Water Watch Slides Water Watch Slides
Lesson 1: Analyzing Water Contamination
H2O Engineering
Would You Drink This?
Imagine you are on a hike and find a beautiful river. But wait... it's filled with mud, leaves, and a weird oily shimmer.
Insert Sample Bottle Image Here
The Mission
Your Role
You are **Environmental Engineers**. Your task is to clean this "Mystery Mix" and make it safe for the ecosystem.
The Objective
Design a filtration system that separates the contaminants from the water based on their physical properties.
What's in the Mix?
Heterogeneous Mixture
You can see the different parts. They don't blend evenly.
Example: Pebbles in water.
Homogeneous Mixture (Solution)
Everything looks the same throughout. One substance dissolves in another.
Example: Salt in water.
How would you classify "Muddy Water"?
The Engineer's Toolbox
To separate a mixture, we look at **Physical Properties**:
Size
Is it big like a stick or tiny like silt?
Density
Does it float on top or sink to the bottom?
Solubility
Does it dissolve and disappear into the water?
Field Observation Time
Grab your **Mystery Mix Worksheet**. Observe your sample carefully. Don't touch or taste—just analyze like a pro!
Ready? Let's analyze.
Mystery Mix Case Study Worksheet Mystery Mix Case Study
Engineer Field Report
Lead Engineer Name
Date of Analysis
Mission Briefing
Your team has been assigned a sample of water from the "Redwood River." It is clearly contaminated. Before we can design a filter, we must identify exactly what is in the mixture and the physical properties of each contaminant.
I. Visual Observation
Sketch the sample bottle below. Label the different layers or particles you see (floating, sinking, suspended).
SAMPLE
II. Contaminant Inventory
Component Type of Mixture Key Physical Property
Types: Heterogeneous or Homogeneous | Properties: Size, Density, Solubility
III. Engineering Analysis
1. Which contaminant do you think will be the easiest to remove? Explain using its physical properties.
2. Which contaminant do you think will be the hardest to remove? Why?
3. Predict: If we poured this water through a kitchen strainer (large holes), what would still be in the water?
Analyzing Contamination Teacher Guide Teacher Facilitation Guide
Lesson 1: Analyzing Water Contamination
60 MINS
Learning Objective
Students will be able to classify components of a contaminated water sample as heterogeneous or homogeneous and identify the physical properties (particle size, density, solubility) of the contaminants.
Key Vocabulary
• Mixture
• Heterogeneous
• Homogeneous / Solution
• Physical Property
• Solubility
The "Mystery Mix" Recipe
Prepare one clear 2L bottle for the class or small jars for each group.
Debris: Wood chips or dry leaves (floaters)
Sediment: Sand and gravel (sinkers)
Suspension: Potting soil (clouds the water)
Surface Contam: Vegetable oil (shimmer/layer)
Dissolved: Salt or Food coloring (invisible)
Lesson Sequence
05m
The Hook
Present the dirty water sample. Ask: "If you were lost in the woods, would you drink this?" Use Slide 1 to discuss their reactions.
15m
Direct Instruction
Use Slides 2-4. Define mixture types and physical properties. Emphasize that engineers use these properties to choose separation methods.
30m
Case Study Activity
Distribute the Mystery Mix Worksheet . Groups rotate to observe the sample. They should not shake the bottle until they've sketched the layers.
Pro-Tip: Ask students how they might remove the wood chips vs. the dissolved salt to lead them toward filtration vs. evaporation.
10m
Discussion & Debrief
Review predictions. Ask: "Which contaminant is impossible to see but still there?" (The solution/salt). This sets up the need for advanced filtration.
Scaffolding & Support
For Struggling Learners
Provide a "Property Menu" with words like Big, Small, Floating, Dissolved to help them fill out the table.
For Advanced Learners
Ask them to research "Microplastics" and consider which physical properties would make them the hardest to filter.
Material Power Slides Material Power Slides
Lesson 2: Testing Filtration Materials
R&D Laboratory
The Champion Cleaner
Engineers don't guess—they test! Today we find out which material is best at catching specific contaminants.
Gravel
Sand
Cotton
Charcoal
How do we measure success?
Water Clarity
How "clear" or "clean" does the water look after passing through the material?
