Written by Simone Adams & Ronish Mudaliar

Qualitative Tests for Assessing Water Quality

SUGGESTED ANSWERS

Water is an essential resource for all life forms. In plants and animals, the water contained in each
cell is the solvent in which cellular processes take place. Animals and plants cannot survive without
water. Water is such a powerful solvent that it is never found naturally pure. It dissolves in gases from
the air and minerals and organic matter from rocks and soil.

The map below shows the location of the relevant stations you will be working at during this
excursion.

Park/Meeting Point

7 2 8 3 4

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1 6

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 STATION 1 - Appearance, Smell, pH & Temperature

Make the following observations of the sample of water and record them in the table below:

1. Look carefully at the sample collected. Note its clarity, is it clear or cloudy? Note its colour – for
example it may be brown, grey, green or colourless.
2. Smell the sample. Is there any odour of petrol or oil, rotten egg gas (, ammonia, chlorine or is it
odourless?
RESULTS

Observations Station 1

Clarity

Colour

Smell

pH

Temperature

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i) Discuss 2 reasons why determining the acidity of water is important & factors that affect the
acidity of water.

 Ability to support aquatic life

 Suitability for domestic and industrial use
 Dissolved solids present
 Amount and type of chemicals needed to be added in water treatment

ii) The temperature often varies at different points in the creek. What are some factors that
are responsible for the variance at different locations.

 Acid rain caused by air pollution (mainly sulphur and nitrogen oxides)
 Soil fertilisers, which have washed into waterways
 Drainage from metal mines –sulfide minerals are oxidised by
microorganisms to produce sulphuric acid
 Industrial discharges of acids and alkalis
 Soaps and detergents
 Effluent discharged into waterways

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 STATION 2 - Tests for common anions
Perform the tests given in the table below for common anions.

SAFETY:

 Wear safety glasses and gloves.

 H2SO4 is corrosive. Do not allow contact with skin or clothes. If contact occurs wash
with large amounts of water for 10-15 min.
 Some metal salts (silver and barium) are poisonous. Avoid contact with skin and
clothes. Wash hands thoroughly after use.
 Silver nitrate will leave a brown stain on clothing and black marks on skin.
 Dispose of the chemicals as directed by your teacher.

Anion Test
Chloride (Cl-) o Fill tube to mark with sample of creek water.
o Drop one DPD tablet into tube (avoid touching tablet and use forceps)
o Place cap on tube and shake until the tablet dissolves.
o Compare tube colour with adjacent colour standard to determine Chlorine
and Bromine ions.

Sulfate (SO42-) Add drops of BaCl2 solution: If SO42- is present a white ppt forms or the sample
becomes turbid.
To get an estimate of concentration:
o If 1 drop of 0.2mol/L Ba2+ added to a 10mL sample produces turbidity, the
concentration SO42- >0.1 ppm
o If 1 drop of 0.02mol/L Ba2+ added to a 10mL sample produces turbidity,
the concentration SO42- > 1ppm.

Phosphate o Fill test tube with water to 10mL line.

(PO43-) o Remove one test strip from bottle. Close bottle cap tightly after removing
strip.
o Gently bend strip in half (do not fold) with pads facing inward. Place strip
inside test tube cap.
o Cap test tube and invert slowly 5 times.
o Remove cap and test strip.
o Place bottom of test tube on white boxed area of colour chart. Look down
through OPEN test tube and compare to colour chart.

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 Record your results in the table below:

TEST OBSERVATIONS CONCLUSION

Write equations for the precipitation reactions which occurred.

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 STATION 3: Qualitative tests for assessing water quality
At this station you are assessing the quality of water using a variety qualitative tests such as turbidity, hardness
and counting the number & type of litter. A water sample is placed in a bucket. Using the equipment provided
complete each test and record results.

*To record the number & type of litter. Look along the creek from station 8 to 4 and count the amount of littler
(i.e plastic bottles, wrappers etc.)

Water quality test Results

Turbidity

Hardness

Floating debris, rubbish on banks, surface

film/sum (oily green, red, black or coloured
sheen/foam)

Q2. Suggest a chemical that could be added to regulate both pH and hardness of the raw water coming into
the creek.

Add Calcium hydroxide Ca(OH). Calcium ions to increase hardness to reduce leaching; hydroxide ions to
increase the pH of the raw water coming on to site.

Ca(OH)2(aq) Ca2+(aq) + 2OH-(aq)

Ca2+ increases the hardness of the water to reduce leaching from pipes and increase the life of the pipe.
OH- increases pH to reach the targeted pH range for Water Filtration Plants (6.3<pH<10.3) so to:

 allow optimal environment for stable floc formation (occurs better in a mildly alkaline environment)
 boost pH at the beginning to cater for acidic reactions that occur from subsequent additions of
particular chemicals
 reduce corrosion (alkaline environments inhibit corrosion).

