AVID Summer Bridge Curriculum Sampler
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AVID Summer Bridge
Curriculum Sampler
summerbridge@avid.orgAVID Science Summer Bridge Program MISSION POSSIBLE Middle School Science AVID Center
TABLE OF CONTENTS
UNIT 1: UNIT 4:
Headquarters: Austin, Texas . . . . . . . . . . . . . . . . . 1 Mumbai, India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Team Building: Like Things. . . . . . . . . . . . . . . . . . . . . . . . . . 3 Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Introduction and Podcast on the Mission. . . . . . . . . . . . 4 AVID Squad 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Case File Set-Up: The Interactive Notebook. . . . . . . . . . 8 Fun Facts About Water. . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Latitude and Longitude: Notes and BINGO. . . . . . . . . 21 Droplet Race. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Introduction to Pathogens. . . . . . . . . . . . . . . . . . . . . . . . . 27 Partner Drawing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Agent Wanted Poster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Water Purification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
AVID Squad 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 SWAT Vocabulary Squad Competition. . . . . . . . . . . . . 118
Reflection: Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Investigating the Properties of Water. . . . . . . . . . . . . . 119
Podcast, Unit 1: Latitude and Longitude. . . . . . . . . . . . 40 Reflection: Unit 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
UNIT 2: UNIT 5:
London, England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Mumbai, India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 AVID Squad 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
AVID Squad 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 What Does It Indicate?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Costa’s Levels of Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . 45 Brain Break: Team Huddle. . . . . . . . . . . . . . . . . . . . . . . . . 136
Measurement: Keeping It Contained. . . . . . . . . . . . . . . 49 How Contaminated Is the Water? . . . . . . . . . . . . . . . . . 137
Lab Certification: Lab Safety Protocols. . . . . . . . . . . . . 55 Brain Break: Stand Up and Spell! . . . . . . . . . . . . . . . . . . 144
Lab Certification: Lab Equipment . . . . . . . . . . . . . . . . . . 57 Reflection: Unit 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Lab Certification: Flubber Lab Practical. . . . . . . . . . . . . 60 Podcast, Unit 5: Latitude and Longitude. . . . . . . . . . . 147
Dimensional Analysis: Cornell Notes . . . . . . . . . . . . . . . 64
Reflection: Unit 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 UNIT 6:
Manaus, Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
UNIT 3: Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 151
London, England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Pass the Picture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Oh, the Humidity!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
AVID Squad 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Brain Break: Show Me Your Groove. . . . . . . . . . . . . . . . 157
Dimensional Analysis Relay. . . . . . . . . . . . . . . . . . . . . . . . 75 Barometer and Air Pressure. . . . . . . . . . . . . . . . . . . . . . . 158
Variables and Graphing: Cornell Notes. . . . . . . . . . . . . 79 Rainforest Food Web. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Brain Break: Group Juggle . . . . . . . . . . . . . . . . . . . . . . . . . 84 Processing the Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 170
See–Run–Do: Mono’s Movements. . . . . . . . . . . . . . . . . . 85
The “Story” of a Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Speed Demons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Mission Processing Assignment. . . . . . . . . . . . . . . . . . . . 96
Podcast, Unit 3: Latitude and Longitude. . . . . . . . . . . . 99
viii Mission PossibleUNIT 7: UNIT 10:
Manaus, Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Sydney, Australia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Survivors Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Team Building: Party Mixer. . . . . . . . . . . . . . . . . . . . . . . . 179 The Size of Things, Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . 244
Will the Jaguar Survive in the Amazon? . . . . . . . . . . . 181 Dihydrogen Monoxide. . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Brain Break: Would You Rather…?. . . . . . . . . . . . . . . . . 185 Chemistry: Elements and Compounds . . . . . . . . . . . . 249
Rainforest Threats: Philosophical Chairs. . . . . . . . . . . 186 The Size of Things, Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . 252
Podcast, Unit 7: Latitude and Longitude. . . . . . . . . . . 191 Brain Break: Making Words with Friends. . . . . . . . . . . 254
Space Voyager. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
UNIT 8: Scientific Notation: Exploring Powers of 10
Antarctica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Multiplication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Scientific Notation: Cornell Notes. . . . . . . . . . . . . . . . . 260
