Hull Middle STEAM LESSON Adapted from Northeastern University

Population Growth and Pollution: Design a Water Filter

Day 1: (Optional)
Investigate: Identify the problem of pollution and research the problem.
Use the Prezi (2
nd
half) at: http://www.stem.neu.edu/programs/k-12-school-field-
trips/water-filtration/ Effects of Pollution (Teachers must be familiar with this
PREZI prior to use.)
Focusing Questions (Answer in NB)
1: What is pollution? What are the types?
2: What are sources of pollution?
3: What are some of the effects of pollution?
4: How can we prevent pollution?
5: How can we fix or restore polluted environments?
Debate: Can we ever stop pollution?
23 minute video by Bill Nye:
Pollution Solutions https://www.youtube.com/watch?v=vVmmpGeR6nk
Homeowrk: Research types of water pollution via .edu or .gov sites (30 - 40 min)

Day 2: Plan: Brainstorm solutions, explore possibilities and analyze information

Who Polluted the River Charles?
Use the following resource (1
st
half): http://www.stem.neu.edu/programs/k-12-
school-field-trips/water-filtration/
Students will wear goggles for this activity.
Have the samples of pollutants (from the PREZI) ready for students to add to the
gallon of clean water that you have ready in a clear container
Pollutants: 30 ml yellow water, 30 ml vinegar, 30 ml sludge, 30 ml bright green
water, 50 ml dirt, 50 ml leaves/humus, 30 ml dilute dish soap, 30 ml water with
baking soda and two other items that the teacher might add
As you read through the story out loud, pause at appropriate times for discussion
or for students to add the pollutants to your clean water sample. Discussion
should be centered around opportunities for students to explore possibilities of
causes, relationship between growing population and pollution, and to further
analyze the information provided on the PREZI or other research. (Ways to
reduce pollution and ways to clean up pollution)
After creating considerable pollution in the water sample, give the students their
engineering handouts, where they will begin to plan and design a filter that will
help return the water to the pure state. (Last two pages of this document)
Students will individually design a filter and draw it on the 1
st
cup model. They
will label each part of the filter they create and write an explanation for both the
materials they use as well as the way in which they will be used. (Design notes
1) (This will be a homework assignment.)
Homework: Students will use google docs to collaborate a design for testing:
https://docs.google.com/drawings/d/1WHMVILCSHGPpYSS4_Fj9zL-
NBtZPhu8pTYrlJmNfy7I/edit?usp=sharing
Hull Middle STEAM LESSON Adapted from Northeastern University

Day 3:
Design/Create: create a product or solution
Working in small groups (3 5 students), have students share out their water filter
designs and decide on which design will be used (or which hybrid will be used).
Students will buy materials at the store. (This should not take long due to the fact
that they are already familiar with the rules/pricing.)
Students will create the filter (10 minutes).


Evaluate: Test, evaluate, and communicate
Students will predict the amount of filtration their product will provide.
Students will pour polluted water into the filter. (10 minutes for process)
As the water is filtered, students will draw the design the group chose on their hand out
as the 2
nd
cup model. In the space provided, students will record their design notes
and rationale.

Afterwards, students will analyze and compare their results with their expected results.

Class discussion should ensue with a focus on how to improve the design for a future
filter.

Homework: Students will individually create a third design. They will draw and label it
on the 3
rd
cup model and record the design notes and rationale in the space provided.

Optional:

Reflective Writing Prompt:
From the experience you had in class on this project and the research that you have done, please
discuss at least three new ideas or concepts that you have learned and why they are important to
you as well as to society.

Math:
Calculate the cost per 1000 liters to clean the water according to the method that your group
used. Calculate the cost using your new, improved filtration method. Do you think the cost of
cleaning up pollution is more or less than the cost of preventing pollution. Explain your answer.

Social Studies:
What is the relationship between population increase and pollution levels?
What factors would make it difficult to prevent pollution?
What factors would make it difficult to clean up pollution?
Why is this a growing problem for the world?


Hull Middle STEAM LESSON Adapted from Northeastern University

Name: ________________________ Per: __ Date: ____
Group Members: __________________, ________________, ________________
Engineering Objective: Design a filter to economically clean polluted water.
Must be able to easily read this sentence through 1 of cleaned water.
Limiting parameters:
Money: Your team has a $50 budget to buy materials for your water filter. All filter materials must be
put into the cup with a hole at the bottom.
Design: You must use at least 4 of the materials provided. They must fit into the filter cup provided.
Time: You only have 30 minutes to buy the materials, build the filter, and test the filter.

Safety: Wear Goggles
Materials:
- Gravel $10 per 100 ml
- Sand $10 per 100 ml
- Cotton Ball $1 each
- Coffee Filter $10 each
- Cheese Cloth $5 each
- Screen $5 each




Rules:
1) 30 Minutes to purchase materials and
construct the filter
2) Must fit into the filter cup with hole at the
bottom
3) Must use 4 or more of the materials
4) Effectiveness of the filter will be based on
water quality - how clean it looks
5) Your filter will have 10 minutes to get 100
ml of cleaned water
6) You can put water through the filter more
than once in the 10 minutes


Order Form: (This is for the group filter construction.)
Material
(select at least 4)
Cost Per Unit Amount Purchased Total Cost Per Material
Gravel $10 per 100 ml
Sand $10 per 100 ml
Cotton Ball $1 each
Coffee Filter $10 each
Cheese Cloth/stockings $5 each
Screen $5 each

Total Costs

DO NOT DRINK
THE WATER!

Hull Middle STEAM LESSON Adapted from Northeastern University

Explain Your Designs:
In the space below, draw and label your original filter design and write a short explanation of what materials you want to use and why. Next
draw and label the design that your team agreed to use and write a short explanation of what materials you used and why. Finally, draw and
label an improved design that you would use if you had another opportunity to filter the water. Explain why your third design might be better
than your first and second.

















Design Notes Model 1: _______________________
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Design Notes Model 2: _______________________
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Design Notes (Future) 3: ______________________
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