Add Na2CO3
 hard water – Precipitation of carbonate (softens water – removal of calcium ions)
 pH – Na2CO3 (s)  2 Na+(aq) + CO2-(aq)
CO32-(aq) + H2O(l) ↔ HCO3-(aq) + OH-(aq) (Buffer)

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 Station 4: Comparison
At this station you will be conducting tests from station 3 with a new sample. Due to the proximity of
industrial sites and residential homes, this restricts space and therefore prevents the naturalisation of this
area. You will be comparing the results of water from this station to analyse the effect of naturalising the
banks on the quality of water.

You must note the difference in the structure of the canal. Using this observation, compare the results.

Q1. Consider the results above, which sample would be the most suitable for human consumption. Justify
your reasons. What additional test(s) would you recommend before actually drinking this water?

Filtration, flocculation, disinfection, calcium hydroxide

Q3. Department of Land and Water Conservation offers consider a result of 30 NTU (Nephelometric
Turbidity Units’) cases concern and the level at which they initiate investigation of the cause of the turbitiy.
What effect would a results of 30 NTU have on the waterway?

 Affect life at the bottom of creek because very little sunlight able to reach bottom.
 Disrupt the disinfecting of water
 Provide medium for bacterial growth
 Particles absorb heat and increase water temperature

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 STATION 5: Suspended walkway & Chemical runoff
At this station, you will be observing the area. To the west lies the wetlands and to the east is Powell’s Creek.
This section of the naturalized water canal is developed with smooth sloping banks, native plants and a
suspended walk way. Take time to observe the area, drawing a diagram of what you see. Be sure to include
both sides of the walk way (i.e the wetlands and the creek)

In the space provided below, draw our diagram of the creek and wetlands

Q1. In words, compare the difference to the creek and wetlands if the pathway was made of concrete

 Concrete preventing passive filtration of water

 Flowing into nearby industries and home (excess contamination/run off)
 Decrease in wildlife (Birds in the wetlands)

Q2. Compare the difference in the colour of the water found in (if any) the wetlands and the creek. Explain
the variance in colour.
 Clear vs. murky.
 Filtration by lants, soil and rocks

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Q3. During a flood, the banks often breaks. The water runs into the properties which line the creek, carrying
many of the chemicals associated with human activity. Some of these substances such as fertilizer from
gardens carry high concentrations of nitrogen and oxygen into the natural water way.

The effect of this increased oxygen and nitrogen is a bloom in algal activity. A redox titration is preformed to
calculate the concentration of oxygen present in mg/L. A redox titration undergoes multiple steps. The
equations are included below.

i. Using the above equations write the net chemical reaction for this test.

On next page

ii. Give the stoichiometric ratio between O2 an S2O32-

1:2

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The redox titration was performed on a sample from the creek. Use the results to complete the questions
below

Trail Number Volume sample used (mL) Volume Thiosulfate used

(mL)
1 100 12.5
2 100 12.9

3 100 13.1

4 100 12.0 – outlier

Average - 12.8

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 iii. Calculate using the average values:

Volume of sample used: 0.0128 L

Moles of thiosulfate used: (0.025M) 0.025 x 0.0128 = 3.2 x 10 -4 mol

Moles of O2 present: Moles of oxygen = ½ moles of thiosulfate

1.6 x 10 -4 mol
Concentration of O2 in mol/L
1.6 x 10 -3 mol/L
Concentration of O2 in mg/L 5 x 10 -6 mg/L

iv. If the safe concentration of dissolved oxygen is 5 - 6 mg/L justify whether the water at this
location is safe for aquatic life.

Concentration is below minimum level therefore the water is unable to support aquatic life.

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 Station 6 – Chemical Safety
Chemical run off occurs when the land is saturated with water. The water runs off into local water ways often
carrying a variety of substances which are both naturally in soil and others associate with human activity.

As you observe the area, you will notice on the wetlands side of the suspended walk way the soil and
vegetation closer to the walk way shows clear deposits of minerals giving the soil a white/pale coloration. As
you look further into the wetlands, the soil displays its natural colour. This clearly demonstrates that flowing
water carries many substances with it.

At this station you will be thinking about the risks associated with chemical run off. Use the Chem Safety
MSDS app to answer the following questions.

**Common chemicals present: Ammonia, Hydrochloric acid, Sodium Carbonate, Sodium Hydroxide,
Hypochlorite & Copper Sulfate

Q1. Write the chemical formula for each of the compounds above

…………………………………………………………………………………………………………………………...

