Senior Chemistry - Wonderful · PDF fileContents Wonderful water Senior Chemistry Appendices...

Senior Chemistry

Wonderful water

Working for our future – todayWorking for our future – today

Make your water mark!

Contents Wonderful water

Senior Chemistry

Appendices

■ Class A+ recycled water in the Pimpama-Coomera region.

■ Fact sheet: Purifi ed water.

■ Queensland Water Quality Guidelines: Appendix E (page 58).

Introduction

General objectives

Unit plans

Worksheets

■ Investigating the properties of different types of water

■ How clean can you get the water?

Griffi th University laboratory experiment

References


Wonderful water

Senior Chemistry

Introduction

Water is a precious resource around the world.

It is made up of two hydrogen and one oxygen atom bonded to form a polar molecule. Although the structure is considered simple, it has unique properties that make it essential for life on earth. It is the only substance that naturally occurs in all three states. Ice, the solid state, is unusually less dense than liquid water. According to the Department of Environment and Heritage Protection (Queensland), less that three per cent of our water is fresh.

www.ehp.qld.gov.au/water/caring_for_our_water

The United States Geological Survey (USGS) states, 68.7 per cent of the fresh water is contained in the ice caps, glaciers and permanent snow.

(http://ga.water.usgs.gov/edu/watercycleice.html).

Water dissolves salt, dilutes toxins and helps produce solutions, such as acids and bases that we use in the laboratory. Unfortunately, water is easily polluted. Pollution sources include industries, gardens, sewage, recreational activities and litter. The Department of Environment and Heritage Protection monitors the quality of Queensland waterways.

www.ehp.qld.gov.au/water/caring_for_our_water

The quality of drinking water impacts on human health. Every year 24 million people in the developing world died from drinking polluted water.

Millions of dollars are spent each year to purify, chlorinate and maintain the water we drink in Australia.

In this unit students will learn about the composition, properties and function of water, while investigating the quality of water from different sources using volumetric and gravimetric analysis. They will analyse the solubility of organic and inorganic compounds in water samples using separation techniques.

The two worksheets link to the general objectives of KCU, IP and EC; and can be developed into an ERT or EEI assessment.

■ Worksheet: Investigating the properties of different types of water

Students can make decisions about water quality by observing and analysing data from the fi eld.

■ Worksheet: How clean can you get the water?

Students can plan and modify experiments to clean a sample of water.

1. Plan a visit to the Pimpama Recycled Water Treatment Plant to complement the worksheet ‘How clean can you get the water?’ This allows students to modify their experiments when cleaning their water sample.

2. Students can attend Griffi th University Gold Coast Campus to complete the volumetric and gravimetric analysis experiments or borrow equipment. Experiments include testing for total suspended solids (TSS), phosphorous, iron, heavy metals, fl uoride, water hardness. Contact scienceonthego@griffi th.edu.au for more information.

3. Students can enter the Australian National Chemical Analysis Competition. The regional competition is held during May and the national competition in September and October. Students complete a simple acid-base titration.

The two work sheets

Enhancing the learning experience


Wonderful water

Senior Chemistry

General objectives

Knowledge and conceptual understanding

1 recall and interpret concepts, theories and principles of Chemistry - this includes the abilities to remember, reproduce and interpret subject matter such as facts, defi nitions, formulas, terminology, concepts, theories, principles, laws, procedures, sequences, events, diagrams, symboles, fi gures, systems and patterns

2 describe and explain processes and phenomena of Chemistry - this includes the abilities to compare and classify the concepts, theories and principles being explored based on primary and secondary data

3 link and apply algorithms, concepts, theories and schema of Chemistry-this includes the abilities to adapt, translate and reconstruct understandings in order to fi nd solutions.

Investigative processes

1 conduct and assess chemical research tasks-this includes the abilities to formulate questions, hypothesise, plan, manage, evaluate, refi ne and justify decisions made during investigations plus the critical refl ection required to fulfi l research goals

2 operate chemical equipment and technology safely- this includes the abilities to safely select, adapt and apply technological, laboratory and fi eldwork equipment and consider its limitation; it also incorporates the ability to do this individually and in groups

3 use primary and secondary chemical data-this includes the abilites to analyse and extrapolate from data, and identify relationships, patterns and anomalies in primary and secondary data.

