The Effects of Rainfall on the Pollution and Mineral Content of the Western Duck Pond

Introduction
Pollution is a persistent problem in most bodies of water today. Having witnessed the murky state of the Western College Pond, we decided to investigate the state of the pollutants in its water. Rain plays a definitive role in pollution as it carries dust and other particles from the air to the ground as well as washing pollutants off vegetation, roadways, and buildings into the water system. The drought of the past summer has increased the build-up of substances on theses surfaces. We hypothesize that when it does rain, the chemical-pollutant content of the pond will rise while the mineral concentration in the water will decrease. We also think that the water treatment plants keep the chemical composition of the local drinking water at consistent levels through the fluctuations of pollution in the area groundwater.
The city of Oxford has a water treatment plant that removes the impurities of the water and makes it safe for human consumption. It removes iron and manganese, adds fluoride to prevent tooth decay, and chlorinates to kill bacteria. According to the EPA guidelines, the tap water should have the following qualities:
Substance MCL MCLG Highest Level Detected Min-Max Detected Contamination Sources
Fluoride 4ppm 4ppm 1.15ppm .87-1.15ppm Additive
Nitrate 10ppm 10ppm 3.68ppm 3.68ppm Agriculture, Geology
Total Trihalomethanes 100ppb 0 ppb 13 ppb 7-17 ppb Byproduct of chlorination
Copper AL=1300ppb 1300ppb 130ppb at AL nd -259 ppb Household Plumbing
Unregulated Contaminants for which EPA Requires Monitoring
Chloroform nr 0 2.9 ppb .9-2.9 ppb Byproduct of chlorination
Bromodichloromethane nr 0 5.3 ppb 5.3-2.0 ppb Byproduct of chlorination
Dibromodichloromethane nr 60 ppb 6.2 ppb 3.0-6.2 ppb Byproduct of chlorination
Bromoform nr 0 2.3 ppb 2.3-1.3 ppb Byproduct of chlorination
In the above, MCL is Maximum Contaminant Level, the highest level allowed in drinking water; MCLG is Maximum Contaminant Level Goal, the level in drinking water below which there is no known/expected risk to health; ppm is parts per million or milligrams per litre; ppb is parts per billion or micrograms per litre; nd is not detectable at testing limits; nr is not regulated; AL is Action Level the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
Calcium and magnesium deposits cause water hardness, which is most obvious in appliances that heat drinking water and the small, white flakes released from thawing ice cubes.
The structure of the pond is not unique to water ecosystems. It is a small pond at the bottom of a hill that is fed by a small stream. This location makes it a prime target for gathering runoff pollutants and minerals. The stream also carries the water that comes off of Highway 27, which contains pollutants from the automobiles as well as from the atmosphere and ground.
What is unique about the pond is that there is a filtration device which pumps air through the water to prevent it from stratifying and turning over when the weather changes. This prevents some chemicals and minerals from building up at the bottom of the water, which would affect some studies of pond structure, but does not negatively influence our research because we are not comparing this pond to others. It also acts as a control on the project as the pump was operating before, during, and after the rainfall.
The ground structure of the Oxford area is important to the composition of the pond water, too. The area rock contains gypsum (Ca2SO4), limestone, Ca(CO3)2, dolomite, Mg(CO3)2, and iron sulfide (FeS). The iron sulfide reacts with the oxygen in the atmosphere and creates sulfate (SO4), which is one compound we will be testing for. These rocks act as a filter when water passes through them, helping to remove some substances, and the water, in turn, picks up the dust from the rocks and carries it away. Therefore, we should see evidence of all these compounds in our pond water samples.
Through this experiment, we hope to gather an understanding of the chemical composition of local rainwater in comparison to that of the Western Pond. This study should enable us to draw some definitive connections between the water pollutant levels and the precipitation. Such research is important to demonstrate the ramifications of a drought upon local water, which could lead to insights into farming methods when dealing with droughts as well as how this poses a threat to the future of area water. In testing the tap water, we hope to show how much safer it is to drink than ground water, as well as putting into perspective how the weather and human pollution effects the water ecosystem. We take for granted that our drinking water is "pure," but are we showing the same consideration to nature?

Relevance of your research question
Prior research has included "Effects of simulated acid rain and ozone on foliar chemistry of field grown Pinus ponderosa seedlings and mature trees." B. Momen and J.A. Helms, University of California-Berkley, 1994. This study researched the additive and interactive effects of simulated acid rain and elevated ozone on Carbon and Nitrogen contents of Pinus ponderosa foliage of various ages.
In the Natural Systems courses, previous students have studied the effects of water on organisms, differences between moving and still water, and the quality of the drinking water at Miami University. No group, to our knowledge, has tested the effects of weather on the water quality, particularly concerning a drought. This makes our research unique to the program.
Could the pollutants in the pond be representative of a potential danger to people? By discovering the various chemicals that are in the pond water, we may demonstrate how closely people's actions are related to conditions of nature. Is the state of the water harmful to the organisms around it? What if the chemicals exist in our drinking water; are they harmful to us? Perhaps an understanding of the current water conditions would enable us to take steps to improve water quality. How does a shift in the pollution of the pond affect area wildlife, such as fish, plants, frogs, and birds that inhabit the area? Are there ways to ensure that our behavior combined with the weather doesn't drastically change their lifestyles or harm them in any way?

