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How to Interpret a Water Analysis Report

Whether your water causes illness, stains on plumbing, scaly deposits, or a bad taste, a water analysis identifies the problem and enables you to make knowledgeable decisions about water treatment.

Features of a Sample Report

Once the lab has completed testing your water, you will receive a report that looks similar to Figure 1. It will contain a list of contaminants tested, the concentrations, and, in some cases, highlight any problem contaminants. An important feature of the report is the units used to measure the contaminant level in your water. Milligrams per liter (mg/l) of water are used for substances like metals and nitrates. A milligram per liter is also equal to one part per million (ppm)--that is one part contaminant to one million parts water. About 0.03 of a teaspoon of sugar dissolved in a bathtub of water is an approximation of one ppm. For extremely toxic substances like pesticides, the units used are even smaller. In these cases, parts per billion (ppb) are used. Another unit found on some test reports is that used to measure radon--picocuries per liter. Some values like pH, hardness, conductance, and turbidity are reported in units specific to the test.

In addition to the test results, a lab may make notes on any contaminants that exceeded the PA DEP drinking water standards. For example, in Figure 1 the lab noted that total coliform bacteria and iron both exceeded the standards.

Retain your copy of the report in a safe place as a record of the quality of your water supply. If polluting activities such as mining occur in your area, you may need a record of past water quality to prove that your supply has been damaged.

Water test parameters

The following tables provide a general guideline to common water quality parameters that may appear on your water analysis report. The parameters are divided into three categories: health risk parameters, general indicators, and nuisance parameters. These guidelines are by no means exhaustive. However, they will provide you with acceptable limits and some information about symptoms, sources of the problem and effects.

Health Risk Parameters

The parameters in Table 1 are some commons ones that have known health effects. The table lists acceptable limits, potential health effects, and possible uses and sources of the contaminant.

General Water Quality Indicators

General Water Quality Indicators are parameters used to indicate the presence of harmful contaminants. Testing for indicators can eliminate costly tests for specific contaminants. Generally, if the indicator is present, the supply may contain the contaminant as well. For example, turbidity or the lack of clarity in a water sample usually indicates that bacteria may be present. The pH value is also considered a general water quality indicator. High or low pHs can indicate how corrosive water is. Corrosive water may further indicate that metals like lead or copper are being dissolved in the water as it passes through distribution pipes. Table 2 shows some of the common general indicators.

Nuisance contaminants are a third category of contaminants. While these have no adverse health effects, they may make water unpallatable or reduce the effectiveness of soaps and detergents. Some nuisance contaminants also cause staining. Nuisance contaminants may include iron bacteria, hydrogen sulfide, and hardness . Table 3 shows some typical nuisance contaminants you may see on your water analysis report.

Hardness is one contaminant you will also commonly see on the report. Hard water is a purely aesthetic problem that causes soap and scaly deposits in plumbing and decreased cleaning action of soaps and detergents. Hard water can also cause scale buildup in hot water heaters and reduce their effective lifetime. Table 4 will help you interpret the hardness parameters cited on your analysis. Note that the units used in this table differ from those indicated in Figure 1. Hardness can be expressed by either mg/l or a grains per gallon (gpg). A gpg is used exclusively as a hardness unit and equals approximately 17 mg/l or ppm. Most people object to water falling in the "hard" or "very hard" categories in Table 4. However, as with all water treatment, you should carefully consider the advantages and disadvantages to softening before making a purchasing a water softener.

Additional Resources

For more detailed information about water testing ask for publication Water Tests: What Do the Numbers Mean? at your local extension office or from this website.

Prepared by Paul D. Robillard, Assistant Professor of Agricultural Engineering, William E. Sharpe, Professor of Forest Hydrology and Bryan R. Swistock, Senior Extension Associate, Department of Ecosystem Science and Management

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How to Test Water Quality for a Science Project

Science Projects on Bottled Water Vs. Tap Water

The United States Geological Survey defines water quality as "the chemical, physical and biological characteristics of water." Quality determines the best uses for water. Students who are interested in the environment benefit from experimenting with water from a variety of sources. Water quality experiments are informative, but not too difficult. They're easy to set up at a science fair. Whether you're testing water quality for its pH balance, chlorine or nitrate levels, or hardness, create a science fair experiment using one or all of these tests.

