Student Readers

What
is the
Water
Like in
Our
River?
Student Materials
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Learning Set One

Student Reader

CLOSER LOOK AT OUR RIVER

Think about what is would be like to have a boat as your only means of transportation. The roads
you use would be waterways, rivers and streams. Hard to imagine isn’t it, especially with all the
cars and buses that crowd our streets. Rivers and streams were once a main form of transportation
to many parts of the country before cars and trains. So what do we use rivers for now? do we still
need rivers? How do they affect our lives?

1. Make a list of at least 5 ways in which you use rivers.

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2. Now, think about some rivers around your city where you live. For instance, Detroit sits in
among some very important waterways. In fact, rivers are one of the reasons that cities like
Detroit were first settled 300 years ago. list as many bodies of waters (lakes, streams or rivers)
that you can think of that are near Detroit or Grand Rapids.
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3. Detroit, like Grand Rapids, is a city affected by water in many ways. One body of water in
Detroit is the Rouge River, which is similar to, though smaller than, the Grand River.

The following is an article about an event that happens every year right around this time on the
Rouge River. Take a guess of what happens to the Rouge every spring when it rains and the
snow melts?
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Student Reader/Learning Set One SR

Hines Park floods---Naturally
April 8, 1998
The Detroit News
Summary of an article by Gene Schabath
April showers bring May flowers, and the storms bring flooding along Hines Park Drive. Hines
Park Drive closes nearly monthly each year because of flooding, mainly between Ann Arbor Trail
and Outer Drive.

It’s all nature’s design. There isn’t much man--- or more specifically, road or sewer builders-- can
do about it.

“A lot of times, when people see Hines Park flood again they assume something is wrong the way
the whole park is configured,” said John Roach, a spokesman for Wayne County Department of
Public Services. “But in reality, it’s natural flood plain and has been for centuries.”
William Gaston, who lives in Garden City near the park, agreed. “It floods occasionally, but that’s
what it’s there for.” Gaston said.
As for the recreational value of the 17 mile long Hines Park, Gaston said, “it’s a nice park,” espe-
cially because Wayne County Sheriff’s Department eliminated a drug problem that cropped up
years ago.

Nancy Darga, chief of design with the Wayne County Parks Division, said the flooding of Hines
Park had increased since she has started working for the parks agency in 1977. “It’s because of the
building boom, and (the fact that) so much storm water gets poured in to the upper reaches of the
Rouge River,” Darga said.

Hines Park, located along the middle branch of the Rouge River, was acquired as park land in 1928
by Wayne County, but the idea for turning the flood plain in to recreational land came from Henry
Ford, Darga said. Ford started the initiative about 15 years earlier because he was upset over
sewage from other communities floating by the family home along the Rouge River at Fairlane,
which is where Dearborn is now.

4. Questions to think about:

Maybe you have been to a park like Hines Park (including Millenium Park or Riverside Park in
Grand Rapids), or seen a different river flood its banks on television? Do you think it is natural
for a river to flood? Why do you think rivers flood?
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SR Student Reader/Learning Set Two

5. Water Quality
In class you examined a variety of jars of water. You compared them and discussed the water
quality of each jar. As a class you talked about what criteria to use in determining water quality,
you might have used color, smell or clarity (how clear the liquid was).

How do you think a jar of water from Hines Park flood would compare to the jars you studied?
What might you do to determine what the water quality is like when it floods at the Hines
Park?
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6. In the next couple months you will answering the question ”What is the water like in our river?”
Using this question you will explore the quality of the water and land that surround your river.
You will need to develop questions, just like scientists use, to help you learn more about your
river. Questions help scientists organize their thoughts, formulate their hypothesis and continue
with their investigations. The questions you develop will help you explore how the water and l
and affect your river and the animals that live in it.

Remember good questions should:

- interest you
- will not have a simple yes or no answer
- require many different resources to answer
- relate to the larger topic
- help you understand science
- need data to be answered completely

Think back to the article you just read, what might some questions you could ask to help you
understand why the Rouge River floods at Hines Park?
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Student Reader/Learning Set One SR

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Learning Set Two

Student Reader

WHERE IS MY RIVER LOCATED?

Think back to when your class visited the river or took the virtual tour. You probably only saw a
small area of your river. Imagine what other parts of your river might look like both up and down
stream. They each would probably look different. Remember one thing all parts of the river and
surrounding land have in common is that they all are part of the same watershed.

What’s a watershed?
A watershed- it’s the area of land that catches rain and snow that drains or seeps into marshes,
rivers, lakes, streams or ground water. It is a land area that can be identified by tracing a line along
the highest elevations between two areas on a map, often a ridge. Large watersheds, like the Great
Lakes watershed, contain thousands of smaller watersheds.

Figure 1. Areas of a watershed

The dotted lines show where the boundaries are
for this area’s watershed. Notice that there are
three separate directions in which the water can
flow. Each of these areas would be it’s own
individual watershed. However, they are all
part of the larger watershed that drains in to
the river.

