Mukhina Daria Valerievna

Project work in geography on the topic:

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Municipal budgetary educational institution

"Pochinokinelskaya secondary school"

Project work in geography on the topic:

"Hydrosphere pollution detergents»

The work was completed by an 11th grade student

MBOU "Pochinokinelskaya Secondary School"

Komsomolsky district of the Chechen Republic

Mukhina Daria Valerievna

Head: geography teacher

Krasnova Svetlana Vladimirovna

D. Pochinok Ineli

2015

Introduction page 2

I. Synthetic detergents pp. 3-5

1. Harm of detergents to the organic world page 3
2. The influence of detergents on human life page 4
3. Domestic wastewater treatment pp. 4-5

II. Practical part - experiment pp. 5-8

Conclusion page 9

List of used literature page 10

Applications: page 11

1. Diagram 1 page 11

2. Diagram 2 page 11

Introduction

After looking at materials on the Internet, in geography lessons, I learned that there is a problem of hydrosphere pollution. The topic is relevant because every person is involved in hydrosphere pollution. I wanted to focus on detergents, since they cause no less harm to water. Every person washes their hands, dishes, clothes, cleans their apartment with detergents, so I decided to prove, using the example of my family and my region, that even a small proportion of people, without thinking about how harmful it is, waste great amount detergents per day.

My theme research work called “Hydrosphere pollution from detergents.”

Goal: to prove how enormous the scale of pollution of the hydrosphere is with detergents affecting the organic world and the composition of water.

Tasks:

1. Study literature, media materials, collect and analyze statistical data on the topic.
2. Conduct a series of experiments to prove the volume of river pollution from detergents.
3. Conduct a series of surveys to determine the attitude of others towards the use of detergents.

In my work I use the following methods: surveys, analysis of statistical data and the media, an experiment with calculation of the results of using the volume of detergents in my family and an approximate calculation of the use by residents of Tatarstan, as well as the volume of discharge into the waters of the rivers of this territory.

1. Synthetic detergents

I studied the literature, media materials, collected and analyzed statistical data on the topic and found answers to some questions:

When and who invented detergents?

The first soap, the simplest detergent, was obtained in the Middle East more than 5,000 years ago. At first it was used for washing and treating wounds. And only from the 1st century AD. people began to use soap for personal hygiene. But the first synthetic detergent appeared only in 1916, the inventor of which was the German chemist Fritz Ponter, it was intended for industrial use. Household synthetic detergents began to be produced in 1935. Since then, a number of synthetic detergents for narrow purposes have been developed, and their production has become an important branch of the chemical industry.

What are synthetic detergents and how do they work?

According to the Great Soviet Encyclopedia, synthetic detergents are “substances or mixtures of substances used in aqueous solutions to clean (wash) the surface of solid bodies from contamination.” Another name for synthetic detergents is detergents.Detergents have two parts. One part dissolves in oil, and the second part -dissolves in water. Dirt that needs to be washed with detergents does not dissolve in water. For example, fat or oil. Therefore, synthetic detergents are substances that, due to their dual structure, allow something to be dissolved in water that water cannot dissolve.

1. Harm of detergents to the organic world.

So you bought dishwashing detergent. We used this product when washing dishes. All the water after washing went down the drain. So what is next? And then it ends up in rivers, lakes, and groundwater.The main victims of the progressive chemical industry are fish, plankton, and other aquatic life. For the inhabitants of the aquatic world, SMS are very harmful, especially foranimals that breathe with gills. Why are they the ones who suffer? Because the SMS sticks to the gills, water begins to stick to the SMS, water flows into the gills, and the fish choke. And they die. Or (if there are not very many detergents), they simply grow sick and frail. In other words: in the normal state, although water enters the gills, it does not touch them, since they are covered with a substance that repels water - special fat. And since detergents dissolve fat, the fish cannot use their gills

1. The influence of detergents on human life.

It is still possible for synthetic detergents to enter the human body through water. This primarily occurs when a person eats or drinks.from dishes poorly washed from detergents.Another way to get synthetic detergents is during bathing. It is most common for children.What could all this lead to? As you know, in the human stomach, hydrochloric acid is constantly present, which breaks down food protein.The stomach is covered from the inside with a mucous membrane, which plays a protective role against the harmful effects of hydrochloric acid. The mucous membrane has a fatty base.If SMS from an unwashed plate enters the human body, that is, the stomach, then the protective membrane around the walls of the stomach becomes thinner.Especially if the human body is weakened, for example,stress, lack of vitamins, then SMS, even in tiny quantities, can lead to stomach ulcers, an overdose of bile, disruption of the gallbladder and other serious illnesses.