Chlorine and Nitrate Tests, pH Balance

Put 40 mL of tap water from the sink into a 50 mL beaker. This water will be used in all four tests.

Lower the 4.5 to 7.0 pH paper into the water. Pull it right back out and hold it next to the color-coded charts for pH papers. If the colors don't appear on the chart, use the 6.5 to 10 pH paper. Repeat the experiment and check the chart. Write your water's pH balance on the paper.

Swirl the chlorine strip in the tap water three or four times and remove it. Wait for 10 seconds and hold the paper next to the color chart section for chlorine. You'll find that most city water contains a certain level of chlorine. Record your results on the paper.

Stick the nitrate strip into the water for two seconds and remove it. Wait one minute and check the test strip against the colors on the chart for nitrates. Nitrates are found in the soil--too much nitrate in the drinking water can cause health issues. Write your results on the paper.

Hardness Test

Dip a water hardness strip into the tap water. Wait 15 seconds and hold it next to the chart to check for the hardness level. The chart only goes up to 180 parts per million (ppm). If your results appear to be 180 ppm, continue on to Step 2. If it's less than 180 ppm, record your answer. The water's hardness indicates its levels of calcium carbonate and magnesium.

Squeeze a plastic pipette into the 50 ml of tap water and withdraw 2 mL of water. Place the water into the 10 mL graduated cylinder.

Add 4 mL of distilled water to the 10 mL cylinder. You should have a total of 6 mL of water in the cylinder. Empty and dry the 50 mL beaker and pour the 6 mL of diluted water into the beaker.

Place another water hardness strip into the water. Wait for 15 seconds and hold it next to the chart. Check for your results and multiply the answer by three because the tap water has been diluted to one-third of the original water's contents. Now you have a more accurate result for your water. Record your score.

Things You'll Need

• Test strip kits are available online. Some strips are available through pool companies or home and garden supply stores.

Save your test strips to use on your display board during the science fair. Research your findings so you can explain your results.

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• USGS: Water Quality for Schools
• Washington University in Saint Louis: Water Hardness
• Save your test strips to use on your display board during the science fair.
• Research your findings so you can explain your results.

About the Author

Joan Collins began writing in 2008. Specializing in health, marriage, crafts and money, her articles appear on eHow. Collins earned a Bachelor of Arts in education from the University of Northern Colorado and a Master of Arts in instructional technology from American InterContinental University.

Photo Credits

glass image by Mikhail Olykainen from Fotolia.com

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Drinking Water Quality: Testing and Interpreting Your Results

This publication is designed to help people interpret drinking water test results. It lists all the major constituents in typical water and their significance. The primary target audience are homeowners with their own water supply but it is also used by people on public water supplies. A list of laboratories that test water is also included.

Contact your county NDSU Extension office to request a printed copy. NDSU staff can order copies online (login required).

Table of Contents

Public water systems in North Dakota cooperate with the North Dakota Department of Environmental Quality (NDDEQ) to ensure compliance with safe water guidelines set by the Environmental Protection Agency’s (EPA) Safe Drinking Water Act.  These rules do not cover private wells.

The owner of a private well is responsible for testing the water, interpreting the results and making necessary changes to the system.  Although the EPA cannot force private well owners to comply with the EPA guidelines, the agency’s maximum contaminant levels can serve as a reference for safe drinking water. An unacceptable water sample may be based on bacterial analysis, chemical characteristics of the water (such as chlorides, iron and hardness) or physical characteristics (such as odor, taste and color).

This publication will answer the following questions

• What should your water be tested for?
• What samples do I need?
• Where can I have my water tested?
• How do I interpret my results?
• How do I correct my problem?

* Many  public  water supplies in North Dakota use lime-soda softening in one step of the water treatment process. To comply with the U.S. Environmental Protection Agency Lead and Copper rule and prevent leaching of these elements from piping systems, they have to maintain the pH above 9 to be effective.

What Should My Water Be Tested For?

New wells or homes, conductivity.

• Manganese (total)
• Sodium absorption ratio (SAR)
• Total dissolved solids (TDS)
• Iron (total)

Existing wells: Annual testing

Each year, general indicators, including:

• Bacteria, pH, nitrate and total dissolved solids
• Any constituents that were at or near the drinking water standard in previous years

Existing wells: Every five years or if you notice a change in water quality

• Comprehensive water analysis
•  Fluoride

Note: Keep copies of all results so you can track changes in your water quality through time.