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Q2. Which of the common chemicals are soluble? Of those which are soluble, write the relative solubility and
the chemical equation to represent the compound dissolving in water.

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Q3. Which of the compounds above pose the highest risk when present in natural waterways?

…………………………………………………………………………………………………………………………...

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Q4. If there was a high concentration of hydrogen chloride in solution, this compound would dissolve to
produce an acid. Why would you use sodium carbonate to neutralize this acid in a natural water way to
increase the pH rather than sodium hydroxide?

…………………………………………………………………………………………………………………………...

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 STATION 7 – Changes over time
Over time, as Sydney has grown, our uses for waterways has changed. Natural creeks were turned
into canals for transport of goods and people. Some creeks were redirected around the places we
wanted to build houses and industry. Some creeks have become hidden underground. All of them
have become storm water drains. A storm water drain collects the water that falls on roads and
pathways.

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Q1. Why do some of these creeks have straight sections? Look at google earth and zoom in. What do you
see? (walls, wharves, bridges, roads, paths)

 Maximize unsafe of land surrounding creek

Q2. After reading the information at station 7, how effective would this canal be in capturing water and
processing for use in the Sydney basin?

 Flow rate low

 Possible high concentration of containments therefore high cost of processing

Q3. Analyse the pictures present on the previous page. Humans have redirected the creek over the years to
expand the use of the surrounding land. Outline the impact on the quality of water with the redirection of the
creek and increased industrial use of the surrounding land?

 Increase contamination
 Reduced wild life population
 Accumulation of biological waste from chemical run off

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 STATION 8 – Filtration & the riparian
Draw a sketch of the area specifically noting the placement and type of rock and vegetation.

The main separation technique used at a Water Filtration Plant is Filtration.

The chemicals added before filtration are designed to:

o Allow particular soluble particles to be precipitated or oxidised so they can form solids.
o Allow small colloidal particles to aggregate (‘clump together’) to form larger ones, so they can be filtered.

How do you think this is achieved at Powell’s Creek?

Do the rocks and vegetation play any role at all? If yes, suggest how.
(Use the reading on the next page to guide your answer)
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Porous Rocks (Reading – STATION 8)
They say you can't get blood from a stone, and that's true. But you can certainly get water through
rock--at least, some kinds of rock--and that's a very good thing. If water couldn't flow through rocks
we'd have no groundwater, that priceless and fragile natural resource relied on by billions of people.
Many rocks consist of tiny particles that slowly, slowly become compacted as they're buried. But
spaces--the even tinier pores and channels between the particles--remain. Water can flow through
these spaces and be held there. When that happens, the rock becomes part of the groundwater
system, or aquifer, which is Latin for "water bearer."
Rock Solid?

The spaces between rock particles are only visible under high magnification; to the unaided eye the
rock would look . . . rock solid. Rocks that make up good aquifers not only have pores, but pores that
are interconnected. These connections allow the groundwater to flow through the rock.

Sandstone: Fine-grained rocks such as sandstone make good aquifers. They can hold water like a
sponge, and with their tiny pores, they are good at filtering surface pollutants.

Dolomite: This type of rock can easily be dissolved by slightly acidic water. Underground caverns
can develop in regions where dolomite or limestone is common--the water eats away the rock.

Granite: This rock consists of several different types of crystals that form in molten rock at high
pressure and temperature. The crystals are tightly interlocked, so the granite isn't very porous

https://www.amnh.org/exhibitions/water-h2o-life/healthy-water-healthy-lives/porous-rocks

Experiments can be done to show how a plume of dissolved materials can move through soil and
enter a groundwater aquifer. But soil and plants have something of a dual role in this process.
Depending on whether materials are dissolved or suspended in the water, soils and plant roots can
remove some or all of this material as the water moves down through soil. Most suspended materials
will adhere to the soil. These may then be broken down and used as food by the plants. Dissolved
nutrients, such as nitrogen or phosphorus, chemically bond with some types of soil particles. They are
then taken up by plants, thus removing them from the soil before they can enter an aquifer. For the
plants, these elements are food, for an aquifer, they are pollution. Not all materials are absorbed by
plants and not all water pollutants are food for plants. However, sediments from eroding soil, nutrients
in human and animal wastes, and some components of household wastewater (“graywater”) are
excellent plant nutrients. Plants also use different nutrients at different rates, so that the amount of
material they take up will depend on how much is dissolved in the water and how fast the water
moves through.
https://www3.epa.gov/safewater/kids/pdfs/activity_grades_4-8_plantsinwaterfiltration.pdf

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Notes:

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Notes:

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