Evaluating and concluding

1 determine, analyse and evaluate the chemical interrelationships in Chemistry.-this includes determine the chemistry involved, determine the simple and complex relationships that exist between concepts, principles, theories and schema and then to critically examine the associated implications

2 predict chemical outcomes and justify chemical conclusions and recommendations-this includes the ability to explore scenarios and consider possibile outcomes, and then to provide justifi cations of conclusions and recommendations

3 communicate chemical information in a varitey of ways- this includes the abilities to select, use and present data and ideas to convey meaning, argument or a case to selected audiences in a range of formats.

Attitudes and values

1 retain openness to new chemical ideas, and develop intellectual honesty, integrity, collegiality, cooperation and respect for evidence and ethical conduct

2 develop a level of sensitivity for the implications of chemistry for individuals and society and understand that chemistry is a human endeavour with consequent limitations

3 develop a thirst for chemical knowledge, become fl exible and persistent learners and appreciate lifelong learning.

Senior Chemistry syllabus links

IpKCU

Ec Av


Senior Chemistry - Information for teachers

Key concepts and ideas

1 All matter is composed of atoms

1 The number of positively charged protons is equal to the number of negatively charged electrons in a neutral atom, and determines all of the chemical properties of an atom.

5 Every element is assigned a unique chemical symbol.

1 Materials can be categorised and represented symbolically and their macroscopic properties can be explained and predicted by understandings about electronic structure and bonding.

2 The macroscopic properties are related to their microscopic properties.

3 Pairs of atoms may be bound together by sharing of electrons between them in a covalent bond.

5 An atom or group of atom covalently bound together may gain or lose one or more electronsto form ions.

7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound is obtained which can be represented by chemical formula.

10 Materials may be elements, compounds or mixtures.

1 The mole concept and ‘stoichiometry’ enable the determination of quantities in chemical processes

1 The mole, defi ned arbitrarily using the isotope carbon-12, is the basic quantity in stoichiometric calculations.

2 Every chemical reaction can be represented by a balanced equation, whose coeffi cients indicate both the number of reacting particles and the reacting quantities in moles.

4 The use of molarity for expressing concentration allows easy interconversions between volume of solution and moles of solute.

1 Specialised qualitative and quantitative techniques are used to determine the quantity, composition and type of material.

1 Techniques such as volumetric and gravimetric analysis are used to determine amounts of reactants and products.

2 Specialised techniques and instruments are used in chemical analysis.

3 Qualitative and quantitative testing may be used to determine the composition or type of material.

S1

R3

R4

S2

General objectives


Wonderful water

Senior Chemistry

Unit plans

Water as the ‘universal solvent’

Analysing water

Learning experiences and geographical skills

● Laboratory experiments to determine the solvent properties of water using different ionic, polar and non-polar substances.

● Teacher exposition and collaborative learning to analyse the results and link fi ndings to the theory of the structure of the compound, different types of bonding and patterns within the periodic table.


● Students could investigate; recycled, grey (prepare false greywater) and potable water or use water samples collected from different local sources.

● Laboratory experiments to plan, collect and organise quantitative and qualitative data on the chemical properties and components of different types of water. Students will use different experimental techniques (volumetric and gravimetric analysis).

● Interpret, analyse and synthesise data, and explain relationships between the water quality and different compounds, bonding.

● Gather information from various sources and use this information to form decisions, produce conclusions and recommendations.

● Individual development of skills to accurately make a standard solution of 1M NaOH (or another compound) and produce dilutions from the standard.

● Problem solving of different calculations using moles, volume, molarity.

The following resources and fact sheets are useful:

● Worksheet: Problem solving

● Worksheet: Formula of ionic compounds (practice sheet) http://www.creative-chemistry.org.uk/gcse/documents/Module5/N-m05-24.pdf

● Practical activity: A solubility curve for potassium nitrate http://www.creative-chemistry.org.uk/gcse/documents/Module21/N-m21-04.pdf

● Practical activity: Making Standard Solutions http://www.creative-chemistry.org.uk/alevel/module1/documents/N-ch1-49.pdf


● Worksheet: Investigating the properties of different types of water

● Quantitative analysis worksheets and equipment notes for laboratory experiments to complete at Griffi th University Gold Coast campus or your school.

