources/measure.cfm

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