Waterwatch Monitoring Teacher Resource Pack

Waterwatch MonitoringTeacher Resource Pack

2Waterwatch Teacher Resource

NRM Education The NRM Education Program is playing a critical role in contributing to the knowledge, skills and confidence of young people and educators to manage natural resources sustainably.

This resource provides information and activities to assist students in learning about our most precious resource - water. Waterwatch raises awareness about water issues and facilitating action to improve catchment health.

Students test water samples from local waterways and make predictions about the water quality. They discuss possible reasons for their results including human activities that can affect water quality and suggest actions to improve water quality.

For more information or to discuss opportunities for your school, contact your local NRM Education Coordinator:Upper MurrayNRM Education Coordinator

Natural Resources Centre

2 Wade Street

Berri SA 5343

Phone 08 8580 1837

Fax 08 8582 4488

Lower MurrayNRM Education Coordinator

Natural Resources Centre

Mannum Road

Murray Bridge SA 5253

Phone 08 8532 9134

Fax 08 8531 1843


ContentsOverview Page 4

Curriculum Links Page 5-6

Introductory Lesson Page 7

Waterwatch Monitoring Lesson Page 7

Take Action Lesson Page 7

Water Monitoring Instructions Page 8-14

Waterwatch Monitoring Record Sheet Page 15-16

Resources Page 17

NRM Education Contact Details Page 18


OverviewYear levels: Year 3 to Year 10

Learning areas: Science, Geography, Maths (with opportunities to link to other learning areas)

Big ideas: By testing and observing water samples, we can learn about water quality and make predictions about the results.

Sustainability organising ideas:

OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.

OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

Students will know / understand / do:

• Test water samples for pH levels, turbidity, salinity, and nitrates and phosphates, using scientific equipment

• Collect data (and compare to existing data where possible)

• Draw conclusions based on collected data

Essential questions:What do our results tell us about the water quality?What things can affect water quality?What affect does water quality have on the ecosystem?What can we do to improve water quality?


Curriculum LinksYear Science - Content Descriptions

3-4 Science involves making predictions and describing patterns and relationships (ACSHE050) (ACSHE061)

3-4 Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055) (ACSIS066)

3-4 Compare results with predictions, suggesting possible reasons for findings (ACSIS215) (ACSIS216)

5-6 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081) (ACSHE098)

5-6 Use equipment and materials safely, identifying potential risks (ACSIS088) (ACSIS105)

5-6 Compare data with predictions and use as evidence in developing explanations (ACSIS218) (ASCI221)

6 The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)

7 Water is an important resource that cycles through the environment (ACSSU222)

7-8 In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126) (ASCIS141)

7-8 Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130) (ACSIS145)

9 Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)

9-10 Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS166) (ACSIS200)

9-10 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170) (ACSIS204)

10 Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)

Year Geography - Content Descriptions3-4 Reflect on their learning to propose individual action in response to a contemporary geographical challenge

and identify the expected effects of the proposal (ACHGS025) (ACHGS032)

4 The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

4 The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

5-6 Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039) (ACHGS046)

7 The classification of environmental resources and the forms that water takes as a resource (ACHGK037)

7 The ways that flows of water connect places as it moves through the environment and the way this affects place (ACHGK038)

7 The quantity and variability of Australia’s water resources compared with those in other continents (ACHGK039)

7 The influence of environmental quality on the liveability of places (ACHGK045)

7-8 Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054) (ACHGS062)

8 The human causes and effects of landscape degradation (ACHGK051)

8 The ways of protecting significant landscapes (ACHGK052)


9 The challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063)

9-10 Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071) (ACHGS080)

10 The human-induced environmental changes that challenge sustainability (ACHGK070)

*Links can be made to Maths (Data Representation and Interpretation). Links can be made to English and History as well. See ACARA for appropriate links.

Waterwatch Monitoring and LiteracyStudents develop literacy capability as they learn how to construct an understanding of how scientific knowledge is produced; to explore, analyse and communicate scientific information, concepts and ideas; and to plan, conduct and communicate investigations.

Waterwatch Monitoring and NumeracyWater testing includes practical measurement and the collection, representation and interpretation of data.


Introductory Lesson (optional)Explore the water cycle with students. The water cycle is the movement of water from the atmosphere to the earth and back to the atmosphere through precipitation, run-off, infiltration, percolation, storage, evaporation and transpiration.

Using local maps, discuss where the water in local waterways has come from and where will end up.

Waterwatch Monitoring LessonStep 1Select a waterbody to test e.g. wetland, creek, river, lake, dam.