● South East Queensland Water Gridwww.watergrid.com.au

● Titration calculations http://www.creative-chemistry.org.uk/alevel/module1/documents/N-ch1-45.pdf

5

1

1

1

1

3

3

4

3

7

7 10



S1

S2

R3

S2

R4

2

2

2

2

5

5



Cleaning water


● Teachers to use information to stimulate interest about the cleaning and treatment of wastewater. Wastewater can be prepared by adding detergents, oils, different soils, sand, fertilizers, acidic or basic substances to water.

● Students to produce a hypothesis about their ability to clean the sample of water and prove the water is cleaner than at the beginning of the investigation.

● Laboratory experiments to collect and organise qualitative and quantitative data on the process of cleaning water, and the analysis results; before, during and after treatment.

● Students may choose from fi ltration, distillation, chemicals to coagulate compounds. Different fi lters can be made, or purchased from pet shops.

● The investigation can be linked to a fi eld trip to the Pimpama Recycled Water Treatment Plant to initiate interest in the investigation, or provide ideas for the cleaning process. Email [email protected] for further information and to make a booking.


● Worksheet: How clean can you get the water?

● Queensland Water Quality Guidelines: Appendix E: Defi nitions of water quality indicators used.


5S1

R3

R4

S2

1 42

1 32

1 3 72 5

Unit plans



Useful resources

Web address Learning experiences available

Australian and New Zealand guidelines for fresh and marine water quality (2000)

http://www.mincos.gov.au/__data/assets/pdf_fi le/0020/316127/wqg-ch4.pdf

This website provides information on the critical levels of different foreign substances in water and water quality.

Creative Chemistry

http://www.creative-chemistry.org.uk/

This website includes powerpoints, worksheets, practical and student activities that come with technicians’ notes.

It is a UK web-site so look under GCSE or A-level for appropriate activities.

Gold Coast City Council

goldcoastcity.com.au

This website contains a variety of fact sheets about:

● Delivering a sustainable Waterfuture.

● Recycled water in Pimpama Coomera.

Griffi th University Science on the GO!

E-mail: scienceonthego@griffi th.edu.au

Book a laboratory experience to complete the water analysis experiments, or borrow apparatus.

Queensland Government: South East Queensland Water Grid

www.watergrid.com.au

This interesting website is updated weekly with information on the water grid infrastructure, detailed maps and water statistics.

Queensland Water Commission

http://www.qwc.qld.gov.au

This website has links to fact sheets about water quality.

US Geological Survey: Water science for schools

http://ga.water.usgs.gov/edu/mwater.html

Contains some interesting resources on water, including a true/false quiz (http://ga.water.usgs.gov/edu/sc3.html) that can test for misconceptions within your class.

N.B. It is an American web-site so information would have to be changed to fi t the Australian situation.

Unit plans


Wonderful water

Senior ChemistryWonderful water:

Problem solving

1. Study the list of compounds and decide whether they would dissolve in water or not; copper (II) sulphate, sodium phosphate, potassium chloride, glucose, methane (CH4), sulphur dioxide, copper (II) chloride, ethanol (C2H5OH).

Molarity is the measure of the concentration as the number of moles of solute per litre of solution. 1 mole per litre is written as 1M. 1 mole of a substance is calculated from the gram formula mass or molecular mass.

