Water, Soil and Air analysis
August 2012
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Contents
France
Ecole Saint Christophe Maternelle et Primaire, Lorient .......................................................................................... 3
Poland
Szkoła Podstawowa z Oddziałami Integracyjnymi Nr 21 im. Henryka Sienkiewicza , w Gliwicach ......................................... 16
Slovenia
Osnovna Šola Franca Rozmana Staneta, Ljubljana ........................................................................................................... 28
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AIR Knowledge Most qualified of "empty" spaces are in fact filled with air That air is weighing
SESSION 1 "What is there in an empty bag."
The material Awareness of the existence of the air
Specific jurisdiction Being able to highlight that most commonly referred to as "empty" spaces are filled with air
Prior questioning Ask these questions before you start the lesson to children: What is air? Can we see it? The answers are noted on a large sheet which will remain on display in the class.
Observation and reflection Reading aloud of the comic strip Children note in their book their comments and questions Pooling
Handling Equipment to distribute to students: bag plastic + string Children follow approach noted on the distributed map Pooling
Synthesis Copy in the book: There is air all around us, even in most of the spaces we believe empty. Cannot see it, but you can feel his presence when trying to compress a for example closed bag. One can observe the presence of air when there is wind or when it moves: one can feel the air on his face.
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SESSION 2 "How to transfer air." The material Specific jurisdiction Awareness of the existence of the air Whether conduct and interpret some simple situations implementing the following rules: 1. Air can move 2. Air does not disappear: it seems to disappear from one place, it is moved to another location.
Observation and reflection Reading aloud of the comic strip Children note in their book their comments and questions Pooling
Handling Equipment: plastic bag + small bottle plastic with his plug + water + glass with its lid + bucket jar Realization of common experience
Observation and conclusion
Synthesis Copy in the book: Air can be moved from one place to another. He leaves a container, to be replaced: either by air from outside, either by water.
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SESSION 3 "The air has weight.”
The material Awareness of the existence of the air
Specific jurisdiction Being able to demonstrate experimentally that air is weighing.
Observation and reflection Reading aloud of the comic strip Children note in their book their comments and questions Pooling
Handling Equipment: balance de Roberval + balance electronic + balloons + pump Realization of common experience
Observation and conclusion
Synthesis Copy in the book: The ball weighs more heavy when it is inflated when it is deflated. This difference comes from the air that was added with the pump. This proves that air has weight. A litre of air weighs approximately 1.3 grams. If they weighed all the air in the class, would be more than 100 kilograms.
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Conspect for experiment of water analysis. Topic: We examine the water from the river. Materials needed: samples of water taken during classes conducted by the river, a set for ecoresearcher containing reagents and tests for water examination. Task 1. The description of physical features of water, such as: - is there any sediment, if yes-what colour is it - the colour of water - the clarity of water - the odour of water Task 2. Indicating the same features after filtering the water Then, with the use of reagents from the ecoresearcher’s sets students conducted the following tests: Task 3. Indicating the pH of water Add three drops of indicator’s solution into the examined sample. Shake the test-tube untill the colour gets homogeneous. Then compare the colour of the sample with the levels on a standard colour scale indicating the level of pH. Task 4. Indicating the concentration of nitrites NO2 Add seven drops of reagent 1 into the examined sample and shake carefully. After about 15 seconds add seven drops of reagent 2 and shake the contents. After 5 minutes compare the colour of the solution with the scale and read the result indicating the concentration of nitrites. Task 5. Indicating the concentration of nitrates NO3 Add seven drops of reagent 1 into the examined sample and shake carefully. Then, add one portion of powder reagent 2 filling the spatula. Keep shaking for about 20 seconds. After 1 minute add seven drops of reagent 3 and shake. After 10 minutes compare the tint of solution with the colour scale and read the results. Task 6. Indicating the concentration of phosphates PO4 Add ten drops of reagent 1 into the water sample, close with a cork and shake gently. Then, add a spatula of reagent and shake again to melt the powder. After 10 minutes compare the given colour with the scale and read the results.
