1. Tuesday/Wednesday, February 21-22, 2017
Week 8 Water Pollution
Tuesday/Wednesday, February 21-22, 2017

2. Warm Up
In complete sentences, describe the photos below. What are some questions that you may have from these photos? What do you already know about this?
What do you think is meant by this quote? “When the well is dry, we learn the worth of water.” – Benjamin Franklin
Photo 2
Photo 1

3. Overview- Unit 6 (Pollution)
In this unit, we will explore the environmental impacts of:
Air Pollution
Water Pollution
Sewage/Human Pollution
Light/Noise Pollution
In this unit, we will also learn how human sustainability and lifestyle is impacted by these types of pollution, and current efforts to reduce pollution.

4. Agenda Warm Up Overview- Unit 6 What is Water Pollution?
Point vs Non-Point
History of Water Pollution
Current Trends of Water Pollution and Causes
Lab Simulation
Homework

5. What is water pollution?
Any chemical, biological, or physical change in water quality that has a harmful effect on living organisms or that makes water unsuitable for desired uses.
How can water pollution be classified?
Non-point source pollution: where the pollution does not come from a single discharge location.
Example: fertilizer runoff from where farmers add artificial fertilizer to crops
Point source pollution: where the pollution comes from a SINGLE location
Example: raw sewage discharged from a large pipe
Is this a non-point or point source?
Discharge from the Arcata Wastewater Treatment Plant, California

6. Point vs Non-Point Sources
Discharge of pollutants at specific locations through pipes, ditches, or sewers into bodies of surface water (easier to control)
Non-point sources
Pollutants cannot be traced to any single source of discharge (difficult to control)
NONPOINT SOURCES
Urban streets
Suburban development
Wastewater treatment plant
Rural homes
Cropland
Factory
Animal feedlot
POINT SOURCES

7. The History of Water Pollution
When was water pollution considered controversial and a topic to further learn about?
In 1969, the Cuyahoga River in Ohio caught fire, due to an oil buildup on the water’s surface.
Articles in Time Magazine and National Geographic spurred a movement that gave birth to the first water pollution laws
By 1972, about 2/3 of the U.S. lakes, rivers, and coastal waters were unsafe for swimming and fishing.
The Clean Water Act, passed in 1977, is a law that set the allowable limits for various pollutants in surface waters.
States are required to publish lists of polluted waters too unsafe to meet quality standards
Companies need a permit to pollute waters.

8. So…end of story right? We have rules about water pollution now!
Nope. A large number of surface waters in the United States are still considered “impaired”
Where do you see most polluted waters?
Which areas have cleaner water?

9. What can pollute water?
Brainstorm: What things do you think can contaminate water sources?
Water Pollution Contaminants
Take one minute to brainstorm how many things can contaminate water.

10. What can pollute our water?
Pathogens: bacteria/parasites that cause disease
Nutrient pollution: this comes from run-off from fertilizers
Metals
PCBs: chemicals that cause cancer, banned in 1979
Oxygen-depleting pollution: such as raw sewage
Sediment pollution from too much erosion!
Acid pollution: lowers the pH of water
Pesticide runoff from farmland?
What are the two highest and two lowest causes of impaired surface waters?

11. Water Testing Simulation
With your partner, you will be completing this lab simulation to determine what is contaminating different water sources:
City
Lake
Mountain
Rural
Well
This will be a preparation for our hands-on investigation lab later on in this unit.
You will be turning in your lab packet along with the exit ticket.
If finished, complete the pre-writing assessment.

12. Exit Ticket/Annoucements
Writing Pre-Assessment due by next class period.
All Unit 5 Exam retakes must be done by Monday of next week
Exit Ticket:
What are three things that you learned today?
What is one question that you still have, or would like to further explore?

13. Thursday/Friday, February 22-23, 2017
Week 8 Powerpoint
Thursday/Friday, February 22-23, 2017

14. Warm Up
What are some contaminants in water? Name at least 3 contaminants we learned from last class.
What do you think is in this photo below? Describe the photo and what may have caused it.

15. Overview/Agenda Warm Up Overview/Recap Ocean Pollution Trends
Lab Activity- BP Oil Spill Clean Up
Reflection
Exit Ticket

16. Recap What are the two ways in which we classify water pollution?
Water pollution is when you have ANY chemical, biological, or physical change in water quality that has a harmful effect on living organisms.
What are the two ways in which we classify water pollution?
Non-point source pollution: hard to figure out where the pollution is coming from!
Point source pollution: Pollution comes from a single source! Easy to control
There are many ways in which water can be polluted:
Oil/gasoline
Acidity (pH)
Pathogens (diseases/bacteria)
Pesticides/fertilizers/chemicals
Sediment/mud
Pesticides…

17. Ocean Pollution
The majority of water pollution in the ocean falls into TWO main categories.
What do you think those categories are?
Petroleum-based plastics
Oil

18. Petroleum-based Plastics
A study by the Environmental Investigation Agency revealed that whales in the ocean were ingesting large amounts of plastic and fishing gear.
A gray whale stranded near Seattle was found to have the following in its stomach:
Sweatpants
Duct tape
Surgical gloves
Golf ball
More than 20 plastic bags
WHERE ARE THESE COMING FROM???

