6.05 Infections and Health
Plese don't report me i am trying to get the assigment done
Introduction
Contaminated water is a health risk, and not all populations have access to clean water. You are going to use household items to design, test and revise a water filtration system. New technologies undergo testing and revision before they are released to the public. This lab will simulate how the scientific process is used to solve problems.

Purpose
The Purpose of your design is to filter dirt, sand and other sediment from “swamp” water. You do not need to make it drinkable during this design. You will begin with a water sample that has visible dirt, mud or other contaminants. You will design a way to filter the water and evaluate your design. You will not be able to test for microorganisms or to filter them out during this design process. Do not test the water by drinking it.

Important: Do NOT drink the water in your experiment.
Materials
“Swamp” water (You can get this from an outside source like a hole in the ground, puddle, lake, river or swamp. Or, you may add dirt and sediment to tap water.) The starting sample should have visible dirt or sediment.

You may use any household materials for your water filtration system. Here are some suggestions:

Cheesecloth
OId t-shirt
Coffee filters
Pantyhose
Cotton balls
Sock
Funnel
Water bottle









Data for Design One (6 points)
Describe the appearance and smell of the “swamp” water before and after filtration. Use complete sentences and detailed examples.
Skilled Scientist level from Rubric: Student gives thorough details about the appearance and smell of the water before and after the filtration for Design One and Design Two.



Water before filtration
Water after filtration
Description of appearance




Description of smell or other physical characteristics




Rate the visible cleanliness of the water on a scale of 1 to 10 with 10 being the cleanest.



Feedback ( 5 points)
Consulat a peer or a family member about ways your design could be improved. Describe the feedback and provide the name of the reviewer. These are only suggestions that you can use to plan for Design Two. Use complete sentences and detailed examples.
Skilled Scientist level from Rubric: Student thoroughly describes the feedback received from peer/family member, and it is clear a meaningful exchange about ways to improve the design took place.
List the name of peer/family member and relationship:






Describe the feedback given by your peer/family member. What changes do they suggest you make to your design in order to clean the water better?




Planning for DesignTwo (8 points)
Use this space to plan out how to improve your water filter. Based on the feedback you received, what part are you trying to improve? Why did you make the changes that you did? Use complete sentences and detailed examples. You may include sketches or diagrams.
Skilled Scientist level from Rubric: Student thoroughly explains the changes for the design and gives ample details about any improvements that were made.
List materials used:






Describe how Design Two will work:









What part of your design are you trying to improve?







Why did you make the changes you did?




Data for Design Two (6 points)
Use the data and feedback from your first design to make changes to your water filtration system. Test your new design. Record the appearance and smell of the “swamp” water before and after filtration. Use complete sentences and detailed examples.
Skilled Scientist level from Rubric: Student gives thorough details about the appearance and smell of the water before and after the filtration for Design One and Design Two.



Water before filtration
Water after filtration
Description of appearance




Description of smell or other physical characteristics




Rate the visible cleanliness of the water on a scale of 1 to 10 with 10 being the cleanest.






Conclusion (10 points)
Use your data from Design One and Design Two to answer the following questions. Use complete sentences and detailed examples.
Skilled Scientist level from Rubric: Student answers all questions using ample details and showing critical thinking skills to reflect on the design process.
Summarize the appearance and smell of the “swamp” water before and after the filtering process using Design One.




2. Describe the changes you made to your water filtration system.




3. What feedback helped you make changes to your water filtration system?




4. Summarize the appearance and smell of the “swamp” water before and after the filtering process using Design Two.




5. What did you learn about the process of planning, testing and revising a design?