Flow Rate
How fast does the water travel through? A filter that takes 10 hours isn't very useful!
00:15.2
Laboratory Procedure
1
Fill your funnel with exactly 2 inches of the test material.
2
Pour 100ml of "Mystery Mix" over the material.
3
Start the timer immediately!
4
Observe clarity and stop the timer when the water stops dripping.
Diagram of Setup: Funnel over Cup
Engineer Safety Protocol
1. Wear your safety goggles at all times.
2. Do not taste any of the materials or filtered water.
3. Clean up spills immediately with your "Clean Squad."
4. Keep sand and gravel in the trays—no "snowing" on the floor!
Filter Lab Sheet Material Efficiency Lab
Test Phase: Phase II
R&D Team Members
Date
Experimental Goal
Which individual material is most effective at removing specific types of contaminants from our Mystery Mix?
Input 100ml Mix
Depth 2 Inches
| Test Material | Clarity Score
| | |
| Cotton Ball |
| | |
| Activated Charcoal |
| | |
III. Laboratory Conclusions
1. Ranking: Which material was the most effective at catching LARGE particles (leaves/sticks)? Why?
2. Trade-off: Which material gave the clearest water, but had the SLOWEST flow rate?
The Engineering Connection
Look at the particle size of each material (e.g., gravel gaps vs. sand gaps). How does the size of the gaps between the material particles affect which contaminants get trapped?
Lab Manager Cheat Sheet Lab Manager Cheat Sheet
Lesson 2: Testing Materials
LAB DAY
Lab Goal
Students test materials individually to understand separation efficiency and flow rate . This data will be the foundation for their multi-layer designs in Lesson 3.
Required Supplies
Pea gravel (large gaps)
Play sand (small gaps)
Cotton balls (porous fibers)
Activated charcoal (for color/odor)
Funnels (or cut 2L bottle tops)
Stopwatches / Classroom timer
The "Mess" Alert
Sand and water can quickly turn into a floor-ruining sludge. Use these management strategies:
Tray Zone: All pouring happens over a plastic cafeteria tray.
Wet Disposal: Use a dedicated bucket for "used" wet sand. Never pour sand down the sink!
Pro-Tips for Testing
Controlling Variables
Ensure every group is using the same depth of material (e.g., 2 inches) and the same **volume** of dirty water (100ml). If they don't, their data won't be comparable!
Clarity Ranking
Put a white piece of paper behind the beaker of filtered water. It makes it much easier to judge how "yellow" or "cloudy" the water truly is.
What Students Should See
<table class="w-full text-sm"><tbody><tr class="bg-slate-100 font-bold uppercase text-[10px]"><td class="p-2 border">Material</td><td class="p-2 border">Expectation</td><td class="p-2 border">Why?</td></tr><tr><td class="p-2 border font-bold">Gravel</td><td class="p-2 border">Fast flow / Murky water</td><td class="p-2 border">Large gaps catch large debris only.</td></tr><tr><td class="p-2 border font-bold">Sand</td><td class="p-2 border">Slow flow / Clearer water</td><td class="p-2 border">Small gaps catch small sediment.</td></tr><tr><td class="p-2 border font-bold">Charcoal</td><td class="p-2 border">Variable flow / removes tint</td><td class="p-2 border">Removes microscopic contaminants (oil/color).</td></tr></tbody></table>
Troubleshooting
"The water isn't dripping at all!"
This usually happens with fine sand if it is packed too tight. Tell the students to "gently stir the surface" or use a toothpick to create a small channel. Remind them that in real engineering, filters can get "clogged"—this is a great discussion point for Lesson 5!
Design Workshop Slides Design Workshop Slides
Lesson 3: Designing the Apparatus
Engineering Blueprints
The Order Matters
If you put the sand on top of the gravel, what happens? If you put the cotton at the very bottom, does it help?
Data-Driven Design
The Standard Strategy: Coarse-to-Fine
TOP
Large holes (Gravel) catch sticks and big mud chunks.
MID
Medium holes (Sand) catch sediment and dirt.
BOT
Tiny holes (Cotton/Charcoal) catch microscopic particles.
Why this order?
If we put fine layers first, they get **clogged** instantly by the big stuff!