Watersheds come in all shapes and

sizes. They cross county, state and
national boundaries. No matter where
you are, you’re in a watershed! When
you think of a watershed, think of land
“shedding” the water. Watersheds
include both the water and land.

Where is your river’s watershed?

Grand Rapids is nested in a large watershed called the St. Lawrence/Great Lakes watershed.
Within each watershed, there are smaller watersheds.

Student Reader/Learning Set Two SR

Figure 2: St. Lawrence/Great
Lakes watershed.
This is a satellite image of the St. Lawrence/Great
Lakes watershed. It includes each of the 5
Great Lakes. 2

Source: Rouge River National Wet Weather

Demonstration
3
Look at the map to the right and try to guess
what body of water your river drains into?
5
G- Grand River
1 G
1 Lake Michigan
2 Lake Superior
3 Lake Huron 4
4 Lake Erie
5 Lake Ontario

The rivers in and around west Michigan are found in the Lake Michigan watershed, located in the
smaller oval marked on the picture above. The Lake Michigan watershed is part of the Great
Lakes/ St. Lawrence watershed, marked on the picture as the larger oval.

Figure 3: Illustration of an area Figure 2: Representation of a

that has both high and low watershed with high and low lands.
regions, and pooling water. Key
H - high land
Who Creates a H L L areas
Watershed?
If you have ever been on a H L - low land
waterslide, you know that areas
water flows from high eleva- L
tions to low elevations, which L H - water
creates a slope. In class, you pools
built your own watershed with
tall, medium and small objects
that resembled different elevations then covered them with paper. When you sprayed your water-
shed with water, you saw water go from higher areas to lower areas, following the slope of each
change in elevation. Similar things happen in the real world. On a large scale, even though we
might think Michigan is flat, it has areas of different elevation. Maybe you have sled down a hill,
or biked up one. Hills are created by land at different elevations, high and low which creates a
slope in the land. The land throughout Michigan is at a higher elevation than the elevation of the
Great Lakes. This is how Michigan’s water in rivers and streams get to the Great Lakes and even-
tually makes its way to the Atlantic Ocean, through the St. Lawrence River.

Why does water flow from high to low areas? The same reason that causes your pencil to fall to
SR Student Reader/Learning Set Two
the ground if you drop it: gravity. Gravity is the force that pulls everything toward the center of
the earth. Water flows to the lowest point because gravity pulls water to the lowest elevation.

What do watersheds look like?

Maps are important tools in determining the flow of rivers. You looked at a topographic map dur-
ing class.
Figure 4: Topographic map

Topographic maps show the elevation of different land

features. The following is a topographic map of
Michigan.

Even though you might think Michigan is flat it actually

it has a variety of elevations. This topographic map (left)
has the high, H, medium, M and low, L areas marked.

What do the different colors (different shades of gray)

on the map represent?
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Add 10 different arrows to the topographic map indicating the direction the water would flow
during a rainstorm.

Think back to the beginning of this reader, do you remember which lake you guessed your river
eventually drained into? Look at the profile of the Great Lakes on the next page of this reader
(Figure 5) to check if you were correct. It shows the elevation of each of the Great Lakes and the
elevation at which each river enters its corresponding Great Lake. Both Lake Michigan and Lake
Huron are at a lower elevation than Lake Superior. So, water from Lake Superior either enters
Lake Michigan or Lake Huron. Water will eventually make its way to the St. Lawrence River.

Student Reader/Learning Set Two SR

 St. Mary's
River Detroit
Welland
River St. Lawrence
Canal
183.2 m. River
176.0 m Lake 176.0
Superior m 173.5 m
Lake Lake
Michigan Huron Lake Sea
74.2 m
Erie level
Lake
Ontario Atlantic
Ocean

Figure 5: Great Lakes profile.

Use Figure 5. to answer the following question: If there was an oil spill on the St. Mary's River,
which of the Great Lakes would be affected? Where would the oil end up? Why?

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SR Student Reader/Learning Set Two

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Learning Set Two

Student Reader

LANDCOVER AND USES:

HOW DO THEY AFFECT OUR RIVER?
In class, you observed and experimented with a model of a stream. The sand and soil represented
the land. The stream you made with your finger represented a river. As you let the water flow into
your model, you made observations about how the water flowed. You also observed how the water
changed the shape of the land. Additionally, you changed parts of your stream table to resemble
different types of land uses such as urban areas and grassy areas. With the change of land cover,
you explored the affects each of changes had on your stream.

Erosion and Deposition Affect on the Land

We have all seen it rain. During a heavy rainfall, water in a stream flows fast and will pick up more
dirt. As water flows against the bottom and sides of the river channel, it removes more dirt, sand,
soil and debris. Scientists call the "removal of dirt" erosion. When water slows down, dirt found
in the river drops out of the water. Scientists call the dirt and soil “dropping out" of water, deposi-
tion.
Erosion is a process where the earth!s
materials are loosened and removed.

