What is in Our Water?

1. What is in Our Water?

2. Background slides for the whole unit • The water cycle • Nutrients • Eutrophication

3. The Water Cycle • Continuous movement of water above, below, and on the surface of the Earth • Water moves between its solid, liquid, and vapor phases • melting, freezing, evaporation, condensation, precipitation, sublimation, desublimation • Powered by the sun

5. Distribution of Water on Earth • 96.5% in the ocean • 321,000,000 cubic miles • 2.5% freshwater • 73.1% ice and snow • Only a small fraction available for use • 46,000 cubic miles

7. Nutrients • Chemical components necessary to sustain life • Humans: carbohydrates, proteins, fats, vitamins, minerals • Marine organisms: nitrate, ammonia, phosphate, silicate, iron, manganese • Often broken down into two categories: • Macronutrients: nutrients needed in relatively large quantities • Micronutrients: compounds that are essential to life, but only needed in very small amounts

8. Macronutrients • Nitrogen • Used to build essential proteins • Found in many forms in the environment: nitrate, nitrite, ammonium, urea, etc. • Phosphorous • Forms the backbone of DNA, is a component of cell walls, is critical in energy transport in cells via ATP • Generally found in natural waters as phosphate • Silica • Used by some organisms to form hard body parts or shells, often used for protection NO3- PO43- SiO2

9. Micronutrients • Iron - Essential to chlorophyll production and photosynthesis • Also necessary for binding oxygen in your blood with hemoglobin • Zinc - Utilized by a wide range of enzymes to do everything from brain signal transduction to gene expression • Manganese - Needed for oxygen evolution during photosynthesis, antioxidant enzymes, etc. • Vitamin B12 - Helps manage DNA and fatty acid synthesis and regulation, as well as energy production. Contains cobalt, making Co also an important micronutrient

10. Why do we care about nutrients? • They control the growth of algae, which form the base of the aquatic food webs • Additions of nutrients will often lead to algae blooms • Nutrient pollution into natural waters is therefore a huge water quality problem • Eutrophication, dead zones, harmful algal blooms Cyanobacterial accumulation at Binder Lake, <http://toxics.usgs.gov/highlights/algal_toxins/>

11. Sources of Nutrients to Water Bodies • Natural sources: • Rivers, runoff, groundwater, atmospheric deposition • Human caused (‘anthropogenic’): • Agricultural fertilizers, sewage wastewater, fossil fuel burning, land use changes

13. Left:example of a normal, clean lake Right:eutrophic lake, where excess nutrients have caused a thick bloom of green algae Dead fish that washed onto the shore of California. Fish kills such as this are caused by the formation of dead zones, where oxygen levels are too low to support most forms of life http://www.lakescientist.com/wp-content/uploads/2010/04/clip_image001.jpg http://beforeitsnews.com/environment/2012/01/massive-fish-deaths-result-from-an-ocean-short-of-oxygen-dead-zones-expanding-1632999.html

15. Slides to accompany Lesson 1 • Spectrophotometry

16. SpectrophotometryMeasuring nutrient levels in water • We use a technique called “spectrophotometry” which means that we measure the amount of color in a sample (=absorbance) • To create color, we add a chemical reagent that binds to the nutrient we want to study and the combined compound has a color. • Today, we will measure phosphate!

17. Color and Concentration • Absorbance = amount of light that is absorbed by a solution. • The more concentrated the solution, the more light it absorbs. • That is because light has to pass through more molecules in the solution. • Beer’s law describes the relationship between absorbance and concentration • Absorbance = Constant x Concentration

18. Slides to accompany Lesson 2 • Standard curves

19. Standards • We need to know what absorbance corresponds to which concentration. • So we make solutions of known concentrations (standards) and measure their absorbance. • Then we plot each concentration with its matching absorbance and get a “standard curve”.

20. The Standard Curve Concentration = 34.23*Absorbance + 0.2306

21. Slides to accompany Lesson 3 • Measuring phosphate in water samples

22. Phosphate in water samples • Work in groups • Determine the phosphate concentrations in 6 unknown samples (A-F) • Report your answers on your worksheet • Based on what you’ve learned today, make a guess as to where your samples came from

23. Which sample is which? • Rainwater • Agricultural pond • Mississippi river • Monterey Bay • Pacific ocean (surface) • Sewage effluent

24. Let’s Discuss our Results • Why is the phosphate content in rainwater so low? Why is there any phosphate in there to begin with? • Why is there so much phosphate in the agricultural pond water and in the sewage effluent? • Why is there a lot of phosphate in the Mississippi river? • Why is there a difference between Monterey Bay and the Pacific Ocean?

25. Additional Resources for Teachers

26. What is in Our Water Kit

27. Example of an Absorbance Spectrum

28. Beer’s Law • Having a standard curve, one can measure the absorbance of an unknown sample and then calculate it’s concentration from the standard curve.

29. Water Samples to Test for Phosphorus • Collect or make samples to use as your unknowns. Add the color reagents, then measure absorbance and determine concentration from the standard curve.

30. The Phosphorus Cycle The phosphorus cycle (data from Schlesinger 1991, after Richey 1983, Meybeck 1982, Graham and Duce 1979).

31. The Phosphorus Cycle