For example: 1 mole of NaCl has a mass of 23 + 35.5 = 58.5g

2. Calculate how many moles are in the following masses of compounds

a. 56g of KOH

b. 25g of MgO

c. 20mg of H2O

d. 9.8mg of H2SO4

3. The number of moles (n), the volume of the solution in litres (V) and the concentration of the solution (c) can be linked together using the following formula:

n = c x V (L)

For example: A solution consists of 0.56 moles of potassium nitrate in 4 litres solution. What is the concentration of the solution?

c = 0.56 ÷ 4 = 0.14M

Calculate the molarity (concentration) of the following solutions using the formula above:

a. 0.5L of a solution which contains 0.24 moles of glucose

b. 0.20L of a solution which contains 0.010 moles of sodium chloride

c. 45 millilitres of a solution which contains 0.2 moles of copper (II) sulphate

d. 4.5L of solution which contains 12.9g of sodium hydroxide

e. 120 millilitres of a solution which contains 5.8g of sodium chloride

4. Use a balanced equation and the n = c x V (L) to complete the following questions:

a. 100 millilitres of 0.2M hydrochloric acid was totally neutralised by magnesium hydroxide.

How many moles and grams of magnesium chloride and water are produced?

b. 25 millilitres of 0.3M sulphuric acid was totally neutralised by sodium hydroxide solution.

How many moles and grams of sodium sulphate and water are produced?

5. A chemist has an unknown molarity of sulphuric acid. To fi nd the molarity of the sulphuric acid she has to make a standard solution of sodium carbonate, Na2CO3 and titrates the sodium carbonate with the sulphuric acid. The equation for the reaction is

Na2CO3 (aq) + H2SO4 (aq) ------ Na2SO4 + H2O +CO2

The standard solution contains 2.85g of sodium carbonate in 250 millilitres of solution. 20.0 millilitres of the standard sodium carbonate solution needed 17.5 millilitres of the sulphuric acid to neutralise it. Calculate the molarity of the standard sodium carbonate solution and the sulphuric acid.


Wonderful water

Senior Chemistry

Worksheet:Investigating the properties of different types of water

S2 R4

Introduction

Water is essential for all living organisms.

The quantity and quality of water in communities is constantly analysed, surveyed and managed, to make sure drinking (potable) water is ‘safe’. Water is recycled, conserved, and pollution to our waterways is minimised. The Department of Environment and Heritage Protection monitors the quality of Queensland waterways.

www.ehp.qld.gov.au/water/

South East Queensland has experienced drought and varying water restrictions for many years. Water restrictions can be found on the Queensland Water Commission web-site

www.qwc.qld.gov.au

The National Water Commission for Australia states that recycled water, stormwater, and desalination should be considered to address water shortages throughout Australia.

The average person produces approximately 250 litres of wastewater each day.

According to the National Water Commission

for Australia states:

“Recycling water is important in Australia because demand is projected to exceed supply from existing water sources in nearly all major Australian cities within 20 years and in most cities there are limited opportunities for new dams”

www.nwc.gov.au

In Singapore, Belgium, UK and the USA, purifi ed recycled water has been used to replenish drinking water supplies for more than forty years.

www.qwc.qld.gov.au

The Western Corridor Recycled Water Project is the largest recycled water scheme in Australia and one of the major projects to ensure South East Queensland’s long-term water supply. The project can provide up to 232 million litres per day of purifi ed recycled water. (http://watergrid.infrastructure.qld.gov.au/asp/index.asp).

General objectives


Kcu Ip Ec Av



Checklist

Phase and date Component of task Teacher’s comments and initials

Phase 1

Date:

Identifying different tests and collecting primary data related to water quality.

Phase 2

Date:

Collecting secondary data:

● Research information related to task.

● Evidence of bibliography being developed.

Phase 3

Date:

Development of report

● Analysing and evaluating information.

● Development of ideas and design for report.

Phase 4

Date:

Submission of fi nal report

● Bibliography included.

Task

You have to gather primary and secondary data on water quality, and use your evidence to produce a logical argument to support or refute the following statement:

Planned indirect reuse of water is a viable option to ensure the region has a sustainable water supply and purifi ed recycled water should be used to replenish dams in South East Queensland.

Your report has to:

● Incorporate and refl ect on primary data collected through experimentation.

● Explain the relationships between the data collected and the different chemical theories (compound solubility, bonding).

● Include researched information and secondary data collected from different resources - accurately reference information and resources used in a bibliography.

● Display all data in correct diagrams, fl ow charts and tables.

● Justify that you have interpreted, analysed and evaluated your information to support or refute the statement.