Deposition is the setting down

of earth!s materials on to another area.
In your stream table, you may have noticed sand being deposited at the end of the stream. How
did it get there? The flowing water eroded the sand and deposited it at the bottom on the stream
table, this is an example of deposition.
1) Think about the stream tables, what is one variable that might affect the amount of
deposition in a river? Describe how that variable affects the amount of deposition in the
river.
2) What is one variable that might affect the amount of erosion in a river? Describe how
that variable affects the amount of erosion in the river.
How does land cover affect erosion?
You used stream tables in class to see how deposition and erosion change with different land cov-
ers. You modeled bare soil, urban land covers, and grassy areas. Remember that erosion and dep-
osition happen naturally, but can become a problem for the plant and animal life when humans
alter the land and cause so much erosion and deposition that the natural landscape cannot handle.
The following are ways in which humans have changed the land and examples of how that can
affect the nearby rivers.

Student Reader/Learning Set Two SR

Rural Land Use
Much of Michigan's economy was built on farming. Today many large areas of land are still being
cleared to plant fruits and vegetables. As trees and grasses are removed for farms and houses, soil
can wash away and be deposited into the lakes, rivers, and streams. This can eventually alter the
flow and landscape of the rivers.
In addition to soil and dirt being washed into streams, there are other variables related to farms
that affect water quality in streams. Many farms rely on chemicals to kill insects and weeds. They
use fertilizers to help the plants grow. When you sprayed colored water on your stream table, you
modeled how fertilizers and pesticides are sprayed on crops. How did the colored water flow when
you sprayed it on your model? You may have seen that some of the colored water was absorbed
into the ground, and the rest moved across the land into the river (figure 2). The process when the
water runs across the land and is not absorbed is called run-off.

Figure 2: Erosion and run-off with bare soil.

Chemicals and fertilizers used to help crops grow can even-
tually drain into a river. This is an example of run-off.
This may be harmful to aquatic animals and plants.

Today there are other less harmful and more natural ways
of fertilizing and protecting crops from pests, for example
crop rotation and natural fertilizers.

Run-off is any liquid that flows

across the land surface into streams
and rivers.
Life in the City: Urbanization
When you built an urban area for your stream table model, you might have used plastic to repre-
sent pavement, preventing the water from absorbing into the ground. You also used plastic blocks
to represent buildings. During this part of your stream table model, run-off was going over the
plastic surfaces and either formed a puddle or washed into the stream. This creates a quick flash of
water in the stream all at one time, this is called a flash flood.
Figure 3: Runoff with urban land cover/uses. Rain and
snow collect on paved surfaces. Motor oil and salt can be
washed with the water into a nearby river, which can cause
harm to fish and plant life.

Run-off from rooftops, roads and lawns eventual-

ly flows into nearby streams, lakes, and rivers
(figure 3.) This water may contain household
chemicals used for cleaning or fertilizers that are
used to make lawns green. Other sources of
urban pollution include salt and oil. Salt is used
to melt ice from the roads. Additionally, oil can
often leak from cars. These products get washed
from roads and can end up in a river.
3.) How might the salt and oil affect the river and its organisms?
SR Student Reader/Learning Set Two
Grass land
When you created a grassy and plant covered area on your model, much less run-off occurred. So,
where did the water go? The grass and plants absorbed the water (figure 4). Scientists call this
absorption. Plants, like grasses and trees, can act like a sponge. They absorb rain and snowmelt
and then release it over time. This provides a
steady supply of water to the ground and nearby
streams.

Figure 4: Absorption with grassy and plant covered land

areas. Large areas of plants and grass absorb rain and snow,
decreasing erosion and run-off in rivers, lakes and streams.

Absorption is the process when the

ground, often covered with trees and
grasses, soaks up the water prevent-
ing the water from becoming run-
off.

4.) Write a description of what happens to the water when it rains in your neighborhood.
The paragraph should include where the rainwater goes, where the rain is absorbed,
where rain might run-off and where you think most of the water ends up going.

Pollution Sources
Pollution sources are divided into two groups depending on how the pollutant enters the body of
water.

Point source pollutants come from an identifiable point

and directly discharge into rivers and lakes.

Non-point source pollutants come from many sources that are difficult to
identify, they often enter the river in run-off from large land areas
Sources of point source pollutants Sources of non-point source pollutants

• Pipes • Golf courses & homes that use fertilizers

• Leaking barrels that contain chemicals • Sewer grates
such as pesticides and weed killers • Roads
• Smokestacks • Run-off from farm fields
• Sewage treatment plants • Construction sites

Student Reader/Learning Set Two SR

Both point and non-point source pollutants can be harmful. However, because the source is
known, point source pollution can be controlled. For example, if the pollution from a smokestack
exceeds safe levels, the responsible company or person can be contacted and asked to reduce its
amount of pollutants. Strict laws have been passed to limit the discharge from point sources.