How Do I Collect a Sample?

Sample collection methods are based on the type of analysis you desire.

Bacterial Analysis

A sterile container provided by the testing laboratory is required for a bacteria test. Check with the laboratory for sampling and timing instructions because samples must reach the lab within 36 hours. Do not to rinse containers because most contain preservatives.

Routine Water Analysis for Minerals and Chemicals

A “raw” water sample is preferred for a routine water analysis. If possible, bypass water treatment units, such as water softeners, reverse osmosis (RO) systems and iron removal systems, when collecting the sample. A second sample taken after the water has passed through the treatment equipment will help you determine if your equipment is functioning properly.

Give special attention to contaminants that have tested high in the past or when concerns arise from health issues. Use a clean plastic or glass container to collect a 1-quart sample. Containers previously used for bleach, soap or other substances will contaminate the water sample. Rinse the container and lid three times with the water that will be tested. Laboratories recommend samples reach them within two weeks.

Water Sampling in Active Oil Drilling Areas

If you are concerned about water quality due to present or future oil activity, a list of suggested tests is available in NDSU publication WQ1614, Baseline Water Quality in Areas of Oil Activity or through the laboratories later in this article.

Where Do I Have My Water Tested?

A list of laboratories in North Dakota can be found

• Later in this article
• NDSU Extension Home Water
• Your local Extension office
• The North Dakota Department of Environmental Quality at 701-328-6140

To select a lab, consider convenience and services offered.

What do the results mean?

The tables below are examples of water analyses reports. The report will contain a list of contaminants for which the water was tested and the measured concentration of each. The report also may highlight any problems.

The concentration is the amount of a given substance (weight) in a specific amount of water (volume). The most common concentration unit used is milligrams per liter (mg/l), which, in water, is approximately equal to one part per million (ppm).

Many compounds are measured in smaller concentrations, such as micrograms per liter or parts per billion (ppb). Some contaminants have units that are specific to the test and others are expressed as an index number and not in terms of concentration, and therefore have no units.

An online water quality interpretation tool has been developed to assist you in evaluating your drinking, livestock and irrigation water quality test reports. 

Instructions on how to use the interpretive tool are on the website. After you enter the numbers from your water test report, the tool will provide guidelines for acceptable or unacceptable concentrations.

Client:  Client Name  Collected by:  KM Project:  Analytical Laboratory Services  Project Number:  CL000001 Date Collected : 1/5/22 Time Collected:  7:35 a.m. Sample Identification : Kitchen tap  Lab Number:  01000

The test results indicate this water sample does not meet EPA drinking water standards.

The following notes apply to this sample:

• The total coliform bacteria exceeded the acceptable level of no bacteria.
• The iron level exceeded the limit of 0.3 mg/l.

Submitted by: __________________________ Laboratory Manager

Sample Bacteriological Testing Report

John Doe 1234 West Drive Great Town, ND 58000 Phone: 701-222-2222 Order Number: 03-659 Sample Number: 03-1230 Receive Date: 4/11/2021 Receive Time: 9:30 AM Owner: John Doe Collection Site: North Well Crete Area Collection Date : 4/10/2014 Collection Time : 2:30 PM Collected by : John Doe Source: Water

Interpretation of Results

A total coliform bacteria and E. coli bacteria result in “Absent” indicates that none were detected in the sample. The water may be considered safe for human consumption. A total coliform bacteria result of “Present” indicates that bacteria were detected in the sample. This water should not be consumed until corrective action is taken. The maximum contaminate level for Nitrate-Nitrite as N in drinking water, as determined by the E.P.A., is 10 mg/L (or parts per million (ppm)). Water with Nitrate-Nitrite as N less than 10 mg/L is considered safe for human consumption. If the level is higher than 10 mg/L, the water should not be consumed until corrective action is taken. If you need instructions on ways to correct either of these problems, call (701) 222-2222.

For more information

• U.S. Environmental Protection Agency, Safe Drinking Water Act
• North Dakota Department of Environmental Quality

Interpreting a Bacteriological Test

All water has some form of bacteria in it. The presence of bacteria does not mean the water is unsafe to drink. Only disease-causing bacteria known as pathogens lead to disease. Your test results should include total coliform bacteria. Total coliform bacteria are a group of several kinds of bacteria commonly found in the environment, including soil, vegetation and untreated surface water. They also are found in the intestinal tract of warm-blooded animals, including humans.

