FINAL: THE QUALITY OF DRINKING WATER IN MIAMI UNIVERSITY DORMS

This topic submitted by AUSTIN, ADAM, MATT (LEMKERAF@MUOHIO.EDU) at 5:35 PM on 10/17/02. Additions were last made on Wednesday, December 10, 2008. Section: Negron-Ortiz

Natural Systems 1 Fall, 2002 -Western Program-Miami University

Draft 4: THE QUALITY OF DRINKING WATER AT MIAMI UNIVERSITY

This topic submitted by AUSTIN, MATT, ADAM (LEMKERAF@MUOHIO.EDU) at 4:11 PM on 10/15/02. Additions were last made on Tuesday, October 15, 2002. Section: Negron-Ortiz

Natural Systems 1 Fall, 2002 -Interdisciplinary Studies-Miami University

THE QUALITY OF DRINKING WATER IN MIAMI UNIVERSITY DORMS
(2002)

Austin, Matt, Adam

Introduction and Relevance of Study:

The purpose of our lab is to test the quality of the drinking water of the dorms here at Miami University. In order to get a well rounded sample of the quality of the dorms from all areas of the campus, we will be testing a dorm from each of the north, south, east, west, and central areas of campus. Distilled water will be used as a control in our lab. We will use several testing methods to gain information on the characteristics of the water, including a taste test which will give students the opportunity to rate the taste of the water in each dorm, as well as distilled water. We will then compare the water quality of the dorms, and distilled water to the Environmental Protection Agency's (EPA) standards for drinking water. In addition to our tests, we will further test the quality of water after it has been filtered through a popular water filter (Brita). It is our hypothesis that the composition of the water of each of the dorms will vary, and that distilled water will be far superior in taste, and purity.

We decided to test the quality of the drinking water in the dorms because the quality of the water did not meet EPA standards, and we want to know with absolute certainty that those problems have been corrected. The quality of drinking water can be problematic, with various toxins, bacteria, and organisms causing illness, and sometimes lead to chronic health problems.
Past studies, along with the ever-continuing outbreaks of microbiological diseases in water systems, show us that the quality of drinking water is an issue, which even today has many health-related areas of concern. In the 17 years from 1832 to 1849 the annual death rate in London rose from 10-110 deaths per 10,000 population to over 200 deaths per 10,000 population. This occurred as the plumbing, and flush toilet systems were being introduced to the city (Identifying, 1999). This is perhaps one of the earliest evidences of public drinking water problems. Of course it has gotten much better, but there are still problems with public water systems, and%For with systems which deliver the water after it has left the distribution and treatment center.
The Committee on Small Water Supply Systems, of the National Research Council, mentions in their book, Safe Water From Every Tap: Improving Water Service to Small Communities, that nearly 600 waterborne disease outbreaks have been reported in te past two decades (Safe, 1997). The Committee on Drinking Water Contaminants, Water Science and Technology Board, Board on Environmental Studies and Toxicology, of the National Research Council say that chemical and microbiological contaminants still occur in drinking water supplies (Setting, 1999). From statements like these, it is clear that drinking water can have hazardous toxins and elements, which can be detrimental to health.

There are many elements which can deteriorate the quality of drinking water, increasing the health risks. For instance: Radon concentrations of 10,000,000 Bq m-3 or more are known to exist in public water supplies, which are far greater than the typical concentration of 4000 Bq m-3 (Risk, 1999). These amounts of radon in drinking water could potentially produce adverse health effects including lung cancer (Risk, 1999). Copper is also an element which is known to cause health deficiencies from excess consumption in water. The Committee on Copper in Drinking Water, of the National Research Council mentions that, acute ingestion of excess copper in drinking water is associated with adverse health effects, including acute gastrointestinal disturbances, and chronic ingestion of copper can lead to liver toxicity in sensitive populations (Copper, 2000). Another contaminant that can pose a potential threat in drinking water is arsenic, which is associated with an increased risk of hypertension and diabetes (Arsenic, 2001). All of these elements are known to have existed in excess in public water supplies, putting the population at risk.

Although public water is tested regularly, the quality of a public water supply may deteriorate after it leaves the treatment plant where it is tested (Drinking, 1). So when is our water really safe? Ensuring the safety of public drinking water is no small task, and will not be accomplished in any one legislative act. A Committee in Drinking water contaminants of the National Research Council says that, "continuing public health vigilance is necessary to ensure that drinking water contaminants, especially newly identified ones, are appropriately addressed" (Classifying, 2001). Some even feel that our drinking water is getting worse than it has been in the past. Erik Olson, senior attorney at the Natural Resources Defense Council (NRDC) in Washington, D.C., states, "the drinking water supply in this country is definitely getting worse, and we're only beginning to uncover the problem areas" (Kotz, 1). This is why our group has decided to test the water here in the dorms at Miami University, as our expression of vigilance in the name of public health, and in escape of the naiveties of idleness.