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Homework Interview: Waves. . . . . . . . . . . . . . . . . . . . . . 265
Which Way Did the Energy Go? . . . . . . . . . . . . . . . . . . . 196
Podcast, Unit 10: Latitude and Longitude . . . . . . . . . 267
Phases and Phase Changes . . . . . . . . . . . . . . . . . . . . . . . 198
Insulation Adaptations. . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Brain Break: What Are You Doing?. . . . . . . . . . . . . . . . . 205 UNIT 11:
Insulation Design Challenge. . . . . . . . . . . . . . . . . . . . . . 206 Moscow, Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Vocabulary Review: Hot Seat!. . . . . . . . . . . . . . . . . . . . . 211 Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Podcast, Unit 8: Latitude and Longitude. . . . . . . . . . . 212 Wave Goodbye!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Brain Break: Watch Ya Mouth!. . . . . . . . . . . . . . . . . . . . . 277
UNIT 9: Waves: Cornell Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Casablanca, Morocco . . . . . . . . . . . . . . . . . . . . . . . . 213 Wave Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Waves Reflection Race. . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Podcast, Unit 11: Latitude and Longitude . . . . . . . . . 293
Hot or Cold?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Brain Break: Group Matching. . . . . . . . . . . . . . . . . . . . . . 225
Feet in the Sand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 UNITS 12 and 13:
Reflection: Postcard from Morocco. . . . . . . . . . . . . . . . 234 Headquarters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Temperature Conversions. . . . . . . . . . . . . . . . . . . . . . . . . 235 Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Vocabulary Charades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 Interactive Disease Detective . . . . . . . . . . . . . . . . . . . . . 299
Podcast, Unit 9: Latitude and Longitude. . . . . . . . . . . 239 Team Building: Team Competition . . . . . . . . . . . . . . . . 303
Crime Scene Scenarios. . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Fingerprinting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
Cryptogram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Measurable ID! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Brain Break: The Last Detail . . . . . . . . . . . . . . . . . . . . . . . 317
How Effective Is an Eye Witness?. . . . . . . . . . . . . . . . . . 318
The Mystery Note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Reflection: Units 12 and 13. . . . . . . . . . . . . . . . . . . . . . . . 324
Podcast, Units 12 and 13:
Latitude and Longitude. . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Mission Possible
ixUNIT 14: APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
NASA, Florida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 Appendix I:
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 329 Team-Building and Brain Break Activities. . . . . . . 358
Space Math. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330 Appendix II:
Basic Rocketry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336 Academic Language and Literacy Instructional
Constructing a Bottle Rocket. . . . . . . . . . . . . . . . . . . . . . 344 Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Reflection: Unit 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347 Appendix III:
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
UNIT 15: Appendix IV:
Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
NASA, Florida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Appendix V:
Rocket Launch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Handouts Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Wrapping It All Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Appendix VI:
Celebrate Good Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 Water Bottle Rocket Launcher Directions. . . . . . . 382
Podcast, Unit 15: End of Program . . . . . . . . . . . . . . . . . 356 Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
x Mission PossibleUNIT 9:
CASABLANCA, MOROCCO
HEAT AND TEMPERATURE
Objectives: The Students Will...
• Compare temperature scales (oF and oC), and convert between the scales.
• Investigate endothermic and exothermic chemical and physical changes.
• Measure and graph temperature changes.
• Be familiar with the concept of specific heat and relate it to climate.
Activities
• Podcast on the Mission (15 min) • Reflection: Postcard from Morocco (15 min)
• Hot or Cold? (60 min) • Temperature Conversions (20 min)
• Brain Break: Group Matching (5 min) • Vocabulary Charades (15 min)
• Feet in the Sand (90 min) • Podcast, Unit 9: Latitude and Longitude (10 min)
Handouts
• Hot or Cold? Lab • Feet in the Sand Graph
• Hot or Cold? Stations Directions (1 set per class)* • Temperature Conversions: Cornell Notes
• Feet in the Sand Lab
Resources and Supplies
Markers, highlighters, pencils, scissors, sticky notes, glue sticks, adhesive tape, colored pencils, computer,
speakers, and document camera
• Calculators, 4-function (1 per agent) • 3" x 5" index cards (16 per class)
• 5" x 7" index cards (1 per agent) • Stickers
Hot or Cold?