Students make predictions about the water quality.

• Will the data be in the good, average or bad range?

• Why do you think this? What things might affect the water quality?

Step 2Following the attached instructions, collect water sample and test water quality factors: salinity, turbidity, pH, nitrates and phosphates.

Each student/pair/group collects data. Collate data.

Step 3Reflect on results and draw conclusions.

• Are the results in the good, average or bad range?

• Why do you think we got these results? What things can affect water quality? (High salinity, turbidity and nutrients reflect poor water quality and can be caused by pollution or high flows)

• What impact does water quality have on other things e.g. plants, animals, people’s jobs?

• What can we do to improve water quality?

Note: to collect, identify and record macroinvertebrates see the ‘Critters Galore’ resource

Take Action LessonImmediately following the water testing lesson, encourage students to imagine and record (writing or drawing) or discuss what an ideal healthy waterway would look like and how it could be achieved.

Select an action that can be carried out by students.

Plan, implement and evaluate action.

Possible actions: undertake Gutter Guardians program (investigate what goes down the drain, then stencil gutters and drains with anti-pollution messages); audit water use at school and implement actions to reduce use; have a river/wetland/creek health field day - clean up litter, fish for pest fish species, map and remove weeds; design posters/web pages/other media to inform the community of human impacts on waterways.


Waterwatch Monitoring InstructionsFor your data to be included on Snapshot monitoring posters and in our Waterwatch Monitoring Database, you need to ensure the following:

• You need to use the recommended Waterwatch Testing Equipment (either in your Waterwatch loan kit, available from Natural Resource Centres, or in your school monitoring kit). This equipment is referred to in these instructions.

• Your data need to be recorded on the current SA Murray-Darling Basin Waterwatch data monitoring sheets and faxed or emailed to your NRM Education Coordinator no more than two weeks after the Snapshot week.

• There are no quality control steps required but we encourage you to calibrate your EC Meter prior to each Snapshot. Please also rinse all containers at least once with the water sample you are about to test.

These steps will help you get the best information you can on the water quality in your waterways.

EquipmentWater Monitoring Data Sheets - please ensure you are using the latest data sheets. These can be found at the end of this resource.

Water sample - plus use clean container or bottle for collecting water

Tap water or distilled water - for rinsing

pH kit - small jar/container, box of pH strips

Thermometer - to take the air and water temperature. Spirit-filled or waterproof electronic thermometers are best.

Salinity kit - small jar/container, 2765 uS/cm calibration fluid, EC Scan High+Meter

Turbidity tube - 1C-400 NTU

Nutrients kit - safety goggles, gloves, waste container, distilled or demineralised water, syringe or pipette, Aquaspex N-NED kit (nitrate), Aquaspex P-MB kit (phosphate)

Safety Precautions• Don’t visit waterways on your own.

• Always tell someone where you are going and when you will be back.

• Do not enter the waterway if you don’t need to.

• Wear appropriate clothing for the weather conditions, including a hat and enclosed shoes.


Waterwatch Monitoring Instructions

Collecting A Water SampleIf you are testing this site more than once, always collect your samples at the same location and in the same way so that you can compare your results.

You will need a clean bottle or container that holds at least 1 litre, to collect your sample.

Your sample needs to be collected from as close to the centre of the waterbody as possible. If you do not have any way of collecting from the centre or if it is not safe to do so, then reach out as far as you can.

Place the bottle or container fully underwater and allow the water to replace the air inside. If the water is too shallow, fill the bottle with another container and discard it once you have finished the test. Samples should be tested the day they are collected OR can be refrigerated for 24 hours.

Other Things To Do At Your SiteThese additional monitoring techniques are a good way of recording changes at your water monitoring site:

• Count how many different land and water plants you can find. Write down the names of the ones you know.

• Listen for frogs! You might be able to hear some during the day especially if there is fresh water at your site. You might like to record their calls and send the recording to your NRM Education Coordinator for identification, or use an app like Frog Croaker to identify them yourself.

• Count how many different land and water birds you can see. Use a bird identification book or app to identify the different species.

• Take a garbage bag and some gloves and do a site clean up.

• Take photos of your site from the same spot each time and see how it changes.