Non-point sources of pollution are much more difficult to control. It is hard to determine who or
what is responsible for any Non-point source pollutant. Non-point source pollutants can originate
from a very large land area such as an entire watershed. For example, run-off-containing fertilizer
used on lawns in suburban areas is a non-point source pollutant that can pollute a river or stream.
The law does not regulate non-point sources of pollution as strictly as point sources. An important
way to control non-point source pollution is for individuals to reduce the amount of pollutants they
use in and around their homes.

The people below are taking care of their lawn and car, but they are also doing many things that
can pollute the water in their community, such as the stream beside their house.

Figure 5: Taken from EPA’s website: http://www.epa.gov/kids/whatswrong.htm

5.) Look at the drawing above and choose three examples of pollution and explain how each action
will affect the water quality in the river. Be sure to explain if the pollution is point or non-point
source pollution.

SR Student Reader/Learning Set Three

 Learning Set Three

Student Reader
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TESTING YOUR WATER
Testing procedures are found at the end of this reader.

In class, you have been investigating the question, "What is the water like in our river?" You have
learned about your watershed and about how erosion and deposition can alter the shape of a river.

But how will you know if the water is safe for swimming? Or, drinking? By performing water
quality tests you can tell if water is safe to touch or to drink. These tests will also determine if the
water is acceptable for living organisms such as fish, plants and other small creatures. These
organisms are an important part of the food chain; they help us decide whether the river or lake is
healthy or if it needs help.

When humans add pollutants to the river, they can change the health of the river. There are two
main sources of pollution. Point source pollution enters the water from a specific place. They
include paper and pulp mills, meatpacking plants, food processing industries, and wastewater treat-
ment plants. We can test water coming out of a pipe and see if it contains harmful material. Non-
point sources of pollution come from large areas of land and do not have a direct identifiable
source. They include urban runoff, pet wastes, lawn fertilizers, leaves, and agricultural runoff.

When scientists test the water quality, they measure specific properties of the water. For example,
they may take the temperature of the water and use that as an indicator of how healthy the water
is. You will test your particular section of the Rouge River watershed (or whichever river you are
investigation). The results of these tests and your knowledge of watersheds will be used to deter-
mine the overall water quality of a particular section of the river.

The following pages will give you information about 8 of the water quality tests. They are:
dissolved oxygen total phosphate
biochemical oxygen demand nitrates
fecal coliform turbidity
pH temperature

1. What is "water quality"?

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Student Reader/Learning Set Three SR

2. In the following list, which are point-source pollutants and which are non-point source
pollutants. Explain your reasoning.

Golf course Barrel of gasoline Lawn fertilizer

Outlet pipe Acid rain Factory

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Dissolved Oxygen
Dissolved Oxygen (DO) is important for healthy rivers. All aquatic animals need oxygen to sur-
vive. Testing for DO can help us determine the health of a body of water.

Although an oxygen atom is present in every water molecule (the O in H2O), animals cannot use
this oxygen because it is strongly bonded to the hydrogen atoms. Aquatic organisms must have a
continuous supply of oxygen gas (O2) dissolved in the water.

Dissolved oxygen is an oxygen molecule (2 oxygen atoms bonded together, O2) surrounded by
many water molecules. In the diagram below, how many dissolved oxygen molecules (O2) are in
the water sample?

H2 0 H2 H2
H2 0
H2 H2 H2
H2 H2 H2
H2
H2 H2 H2
H2 H2
H2 0 H2
H2 H2 H2

Figure 1. This illustration demonstrates how

oxygen molecules can be dissolved in water.

You should have found 3 dissolved oxygen molecules in the diagram. It is similar to dissolving
sugar in water. Solid sugar particles can dissolve. When dissolved, the sugar spreads throughout
the water. Similarly, gaseous oxygen molecules dissolve and are spread throughout the water.

Most of the dissolved oxygen in water comes from the atmosphere. Waves and tumbling waters
mix atmospheric oxygen into water. Through photosynthesis, algae and rooted aquatic plants are
also a source of dissolved oxygen. Waters with consistently high dissolved oxygen levels are most
likely healthy and stable environments. Natural and human changes to the aquatic environment
can affect the amount of dissolved oxygen available to the organisms.

SR Student Reader/Learning Set Three

Dissolved oxygen is measured in units called parts per million, or ppm. For example, if you took a
water sample that had a DO content of 8 ppm, it would mean that for every 1 million molecules,
there would be 999,992 molecules of water, and 8 molecules of oxygen.

The amount of dissolved oxygen needed to support aquatic life depends on the type of animal
being considered. Fish cannot live in water with dissolved oxygen content that is less than 4 parts
per million (see Figure 2). That can be difficult to visualize, so let's assume that a sample of water
is represented by a million pennies stacked one on top of another. The stack would rise 1 mile
high! Just 4 pennies of this stack would represent the minimum level of dissolved oxygen needed
to survive. It is very small, but an essential quantity.