• Lab safety goggles (1 per agent) • Water (100 mL)
• Lab aprons (1 per agent) • Baking soda (~500 g)
• Candle, with holder (1 per class) • Fruit juice, orange or lemon (500 mL)
• Matches or lighter (1 per class) • Calcium chloride or DampRid® (~250 g)
• Cups or beakers, 250 mL (6 per class) • Cabbage juice, left over from Unit 5 (250 mL)
• Graduated cylinders, 25 or 50 mL (6 per class) • Ice, cubed or crushed (~500 mL)
• Thermometers (6 per class) • Dry yeast powder (~100 mL)
• Dry laundry detergent (1 cup per class) • Hydrogen peroxide, 3% (500 mL)
• Teaspoons (5 per class) • Vinegar, 5% (500 mL)
Unit 9: Casablanca, Morocco
213Feet in the Sand
• Sand (~200 g per group) • Heat lamp (use only if needed; 2 per class)
• Water (~200 mL per group) • Balances (3–4 per class)
• Thermometers (2 per group) • Masking tape
• Timing devices (1 per group)★ • Colored pencils and markers
• Graduated cylinders, 100 mL (1 per group) • Plastic wrap (optional)
• 5" x 7" index cards (1 per group) • White copy paper or chart/butcher paper (1
• Beakers, 250 mL (2 per group) sheet per group)
• Rulers (1 per group) • Stickers
Teacher Preparation
• Prepare red cabbage juice (250 mL) or use the remainder from Unit 5.
• Set up lab supplies for stations in Hot or Cold?
• Locate an area outside the school to leave beakers out during Feet in the Sand.
• Prepare the Vocabulary Charades cards.
• Cut the “Heat Transfer Certified” squad badges for Unit 9.
WICOR Strategies
W - Take notes and write summaries and conclusions
I - Make predictions; prepare and analyze graphs
C - Participate in group vocabulary activities
O - Plan and organize using note-taking and Interactive Notebooks
R - Interpret and analyze data and graphs
Correlation to Next Generation Science Standards
Disciplinary Core Ideas and Performance Expectations
• PS1.A: Structure and Properties of Matter (PE: MS-PS1-2)
• PS1.B: Chemical Reactions (PE: MS-PS1-2)
• PS3.A: Definitions of Energy (PE: MS-PS1-4)
• PS3.B: Conservation of Energy and Energy Transfer (PE: MS-PS3-5)
Science and Engineering Practices
• Planning and Carrying Out Investigations
• Constructing Explanations
• Analyzing and Interpreting Data
New Vocabulary
• chemical change
• joule
• physical change
• specific heat
214 Mission PossibleMission Processing Assignment
INTRODUCTION
Headquarters has a suspect, Mono, one of time
the henchmen who works for Dr. Vicious. The
25 minutes
Interpol agents’ mission is to discreetly get his
information about Dr. Vicious. In order to do this,
they must calculate the time they need to leave handout
their hotel in order to intercept the suspect • Mission Processing Assignment
as he passes underneath the Wellington Arch.
They must meet him at the exact time he passes supplies
underneath the arch so that they do not draw • Calculators (1 per group)
attention! • Treats or prizes such as stickers
(optional)*
Teacher Directions
• For this processing assignment, agents will determine an exact time that they must leave their hotel in order to
intercept the suspect, Mono, to receive his message about Dr. Vicious. They are given the speeds and starting
locations for themselves and the henchman.
• This activity should be done in small groups in order to combine the reasoning of several agents. They must
combine the knowledge and skills they have learned about measurement and speed and think critically to
solve the problem.
• Have agents locate the Mission Processing Assignment sheet (Case File page 30). Below is information that is
needed to solve the problem.
• Mono will arrive on a subway train at 6:00 p.m. and begin walking toward Wellington Arch, which is
390 meters from where he steps off the train.
• Mono’s walking speed is 130 meters/minute.
• The Interpol agents’ hotel is 480 meters from Wellington Arch.
• The Interpol agents’ walking speed is 120 meters/minute.
• Allow the agents 3–4 minutes to brainstorm how to solve the problem (Case File page 30). Then ask them to
record all calculations they use to find the time they must leave the hotel. Tell them they will get an extra prize
if they use the dimensional analysis process in solving the problem.
• Give a small treat or prize to each group that determines the correct answer (e.g., give stickers to the agents to
be placed on their squad posters).
96 Mission PossibleStudent Activity, Case File page 30
Mission Processing Assignment
Calculate the time you and the other agents need to leave the hotel in order to intercept the suspect, Mono, as he
passes underneath the Wellington Arch. You must meet him at the exact time he passes underneath the arch so
that you do not draw attention. Below is information you will need to solve the problem.
• Mono will arrive on a subway train at 6:00 p.m. and begin walking toward Wellington Arch, which is
390 meters from where he steps off the train.
• Mono’s walking speed is 130 meters/minute.
• Your hotel is 480 meters from Wellington Arch.