• Draw things that you see around your site.


pH measures how acid or how alkaline the water is on a scale of 1-14. Plants and animals are adapted to a particular pH range, outside of this range they can become susceptible to disease and other problems. Distilled water has a pH of 7 (neutral). The more acidic the water, the lower the pH. The more alkaline the water, the high the pH. Geology of the area, plants, algae and chemical pollution can all affect pH levels.

pH measures how acid or how alkaline the water is on a scale of 1-14. Plants and animals are adapted to a particular pH range, outside of this range they can become susceptible to disease and other problems. Distilled water has a pH of 7 (neutral). The more acidic the water, the lower the pH. The more alkaline the water, the high the pH. Geology of the area, plants, algae and chemical pollution can all affect pH levels.

pH

pH

Testing for pH (allow 3 minutes)Step 1 Pick one pH strip from the container making sure you don’t

touch the coloured end.Step 2 Dip the coloured end of the strip into the water you are

testing and swirl it around for one minute.Step 3 Compare the three colours on the pH strip with the colours

on the chart on the packet.Step 4 Find the SINGLE closest match - and record your result on

the data sheet.NOTE Please do not write two fi gures on the data sheet - just

choose one.Step 5 Put the used strip in a bin or bag and wash hands.

Testing for pH (allow 3 minutes)Step 1 Pick one pH strip from the container making sure you don’t

touch the coloured end.Step 2 Dip the coloured end of the strip into the water you are

testing and swirl it around for one minute.Step 3 Compare the three colours on the pH strip with the colours

on the chart on the packet.Step 4 Find the SINGLE closest match - and record your result on

the data sheet.NOTE Please do not write two fi gures on the data sheet - just

choose one.Step 5 Put the used strip in a bin or bag and wash hands.

What is your pH level?

What is your pH level?

pH pH Level What does that mean?1 - 4.5 High Acidity Most freshwater animals and plants will die.5 - 5.5 Medium Acidity Possible pollution problems.6 - 8.5 NORMAL pH For the River Murray Catchment.9 - 10 Medium Alkalinity Possible pollution problems.10.5 - 14 High Alkalinity Most freshwater animals and plants will die.

pH pH Level What does that mean?1 - 4.5 High Acidity Most freshwater animals and plants will die.5 - 5.5 Medium Acidity Possible pollution problems.6 - 8.5 NORMAL pH For the River Murray Catchment.9 - 10 Medium Alkalinity Possible pollution problems.10.5 - 14 High Alkalinity Most freshwater animals and plants will die.


Salty water conducts electricity more readily than pure water, therefore electrical conductivity is used to measure salinity. When the salinity level in a freshwater system is higher than the usual range, it can cause stress or even death to some plants and animals. Erosion, clearance of deep rooted vegetation and irrigation can lead to high salinity levels.

Salty water conducts electricity more readily than pure water, therefore electrical conductivity is used to measure salinity. When the salinity level in a freshwater system is higher than the usual range, it can cause stress or even death to some plants and animals. Erosion, clearance of deep rooted vegetation and irrigation can lead to high salinity levels.

Salinity

Salinity

Testing for Salinity (allow 5 minutes)Step 1 Group Leader - Calibrate the Salinity Meter before each snapshot

- see reverse for instructions).Step 2 Remove cap and rinse the end of the probe with the water to be

tested. Discard this water.Step 3 Switch the unit on. Pour a small amount of the water to be tested in a

small clean container.Step 4 Dip the end of the probe into the water to be tested. Gently swirl the

probe, until the numbers stop changing on the screen.Step 5 Press the hold button BEFORE you take the probe out of the water.

Record your result on the sheet in mS (as displayed on the screen.Step 6 Multiply your mS reading by 1000 to convert to EC units (eg. 1.73 x

1000 = 1730 EC).Step 7 Record the converted EC result on your data sheet.Step 5 Rinse the end of the probe with tap water, shake dry, TURN OFF the

meter, replace the cap and store.

Testing for Salinity (allow 5 minutes)Step 1 Group Leader - Calibrate the Salinity Meter before each snapshot

- see reverse for instructions).Step 2 Remove cap and rinse the end of the probe with the water to be

tested. Discard this water.Step 3 Switch the unit on. Pour a small amount of the water to be tested in a

small clean container.Step 4 Dip the end of the probe into the water to be tested. Gently swirl the

probe, until the numbers stop changing on the screen.Step 5 Press the hold button BEFORE you take the probe out of the water.

Record your result on the sheet in mS (as displayed on the screen.Step 6 Multiply your mS reading by 1000 to convert to EC units (eg. 1.73 x

1000 = 1730 EC).Step 7 Record the converted EC result on your data sheet.Step 5 Rinse the end of the probe with tap water, shake dry, TURN OFF the

meter, replace the cap and store.

Calibrating your EC Meter

Calibrating your EC Meter

Calibrating your EC meter (allow 5 minutes)Step 1 Rinse the end of the probe with small amount of calibration solution. Discard that water.Step 2 Rinse a small jar 3 times with the calibration solution and then pour in a small amount of the

calibration solution ready for testing.Step 3 Switch the unit ON and open the battery compartment (unscrew the top end of the probe). Turn

the meter so you can see and access the two Increase and Decrease buttons (refer fi gure 1).Step 4 Hold the end of the probe in the calibration solution and gently swirl. When the numbers on

the screen have stopped changing, press the INCREASE or DECREASE buttons to adjust the reading to match the value of the calibration solution. (Calibration solution is generally 2.76 mS/cm OR 2760 EC).

Step 5 After 3 seconds without pressing any buttons, the display will fl ash three times. then show ‘ENT’. The meter has accepted the calibration value and will return to measurement mode. NOTE if the meter is still not reading correctly - repeat the process.

Step 6 Screw the battery cap back on, then rinse the probe with distilled water, shake dry, turn off, replace cap and store.

Calibrating your EC meter (allow 5 minutes)Step 1 Rinse the end of the probe with small amount of calibration solution. Discard that water.Step 2 Rinse a small jar 3 times with the calibration solution and then pour in a small amount of the

calibration solution ready for testing.Step 3 Switch the unit ON and open the battery compartment (unscrew the top end of the probe). Turn

the meter so you can see and access the two Increase and Decrease buttons (refer fi gure 1).Step 4 Hold the end of the probe in the calibration solution and gently swirl. When the numbers on

the screen have stopped changing, press the INCREASE or DECREASE buttons to adjust the reading to match the value of the calibration solution. (Calibration solution is generally 2.76 mS/cm OR 2760 EC).

Step 5 After 3 seconds without pressing any buttons, the display will fl ash three times. then show ‘ENT’. The meter has accepted the calibration value and will return to measurement mode. NOTE if the meter is still not reading correctly - repeat the process.

Step 6 Screw the battery cap back on, then rinse the probe with distilled water, shake dry, turn off, replace cap and store.

-

Decrease

Figure 1

Increase

+

-

Decrease

Figure 1

Increase

+

EC What does that mean? 0 - 800 Very Low Same as rain and tap water.800 - 2700 Low A healthy level for aquatic invertebrates & plants.2700 - 5300 Medium Maximum drinkable level for livestock.5300 - 10,000 High Some freshwater animals and plants will die.> 10,000 Very High Some freshwater animals and plants will die.46,000 - 70,000 Extreme Same as sea water.

EC What does that mean? 0 - 800 Very Low Same as rain and tap water.800 - 2700 Low A healthy level for aquatic invertebrates & plants.2700 - 5300 Medium Maximum drinkable level for livestock.5300 - 10,000 High Some freshwater animals and plants will die.> 10,000 Very High Some freshwater animals and plants will die.46,000 - 70,000 Extreme Same as sea water.


Turbidity is the measurement of how cloudy, dirty or muddy the water is. High Turbidity can be caused by soil erosion, algae, waste discharges or stormwater run-off. Common carp can also contribute to the problem by stirring up sediment when they feed. Many plants and animals cannot live in water with high Turbidity.

Turbidity is the measurement of how cloudy, dirty or muddy the water is. High Turbidity can be caused by soil erosion, algae, waste discharges or stormwater run-off. Common carp can also contribute to the problem by stirring up sediment when they feed. Many plants and animals cannot live in water with high Turbidity.

Turbidity

Turbidity

Testing for Turbidity (allow 5 minutes)Step 1 Make sure your water sample is well mixed and do your testing out of

direct sunlight.Step 2 Hold the tube vertically, so you can see the 3 black waves on the

bottom (refer fi gure 1 & fi gure 2). A white or light surface beneath the tube will make it easier.

Step 3 Pour water into the tube a little bit at a time. Look carefully after each pour ensuring you hold the tube vertically (straight up and down). Keep adding water until you can BARELY see the separate waves on the bottom. When the waves begin to disappear, or you cannot defi ne the three waves - this is when you take the reading.

Step 4 Holding the tube upright - see where your water level is. Always record the number BELOW your waterline. (ie if your waterline is between 150 and 200 - then record 200 on your data sheet).

Step 5 Record your result and rinse the tube with clean water.

Testing for Turbidity (allow 5 minutes)Step 1 Make sure your water sample is well mixed and do your testing out of

direct sunlight.Step 2 Hold the tube vertically, so you can see the 3 black waves on the

bottom (refer fi gure 1 & fi gure 2). A white or light surface beneath the tube will make it easier.

Step 3 Pour water into the tube a little bit at a time. Look carefully after each pour ensuring you hold the tube vertically (straight up and down). Keep adding water until you can BARELY see the separate waves on the bottom. When the waves begin to disappear, or you cannot defi ne the three waves - this is when you take the reading.

Step 4 Holding the tube upright - see where your water level is. Always record the number BELOW your waterline. (ie if your waterline is between 150 and 200 - then record 200 on your data sheet).

Step 5 Record your result and rinse the tube with clean water.

Figure 1

Figure 1

Figure 2

Figure 2

What is your Turbidity level?

What is your Turbidity level?

NTU Turbidity Level What does that mean?<10 Very Low Clear Water.15 - 40 Low A healthy level for aquatic invertebrates & plants.50 - 150 Medium Possible pollution problems.200 - 400 High Plants & animals may be affected if levels persist.

NTU Turbidity Level What does that mean?<10 Very Low Clear Water.15 - 40 Low A healthy level for aquatic invertebrates & plants.50 - 150 Medium Possible pollution problems.200 - 400 High Plants & animals may be affected if levels persist.

NOTE: Increased Turbidity reduces the depth of sunlight penetration into the water body - impacting on the survival of submerged plants. The hunting ability of visual feeders like large fi sh is also reduced.

Turbidity can also infl uence water temperature and oxygen levels. More turbid waterways have a higher water temperature and decreased dissolved oxygen, which also affects the growth of plants.

Very LOW Turbidity means clear water - which can also sometimes encourage algal blooms with more sunlight penetration for algae to grow quickly.

NOTE: Increased Turbidity reduces the depth of sunlight penetration into the water body - impacting on the survival of submerged plants. The hunting ability of visual feeders like large fi sh is also reduced.

Turbidity can also infl uence water temperature and oxygen levels. More turbid waterways have a higher water temperature and decreased dissolved oxygen, which also affects the growth of plants.

Very LOW Turbidity means clear water - which can also sometimes encourage algal blooms with more sunlight penetration for algae to grow quickly.


Nitrate is a nutrient naturally found in low levels in the environment. It aids plant and algae growth. Fertilisers, faeces, decomposing plant matter and the burning of fossil fuels can increase the nitrate levels in waterways. High Nitrate levels can lead to algal blooms and excessive plant growth. In water, nitrate levels can be measured as nitrogen.

Nitrate is a nutrient naturally found in low levels in the environment. It aids plant and algae growth. Fertilisers, faeces, decomposing plant matter and the burning of fossil fuels can increase the nitrate levels in waterways. High Nitrate levels can lead to algal blooms and excessive plant growth. In water, nitrate levels can be measured as nitrogen.

Nitrate

Nitrate

Testing for Nitrogen (allow 8 minutes)Step 1 Rinse both test tubes with the water you are about to test.

Put on your gloves.Step 2 Fill both tubes exactly to the 5ml line. Use a pipette to get accurate

measurement.Step 3 Put the cap on test tube 1 and place it in the foam block. This will be

the control sample and wont have anything added to it. Mark the cap if you like so you remember this is the control sample.

Step 4 Add 6 drops of Reagent A to test tube 2. Cap and shake gently.Step 5 To the same test tube (2) add 1 LEVEL spoonful of Reagent B. Cap

and shake for 60 seconds.Step 6 Place the cap on test tube 2, and put it in the foam block. Wait a

further 3 minutes. Gently shake the test tube occasionally.Step 7 Place the foam block on the colour chart with test tube 1 (control) over

the top row of dots (refer fi gure 2). Uncap and match one of the fi ve colours to the colour of the water in test tube 2.

Step 8 Record your results on the data sheet - NOTE if your reading is lighter than the fi rst dot - then record it as <0.05mg/L. If your reading is darker than the last dot - see over for instructions.

Step 9 Empty test tubes into a waste container and rinse them before putting them away.

Testing for Nitrogen (allow 8 minutes)Step 1 Rinse both test tubes with the water you are about to test.

Put on your gloves and safety glasses.Step 2 Fill both tubes exactly to the 5ml line. Use a pipette to get accurate



Step 4 Add 6 drops of Reagent A to test tube 2. Cap and shake gently.Step 5 To the same test tube (2) add 1 LEVEL spoonful of Reagent B. Cap

and shake for 60 seconds.Step 6 Place the cap on test tube 2, and put it in the foam block. Wait a

further 3 minutes. Gently shake the test tube occasionally.Step 7 Place the foam block on the colour chart with test tube 1 (control) over

the top row of dots (refer fi gure 2). Uncap and match one of the fi ve colours to the colour of the water in test tube 2.



Figure 1

Figure 1

Test Tube 1

Test Tube 1

Test Tube 2

Test Tube 2

Figure 2

Figure 2

Please Note Warning on reverse.


Further Nitrate Testing

Further Nitrate Testing

What is my colour is darker than the last coloured dot (0.8 mg/L)?You will need to dilute your sample.Step 1 Repeat Step 1 from the initial instructions and rinse a pipette to use as well.Step 2 Use pipette to fi ll both tubes to the 1ml line.Step 3 Fill (top up) both tubes with distilled water - to the 5ml line.Step 4 Repeat Steps 3-7 of the initial instructions.Step 5 Multiply your results by 5: 0.2 x 5 = 1mg/L 0.4 x 5 = 2mg/L 0.8 x 5 = 4mg/LStep 6 Record your results on the data sheet and ensure you indicate that you had to dilute your

samples.Step 7 Empty both test tubes into a waste container and rinse them before putting away.

What is my colour is darker than the last coloured dot (0.8 mg/L)?You will need to dilute your sample.Step 1 Repeat Step 1 from the initial instructions and rinse a pipette to use as well.Step 2 Use pipette to fi ll both tubes to the 1ml line.Step 3 Fill (top up) both tubes with distilled water - to the 5ml line.Step 4 Repeat Steps 3-7 of the initial instructions.Step 5 Multiply your results by 5: 0.2 x 5 = 1mg/L 0.4 x 5 = 2mg/L 0.8 x 5 = 4mg/LStep 6 Record your results on the data sheet and ensure you indicate that you had to dilute your


mg/L Nitrogen Level What does that mean?0 - 0.05 Very Low Naturally occurring levels in waterways.0.1 - 0.8 Mild Slightly elevated above natural levels.FOR DILUTED SAMPLES:1 Medium There is a risk of environmental harm.2 High Algal Blooms and excessive plant growth likely.3 Very High High risk of environmental harm.

mg/L Nitrogen Level What does that mean?0 - 0.05 Very Low Naturally occurring levels in waterways.0.1 - 0.8 Mild Slightly elevated above natural levels.FOR DILUTED SAMPLES:1 Medium There is a risk of environmental harm.2 High Algal Blooms and excessive plant growth likely.3 Very High High risk of environmental harm.

WARNING.Please use caution when handling Reagent B. This reagent can cause irritation to skin and eyes. Make sure lids are always on tightly. In case of contact with eyes or skin, rinse immediately with water and seek medical advice.Always wear safety glasses and gloves when completing these tests.

WARNING.Please use caution when handling Reagent B. This reagent can cause irritation to skin and eyes. Make sure lids are always on tightly. In case of contact with eyes or skin, rinse immediately with water and seek medical advice.Always wear safety glasses and gloves when completing these tests.


Phosphate occurs naturally in our waterways and is a nutrient that plants and algae need to grow. High levels of phosphate can cause algal blooms and excessive plant growth. Fertilisers, detergents,faeces and decomposing plant matter can cause an increase in phosphate levels. In water, phosphate levels can be measured as phosphorus.

Phosphate occurs naturally in our waterways and is a nutrient that plants and algae need to grow. High levels of phosphate can cause algal blooms and excessive plant growth. Fertilisers, detergents,faeces and decomposing plant matter can cause an increase in phosphate levels. In water, phosphate levels can be measured as phosphorus.

Phosphate

Phosphate

Testing for Phosphorus (allow 8 minutes)Step 1 Rinse both test tubes with the water you are about to test.




Step 4 Add 7 drops of Reagent A to test tube 2. Cap and shake gently.Step 5 To the same test tube (2) add 1 Drop of Reagent B. Cap and shake to

mix.Step 6 Place the cap on test tube 2, and put it in the foam block. Allow to

stand for 5 minutes.Step 7 Place the foam block on the colour chart with test tube 1 (control) over

the top row of coloured dots (refer fi gure 2). Uncap and match one of the fi ve colours to the colour of the water in test tube 2.



Testing for Phosphorus (allow 8 minutes)Step 1 Rinse both test tubes with the water you are about to test.




Step 4 Add 7 drops of Reagent A to test tube 2. Cap and shake gently.Step 5 To the same test tube (2) add 1 Drop of Reagent B. Cap and shake to

mix.Step 6 Place the cap on test tube 2, and put it in the foam block. Allow to

stand for 5 minutes.Step 7 Place the foam block on the colour chart with test tube 1 (control) over

the top row of coloured dots (refer fi gure 2). Uncap and match one of the fi ve colours to the colour of the water in test tube 2.



Figure 1

Figure 1

Test Tube 1

Test Tube 1

Test Tube 2

Test Tube 2

Figure 2

Figure 2



Further Phosphate Testing

Further Phosphate Testing

What is my colour is darker than the last coloured dot (0.8 mg/L)?You will need to dilute your sample.Step 1 Repeat Step 1 from the initial instructions and rinse a pipette to use as well.Step 2 Use pipette to fi ll both tubes to the 1ml line.Step 3 Fill (top up) both tubes with distilled water - to the 5ml line.Step 4 Repeat Steps 3-7 of the initial instructions.Step 5 Multiply your results by 5: 0.1 x 5 = 0.5mg/L 0.2 x 5 = 1mg/L 0.4 x 5 = 2mg/LStep 6 Record your results on the data sheet and ensure you indicate that you had to dilute your


What is my colour is darker than the last coloured dot (0.8 mg/L)?You will need to dilute your sample.Step 1 Repeat Step 1 from the initial instructions and rinse a pipette to use as well.Step 2 Use pipette to fi ll both tubes to the 1ml line.Step 3 Fill (top up) both tubes with distilled water - to the 5ml line.Step 4 Repeat Steps 3-7 of the initial instructions.Step 5 Multiply your results by 5: 0.1 x 5 = 0.5mg/L 0.2 x 5 = 1mg/L 0.4 x 5 = 2mg/LStep 6 Record your results on the data sheet and ensure you indicate that you had to dilute your


mg/L Phosphate Level What does that mean?0 - 0.025 Very Low Naturally occurring levels in waterways.0.05 - 0.1 Low Slightly elevated above natural levels.0.2 - 0.4 Medium Algal blooms are possible at this level.> 0.4 High High risk of algal blooms and excessive plant growth.

mg/L Phosphate Level What does that mean?0 - 0.025 Very Low Naturally occurring levels in waterways.0.05 - 0.1 Low Slightly elevated above natural levels.0.2 - 0.4 Medium Algal blooms are possible at this level.> 0.4 High High risk of algal blooms and excessive plant growth.

WARNING.Please use caution when handling Reagent A. This reagent can cause irritation to skin and eyes. Make sure lids are always on tightly. In case of contact with eyes or skin, rinse immediately with water and seek medical advice.Always wear safety glasses and gloves when completing these tests.

WARNING.Please use caution when handling Reagent A. This reagent can cause irritation to skin and eyes. Make sure lids are always on tightly. In case of contact with eyes or skin, rinse immediately with water and seek medical advice.Always wear safety glasses and gloves when completing these tests.


Waterwatch Monitoring Record SheetComplete these sheets for each waterway tested. Fax or email sheets to your local NRM Education Coordinator or upload your results at www.samdbnrm.sa.gov.au/portals/9/CDMT/browse.asp within two weeks of sampling.School: _______________________________________________ Date: ________________Class conducting survey: _________________________________ Start time: ____________Site name: ____________________________________________ Site code: _____________Weather conditions at time of sampling (tick relevant boxes) sunny cloudy overcast raining windy

Rainfall: during last 24 hrs last week more than a week agoStream depth: _____cm Stream depth: ____cm (at time of sampling)Water conditionsWater flow Water appearance

not flowing slow clear muddy oily

temporary fast stained brown stained green

Have there been any changes to the site since you last visit? Yes / NoIf yes, what? _________________________________________________________________________________________________________________________________________________________________

Chemical test resultsTest Measuring Results

pH Acidity / alkalinity

Air temperature Temperature °C

Water temperature Temperature °C

Salinity

EC (electrical conductivity)

Calibrated before use

Cal. solution value 2.76 mS/cmor other value ___________

mS/cmOR

uS/cm(indicate which unit)

Turbidity Suspended solids (select nearest mark on the tube)

Nitrates Nutrient levels mg/L

Phosphates Nutrient levels mg/L

Notes: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Common name Pollution sensitivity

Tick if present

Sensitivity number

Very Sensitive

Stonefly Nymph 10Mayfly Nymph 9Caddisfly Larvae 8

SensitiveRiffle Beetle Larvae 7Water Mite 7Marsh Beetle Larvae 7

Tolerant

Black Fly Larvae 5Crane Fly Larvae 5Pea Shell 5Biting Midge Larvae 4Freshwater Limpet 4Freshwater Prawn 4Little Basket Shell 4Water Strider 4Whirligig Beetle Adult/Larvae 4Yabby 4

Very Tolerant

Crawling Water Beetle 3Damselfly Nymph 3Dragonfly Nymph 3Freshwater Shrimp 3March Fly Larvae 3Needle Bug 3Non-biting Midge Larvae 3Round Worm 3Scud 3Small Water Strider 3Water Measurer 3Water Scorpion 3Fishing Spider 2Flatworm 2Hydra 2Isopod 2Predacious Diving Beetle 2Segmented Worm 2Soldier Fly Larvae 2Water Boatman 2Water Scavenger Beetle 2Backswimmer 1Gilled Snail 1Leech 1Mosquito Larvae/Pupae 1Pounch Snail 1Springtail 1

Other

Not Rated

Copepod NRSeed Shrimp NRWaterflea NR

TOTALS

Macroinvertebrate monitoring record sheetInterpreting your resultsStep 1Calculate the Signal Score for your site:

POLLUTION INDEX

/ TAXA RICHNESS

= (SIGNAL SCORE)

Step 2Use the Signal Score to determine the Pollution Rating at your sampling site.

Signal Score Pollution RatingHigher than 5 Healthy habitat

More than 4 and up to 5

Mild pollution

Between 3 and 4

Moderate pollution

Less than 3 Severe pollution

Step 3The pollution indicator graph can suggest possible source of pollution. Use your SIGNAL SCORE and TAXA RICHNESS to plot a point on the graph. In which quadrant does you plot fall?

Count the number of macroinvertebrate types. This is the TAXA RICHNESS.

Add up the sensitivity numbers to calculate the POLLUTION INDEX.

0

4

8

12 24

Quadrant 4: urban, agricultural or industrial pollution and/or poor habitat

Quadrant 3: toxic pollution, harsh environment, poor habitat and/or inadequate sampling

Quadrant 1: good habitat and low pollution levels

Quadrant 2: high salinity, turbidity or nutrient levels (may be natural habitat fair to good)


NRM Education Sessions and ResourcesCritters GaloreCritters Galore actively engages students in learning about aquatic macroinvertebrates, their habitats and reliance on healthy waterways. Water samples containing live specimens are brought into the classroom to familiarise students with the macroinvertebrates they are likely to find and techniques for sorting and identifying them. This session closely relates to water quality monitoring by providing an introduction to one area of biological monitoring.

The River Murray Story - Early YearsStudents listen to a short narrative that tells the story of the River Murray as it travels from its source to the sea with the students playing the part of pollutants. Discuss solutions for preventing water pollution.

A Frog’s LifeA Frog’s Life is an investigation of local frogs and their features, encouraging students to become involved in monitoring the health of their waterways using frogs as an indicator.

For a copy of these resources (and more) or to book a classroom session please visit www.naturalresources.sa.gov.au/samurraydarlingbasin

Useful WebsitesThe following web sites contain information, resources, activities and interactive games associated with the River Murray and water quality:

Australian Bureau of Meteorology: www.bom.gov.au/lam/

Learn about meteorology for students.

MurrayCare: http://murraycare.org/

School and teacher resources on the River Murray.

Murray Darling Basin Authority: www.mdba.gov.au/

Fantastic website with a Basin Kids page and lots more!

Save Water: www.savewater.com.au/

Useful and practical advice for Australians on how to save water and why.

Save the Murray: www.savethemurray.com.au/

Clean up and protect the River Murray and its surrounds.

SA Water: www.sawater.com.au/SAWater/Education/LearningProgram/OnlineRes2.htm

Waterwise fact sheets, student and teacher resources.

Natural Resources, SA Murray-Darling Basin: www.naturalresources.sa.gov.au/samurraydarlingbasin/home

Information in relation to drought, drought management, water use efficiency projects and funding opportunities within the SA Murray-Darling Basin NRM Region.

WaterCare: www.watercare.net.au/

Handy hints for everyday water conservation, water resources and educational material.

Resources

Upper MurrayNRM Education CoordinatorNatural Resources Centre2 Wade Street Berri SA 5343Phone 08 8580 1837Mobile 0418 822 734Fax 08 8582 4488

Lower MurrayNRM Education CoordinatorNatural Resources CentreMannum Road Murray Bridge SA 5253 Phone 08 8532 9134Mobile 0409 693 057Fax 08 8531 1843

Contact Details

Waterwatch Monitoring Teacher Resource Pack

Documents

Transcript of Waterwatch Monitoring Teacher Resource Pack