Worksheet:Investigating the properties of different types of water


Wonderful water

Senior ChemistryWorksheet:

How clean can you get the water?

S1 R3S2 R4

Introduction

The contaminants found in wastewater can be divided into biological and chemical. Biological contaminants include algae and bacteria. Chemical contaminants include perfumes, salts, hydrocarbons and heavy metals, such as cadmium, lead and zinc.

Wastewater is treated by a variety of processes. Many plants use a multi-barrier treatment process to produce Class A+ recycled water.

The primary treatment of water involves the removal of coarse particles and pollutants. The secondary treatment removes organic matter and lighter solids and the tertiary treatment removes suspended solids and nutrients.

These treatments use different processes; gravity settling, sand fi ltration, microfi ltration and biological nutrient removal.

The fi nal stage to produce recycled water is disinfection. This can be done by chlorination, ultraviolet radiation or oxidation processes.

Many water quality parameters can be used to determine how clean a sample is. These include suspended solids and turbidity, biochemical oxygen demand, pH and radioactive substances.

The Australian and New Zealand guidelines for fresh and marine water quality recommend pH of recycled water be maintained between 6 and 8.5.

(http://www.mincos.gov.au/__data/assets/pdf_fi le/0020/316127/wqg-ch4.pdf).

Task

You have to investigate your ability to clean a sample of wastewater using different techniques and present data to prove the quality of the water sample has improved. Findings must be written as a scientifi c report.

Your report has to:

● identify the hypothesis you are investigating

● provide detailed descriptions about the techniques selected to clean the wastewater

● explain the relationships between the techniques chosen and data collected

● include researched information and secondary data collected from different resources – accurately reference information and resources in a bibliography

● incorporate information on a wastewater treatment plant

● display all data in appropriate diagrams, fl ow charts and tables

● produce justifi ed conclusions related to your hypothesis.

General objectives


KCU Ip Ec Av



Checklist

Phase and date Component of task Teacher’s comments and initials

Phase 1

Date:

Identify hypothesis and planning of experiments.

Phase 2

Date:

Collecting primary data:

● related to cleaning techniques

● related to water quality

Phase 3

Date:

Collecting secondary data:

● research information about task

● evidence of bibliography being developed

Phase 4

Date:

Analyse results, form conclusions and plan of report

Phase 5

Date:

Submit fi nal report:

● bibliography included.

Worksheet:How clean can you get the water?


Wonderful water

Senior ChemistryGriffi th University

laboratory experiment

Note: Please refer to the Science 21 resource found within this Secondary School Kit, for the Griffi th University laboratory experiments worksheets: Quantitative analysis of phosphorous, fl uoride, iron, metals, water hardness and TSS.

Worksheets for the quantitative analysis of:

■ phosphorous

■ fl uoride

■ iron

■ heavy metals

■ total water hardness

■ total suspended solids


Wonderful water

Senior Chemistry

References

1. American Public Health Association (1995), Standard Methods for the Examination of Water and Wastewater, 19th Edition.

2. Australian Government National Water Commission (2006). Distilled Newsletter, Edition 9 June 2006.Retrieved January 2008 from http://www.nwc.gov.au/PUBLICATIONS/newsletter/nwc_newsletter_9.html

3. Australian and New Zealand Guidelines for Fresh and Marine Water Quality (2000). The Guidelines- Volume 1. Chapter 4. Retrieved January 2008 from http://www.mincos.gov.au/__data/assets/pdf_fi le/0020/316127/wqg-ch4.pdf

4. Gold Coast City Council (2005), Our Living City Report. Chapter 2: A Description of the Gold Coast Area. Retrieved January 2008 from http://www.goldcoastwater.qld.gov.au/attachment/publications/our_living_city0405_chp2.pdf

5. Gold Coast City Council (2007), Recycled Water in Pimpama Coomera, Fact Sheet 5. Retrieved January 2008 from http://www.goldcoast.qld.gov.au/attachment/goldcoastwater/PC_FS5_recycledwater.pdf

6. Gold Coast City Council (2007), Gold Coast Waterfuture: Recycled Water. Retrieved from http://www.goldcoastwater.qld.gov.au/t_gcw.asp?PID=3111