Figure 2. Fish depicted with dissolved oxygen.

Out of 1 million parts of water, this fish only needs 4 parts to be
dissolved oxygen.

Cold water can hold more dissolved oxygen than warm

water. Water at 28oC can hold up to 8ppm dissolved oxy-
gen. Water with a temperature of 8oC can hold up to 12
ppm of dissolved oxygen.

Dissolved oxygen is measured in a unit called percent

saturation. This is how full the water is with dissolved oxy-
gen. For example, if water at 28oC has 8ppm of dissolved oxygen, we say it is 100% saturated.
That is as much dissolved oxygen water at that temperature can hold. If that same sample of water
had 4ppm of dissolved oxygen, it would be 50% saturated.

High levels of bacteria from sewage pollution or large amounts of rotting plants can cause the per-
cent saturation to decrease. This can cause large changes in the dissolved oxygen levels throughout
the day. It will affect the ability of plants and animals to live.

3. What is dissolved oxygen? Draw a picture to represent your explanation.

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Student Reader/Learning Set Three SR

4. Why is dissolved oxygen beneficial for organisms that live in the river?
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Biochemical Oxygen Demand

Living organisms need oxygen to survive. Biochemical Oxygen Demand (BOD) is a measure of
the dissolved oxygen used by bacteria as they breakdown waste. In slow moving and polluted
rivers, bacteria use much of the dissolved oxygen. This prevents other organisms from using the
dissolved oxygen.

Organic materials are things that are or once were alive. This includes leaves, fish, birds, plants,
algae, and humans. These living organisms eventually die and begin to decay. The bacteria that
breakdown these materials use up the dissolved oxygen in the water.

Fertilizers contain nitrates and phosphates that help plants grow. This is both good and bad for
water quality. It is good because as river plants grow, they photosynthesize and produce oxygen.
It is bad for water quality because when the plants die, bacteria break them down and use up the
dissolved oxygen in the water.

Figure 3. Decomposing leaf litter.

Leaves and other organic debris fall to the bottom of the river and
L are decomposed by bacteria. The bacteria use dissolved oxygen in
the water.

In rivers where bacteria use a lot of the dissolved oxygen,

organisms that are more tolerant of lower dissolved oxygen
levels may increase. Organisms that are intolerant of low
Figure 3. Decomposing Leaf oxygen levels will either leave or die.
litter

5. What is biological oxygen demand?

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6.What would make the biological oxygen demand increase?

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SR Student Reader/Learning Set Three

Temperature
Temperature is very important to water quality. Temperature affects the amount of dissolved oxy-
gen in the water, the rate of photosynthesis by aquatic plants, and the sensitivity of organisms to
toxic wastes, parasites, and disease.

As the temperature increases, the amount of plant growth increases. This is good because it adds
dissolved oxygen to the water, but plant growth can increase too much. The plants will eventually
die and decomposing bacteria will use up the dissolved oxygen.

Heated water from industrial operations is often added to rivers. This is known as thermal pollu-
tion. It can cause temperature changes that threaten the balance of the river’s ecosystem. For
example, if the water gets too hot, certain organisms that live in the water may die. If aquatic ani-
mals are stressed by large temperature changes they are more likely to become prone to diseases
and die.

Most aquatic organisms can live within a certain range of water temperatures. Some organisms
prefer cooler water, such as trout, while others need warmer conditions, such as carp. As the tem-
perature of a river or lake increases, cool water animals will leave (or die) and warm water animals
will replace them. Most organisms cannot survive in temperatures of extreme heat or cold.

7. What is thermal pollution?

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8. Why is it unhealthy for a river system?

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Total Phosphate
Just like dissolved oxygen, other dissolved substances can be found in water. One substance is
phosphate. A small concentration of phosphates is beneficial for the health of a river. Phosphate
is needed for plant and animal growth. However, high levels of phosphates in the river can lead
to overgrowth of plants, increased bacterial activity, and decreased dissolved oxygen levels. Excess
phosphate is found in living plants and animals, their wastes, and their remains.

Algae and other aquatic plants easily take up phosphates. Algae need only a small amount of
phosphate to grow. This means that excess phosphate can cause large amounts of algae to grow,
called "algal blooms". Soil erosion contributes to the formation of algal blooms by bringing phos-
phates (in the form of fertilizers and detergants) to the water.

9. Why is too much phosphate unhealthy for the river?

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Student Reader/Learning Set Three SR

10. What are the sources of phosphate?
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Nitrate
Nitrate is a nutrient needed by all aquatic plants and animals to survive. Some nitrate is good.
Excess nutrients such as fertilizer run-off into the river. This causes many plants to grow and
eventually die. When they die, bacteria decompose the materials. Because the bacteria use oxygen
from the water, the amount of dissolved oxygen available in the water decreases. The decompostion
of dead plants and animals and the excretions of living animals release more nitrate into the water
system.