Another reason we are conducting this lab is to find out why the water in the dorms tastes "peculiar", and whether or not a water filter can help rid this problem. Some of us feel that our taste buds are being abused, and we want to know why. From the results of the purified water tests we will be able to discern if a filter adequately purifies the water. We are predicting that a filter will improve the taste and purity of the water noticeably. We hope to involve the entire class in the taste testing, and in collecting water samples from various dorms. Through our lab we hope to find out if students should be concerned with the quality of the drinking water in their dorms. Should students invest in a water filter? Is it needed, and does it really clean the water? These are questions we hope to answer in our lab, which is part water safety testing and part consumer report for water purifiers.

Materials and Methods

TASTE TEST
Materials:
1. Water jugs to collect water
2. Water samples from Peabody, Anderson, Collins, Hepburn, Bell Tower, and distilled water.
3. Paper cups for water sampling
4. Thermometer

Method:
1. Collect water samples from the six sources and label them 1-6 we will collect the water samples around the same time from drinking fountains with in these buildings.
2. We will hold a taste test session in which each person in the class is given the 6 water samples numbered 1-6
3. Before we let the students drink the water we will chill the water to a designated temperature therefore the students are not basing their decision on which sample is cooler or which sample is the hottest.
4. Everyone in the class will be given a data sheet in which they will provide us with the way they think the water ranked 1 being best tasting and 10 being worst tasting.
5. After everyone has completed the taste test and filled out the data sheet we will compile a chart that indicates where the different samples ranked

This testing method will be unbiased because the students do not know where the water is coming from because the samples will be marked with 1-6 and only the proctors of the sampling will know where the water is coming from.

CHLORINE/ BROMINE/ BACTERIA/ PH
TEST

Materials:
1. Test tube
2. Water samples
3. Chlorine/ Bromine/ Bacteria/ ph pool, and spa test kit
4. Ph range finding indicator solution

Method:
1. Fill the test tubes up with water samples from the six different locations and label them 1-6 that way there is not a bias when doing the tests.
2. Then proceed to put ten drop of the range finding solution into each test tube, this will produce a color that will identify the amount of elements in the water.
3. The color chart for ph is

Ph 3.0 red
Ph 4.0 red-orange
Ph 5.0 orange
Ph 6.0 yellow
Ph 7.0 yellow-green
Ph 8.0 green
Ph 9.0 blue-green
Ph 10.0 blue
Ph 11.0 purple

IRON TEST

Materials:
1. Water samples
2. Iron reagent #1
3. Iron reagent #2
4. Spoon, 0.05g
5. Test tube
6. Octect Comparator, Iron

Methods:
1. Fill the test tubes with the water samples and label 1-6 to prevent a bias
2. Add 5 drops of iron reagent #1 then cap and mix
3. Use the spoon and add one level spoon full of iron reagent #2 powder then mix and wait 3 minutes
4. If iron is present in the water, a pink color will develop. Then insert the test tube into the Iron comparator. Match the color to the color standard.
5. Depending upon the amount of iron in the water a pink to deep red color will be present. A trace of iron is apparent if the water that turns a shade of pink. However, a high concentration will produce a dark red color.

TOTAL HARDNESS TEST

Materials:
1. Water samples labeled 1-6
2. Hardness Reagent # 6 tablet
3. Hardness reagent #5
4. Sodium hydroxide reagent with metal inhibitor
5. Calcium hardness indicator tablets
6. Hardness Dr titration tube
7. Direct Reading Titrator, 0-200

Methods:
1. Fill the Hardness Dr Titration Tube to the mark with our sampled water
2. Then Proceed to add 5 drops of Hardness reagent #5 and mix. Add one hardness reagent #6 tablet and stir until the tablet is disintegrated. A red color then should develop.
3. Next, proceed to fill the direct reading titration with the hardness titration reagent #7
4. Then add the hardness titration reagent one-drop at a time, stirring to mix after each drop, until red color changes to clear blue.
5. The result is read then directly from the direct reading titrator. Record the Hardness in ppm Calcium Carbonate.

SULFIDE TEST

Materials:
1. Water Samples labeled 1-6
2. Sulfide reagent a
3. Sulfide reagent b
4. Sulfide reagent c
5. Test tube, 5.0 ml
6. Pipet, 1.0 ml
7. Octet Comparator, sulfide, 0.2 and 2.0 ppm

Methods:
1. First, fill the test tube to the 5 ml line with the sampled water.
2. Next proceed toe add 15 drops of Sulfide reagent A. Then cap and mix. Do not forget that the test sample now has a high acid content.
3. Then add 3 drops of sulfide reagent b. Next cap and mix. Then wait on minute.
4. Use the 1.0ml pipette to add 1.0ml of Sulfide Reagent c. Then cap and mix.
5. Next, if sulfide is present, a blue color will develop. Then insert the test tube into the Sulfide Comparator. Finally, match the sampleês watercolor to the standard color.