So, detergents cause enormous harm to the composition of water and the organic world. Water from kitchens, toilets, showers, baths, laundries, canteens, hospitals, domestic premises, industrial enterprises- these are all household items wastewater. The production and widespread use of synthetic surfactants, especially in detergents, led to their entry with wastewater into many water bodies, including sources of domestic and drinking water supply. The Volga, the largest river in Europe, is in a difficult ecological situation. More than 60 million people live in its basin, and more than 30% of our country's industrial and agricultural products are produced. A reduction in water exchange and a simultaneous increase in the volume of wastewater created a difficult hydrochemical situation. There is a threat of destruction of ecosystems in the Volga delta. Serious genetic abnormalities were detected in 100% of the fish caught.

3. Domestic wastewater treatment.

Sewerage is a complex of engineering structures and sanitary measures that ensure the collection and removal of contaminated wastewater outside populated areas and industrial enterprises, their purification, neutralization and disinfection. Cities and other settlements discharge 22 billion m through sewer systems 3 wastewater per year. Of this, 70% passes through treatment facilities, including 94% through complete biological treatment facilities.

13.3 billion m are discharged into surface water bodies annually through municipal sewerage systems 3 wastewater, of which 8% passes through treatment plants, and the remaining 92% is discharged contaminated. Most wastewater treatment plants are overloaded, and almost half require reconstruction.

To disinfect wastewater, the dose of chlorine is selected so that the content of E. coli in water discharged into a reservoir does not exceed 1000 per liter, and the level of sedimentary chlorine is at least 1.5 mg/l with 30-minute contact or 1 mg/l
l at 60-minute contact. Disinfection is carried out with liquid chlorine, bleach or sodium hypochlorite, obtained on site in electrolyzers. Chlorine management of sewage treatment facilities should allow increasing the calculated dose of chlorine by 1.5 times. However, the population very often uses chlorine-containing products to clean premises, which can inevitably cause colossal harm when water flows out.

II. Practical part - experiment

I live in the Republic of Tatarstan. And I study in neighboring Chuvashia. Both the Chuvash and Tatar Republics are located in the Volga basin.

In order to prove to what extent the problem of Volga pollution is actually created by the residents of this region themselves, I decided to conduct several studies, one of which was an experiment: “Consumption of detergents by my family.”

In order to prove how much detergent humanity spends, I first found out how much detergent my family consumes and calculated the results (Table 1).

There are six people in my family. I began my research by counting the consumption of each detergent, first over a week, then over a month, a year and 10 years.

In everyday life, irreplaceable things are used in personal hygiene - these are soap, shampoos, balms, toothpaste and all sorts of other products. Since there are six of us in the family, the consumption of personal hygiene products is high: in a week we spend approximately 180 ml of all hygiene products, in a month 2.2 liters, in a year approximately 26.4 liters, and in 10 years as much as 264 liters.

We use washing powder"Persil" and wash it about 3 times a week. After calculations, I determined that in a week we spend about 250 g, in a month 1 kg, in a year - 12 kg and in 10 years - 120 kg.

We mainly use AOS dishwashing detergent. We wash dishes by hand; usually in villages they don’t use a dishwasher. We consume approximately 500 g per month, 6 liters per year and, accordingly, 60 liters per 10 years.

We use cleaning agents and chlorine-containing products not as often as other detergents: per week – 130 g, per month – 520 g, per year – approximately 6.5 kg, per 10 years – 65 kg; Even from this calculation it is clear what a huge amount of cleaning and chlorine-containing products we spend.

From the results obtained during the study, I was able to conclude that my family in total uses approximately 2 kg and 720 ml of all detergents per month; 24 kg and 8 liters 700 ml – for one year; 240 kg and 87 l - in 10 years (Table 1).

Table 1. My family's detergent consumption

Having seen how much my family pollutes, first of all, the Kubnya River, then Sviyaga and the Volga, I wanted to find out how much detergent waste is thrown away by the residents of my street and village.

For the first question: “Do you use detergents?” everyone unanimously said “Yes” (Appendix 1).

For the second question: “How often do you use detergents?” everyone unanimously answered: “Every day” (Appendix 2).

For the third question: “How often do you do laundry?” I got the following result (diagram 3):

12 out of 27 opponents answered that they do laundry about 3 times a week;

3 opponents wash more than 3 times a week (4 times);

9 opponents answered that they do laundry twice a week:

3 opponents answered that they do laundry once a week.

Diagram 3 (survey)

On average it turns out: wash 3 times a week. Based on the fact that our family uses an average of 4 kg and 1 liter 450 ml of cleaning products per person per year, I calculated how much detergent the residents of my street use approximately:

Per month 26 kg and 10 liters of detergents;

312 kg and 113 liters of detergents per year. 7

I became interested in how much money the residents of my village, Bolshoye Tyaberdino, use. Since the population of the village is 571 people, it consumes almost 2300 kg and 830 liters of detergents per year. I wanted to know how many times these figures would increase if we calculated how much detergent the population of the Kaybitsky district, which includes my locality and the population of Tatarstan as a whole, uses. The result, of course, is terrifying: the region consumes almost 70 tons and 22 thousand liters, and the republic as a whole, 15 million kg or 15 thousand tons and 5.5 million liters of cleaning products (Table 2).