A laboratory commonly will report the bacteriological test as positive or negative, indicating the presence or absence of total coliform bacteria. A negative total coliform bacteria result means the water is safe for human consumption from a bacteriological standpoint.

A positive total coliform test would indicate unsanitary conditions and the possible presence of disease-causing organisms. Further testing should include the subgroup fecal coliform and its subgroup,  Escherichia coli  (E. coli). A positive fecal coliform would indicate possible recent sewage or animal waste contamination.

E. coli outbreaks related to food contamination have received media attention. These outbreaks are caused by a specific strain of E. coli known as E. coli 0157:H7. A positive E. coli result does not necessarily mean this specific strain is present. However, it does indicate recent fecal contamination, which should be interpreted as an indication of a greater risk that pathogens are present.

Disease-causing microbes (pathogens) in these wastes can cause diarrhea, cramps, nausea, headaches or other symptoms. These pathogens may pose a special health risk for infants, young children and people with severely compromised immune systems.

Shock chlorination should be performed on a well that reports a positive E. coli or fecal coliform test. Montana State University offers a video with instructions for shock chlorination .

Repeat the bacteria test within seven days to confirm the effectiveness of the chlorination.

Interpreting a Mineral Analysis

Alkalinity is a measure of the capacity of water to neutralize acids. The predominant chemicals present in natural waters are carbonates, bicarbonates and hydroxides. The bicarbonate ion is usually prevalent. However, the ratio of these ions is a function of pH, mineral composition, temperature and ionic strength. Water may have a low alkalinity rating but a relatively high pH or vice versa, so alkalinity alone is not of major importance as a measure of water quality.

Alkalinity is not considered detrimental to humans but generally is associated with high pH values, hardness and excessive dissolved solids. High-alkalinity waters also may have a distinctly flat, unpleasant taste. Treatment is an ion exchange via the addition of a tank media or reverse osmosis.

Arsenic is a semi-metallic element that is odorless and tasteless. It enters drinking water supplies from natural deposits in the earth, or from agricultural and industrial practices.

According to the EPA, long-term exposure to arsenic in drinking water is linked to cancer of the bladder, lungs, skin, kidneys, nasal passages, liver and prostate. Noncancerous effects of ingesting arsenic include cardiovascular, pulmonary, immunological, neurological and endocrinal (for example, diabetes) problems.

Treatment depends on the level of contamination. Typical recommendations include the addition of an anion filter or tank media.

Refer to the list of publications later in this page for more information on filtration.

Calcium and Magnesium

Calcium and magnesium are the main contributors to water hardness. When water is heated, calcium breaks down and precipitates out of the solution, forming scale. Maximum limits have not been established for calcium. Magnesium concentrations greater than 125 mg/l may have a laxative effect on some people. A standard softener, reverse osmosis or distillation can be used to remove calcium and magnesium from water.

High concentrations of chloride ions can cause water to have an objectionable salty taste and corrode hot-water plumbing systems. High-chloride waters have a laxative effect for some people. An upper limit of 250 mg/l has been set for chloride ions, although noticing the taste at this level is difficult, and even higher concentrations do not appear to cause adverse health effects. An increase in the normal chloride content of water may indicate possible pollution from human sewage, animal manure or industrial wastes.

Color may indicate dissolved organic material, inadequate treatment and high disinfectant demand, and may indicate the potential for the production of excessive amounts of disinfectant byproducts. Inorganic contaminants, such as metals, are also common causes of color. In general, the point of consumer complaint is variable, ranging from 5 to 30 color units, although most people find color objectionable in excess of 10 color units. Other contaminants that may be related to change in water color include aluminum, copper, foaming agents, iron, manganese and total dissolved solids. Treatment is reverse osmosis.

Conductivity is a measure of the conductance of an electric current in water. This is an easy measurement to make and relates closely to the total dissolved solids (mineral) content of water. The maximum contaminant level (MCL) is 0.4 to 0.85 micro-Siemens per centimeter. Treatment with reverse osmosis is effective for drinking water purposes.

