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LESSON TITLE Desalination by Distillation

SUBJECT (S): Earth Science, Environmental Science, Life Science, Physical Science

GRADE LEVEL: 6-12 AUTHOR: Melony L. Walsh

TYPE OF LESSON (activity, lab, project!)

2 experiments DAY(S): 9 days total run time, but 4.5 of those days are “wait time” that can be used for other assignments

Objectives: Students will identify the difference between distillation and reverse osmosis. They will construct a functioning distiller then design and perform an experiment to analyze the efficiency of the apparatus. NGSS/CC STANDARDS ASSESSMENT(S) & GRADING/RUBRIC NGSS Science and Engineering: 2, 3, 4, 5, 6, 8 Crosscutting Concepts: 2, 4, 5 Core Ideas: ESS2, ESS3, LS2, PS1 PERFORMANCE EXPECTATIONS Earth and Space Sciences: HS-ESS2-3, HS-ESS3-1, HS-ESS3-4 Life Sciences: HS-LS2-6, HS-LS2-8; MS-LS2-5 Physical Sciences: HS-PS1-6; MS-PS1-6 Engineering: MS-ETS1-3, MS-ETS1-4 CC Math HS - HSN.Q.A.1, HSN.Q.A.3, MP.2; MS – MP.2, MP.4, 6.SP.B.5 CC ELA/Literacy HS - WHST 9-12.2; MS – SL.8.4, WHST.6-8.1, WHST.6-8.7, RST.6-8.3

Answer key provided Mastery considered ! 70%

SUBJECT AREA(S): These experiments could easily fit within the following courses as follows: PHYSICAL SCIENCE: states of matter, convection/conduction/radiation, equilibrium of chemical systems EARTH or ENVIROMENTAL SCIENCE: importance of water to society, water as a resource, water cycle, human impact on earth, natural resources, impact to ecosystems

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LIFE SCIENCE: cycles of matter (water), impact to ecosystems, survival of species through changing behavior, TEXTS/MATERIALS/TECHNOLOGY/AUDIO-VIDEO/OTHER RESOURCES: 10 mL graduated cylinder 400 mL beakers 50 mL beakers Tap water Food coloring Table salt Plastic wrap Rubber bands Small rock, marble, or some other small, relatively heavy object to act as a weight Conductivity tester (multimeter or saline strips are other options) Heat lamp (if weather is cold) INSTRUCTIONAL STRATEGIES/PROCEDURES/GROUPING: Experiment 1 Pre- lab: Send students home with the Background handout and ask them to read it. Day 1: Have students write a one-paragraph summary (5 minutes). You can use the following as questions they need to address: What is desalination? What is distillation? What is reverse osmosis? How are distillation and reverse osmosis different? Which process is more efficient? Which process is the newest? Hand out Experiment 1 packet and review the purpose and methods with students (15 minutes). Have student groups (2-4 students) set up the model by following the steps 1-5 (30 minutes). Days 2-3: The models will be left undisturbed for 72 hours. Class time can be used for other assignments. Day 4: Have student groups complete steps 6-8 (15-20 minutes). Instruct students to complete the Follow-Up questions – they should be considering the information from the Background and their experiment (30 minutes). Experiment 2 Day 5: Hand out Experiment 2 packet and review the purpose and methods with students (20 minutes). Have student groups share their research with one another and select a variable to change for their experiment. They should produce a hypothesis, a labeled sketch of the

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model with their proposed modification and a short written description and identify the variables in their experiment (30 minutes). Day 6: Have students set up both models following steps 1-6 (30 minutes). The remainder of the class can be used for other assignments. Days 7-8: The models will be left undisturbed for 72 hours. Class time can be used for other assignments. Day 9: Have student groups complete steps 7-8 (15-20 minutes). Instruct students to complete the Results and Conclusion sections – they should be considering the information from their experiment and their research – this should be given with the option of taking it as homework since time may be limiting for some students (30 minutes). References: idadesal.org/desalination-101/desalination-overview/ idadesal.org/desalination-101/desalination-by-the-numbers/ howstuffworks.com/reverse-osmosis.htm NOTES/REFLECTIONS: Depending on ambient conditions, more or less time may be required for the amount of distillate to be significant enough for the necessary measurements. Adjust timing as needed. Experiment 1 and 2 do NOT have to be done in order. Depending on class time, you could elect to do one or both experiments.

Desalination !

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Experiment 1

Modeling Desalination by

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Experiment 2

Increasing the Efficiency of

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