7. Gold Coast City Council (2007), Gold Coast Waterfuture: Wastewater. Retrieved January 2008 from http://www.goldcoastwater.qld.gov.au/t_gcw.asp?PID=156

8. Gold Coast City Council (2007), Waterways, Retrieved January 2008 from http://www.goldcoast.qld.gov.au/t_standard.aspx?pid=182

9. Gold Coast Water (2007), Delivering a Sustainable Waterfuture, The Gold Coast Waterfuture Strategy 2006-2056. Retrieved January 2008 from http://www.goldcoastwater.qld.gov.au/attachment/goldcoastwater/GCWF_strategy_overview_Sep07.pdf

10. Queensland Government: Environmental Protection Agency (2005), Queensland Water Recycling Guidelines December 2005. Retrieved January 2008 from http://www.nrw.qld.gov.au/compliance/wic/pdf/guidelines/recycle/recycle_guidelines.pdf

11. Queensland Government Environmental Protection Agency (2006), Caring for our Water. Retrieved January 2008 from http://www.epa.qld.gov.au/environmental_management/water/caring_for_our_water/

12. Queensland Government (2008), South East Queensland WaterGrid. Retrieved January 2008 from http://watergrid.infrastructure.qld.gov.au/asp/index.asp

13. Queensland Water Commission (2007), Fact Sheet 2: How is Purifi ed Recycled Water Made? Retrieved January 2008 from http://www.qwc.qld.gov.au/myfi les/uploads/how_recycled_water_made_v7.pdf

14. Queensland Water Commission (2007), Fact sheet 3: Water Recycling in Other Countries. Retrieved January 2008 from http://www.qwc.qld.gov.au/myfi les/uploads/International%20examples.pdf

15. Queensland Water Commission (2007), Purifi ed Recycled Water Process Cycle. Retrieved January 2008 from http://www.qwc.qld.gov.au/PRW+cycle

16. Queensland Water Commission (2007), Water Restrictions. Retrieved January 2008 from http://www.qwc.qld.gov.au/Water+restrictions

17. Queensland Studies Authority (2007), Chemistry Senior Syllabus. Retrieved January 2008 from http://www.qsa.qld.edu.au/syllabus/1952.html

18. Saunders, N (2007), Creative Chemistry. Retrieved January 2008 from http://www.creative-chemistry.org.uk/

19. United States Geological Survey (2006), Water Science for Schools. Retrieved January 2008 from http://ga.water.usgs.gov/edu/mwater.html


Wonderful water

Senior Chemistry

Appendices

The Class A+ recycled water treatment process - pg1

Recycled water is an increasingly important and sustainable water resource required in our drought-prone country, Australia. Council is developing and implementing safe, robust and sustainable recycled water treatment technologies.

recycled waterThe Class A+

treatment process

Residents living in the Pimpama-Coomera area at the northern Gold Coast are reaping the benefits of Council’s sustainable water planning through the Pimpama-Coomera Waterfuture (PCWF) Master Plan.

The plan is helping to create one of the largest, innovative water projects in Queensland. Class A+ recycled water is being supplied to dual reticulated homes and businesses in the rapidly growing Pimpama-Coomera region. This is being done through a separate water network, easily identified by purple watermains, meters, pipes, taps and hoses.

The network provides residents to use Class A+ recycled water for flushing toilets, watering gardens and washing cars whenever they choose.

The recycled water treatment plant at Pimpama produces Class A+ recycled water, which is Queensland’s highest quality recycled water not intended for drinking purposes.

water, which is ty recycled water purposes.

Working for our future – today



All new homes and businesses in the Pimpama-Coomera area have two separate pipe networks supplying their water. This means they are connected to both the potable (drinking) water network and the Class A+ recycled water network. For easy identification, the entire Class A+ recycled water network is coloured purple, including water mains, meters, pipes, taps and hoses.

Class A+ recycled water is available to the Pimpama-Coomera community and is high quality recycled water not intended for drinking purposes. The cost of Class A+ recycled water is significantly lower than drinking water, allowing residents and businesses to save on water bills. For the latest pricing information contact Council on 1300 000 928.