Fluoride concentrations of 0.7 to 1.2 mg/l in drinking water will protect against dental cavities. However, excessive levels (more than 1.5 mg/l) may cause discoloration, or mottling of the teeth. This occurs only in developing teeth before they push through. Elevated fluoride levels also may cause skeletal damage and bone disease. Because low levels of fluoride are common in groundwater, most municipalities add fluoride to the water.

Iron and Manganese

Iron in concentrations greater than 0.3 mg/l and manganese in concentrations greater than 0.05 mg/l may cause brown and black stains on laundry, plumbing fixtures and sinks. A metallic taste also may be present, and it may affect the taste of beverages made from the water. High concentrations of iron and manganese do not appear to present a health hazard. Treatment includes a water softener or iron filter for iron and reverse osmosis for manganese.

Refer to the list of publications later in this article for more information on softening, and iron and manganese removal.

The results reported for nitrates can be confusing because they may be reported as nitrogen (N) or nitrate-nitrogen or as nitrate (NO3). The following are the maximum levels for each:

• Nitrogen (N) or nitrate-nitrogen (NO3-N) should not be higher than 10mg/L.
• Nitrate (NO3) should not be higher than 45mg/L.

High nitrate levels may cause methemoglobanemia (infant cyanosis or “blue baby disease”) in infants who drink water or formula made from water containing nitrate levels higher than recommended.

Adults can drink water with considerably higher concentrations than infants without adverse effects. Treatment of such water includes anionic ion exchange, reverse osmosis, distillation and/or deionization

Refer to the list of publications later in this article for more information on softening.

The pH of water is a measure of acidity or alkalinity. The pH is a logarithmic scale based on a measure of the free hydrogen ions in the water. The scale runs from 0 to 14, where 7 is considered neutral, 0 to 7 is acidic and 7 to 14 is alkaline. Because pH can be affected by dissolved minerals and chemicals, it is an important indicator of the change in water chemistry.

According to the U.S. Environmental Protection Agency, drinking water with a pH between 6.0 and 9.5 generally is considered satisfactory. Several public water supplies that use the Missouri, James or Red River as their source of water have to maintain the pH above 9 keep them in compliance with the Lead and Copper rule of the Safe Drinking Water Act, which details how to prevent leaching of these elements from piping systems

Water with a pH below 6 or above 9.5 can be corrosive to metal plumbing pipes and fixtures. The pH of water can affect the performance of pesticides, particularly herbicides.

Potassium concentrations in water are generally very small. Although excessive amounts may have a laxative effect, the EPA has not established a maximum limit. Potassium (chloride) is used as a replacement for salt in water softeners when dietary sodium intake is a health issue.

Sodium is a very active metal that does not occur naturally in a free state. It always is combined with other substances. In the human body, sodium helps maintain the water balance. Human intake of sodium is mainly influenced by the consumption of sodium as sodium chloride or table salt. The contribution of drinking water is normally small, compared with other sources.

The treatment for certain heart conditions, circulatory or kidney diseases, or cirrhosis of the liver may include sodium restriction. Diets for these people should be designed with the sodium content of their drinking water taken into account.

The National Academy of Sciences has suggested a standard for public water allowing no more than 100 mg/l of sodium. This would ensure that the water supply adds no more than 10 percent of the average person’s total sodium intake.

The American Health Association recommends a more conservative standard of 20 mg/l to protect heart and kidney patients.

Softening by ion exchange or lime-soda ash increases the sodium content approximately 8 mg/l for each gr/gal (grain per gallon) of hardness removed. Treatment includes the use of potassium chloride instead of sodium chloride softener pellets (softener salt) or, alternatively, restricting drinking water from this source.

Water containing high levels of sulfates, particularly magnesium sulfate (Epson salts) and sodium sulfates (Glauber’s salt) may have a laxative effect on people unaccustomed to the water. These effects vary among individuals and appear to last only until they become accustomed to using the water. High sulfate content also affects the taste of water and forms a hard scale in boilers and heat exchangers. The upper limit recommended for sulfates is 250 mg/l. Treatment includes reverse osmosis.

Total Dissolved Solids (TDS)

High concentrations of TDS may affect taste adversely and deteriorate plumbing and appliances. The EPA recommends that water containing more than 500 mg/l of dissolved solids not be used if other less mineralized supplies are available. However, water containing more than 500 mg/l of TDS is not dangerous to drink.