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A report from the water examination During the fieldwork classes in Rogoźnik we examined the clarity condition of karst water. We checked the concentration of phosphote, nitrate and nitrite ions and the pH reaction. Physical analysis. The examined water is transparent, without any sediments, the colour is natural, it is odourless. Biological analysis. The rate of water can be indicated by the bioindicators, which are the organisms that reveal the presence of the pollutants by the accurance of typical symptoms or measurable responses. We fished little water organisms in order to check the clarity of water with the help of special charts. The presense of Black Dendrocoelum was indicated. Chemical analysis. An “ecoresearcher’s box” contains a set of necessary reagents to examine water. The tint of samples was checked with the colour scale. The examined pH reaction was slightly alkaline. It is the most favourable to water organisms. The phosphote, nitrate ions were not found in the water sample. Conclusions: After anlysing the basic examionation, the biological, pfysical and chemical indicators point to the first rate of water clarity.
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Fill in the table with your results:
Description
Observation results
Observation results after filtering the water
Sediment thickness: e.g. 1/5 capacity The colour of sediment: dark. grey, dark brown, yellow The colour of water The clarity of water: transparent, slightly turbid, very turbid The odour of water and its intensity: none, very weak, distinct, intense
Fill in the table with your results:
Description
Observation results
pH of water
Concentration of nitrites NO2
Concentration of nitrates NO3
Concentration of phosphates PO4
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SOIL ANALYSIS Because of the different components of soil, the soils differ from each other by colour, shape, particle size and other characteristics. With these experiments you will find out the composition of the soil.
Necessary supplies:
beaker
watch glass
burner
wire mesh
bottle
pH paper
tripod
dropper pipet
I. COMPOSITION OF THE SOIL
1. Put 100 ml of soil in the beaker. Cover the beaker with a watch glass, place it on a tripod and heat it. What do you see on the watch glass and beaker walls?
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2. Put 100 ml of soil into another beaker. Pour water slowly on the soil and watch it carefully. What do you see?
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Put 100 ml of soil into the bottle. Pour water on the soil, close it and shake it. Then let the soil settle down.
Draw layers that have occurred in the bottle and write down what they represent
4. List the components of soil: ________________________________________________________________________
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II. ACIDITY OF SOIL
Dip pH paper in the beaker with soil and water. Wait a few seconds and read the value using a colour scale. pH = _______
neutral: pH = 7 acid: pH < 7 alkaline: pH > 7
Determine whether the soil is acid, neutral or alkaline.
III. PRESENCE OF CARBONATES IN SOIL
Put a teaspoon of soil on a watch glass and add a few drops of acid on the soil. Watch and describe or draw what happens.
Which gas is derived from the soil? ______________________________________________
Carbon dioxide (CO2) is the proof that there are carbonates present in the soil. limestone - calcium carbonate: CaCO3
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SOIL ANALYSIS Through the experiments the students became familiar with the composition of soil. Because of the different components of soil, the soils differ from each other by colour, shape, particle size and other characteristics.
Necessary supplies: - beaker - watch glass - burner - tripod - wire mesh - bottle - pH paper - dropper pipet
Experiments: I. COMPOSITION OF THE SOIL 1. The students heated the soil in a covered beaker and found out that it contains water. 2. The students poured some water into a beaker with dry soil. They noticed air bubbles coming up from the soil and concluded, that soil contains air as well. 3. Suspending soil in water allows it to separate into layers. In the layers the students noticed some bigger and smaller stones, sand, soil, dead plants Conclusion: Soil contains water, air, stones, soil, dead plants and animals.
II. ACIDITY OF SOIL Acidity / alkalinity of soil was measured with a pH indicator paper. The tested soil was neutral.
III. PRESENCE OF CARBONATES IN SOIL In the last experiment, soil was sprinkled with a few drops of acid. Bubbles appeared on the soil and carbon dioxide emanated from it, which proved the presence of carbonates, and which means that limestone (calcium carbonate) is present in the soil.
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