MANGANESE TEST

Materials:
1. Water samples labeled 1-6
2. 2, 25 ml mixing bottle
3. Ascorbic acid reagent powder pillow
4. Rochelle salt solution
5. Alkaline-cyanide reagent
6. P.A.N. Indicator Solution
7. Color Comparator
8. Sample Tube
9. 1 ml Plastic Dropper

Methods:
1. Fill a clean 25 ml mix bottle to the 25ml mark with dematerialized water. This is the reagent blank.
2. Fill the second 25 ml missing bottle to the 25 ml mark with the sample. This is the prepared sample.
3. Add the contents of one ascorbic acid reagent powder pillow to each bottle. Swirl to dissolve.
4. Add 1.0 ml of alkaline-cyanide reagent to each bottle. Swirl to mix
5. Using the 1 ml calibrated plastic dropper, dispense 1.0 ml of P.A.N. indicator solution, 0.1% to each bottle. Swirl to mix. An orange color will develop if manganese is present.
6. Allow the color to develop for a minimum period of 2 minutes
7. Pour at least 5 ml of the prepared solutions into two clean viewing tubes.
8. Insert the tube of prepared sample into the right top opening of the color comparator.
9. Match the color of the comparator to the sample and read the mg/L manganese through the scale window.

COPPER TEST

Materials:
1. Water samples labeled 1-6
2. Copper 1 Reagent
3. Standard color reagent
4. Test tubes A & B

Methods:
1. First, fill test tube A with the sampled water.
2. Then proceed to drop dive drops of Copper Reagent and mix. If the water turns yellow then copper is present in our water sample.
3. Next, proceed to fill the second test tube to the lower line B with distilled water.
4. Then add the Standard Color Reagent to test tube B 1 drop at a time counting the drops and mixing after each addition. Then proceed to hold the two tubes about one- half inch above a plain white surface and look down through the tubes to compare colors. Continue adding color reagent to the second tube until the colors match the reaction in the first tube.
5. The test is then calculated as:
6. Copper (ppm) =0.025 x No. drops color reagent

Tables:

Chemicals Tested
pH Copper Hardness Sulfide Manganese
Water Samples Test 1,2,3 Test 1,2,3 Test 1,2,3 Test 1,2,3 Test 1,2,3
Peabody
Anderson
Collins
Hepburn
Bell Tower
Control

Taste Test 1-10

Water Samples 1st taste 2nd taste 3rd taste 4th taste
Peabody
Anderson
Collins
Hepburn
Bell Tower
Control

Research Timeline:

Week 9 (10/16-10/18) Chlorine / Bromine / Bacteria / Ph tests

Week 10 (10/23-10/25) Iron and Hardness tests

Week 11 (10/30-11/1) Sulfide and Manganese tests

Week 12 (11/6-11/80) Copper test

Week 13 (11/13-11/15) Research Review and Analysis
Literature Cited

Arsenic in Drinking Water: 2001 Update (2001, 244 pp.) Subcommittee to Update the 1999 Arsenic in Drinking Water Report, Committee on Toxicology, Board on Environmental Studies and Toxicology, National Research Council

Branstrator, –Final Report: The Effects of Inorganic Components of Water on Taste” Natural Systems Study, Fall 1998.

Classifying Drinking Water Contaminants for Regulatory Consideration (2001, 255 pp.) Committee on Drinking Water Contaminants, Water Science and Technology Board, Board on Environmental Studies and Toxicology, National Research Council

Copper in Drinking Water Committee on Copper in Drinking Water, National Research Council, 2000.

Drinking Water and Health, Volume 4 , Safe Drinking Water Committee; Board on Toxicology and Environmental Health Hazards; National Research Council, 1982.

Identifying Future Drinking Water Contaminants (1999, 276 pp.) 1998 Workshop on Emerging Drinking Water Contaminants, National Research Council

Kotz, Deborah "How Safe is Your Water?" WCP 121 articles.

Risk Assessment of Radon in Drinking Water (1999, 296 pp.) Committee on Risk Assessment of Exposure to Radon in Drinking Water, National Research Council

Safe Water From Every Tap: Improving Water Service to Small Communities (1997, 230 pp.) Committee on Small Water Supply Systems, National Research Council

Setting Priorities for Drinking Water Contaminants (1999, 128 pp.) Committee on Drinking Water Contaminants, National Research Council

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