Your Blueprint Must Include:
Clear Labels
Tell us exactly which material is in each layer.
Measurements
How many centimeters or inches for each layer?
Justification
"I chose this order because..."
Precision is Key
Engineering Constraints
Size
The design must fit inside a 20oz plastic bottle (inverted).
Layers
You must use at least **3 different materials** in your design.
Time
The total design must be completed in the next 30 minutes.
Filter Blueprint Sheet Filtration System Blueprint
Design Phase: Phase III
Precise Documentation Required
Project/Filter Name
Engineering Team
I. Cross-Section Diagram
Draw a vertical view of your filter inside the bottle. Label every material and measure the height of each layer in cm.
Top (Inlet)
Bottom (Outlet)
II. Layer Specifications
III. Design Justification
Explain why you chose this specific order of materials based on your data from Lesson 2.
IV. Peer Design Check
Have a neighboring team review your blueprint. They must answer the following:
QA CONTROL
Does it use at least 3 materials?
Are all layers labeled correctly?
Is the order logical (coarse to fine)?
Reviewer Initials: _________
Design Assessment Rubric Design Assessment Rubric
Lesson 3: Teacher Evaluation Tool
BLUEPRINT CHECK
Teacher Directions
Use this rubric to evaluate student blueprints. It is highly recommended to provide feedback and require a "Design Revision" if a student's order is illogical (e.g., fine sand on top of coarse gravel) before allowing them to build.
Criteria Exceeds (3) Meets (2) Developing (1) Diagram & Labeling Cross-section is perfectly clear, with all materials, depths, and labels present. Cross-section is clear; most materials and labels are present. Diagram is messy or missing key labels/layers. Scientific Justification Uses specific numerical data from Lesson 2 to explain every material choice. Explains choices based on general observations from Lesson 2. Choices are not explained or lack scientific reasoning. Logical Sequencing Flawless "coarse-to-fine" logic; clear understanding of particle size separation. Order is mostly logical; some minor sequence issues. Order is illogical (e.g., finest material at the top). Constraints Uses 4+ materials; fits perfectly in design bottle; creatively addresses clarity and flow. Uses 3 materials; fits in bottle. Fails to meet 3-material minimum or bottle size constraint.
Common Feedback Codes
CLOG: "This layer might clog the filter too early. Consider moving it down."
DATA: "Refer back to your Lesson 2 Lab Sheet. Did sand or gravel catch more mud?"
SCALE: "Make sure your cm measurements add up to the bottle height."
Build Readiness
Once a team has a score of 8+ (out of 12), they are cleared for construction.
APPROVED FOR PROTOTYPING STAMP
Build and Test Slides Build and Test Slides
Lesson 4: Prototype Construction
Prototyping Phase
Assembly Protocol
Build from BOTTOM to TOP. Start with your finest layer first!
Pack firmly, but don't squash. Air gaps are needed for flow.
Check your blueprint! Don't eyeball the layer heights.
Seal the nozzle with a cotton plug or mesh—don't let the sand fall out!
The Controlled Test
1
Prime the Filter
Pour 100ml of **clean** water through first to settle the layers.
2
The Moment of Truth
Pour 200ml of "Mystery Mix" dirty water into your filter.
3
Analyze
Measure the final volume and time it took to finish.
Observation Guide
Color Change
Is the water yellow, gray, or clear? Compare it to the "Master Sample."
Clarity (Turbidity)
Can you see through it? Are there still tiny floaties?
The "Sand Leak" Fail
If your filtered water contains sand from your own filter, it's called a **mechanical failure**. Don't worry—mark it down in your log. It's a key engineering insight!
Ready? Set? Build!
You have 20 minutes to assemble. Testing starts as soon as your Lead Engineer gets the "Ready" stamp.
Prototype Testing Log Prototype Testing Log
Lesson 4: Test Phase
Live Data Collection
Testing Team
Filter ID / Serial Number
I. Performance Metrics
Volume Log
Input Volume (Dirty)
200 ml
Output Volume (Cleaned)
____ ml
Time Log
Start Time
__:__
End Time
__:__
Total Seconds
______
Clarity Rating
Compare your filtrate to the "Master Clear" and the "Master Dirty" samples.