Class A+ recycled water in Pimpama-Coomera

Class A+ recycled water

Can be used for: Should not be used for:

toilet flushing

gardens and lawns

filling ornamental ponds

car washing

fire fighting (except fire sprinkler systems)

construction and building purposes

dust suppression

irrigation of fruit and vegetables (should be rinsed in drinking water before consumption)

external household cleaning

drinking

cooking or other kitchen purposes

personal washing such as baths, showers, bidets or hand basins

domestic evaporative coolers

clothes washing

swimming pools and spas

recreation, such as water toys and playing under sprinklers

a water source for pets or livestock

filling rainwater tanks and other storages

Guide to living with Class A+ reycled water in the Pimpama-Coomera region - pg4

Appendices



KitchenExternaluse

Laundry

T

Dam

Recycled water

treatment plant

Watertreatment plant

Rainwater

Rainwatertap

Class A+ recycled water

� Class A+ recycled water is supplied to specially plumbed dual reticulated homes and businesses for toilet flushing and external non-drinking use.

� The entire Class A+ recycled water network is coloured purple including water mains, meters, pipes and taps.

Recycled water treatment plant

Tertiary treated recycled water from the wastewater treatment plant goes through three additional processes at the recycled water treatment plant to produce Class A+ recycled water.

Living with multiple water sourcesThe PCWF Master Plan aims to secure a sustainable water future for residents living in Pimpama-Coomera by significantly reducing the use of drinking water. It is unique because it provides a sustainable solution for all elements of the urban water cycle – drinking water, recycled water, rainwater, stormwater and wastewater.

Drinking water Rainwater from tanks Class A+ recycled water*

Kitchen

Bathroom

Toilet

Laundry - sink

Laundry - washing machine (cold water tap only)

Hot water system

Back-up supply in rainwater tanks

Outdoor taps (including irrigation systems) Optional (minimum of two)

* Class A+ recycled water is the highest quality recycled water in Queensland not intended for drinking purposes.


Appendices



ToiletBathroom

Swale To stormwater pipeline

Excess recycled water

released to seaway

Wastewater

treatment plant

Drinking water

Rainwater

Wastewater

Tertiary treated wastewater

Recycled water (Class A+)

Stormwater management (WSUD)

Key

Drinking water

� Drinking water is used in kitchens, bathrooms, laundries and to ‘top up’ rainwater tanks.

Stormwater management - Water Sensitive Urban Design

The 7000 hectare Pimpama-Coomera area boasts a green, environmental feel as traditional concrete guttering is replaced with Water Sensitive Urban Design (WSUD). WSUD incorporates a variety of initiatives to assist in the collection and management of stormwater run-off in an efficient, cost-effective and environmentally-friendly way. These initiatives include:

� rainwater tanks� wetlands and ponds� swales

Swales are ‘v’ shaped ditches used instead of traditional gutters or kerbs. These are being applied to many parts of the Master Plan region to help slow the flow and filter silt and other debris from stormwater.

WSUD can make your neighbourhood an attractive place to live. Residents need to be aware of the proper ways to care for specific WSUD elements. For example, swales should not be driven through as this may damage them and decrease their effectiveness.

Wastewater network and wastewater treatment plant

Wastewater travels from properties in the region to the wastewater treatment plant in Pimpama. The wastewater network is designed as a ‘smart sewer’ system. Improved wastewater systems minimise the amount of stormwater entering the wastewater network, reducing the energy levels required to treat wastewater, meaning fewer greenhouse gas emissions.

Wastewater is treated through a series of physical, biological, chemical and disinfection processes at all Gold Coast wastewater treatment plants.

systemwater

Hot


Appendices



Factsheet: Purifi ed recycled water - pg1

Appendices




Appendices



Queensland Water Quality Guidelines: Appendix E (page 58)

Appendices

Senior Chemistry - Wonderful · PDF fileContents Wonderful water Senior Chemistry Appendices...

Documents

Transcript of Senior Chemistry - Wonderful · PDF fileContents Wonderful water Senior Chemistry Appendices...