• Your walking speed is 120 meters/minute.
Wellington Arch
480 meters 390 meters
Step One:
Calculate the time it will take for Mono to travel from the train to Wellington Arch and the time he will arrive at
the arch.
Step Two:
Calculate the time it will take for the agents to travel from the hotel to Wellington Arch.
Step Three:
Determine the time the agents must leave in order to be at Wellington Arch at the exact time that Mono arrives.
Unit 3: London, England
97Teacher Guide
Mission Processing Assignment
Calculate the time you and the other agents need to leave the hotel in order to intercept the suspect, Mono, as he
passes underneath the Wellington Arch. You must meet him at the exact time he passes underneath the arch so
that you do not draw attention. Below is information you will need to solve the problem.
• Mono will arrive on a subway train at 6:00 p.m. and begin walking toward Wellington Arch, which is
390 meters from where he steps off the train.
• Mono’s walking speed is 130 meters/minute.
• Your hotel is 480 meters from Wellington Arch.
• Your walking speed is 120 meters/minute.
Wellington Arch
480 meters 390 meters
Step One:
Calculate the time it will take for Mono to travel from the train to Wellington Arch and the time he will arrive at
the arch.
\ x 1 min = 3 minutes travel time
? minutes = 390 m Mono will arrive at 6:03 p.m.
130 m
\
Step Two:
Calculate the time it will take for the agents to travel from the hotel to Wellington Arch.
\ x 1 min = 4 minutes travel time
? minutes = 480 m
120 m
\
Step Three:
Determine the time the agents must leave in order to be at Wellington Arch at the exact time that Mono arrives.
Since the suspect and the agents must arrive at Wellington Arch at 6:03 p.m., the agents must leave the hotel at
5:59 p.m. (four minutes before 6:03 p.m.)
98 Mission PossibleWater Purification time
60 minutes
handout
INTRODUCTION • Water Purification Lab
Headquarters wants to be sure that
agents know water survival techniques supplies
and are able to produce their own safe • “Dirty” water sample (~4 L)
water for drinking as they complete • “Polluted” water sample (~2 L)
their mission in Mumbai. Agents will
• Alum, ~200 g (2 Tbsp per group)
explore water quality and purification.
• Tablespoon (1 per class)
They will also construct and test water
treatment processes to determine how • Funnels (1 per group)
well simple processes can purify water. • Beakers, 400 mL; or clear plastic cups (3 per group)
• Plastic soda bottles, 2-liter (1 per group)★
• Napkins or paper towels (2–3 per group)
Teacher Directions • Coffee filters (1 per group)
• Small gravel or aquarium rocks (natural color) (~400
Preparing for the Activity mL per group)
• Prepare the 2-liter bottles for the lab • Sand (~400 mL per group)
investigation by cutting the bottles in half. • Cotton balls (8–10 per group)
The top half will form a funnel, and the
• Rubber bands, small (1 per group)
bottom half will serve as a container.
• Craft sticks (1 per group)
• Prepare two water samples to be treated.
• “Dirty water” for Part 1: Stir 1–2 cups of dirt into 4 liters of water. Divide the dirty water into two portions.
• “Polluted water” for Part 2: Use about 2 liters of the dirty water and further pollute it with bits of grass
and leaves, small amount of cooking oil, fruit peelings, egg shells, insoluble spices, food coloring, etc.
• Set out the alum (with a tablespoon in it) and the sand, gravel, cotton balls, and napkins/paper towels in
labeled containers.
Conducting the Activity
• Familiarize agents with some of the main reasons for water pollution in India, especially in Mumbai.
• A very large city with a very dense population.
• Insufficient water treatment facilities
• Release of raw sewage into bodies of water
• Industrialization: pesticides, chemicals for fertilizers, or dyes for fabrics dumped into rivers
• Severe organic and bacterial contamination
• Ask for suggestions of processes that could be used to help purify the water in Mumbai or in any city.
• Ask the squads to determine which segment of the procedures of the Water Purification Lab (Case File page 33)
will be read by each agent. Allow them a minute to preview what they are to read, then have the agents in the
separate squads read the procedure steps to their squads.
Unit 4: Mumbai, India
115• Conduct a brief review of the procedure, point out the equipment and supplies they will use for each step, and
model steps that might be unclear to the agents.
• In Part 1 of the lab investigation, agents will partially clean a dirty water sample by a coagulation and
sedimentation process. Alum is a double sulfate of potash and aluminum, KAl(SO4)2 · 12H2O. It causes particles
and foreign matter in the water to precipitate out as a gelatinous mass. It is a harmless substance that is used in
making pickles. Model for agents how to fold the coffee filter to fit it into a funnel.
