InTeGrate Modules and Courses >Water Science and Society > Student Materials > Module 10: Solving the Water Crisis? > Water re-use > Formative Assessment 1: Water Re-Use
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Initial Publication Date: March 31, 2017

Formative Assessment 1: Water Re-Use

Instructions

Questions 1 and 2:

In 100-150 words, you are expected to express a succinct, informed response to the question, based on the module content and assigned readings. In most cases there will be no specific correct answer, but your stated position must be supported.

Question 3:

Answer the question in 2-3 complete sentences. Consider the question carefully and be sure to provide a complete answer.

Questions

  1. Summarize your feelings about wastewater re-use as an approach to combat water scarcity. Does it make you uncomfortable? Do you think it's safe? Had you thought about this at all before starting Module 10?
  2. Drawing on the assigned items linked below, as well as the story of Toowoomba, Australia in Chapter 6 of The Big Thirst, interview two friends or family members. Tell them about the Orange County GWRS and the Penn State Living Filter. Ask them about their views on water re-use. If they find the idea objectionable, find out why, and see if you can convince them otherwise. Report on your conversation by briefly summarizing 4-5 key aspects of their opinions, counterpoints you raise (if applicable), and their responses.
  3. In light of your discussion with your friends or family, briefly summarize whether (and how) your views on water re-use have changed, in 2-3 sentences. Did your interviewees raise points you hadn't considered? Did your views strengthen or change through trying to convince them?

Reading

Read this short article in the High Country News about the Facing the Yuck Factor from 2007.

Listen to the NPR radio story 'Toilet to Tap' Planned for Orange County Water from 2007.

Read a more recent story California Drought: Orange County expands 'toilet to tap' water recycling from 2014 provides some further insight into common "knee jerk" objections.

Submitting Your Assignment

Bring your typed and printed assignment to class.

Scoring and Rubrics

This assignment will earn a maximum of 60 points.

Each essay question (Questions 1 and 2) will earn a maximum of 25 points, as described in the rubric below.

Rubric
Work ShownPossible Points
Provides a well-reasoned response to the question posed10
Uses correct grammar, spelling, and sentence structure5
Includes one or more references to specific materials in Module or assigned reading5
Appropriate length (100-150 words)5

The short answer (Question 3) will earn a maximum of 10 points, as described in the rubric below.

Rubric
Work ShownPossible Points
Answer reflects careful consideration of the question4
Answer is appropriate in length2
Answer is legible2
Answer given in complete sentences, correct spelling and grammar2

These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »