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Equipment
2 - 5 gallon buckets
18 liters of water
1 - 1 L beaker
Graduated cylinders of various sizes (10 mL, 50 mL, 100 mL, 250 mL, 500
mL, 1000 mL)
1 - Transfer pipette (1.0 mL with 0.1 mL graduations)
Calculators or computer with Excel or other spreadsheet software
Procedure
NA
Look at all of the different sources of water shown on Table 1 below. Place a
checkmark in the last column next to what you think are the three most
common sources of human drinking water.
Calculate Percentages and Proportions - These calculations can be done
using a calculator and the chart on the next page or using the Excel
spreadsheet 2.2.1.A Global Water Distribution Excel.xlsx.
A. Using the data for each type and amount of water on Earth,
calculate the total water percentage of each type of water source
and record your calculations in Table 1.
B. Calculate the percentage of each freshwater (non-saline) source
compared to the total fresh water and record your calculations.
C. For the scaled-down water model in which 18.00 liters (L) of water
represents all of Earths water, calculate the proportional volume in
milliliters (mL) for each type of water. Record these values in Table
1. Check to make sure that the sum of all these proportional
calculations equals 18.00 L.
D. Total the amount of water available for human consumption in the
18 L scale model and record this figure in your engineering
notebook.
Select Measuring Equipment
A. Research the internet on how to read liquid volumes using
laboratory equipment.
B. Look at the volumes of water to be measured in 18 L scale model
and determine which type of laboratory measuring tool, from the list
of equipment available, should be used to most accurately and
precisely measure that volume. Record your choice and reasoning
in Table 1.
NA
Data Source: Igor Shiklomanov's chapter "World fresh water resources" in Peter H. Gleick (editor), 1993, Water in Crisis: A Guide to the World's Fresh
Water Resources (Oxford University Press, New York). http://ga.water.usgs.gov/edu/earthhowmuch.html
Conclusion
Explain why there might be differences between the calculated volume and the
actual measured volume. What are the potential sources of error in this
activity? What could be done to minimize errors?
There might be differences because the calculated volume was estimated
while the actual measured volume was physically measured. The potential
sources of error could be using the wrong beaker; to minimize the errors, more
precise tools could be used.
Explain how you chose the correct volumetric measuring instrument, such as a
beaker, a graduated cylinder, a pipette, or a micropipette.
From the given volume of the water, we determined which instrument would be
the best by the amount of each instrument holds that would likely fit to the
given volume.
How did your choice of different volumetric measuring instruments potentially
affect the accuracy and/or precision?
It potentially affects the accuracy and/or precision because each instrument
displays different accuracy.
Considering the percentage of usable fresh water, what should we be
concerned about when we use water?
When we use water, we should be more considerate on how to preserve
water.
Describe at least three other factors that might make availability of fresh water
for human consumption a challenge in different parts of the world.
The availability of fresh water can be challenged by geography, contamination
by bacteria, and the increasing demand of water.