Sewage is the main source of excess nitrate added to natural waters. Sewage can enter the river
through sewage outlet pipes. These outlet pipes are opened during heavy rains to prevent flooding
of wastewater treatment plants. Fertilizer and agricultural runoff also contribute to high levels of
nitrate.

11.Why is too much nitrates unhealthy for the river?

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12.What are the sources of excess nitrates?

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pH
Another factor that influences the health of the river is pH. pH is a measurement of the acidity of
water. Liquid substances can be measured and given a value on a scale from 0-14. A value of 0 is
very acidic and 14 is very basic. The pH of neutral water is around 7.0.

Industrial waste, agricultural runoff, or drainage from improperly run mining operations can affect
pH. Additionally, nitrogen oxides and sulfur dioxide from cars and coal power plants are emitted
into the atmosphere to form nitric acid and sulfuric acid. These acids combine with moisture and
fall as acid rain.

Some aquatic organisms are adapted to a specific pH level (see Figure 10). They may die if the pH
of the water changes even slightly. Other aquatic organisms have a wider range and can tolerate a
wide range of pH levels.

SR Student Reader/Learning Set Three

 Organism 0pH 2pH 4pH 6pH 8pH 10pH 12pH 14pH
Bacteria can live from
Plants/algae
Catfish, carp & some insects
Bass and bluegill
Snails and clams
Many fish and insects

Figure 4. pH scale and the tolerance of various aquatic animals to pH levels.

13. Why do we want to know the pH of the water?

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14. Use figure 10 to determine the pH range for bacteria, bass and bluegill, and snails
and clams.
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Turbidity
How clear the water looks can also help you determine the quality of the water. Turbidity is the
measure of the relative clarity of water. Suspended materials such as clay, silt, organic and inor-
ganic matter, and microscopic organisms cause turbid water. The murkier the water, the greater
the turbidity.

Turbid water decreases the number of organisms that can live in the water. This is because there is
less sunlight that can penetrate the water. Also, water temperature increases because suspended
particles absorb sunlight, causing oxygen levels to fall (remember, warm water holds less oxygen
than colder water).

Turbid water may be the result of soil erosion, urban runoff, and bottom sediment disturbances.
Bottom sediment disturbances can be caused by boat traffic and abundant bottom feeders (organ-
isms that stay near the bottom of the water when feeding).

16. Why is it important to measure the turbidity of the water?

_________________________________________________________________________________
_________________________________________________________________________________

17. What causes turbid water?

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Student Reader/Learning Set Three SR

Fecal Coliform
Fecal coliform is a bacteria that naturally occurs in the human digestive tract and aids in the diges-
tion of food. Fecal coliform bacteria are found in the feces of humans, other warm-blooded ani-
mals such as cattle, and birds. However, where there is too much of this type of bacteria present,
there is the potential that harmful pathogens can also be present. Pathogens are small organisms
or viruses that cause disease.

We measure the amount of fecal coliform bacteria found in rivers because the pathogens are scarce
and it would take too long to try and find them. Even though they are scarce, it only takes a small
amount to make a person sick. In water, if fecal coliform counts are high, there is a greater chance
of pathogens being present. Swimming in waters that have high fecal coliform counts can increase
a person's risk of getting sick because pathogens enter the body through the skin, cuts, nose, ears,
or mouth. Fecal coliform bacteria can enter a river through run-off or sewage discharge. Some
cities have a separate sewer system for sewage and run-off, but other cities have a combined sewer
system.

In a separate sewer system, sewage from toilets, washers, and sinks flow through a sewer and go to
the wastewater treatment plant. Rain and snowmelt from streets flows through a separate sewer
and discharges directly into a river without any treatment.

In a combined sewer system, sewage and storm runoff both go to a wastewater treatment plant.
However, during a heavy rain, storm water may be diverted to a combined sewer overflow system
(CSO). If this happens, it may go directly into a river, untreated. To prevent this, some cities build
retention basins that hold storm water until the treatment plant can handle it. Without a retention
basin, heavy rains can result in high fecal coliform counts downstream from sewage discharge.

18. Why do we measure fecal coliform bacteria to determine the health of a river?
_________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________

19. What is a combined sewer overflow system? Why are they important?
_________________________________________________________________________________
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SR Student Reader/Learning Set Three

Overall Water Quality Ranking
Fill in the chart below according to the test results of your group. The "Weight" column tells you
how important that test is in determining the quality of the water.

To get the overall ranking, multiply the Rank column by the Weight column. Record the result in
the Overall Ranking column. For example, if your turbidity test result were 65 JTU, then it would
have a rank of 2 (fair). You would then multiply 2 x 0.10 and get an overall rank of 0.20. The
overall Water Quality Index is the sum of the Overall Rank column.