Materials and Methods
Our experimental design is to first gather samples of pond water before the next rain occurs so that we can test for pollutants and minerals that have been building in the water over the past month. Through the lawn maintenance department, we shall gather samples of the fertilizers used on the grass around the pond and test their chemical content. At the first sign of precipitation, we shall set-up basins to collect various samples of rain. The first will be set out in an open field. The second will be under a tree to collect runoff from the leaves, and the third will be located under a drain spout of McKee Hall to collect roof runoff. Following the rain, we shall return to the pond to collect another sample of the water. We will also take samples of tap water in Boyd and McKee Halls. We plan to use distilled water as a control. Each of these samples will be tested for various pollutants, including nitrates, phosphates, and sulfates. We will also test the acidity of the water.

Materials:
distilled water jugs for storing samples,
refrigerators for storing samples
three large basins to collect rain samples
water test kits for sulfate, Bromthymol Blue pH, nitrate, chloride, tannin and lignin, hardness, total and calcium, phosphate, ortho, alkalinity, limnology
storm drain kit
pond water before rain
pond water after rain
tap water
distilled water
rain water
roof runoff water
tree runoff water
Each member of our group will learn to test one or two of the water tests, dependent upon which tests are available in the lab. At designated times, we will get together and run our tests on a sample of water. The data will be recorded in the specified data sheet. Then, we shall compare the various levels of pollution to the standards of drinking water and to each other. We shall use statistical t-tests to aid in our comparisons.
Since this research is weather contingent, the first samples of water will be taken immediately. Local weather patterns will determine when the next step, collecting rainwater, will occur. The samples must be taken at the start of the first rainfall after September 27, 1999. Testing of the samples will be done over the next month, as the samples can be viably stored in a cool, dark space.

Class Experiment: The class will learn how water is tested by performing various tests on samples of pond and tap water. Then they will compare the results to each other as well as to the drinking water standards to determine any unusual chemical levels in the water.

Materials:
Pond Water
Tap Water
Two Hardness, Total and Calcium Water Test Kits
Two Nitrate Water Test Kits
Two Sulfate Water Test Kits
Twelve beakers, two for each group
Rubber gloves for people handling pond water and chemicals

The class will be divided into six groups of approximately three students. Each group will perform one type of water test on a sample of pond water and a sample of tap water. There will be two groups doing each test. Each test should be run twice on each sample of water.
To run a water test:
1. Rinse the beaker thoroughly with distilled water to cleanse the beaker. This must be done after each use of the beaker so that the sample is not contaminated with dust or remnants of other water samples.
2. Rinse the beaker with some tap water from the sample to be tested.
3. Put 100mL of the tap water into the beaker.
4. Follow the instructions for the individual test to which the group is assigned. These instructions can be found in the attached instruction packet.
5. Repeat the test for another sample of tap water, after rinsing the beaker with distilled water.
6. Perform two tests on the sample of pond water. Be sure to rinse the beaker with distilled water followed by a rinse with pond water before performing each test.
*Be sure not to mix any of the tap water with the pond water.*
Record the results of the water tests on the attached data sheet.
After each group had completed the water testing, the class needs to exchange results from the various tests, also to be recorded on the data sheet. This lab will take place in class on Thursday, October 28, 1999.
Questions:
1.Compare your results to the EPA water guidelines provided. Do your results match? If not, is there reason to be concerned about the water quality in Boyd Hall?
2.What is the level of water hardness in Oxford? How do people compensate for this mineral hardness? For example, do they buy a different kind of soap in order to produce lather?
3.How does the tap water compare to the pond water? Should the ducks be drinking it?
4.What can people do to help the pollution of the pond?

Sources:
1. "Effects of simulated acid rain and ozone on foliar chemistry of field grown Pinus ponderosa seedlings and mature trees." B. Momen and J.A. Helms, University of California-Berkley, 1994. This study researched the additive and interactive effects of
simulated acid rain and elevated ozone on Carbon and Nitrogen contents of Pinus ponderosa foliage of various ages.
2. http://www.vcnet.com/koi_net/H2Oquality.html
3. Simonin, Howard. "The continuing saga of acid rain." New York State Conservationist. Vol 52, No. 5, pp 54-55, Apr 1998.
4. The lawn maintenance staff of Miami University
5. http://epa.gov/305b/
6. http://www.scorecard.org
7. City of Oxford Water Quality Report 1999
8. Oxford Water Treatment Plant

Water Pollution Data Sheet

Group Test Results
Water Sample Type of Test Results
Tap Water
Tap Water
Pond Water
Pond Water

Class Test Results
Water Sample Type of Test Results
Tap Water
Tap Water
Pond Water
Pond Water
Tap Water
Tap Water
Pond Water
Pond Water
Tap Water
Tap Water
Pond Water
Pond Water
Tap Water
Tap Water
Pond Water
Pond Water
Tap Water
Tap Water
Pond Water
Pond Water

Next Article
Previous Article
Return to the Topic Menu

Here is a list of responses that have been posted to this Study...

Respond to this Submission!

IMPORTANT: For each Response, make sure the title of the response is different than previous titles shown above!

Visit the rest of the site!