Exclusive of most treated public water supplies, the Missouri River, a few freshwater lakes and scattered wells, very few water supplies in North Dakota contain less than the recommended 500mg/L concentration of total dissolved solids. Many households in the state use drinking water supplies with concentrations up to 2,000 mg/l and greater. Treatment for household use is reverse osmosis.

Total Hardness

Hardness is the property that makes water form an insoluble curd with soap and primarily is due to the presence of calcium and magnesium. Very hard waters have no known adverse health effects and may be more palatable than soft waters. Hard water is primarily of concern because it requires more soap for effective cleaning; forms scum and curd; causes yellowing of fabrics; toughens vegetables cooked in the water; and forms scale in boilers, water heaters, pipes and cooking utensils.

The hardness of high-quality water should not exceed 270 mg/l (15.5 grains per gallon) measured as calcium carbonate. Water softer than 30 to 50 mg/l may be corrosive to piping, depending on pH, alkalinity and dissolved oxygen. Water softeners will correct hard water of more than 270 mg/l.

Turbidity is a measure of suspended minerals, bacteria, plankton, and dissolved organic and inorganic substances. Turbidity often is associated with surface water sources. Treatment includes mixing with a substance such as alum that causes coagulation of the suspended materials, which then can be removed by sand filter filtration.

Water Testing Labs

The following chart lists regional laboratories that test drinking water.

Also available at  https://www.ndsu.edu/agriculture/ag-hub/ag-topics/natural-resources-and-facilities/water/home-water

Related Publications

Related Publications are at NDSU Extension Home Water 

• WQ1029 Filtration: Sediment, Activated Carbon and Mixed Media
• WQ1030 It’s All in Your Water: Iron and Manganese Removal
• WQ1031 Water Softening (Ion Exchange)
• WQ1352 What‘s Wrong With My Water? Choosing the Right Test
• WQ1614 Baseline Water Quality in Areas of Oil Development

The printing and development cost of this publication was paid, in part, by the Northern Plains and Mountains Regional Water Program in partnership with the USDA-NIFA.

• NDSU Extension is solely responsible for the content of this publication.

• This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under Agreement No. 2004-51130-022848

This publication was authored by Roxanne Johnson, former water quality associate

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• What Is a Bird?
• Bird Classification
• From the Outside In
• Bird Legs & Feet
• Bird Locomotion
• How Do Birds Fly?
• Heart Rate & Breathing
• Diet & Beak Shape
• Bird Vocalizations
• Nests & Eggs
• Parental Care
• Orientation & Navigation
• The Evolution of Birds
• Creating Good Backyard Bird Habitat
• Bird Legends & Indigenous People
• Birds & Climate Change
• Bird Extremes
• Birds Glossary
• Birds Resources
• Life History
• Photosynthesis
• Respiration
• Stems & Vascular Tissue
• Flower Parts
• Flower Types
• Fruit Types
• Types of Plants
• Plant Diseases & Pests
• Community Assembly
• Unique Adaptations of Plants
• Parts of a Flower
• General Pollination Syndromes
• Specialized Pollination Syndromes
• Mutualisms & Cheaters
• Pollination Constancy Exercise
• Vegetation Assessment Activity
• Plants & Pollen Glossary
• Plants & Pollen Resources
• What is an Insect?
• Body Segment: The Head
• Body Segment: The Thorax
• Body Segment: The Abdomen
• Courtship & Mating
• Larva ID Tips: Dragonflies & Damselflies
• Larva ID Tips: Mayflies
• Larva ID Tips: Stoneflies
• Larva ID Tips: Caddisflies
• Larva ID Tips: Beetles
• Larva ID Tips: Flies
• Larva ID Tips: Moths
• Food Webs & Trophic Levels
• Functional Feeding Groups: Shredders
• Functional Feeding Groups: Collectors
• Functional Feeding Groups: Scrapers
• Functional Feeding Groups: Piercers
• Functional Feeding Groups: Predators
• Primary Defenses: Reducing Encounters with Predators
• Insect Vision: The Compound Eye
• Insects Glossary
• Insects Resources
• Impacts on Landscape
• Impacts on Soils
• Impacts on Bacteria
• Impacts on Water Quality
• Impacts on Insects
• Impacts on Snow
• Impacts on Birds
• Impacts on Plants & Pollen
• Mapping Human Impacts
• The Process of Science
• Human Impacts Resources

What do you want to find out about your study site’s water quality, how will I measure it and what are your predictions?