• In Part 2, the agents will set up a filtration system using cotton balls, paper, sand, and gravel to filter the
polluted water that was prepared with “trash” particles. They will have a choice in determining how to set up
the substances used in the system.
• Explain to agents how to set up and use a procedure/observation data table on Case File page 34.
Procedure Observation
Write a brief phrase to describe the procedure. Record everything that was noticed (e.g., odor, color,
Example: “Dirty water was poured through the particles, gas).
filter paper.” Example: “Water coming through filter paper is almost
clear.”
Processing the Activity
• After the lab is completed, ask the agents to share what they observed during the two parts of the
investigation. Conduct a class discussion on the following questions:
• How did the processed water compare in Parts 1 and 2?
• Which sequence of filtration substances (cotton ball, paper, sand, gravel) was most effective?
• Was the water safe to drink after going through these treatments? Why or why not? (Hopefully the agents
will mention bacteria or other organisms that are too small to be filtered out by the processes we used.
Relate this to the possibility of Dr. Vicious releasing his harmful organism into the water system.)
• Review the types of purification steps that were used in this lab, as agents record the types and a brief
description beneath the data table.
• Coagulation: Adding a substance to cause pollutants to stick together
• Sedimentation: Process that allows dirt and other suspended particles to settle to the bottom of the
container
• Filtration: Pouring water through a series of filters to take out small particles
• Disinfection: Using chemicals to kill bacteria and react with other dissolved substances; this step is
necessary for water to be considered safe to drink
• As a debrief, have agents respond in writing through a 3-2-1 reflection (bottom of Case File page 34).
• 3 new words or concepts they learned
• 2 things they found interesting
• 1 question they still have
Adapted from “Water Filtration” by United States Environmental Protection Agency. Retrieved from https://www3.
epa.gov/safewater/kids/flash/flash_filtration.html
116 Mission PossibleStudent Activity, Case File page 33
Water Purification Lab
INTRODUCTION
Headquarters wants to be sure that all agents know water survival techniques and are able to produce their
own safe water for drinking as they complete their mission in Mumbai. Therefore, this activity will explore water
quality and purification. You will also construct and test water treatment processes to determine how well simple
processes can purify water.
Part 1: Treating Water by Coagulation and Sedimentation
Supplies
• Beakers, 400 mL (3) • Alum (2 Tbsp)
• Funnel • Dirty water sample (~400 mL)
• Coffee filter • Craft stick
Procedure
1. Obtain the dirty water sample in a beaker, stir it, and let it rest while you set up the filtration system.
2. Fold the coffee filter into a wedge-shape and fit it into the funnel.
3. Pour the dirty water through the filter paper and collect it in another beaker.
4. Divide the filtered water evenly into two beakers.
5. Add the alum to one beaker and stir well. Set the beakers aside while you set up the apparatus for Part 2 of the lab.
6. Before you start the filtration in Part 2, compare the two beakers and record your observations in the data table.
Part 2: Inventing a Filter to Clean Dirty Water
Supplies
• Cotton balls (8–10) • Polluted water sample (~400 mL)
• Napkins (2–3) • Coffee filter
• Gravel (~400 mL or 1 small handful) • Rubber band
• Sand (~400 mL or 1 small handful) • Plastic 2-liter bottle, cut in half
Procedure
1. Obtain the top and bottom of a 2-liter bottle that has been cut in half and put
the top half upside down inside the lower half so that it forms a funnel.
2. Attach the coffee filter to the outside neck of the bottle with a rubber band,
completely covering the hole.
3. Devise a plan to use cotton balls, sand, gravel, and napkins in the filtration setup,
then put the items in place.
4. Run some tap water through the filtration setup to clean any dirt from the system. Pour the resulting water into
the sink and rinse out the beaker (or bottom of the bottle).
5. Pour the polluted water through the filter, and examine the filtered water. Record the steps you took and the
observations in the data table.
6. Deconstruct the filtration system carefully and examine the different materials to see how effective they were at
filtering debris or dirt. Record your observations.
7. Compare the filtered water from Part 1 with the filtered water from Part 2, and record your observations.
Adapted from “Water Filtration” by United States Environmental Protection Agency. Retrieved from https://www3.
epa.gov/safewater/kids/flash/flash_filtration.html
Unit 4: Mumbai, India
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