19. Petroleum-based Plastics
Plastic is non-degradable, meaning that it does not fully decompose in the environment.
Exposure to sunlight will cause it to break apart into smaller pieces, which accumulate in systems of rotating ocean currents called gyres.

20. Petroleum-based Plastics
The largest collection of plastic pollution in the ocean is the Great Pacific Trash Vortex, located in the South Pacific gyre.
Most of the plastic is small and suspended below the surface.
The mass of plastic pieces sampled from this area is 6 times greater than the plankton biomass.
A sample of the plastic and fishing gear caught by filmmakers of the Garbage Island documentary.

21. Oil Spills The biggest sources of oil in the ocean include:
Natural seeps from oil deposits at the ocean floor.
Runoff from land, including leaking cars and improper disposal of used motor oil.
This is the largest source.
Discharge from ships.
Spills from offshore drilling and oil tanker accidents.
Oil penetrates the fur and feathers of animals, destroying the natural insulation.
Oil also directly damages the tissues of fish and
other aquatic organisms.

22. Oil Spills
Although oil spills from rigs and tanker ships are not the biggest source of oil in the ocean, they have the most severe effects in the immediate area.
One of the worst spills to ever affect North America was the Exxon Valdez in 1989.
When the Exxon Valdez ran aground in Alaska, a high volume of oil was spilled.
The damage was worsened by a series of other factors:
The remoteness of the spill’s location.
A delayed cleanup response due to a lack of preparation by the oil companies.

23. Following the Exxon Valdez spill, the Oil Pollution Act of 1990 made the following changes:
Operators of oil tankers are responsible for all cleanup costs.
Increased the maximum liability for losses by businesses and private individuals.
Phased out single-hulled tankers in favor of double-hulled tankers.
Reduces losses in an oil spill by 4-6 times.

24. Deepwater Horizon
The worst oil spill by volume occurred in when an oil rig in the Gulf of Mexico experienced a blowout.
The drilled well at the bottom of the sea gushed nearly 5 million barrels of oil into the sea over a period of four months.
With your partner, CATCH annotate the reading “Oil Spills in Marine Environments”
s/file/A_Geography_of_Offshore_Oil- Map.pdf
 On the map, point out the location of the Macondo well—the site of the leak and the accidental destruction of the Deepwater Horizon drilling rig. Gesture to point out the loop current and explain how the oil has been distributed throughout these regions by currents, waves, winds, and tides

25. Oil Spill Cleanup!
In your small groups, you will be using models to simulate an oil spill and its cleanup.
Each group member MUST have a specific role:
Observer
Data Collector
Oil Remover
Each group member MUST have these worksheets:
Observations Before the Use of Dispersant
Observations After the Use of Dispersant

26. Discussion Point #1
Looking at your materials and the vocabulary at the bottom of the handout Oil Spills…you have these words:
Absorbers
Booms
Dispersants
Skimmers
Looking at the supplies you have available, which supplies do you think represent each type of equipment used to clean up oil spills?

27. Step 1: Add water to your cup so it is 2/3 full.
In a SEPARATE cup, mix four spoonfuls of vegetable oil with 1-4 drops of food coloring in your plastic cup.
What do you think the oil and food coloring represent?
Does the food coloring mix with the oil completely? What happens to the food coloring?
oil represents crude oil and the food coloring represents chemicals trapped inside of the oil.

28. Step 2:
CAREFULLY pour the food coloring oil into the center of your water cup.
Add a piece of cardboard/foil to the middle of the oil spill. This represents your ship.

29. Step 3:
OIL REMOVER and cleanup team: use the supplied materials- cotton balls, cardboard (Vons bag), paper towels, tissues, the plastic utensils, etc- to try to remove the oil before it reaches the sides of the container.
DATA COLLECTOR: list the properties of each material.
TEAM: discuss if these materials are considered booms, skimmers, absorbers, dispersants. In the worksheet Observations Before the Use of Dispersant.
TEAM: discuss and complete columns 3 and 4 together.      

30. STEP 4: THE CHEMICAL CLEANUP
After you have tried all materials and completed the first worksheet, try to add a few drops of dishwashing soap.
Complete columns 1, 2, and 3 of the worksheet Observations After the Use of Dispersant.
What happened to the oil? Why?
What happened to the chemicals (dye)? Why?
What color is the water? Why

31. STEP 5: The RETEST
IN YOUR GROUPS, re-test the first set of materials in the water with the dispersant.
What do you think will happen now that the dispersants have bene added?
Add your observations to column 4 of the second worksheet.

32. Whole Group SHARE-OUT! 
Did any method completely remove the oil?
What happened to the chemicals (dye)?
Do you think all toxins or chemicals behave the same way?  Why or why not?
Based on your observations, how effective do you think the Gulf oil spill efforts (equipment types) have been? 
Did any of your observations change the way you view the cleanup strategies being used in the Gulf?
Did any of your observations change the way you view the effects cleanup strategies may have on the water quality and wildlife of the Gulf?

33. Exit Ticket/Announcements
On the BACK of your CATCH reading, answer the following questions:
Did any method completely remove the oil?
What happened to the chemicals (dye)?
Do you think all toxins or chemicals behave the same way?  Why or why not?
Go over reading questions