Check Your Thinking: Scenario: There is an abandoned mine dump within 5 meters of your study site stream. How might contaminants in the mine waste be impacting your stream? When would be the best time of year/day to collect water monitoring data that could help answer this question? What tests should you conduct?

Using your recorded observations and information compiled in the first step, the next step is to come up with a testable question. You can use the previously mentioned question (Based on what I know about the pH, DO, temperature and turbidity of my site, is the water of a good enough quality to support aquatic life?) as it relates to the limitations of the World Water Monitoring Day kit, or come up with one of your own.

What results do you predict? For example, your hypothesis may be “I believe the pH, DO, temperature and turbidity of the water at my study site are of good enough quality to support aquatic life because there are no visible impacts to water quality upstream or on the site.” Once you’ve formulated your question, begin planning the experiment or, in this case, the water monitoring you will conduct .

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The MSP project is funded by an ESEA, Title II Part B Mathematics and Science Partnership Grant through the Montana Office of Public Instruction. MSP was developed by the Clark Fork Watershed Education Program and faculty from Montana Tech of The University of Montana and Montana State University , with support from other Montana University System Faculty.

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Water Quality

Keywords: water quality, water testing, data collection; Grade Level: seventh and eighth grade; Total Time for Lesson: 45 minutes for in-class lab work and 3-4 hours for field activities; Setting: science lab and field

Note: The lesson is designed to be a part of an ongoing study of chemistry and is composed of two segments: the collection of samples in the field and the testing of those samples in the classroom laboratory followed by the analysis of the results. The collection of the samples is best done with a small number of students as it minimizes the costs of transportation and is more ecologically sound in that large numbers of students traipsing around in the stream bed and in the riparian area can have an impact on the flora and fauna. It is assumed that the actual testing of samples will be done with a larger number of students in five or more classes.

Materials Needed

• water-testing kits: pH, carbonates, turbidity, nitrates, and dissolved oxygen (only one of each required)
• bottles to collect samples
• thermometer

Concepts to Be Covered

• water quality is measurable
• water quality can be directly related to human activities
• water quality can be improved

Moses Lake water quality subject of ‘State of Our Lake’ meeting

Efforts to improve Moses Lake’s water quality will be the subject of the annual ‘State of Our Lake” meeting Monday at the Moses Lake Civic Center. The lake is pictured on a summer day. FILE PHOTO

MOSES LAKE — Moses Lake and Grant County residents are being invited to learn about efforts to improve Moses Lake water quality at the annual “State of Our Lake” meeting at 6 p.m. Monday in the council chambers at the Moses Lake Civic Center, 401 S. Balsam St.  

Ron Sawyer, president of the Moses Lake Watershed Council, said the lake is the focus of a lot of work, some completed, some ongoing.  

“We try to focus on reducing nutrient inputs into the lake,” he said. 

The first priority in improving lake health is reducing the likelihood of blue-green algae blooms, Sawyer said. During the last year the MLWC worked to reduce phosphorous coming into the lake from Rocky Ford Creek; phosphorous is a primary contributor to blue-green algae growth. The project will be the subject of a video describing it and its effects on the lake.  

Rocky Ford Creek is not the biggest contributor of phosphorous, but it’s a major one, he said.  

Other speakers include Brad Mitchell, street and stormwater manager for the city of Moses Lake; Amanda Laramore, president of the Grant County Tourism Commission; Kristina Ribellia, executive director of the Moses Lake Irrigation and Rehabilitation District; and Ty Swartout, the MLWC citizen representative and speakers from the Grant County Health District.  

Sawyer said the work has made some progress. Warnings are issued in the case of a toxic blue-green algae bloom and there were multiple warnings in 2018-19. 

“Our lake usage declined by 74%,” he said.  

Red warnings are issued in the case of a toxic blue-green algae bloom, and so far, none have been issued in 2024, Sawyer said.  

Speakers also will be talking about projects scheduled for next year. Sawyer said one of the major ones will be converting some lakeside homes from septic systems to the Moses Lake municipal systems. The material released from septic systems is the main contributor of phosphorous in the lake, he said. 

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