Test Test results Rank Weight Overall rank

(A) (B) (A x B)
DO % saturation 0.17

BOD 0.16

Temperature 0.11

Phosphate .011

Nitrate .011

pH 0.10

Turbidity 0.10

Fecal coliform 0.08

Overall Water Quality Index

Overall Water Quality Index Total Water Quality

4.00 Excellent
3.00-3.99 Good
2.00-2.99 Fair
1.00-1.99 Poor
0.99 or less Very poor

20. Write a paragraph describing the overall water quality of the sample that you tested.
_________________________________________________________________________________
________________________________________________________________________________
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Student Reader/Learning Set Three SR

 TESTING PROCEDURES
(Cut, separate or laminate as needed.)

Testing for DO
Dissolved oxygen needs to be tested at the river to get an accurate reading. The amount of dis-
solved oxygen in your river will determine what organisms can live there. It will also help you
determine the quality of the water in your river. Your teacher will provide the equipment neces-
sary to perform the water quality tests.

Materials
• Test tube
• 2 dissolved oxygen TesTabs
• DO color chart

1. Take the temperature of the water sample.

2. Submerge the small tube into the water sample. Carefully remove the bottle from the water
sample, keeping the tube full to the top.

3. Drop two Dissolved Oxygen TesTabs® into the bottle. Water will overflow when tablets are
added.

4. Screw the cap on the tube. More water will overflow as the cap tightens. Make sure no air
bubbles are present in the sample.

5. Mix by turning the tube over and over until the tablets have dissolved.
This will take about 4 minutes.

6. Wait 5 more minutes for the color to develop.

7. Use the DO color chart to compare the color

to the sample. Record the result as ppm Dissolved Oxygen.

8. Locate the temperature of the water sample on the percent saturation chart (fig.3).

9. Locate the dissolved oxygen result of the water sample at the top of the chart.

10. The percent saturation of the water sample is where the temperature row and the dissolved
oxygen column intersect. For example, if the temperature of the water is 18∞C and the DO
content is 4ppm, then the percent saturation is 42%. Record this number in the "Test
Results" column in the table on the next page.

11. Use Figure 4 to determine the rank for dissolved oxygen percent saturation. Record this
number in column A. In the example above, 42% saturation is fair, and gets a ranking of 2.

SR Student Reader/Learning Set Three

Figure 1: Dissolved Oxygen (ppm)
Dissolved 0 4 8
Oxygen % 2 0 29 58
Saturation 4 0 31 61
Chart 6 0 32 64
8 0 34 68
*Calculations 10 0 35 71
based on solu- 12 0 37 74
bility of oxy- 14 0 39 78
gen in water 16 0 41 81
18 0 42 84
at sea level,
20 0 44 88
from
22 0 46 92
Standard
24 0 48 95
Methods
26 0 49 99
for the 28 0 51 102
Examination 30 0 53 106
of Water &
Wastewater,
18th edition.

Figure 2:
Result Rank
91-110 %Sat 4 (excellent)
71-90 %Sat 3 (good)
51-70 %Sat 2 (fair)
<50 %Sat 1 (poor)

Student Reader/Learning Set Three SR

Testing for BOD
Testing for BOD will help you determine the quality of water in the river. This test takes 5 days to
perform, so plan ahead. When you take your sample for BOD, remember that the water near the
river bottom is where most of the oxygen-demanding organisms are found. So, the best sample is
one that is between the surface and the bottom.

When you test for BOD, you are trying to determine how much dissolved oxygen in the water
sample is used by bacteria. Once you have your sample, you will cover it with aluminum foil and
put it in a dark place. This is because you do not want any algae in the water to photosynthesize
and produce more oxygen. Putting the sample in a dark place will prevent photosynthesis.

In order to complete the BOD test, you will compare the results of this test to the DO test in the
previous section. To test for BOD, you will need:
• 2 Sampling tubes
• Aluminum foil
• 4 DO TesTabs
• DO color chart
1. Submerge the small tube into the water sample. Carefully remove the tube, keeping it full to
the top. Cap the tube.

2. Wrap the tube with aluminum foil and store it in a dark place at room temperature for 5 days.

3. Unwrap the tube. Add two Dissolved Oxygen TesTabs® to the test tube.

4. Cap the tube. Make sure there are no air bubbles. Invert until tablets have dissolved.
Wait 5minutes.

5. Compare the color of the sample to the dissolved oxygen color chart. The difference in the
DO level between the uncovered tube (see previous section) and the tube with aluminum foil is
the BOD of the water sample. Record the result in the column A.
Dissolved Oxygen (with foil) _______________________
Dissolved Oxygen (uncovered)______________________

6. Look at figure 3 to determine the rank and record it in the "Ranking" column below
Result Rank
0 ppm
4 ppm
8 ppm 4 (excellent)
3 (good)
2 (fair)

Figure 3:
Result Rank
0 ppm 4 (excellent)
4 ppm 3 (good)
8 ppm 2 (fair)

SR Student Reader/Learning Set Three

Testing for Temperature
The temperature test measures the change in water temperature at two points. By finding tem-
perature changes along the river, we can determine sources and effects of thermal pollution.
Because this test compares the difference between two sites, it is important to match the physical
characteristics of the sites (i.e. current stream, depth of the river, etc.)