1 - No Change
2 - Slightly Better
3 - Improved
4 - Clear (Tinted)
5 - Crystal Clear
II. Qualitative Analysis
Observation: What did you see happening inside the filter as the water poured through?
Visual Inspection: Describe the filtered water (filtrate). Are there any solids, oils, or colors left?
III. Post-Test Quick Scan
Was there a "Mechanical Failure"?
Example: Your sand leaked into the clean cup, or your cotton plug fell out.
Immediate Improvement Idea:
If you could change ONE thing right now to make it better, what would it be?
Testing Day Facilitation Guide Testing Day Facilitation Guide
Lesson 4: Building & Testing
MISSION DAY
Testing Window Pacing
15m Assembly
10m Priming
20m Live Testing
15m Clean Up
The "Master Samples"
To ensure consistent grading, set up a Control Station at the front of the room with two jars:
Jar A: Tap Water (Score of 5)
Jar B: Mystery Mix (Score of 1)
Students should bring their filtered water up to the Control Station to compare side-by-side.
Common Fail Points
The "Sand Volcano"
If students pour water too fast, it can displace the sand and create a "tunnel." Encourage a slow, steady pour along the side of the bottle.
The "Air Bubble"
Sometimes air gets trapped between layers and blocks flow. A gentle squeeze of the plastic bottle usually clears it.
Absorption
Cotton and charcoal absorb water. Remind students that they might only get 150ml back from a 200ml pour.
During the Test: Observation Prompts
Watch for Layer Shifting
"Why do you think your sand is mixing into your gravel? How does that change the filter's performance?"
Watch the Color
"Your water is clear but yellow. Which material was supposed to take out the color?" (Usually charcoal/carbon).
Preparation for Lesson 5
Collect all student Filtrate Samples and label them with team names. Keep them for the "Gallery Walk" in Lesson 5. Do not let students pour them out! These are their primary artifacts for evaluation.
Evaluation Slides Evaluation Slides
Lesson 5: Analyzing Success & Failure
Iterative Design
The Gallery Walk
Time to look at the evidence! Rotate through the room and observe the results from other engineering teams.
LOOK
Find the team with the clearest water.
COMPARE
Look at their blueprint. What did they do differently?
Version 2.0
"Success is a lousy teacher. We learn more from what didn't work."
In real engineering, a filter is NEVER perfect on the first try. True engineers use their test data to make the design better.
1
TEST
2
ANALYZE
3
IMPROVE
Big Picture Thinking
Mixtures
How did separating the **heterogeneous parts** (soil/sand) differ from separating the **homogeneous parts** (oil/salt/color)?
Particle Size
Why was it necessary to use multiple materials with **different gap sizes** instead of just one thick layer of cotton?
Your Last Report
Complete your **Design Revision Form**. Use evidence from the Gallery Walk to justify your Version 2.0.
Design Revision Form Design Revision Form
Lesson 5: Iteration & Improvement
Engineering Loop
I. Evaluation of Version 1.0
The Successes
What did your filter do well? (e.g., flow rate, removing big debris)
The Failures
What was the biggest problem? (e.g., water stayed yellow, sand leaked)
II. Gallery Walk Insights
Look at another team whose water was clearer than yours. Analyze their design.
Team Name Observed:
What was their "Secret to Success"? (What materials or layers did they use differently?)
III. Version 2.0 Proposal
Revised Diagram
Justification of Changes
Identify exactly what you are changing (e.g., "Adding more charcoal" or "Switching sand and gravel order") and explain WHY based on your test results.
Engineering Certification
By signing below, you certify that your Version 2.0 is based on scientific data and peer observation.
Lead Engineer Signature
Quality Assurance Stamp
Unit Summary Exit Ticket Unit Mastery Check
Project: Designing Filtration Systems
EXIT TICKET
Student Name
Engineering Team
1
Imagine a sample of sea water (salt and water). Is this a heterogeneous or homogeneous mixture? Explain how you know.
2
Explain the relationship between particle size and separation . Why does gravel catch different things than fine sand?
3
The Essential Question
How can we apply our understanding of mixtures and physical properties to design a system that cleans polluted water?
Mission Accomplished: Environmental Engineer Certified