Materials
• Low range and high range thermometers
• Low Cost monitoring kit container

1. The two thermometers have an adhesive back. Adhere them to the kit container, 4 inches
from the top. The temperature is indicated by a liquid crystal number on the Low Range
thermometer and a green display on the High Range thermometer.

Low Range °C

High Range °C
14 16 18 20 22 2 4 26 28 30 32 34 36 38 40

blue GREEN tan/red

2. Wear protective gloves. At each site, fill the cup to the top.

3. Wait one minute and then read the temperature. Record the temperature as degrees Celsius.

4. Repeat the test approximately 1 km away as soon as possible and record your results.
5. The difference between the temperature at the two sites is the change in temperature.
Record this in column A on page 44.

6. Use Figure 4 below to determine the rank and record it in column B .

Figure 4:
Temperature Change Rank
0-2 ˚C 4 (excellent)
3-5 ˚C 3 (good)
6-10 ˚C 2 (fair)
>10 ˚C 1 (poor)

Student Reader/Learning Set Three SR

Testing for Phosphate

Materials
• Sampling tube
• 2 phosphorous (PHOS) TesTabs
• phosphate color chart

1. Fill the sampling tube to the 20 mL line with the water sample..

2. Add two Phosphorus (PHOS) TesTabs® to the sample.

3. Cap the bottle and mix by inverting until the tablet has dissolved. 2 0 ml
Bits of material may remain in the sample.

4. Wait 5 minutes for the blue color to develop.

5. Compare the color of the sample to the Phosphate color chart.

6. Record the result in the "Reading" column .

7. Look at figure 5 below to determine a rank. Enter this number in column A.

Figure 5:
Result Rank
1 ppm 4 (excellent)
2 ppm 3 (good)
4 ppm 2 (fair)
Figure 8.

SR Student Reader/Learning Set Three

Testing for Nitrate
Before you test your water sample, be sure you clean your sampling tube with non-mineral water.
Distilled water contains ammonia (NH3) ions that will change the test results.

Materials
• Sampling tube
• 2 wide range CTA testabs
• nitrate color chart

1. Fill the cylinder bottle to the 10 mL line with the water sample. 10 ml

2. Add two Nitrate Wide Range CTA TesTabs® to the sample.

3. Cap the bottle and mix by inverting until the tablet has dissolved. Bits of material may
remain in the sample.

4. Wait 5 minutes for the red color to develop.

5. Compare the color of the sample to the Nitrate color chart.

6. Record the result as ppm Nitrate in the Reading Column

7. Use Figure 6 to determine the rank and record it in column A.

Figure 6:
Result Rank
5 ppm 2 (fair)
20 ppm 2 (fair)
40 ppm 1 (poor)

Student Reader/Learning Set Three SR

Testing for pH

Materials
• Sampling tube
• Two pH TesTabs
• pH color sample chart

1. Fill the cylinder bottle to the 20 mL line with the water sample.
20 ml

2. Add two pH TesTabs® to the sample.

3. Cap the bottle and mix by inverting until the tablet has dissolved. Bits of material may remain
in the sample.

4. Compare the color of the sample to the pH color chart.

5. Record the result in the Reading column. Use Figure 7 to determine the rank. Record the
result in column A.

Figure 7: Result Rank

4 1 (poor)
5 1 (poor)
6 3 (good)
7 4 (excellent)
8 3 (good)
9 1 (poor)
10 1 (poor)

SR Student Reader/Learning Set Three

Testing for Turbidity
Turbidity can be tested using a simple device called a Secchi disk. A
Secchi disk is a black and white disk that is usually lowered into the
water to see how far it goes down before it disappears. However,
since you are mostly testing shallow rivers, you will collect a water
sample using the kit container.

Materials
• Water monitoring kit container
• Secchi disk icon sticker
• Turbidity chart

1. Remove the backing from the secchi disk icon sticker.

2. Adhere sticker on the inside bottom of the kit container.

Position the sticker slightly off center.

3. Hold the Turbidity Chart on the top edge of the jar. fill
Looking down into the jar, compare the appearance of
the secchi disk icon on the bottom of the kit to the chart.
Record the result as Turbidity in JTU with your other
recorded data.

Color chart
pH coliform turbidity

4. Use figure 8 to determine

the rank for the result. Test kit
Record this in the column A.

Figure 8:
Result Rank
0 4 (excellent)
>0-40 3 (good)
>40-100 2 (fair)
>100 1 (poor)

Student Reader/Learning Set Three SR