Table 2. Consumption of detergents per year

And if we take into account the fact that city dwellers also use dishwashers and, in general, in my opinion, the urban population uses more hygiene products and, of course, various detergents and cleaning products.

As a result, from the survey I found out that people do not even think about the problems of hydrosphere pollution with detergents. Therefore, a question arises and an unsolved problem of the operation of treatment facilities. I am not sure that treatment facilities can fully cope with so many chemical emissions, especially since most of them are classified as obsolete. And in villages there is no need to talk about sewage treatment plants for the simple reason of the lack of sewers. Here, everything that drains from houses flows freely into groundwater and ultimately into rivers. Can we be sure that we do not then use this water for food?

Conclusion

So, as a result of the experiment I conducted, one of the reasons for the pollution of rivers, in particular the Volga, was proven. The soul is torn by the scale of pollution, knowing that more than 60 million people live in the Volga basin. The consumption of detergents and cleaning products in Tatarstan alone is 15 thousand tons and 5.5 million liters per year, despite the fact that the population of the republic is 3,786,488 people. Due to the fact that millions of kilograms of detergent residues are thrown together with water into rivers and wastewater, we can conclude: what colossal harm we cause to the internal waters that we subsequently use. I understand that I cannot solve this problem alone, but I can encourage people to rational use detergents. I think if I present the results of research, for example, at the school where I study, then perhaps people will think about it and use detergents wisely.

List of used literature

1. Media materials:

http://www.tatstat.ru/

2. Great Soviet Encyclopedia

Applications

Annex 1.

Diagram 1 (survey).

Appendix 2.

Diagram 2 (survey).

Slide 1

HYDROSPHERE OF THE EARTH

Completed by: student of group 134 of Vocational Lyceum No. 9 Trembak Vladimir Geography teacher Valdaeva L.O.

Slide 2

Water! You have no taste, no color, no smell, you cannot be described, they enjoy you without knowing what you are! It cannot be said that you are necessary for life: you are life itself. You fill us with joy that cannot be explained by our feelings. You are the greatest wealth in the world. Antoine de Saint-Exupery

Slide 3

HYDROSPHERE

(from hydro... and sphere) - the totality of all water bodies the globe: oceans, seas, rivers, lakes, reservoirs, swamps, groundwater, glaciers and snow cover. Often the hydrosphere refers only to oceans and seas.

Slide 4

Slide 5

The first assumes:

Water on Earth was released from its depths during the cooling of the planet in the early stages of its formation - several billion years ago. This is confirmed by the fact that water is actually contained in the mantle and continues to be released to the surface during volcanic eruptions in the form of steam.

Slide 6

Another hypothesis

On the contrary, it claims that water was brought to Earth from space by comets falling on its surface, which are actually made of ice.

Slide 7

Slide 9

All other planets are either too cold or too hot for this. Although, there are suggestions that liquid water can be formed from ice in the equatorial regions of Mars, where the temperature rises to above-zero levels, and that a water ocean may be located under the icy shell of Europa, one of the satellites of Jupiter, however, no clear evidence of this has yet been found. Although, this does not mean that the liquid shell of the planet exists only on Earth.

Slide 10

Slide 11

water covers more than 70% of the surface of the globe, and the average depth of the World Ocean is about 4 km. The hydrosphere is 96% made up of the waters of the World Ocean, in which salts are dissolved (on average 3.5‰), as well as a number of gases. The top layer of the ocean contains 140 trillion tons of carbon dioxide and 8 trillion tons of dissolved oxygen. tons

Slide 12

The volume of the hydrosphere is enormous

1370 million cubic meters km, which is 1/800 of the volume of planet Earth. This volume is distributed as follows: - world ocean - 1120 million cubic meters. km; - thickness of the earth's crust - 200 million cubic meters. km; - continental glaciers and glaciers of the polar regions - 30 million cubic meters. km; - rivers, lakes and swamps - 4 million cubic meters. km; - atmosphere - 12 thousand cubic meters. km. The amount of water in the hydrosphere is almost constant.

Slide 13

Slide 15

The World Ocean unites 4 largest oceans: the Pacific, Atlantic, Indian and Arctic, with a total area of ​​361 million km², and all seas are parts of the oceans that protrude into the land and are separated from it by islands, peninsulas or underwater ridges. The average depth of the World Ocean is 3704 m, the greatest is 11022 m (Mariana Trench). The bottom of the seas and oceans has a complex, although less dissected, relief than the land.

Slide 16

Slide 17

Slide 18

Slide 19

Slide 20

Southern Ocean relief

Location: southern hemisphere, the ocean boundary runs from 35° S. up to 60° S Area: 20327 thousand km. Average depth: 3500 m. Greatest depth: South Sandwich Trench - 7235 m. Inhabitants: krill, sponges, echinoderms, 28 families and 203 species of bottom and demersal fish, petrels, skuas, penguins, whales, seals. Current: Antarctic circumpolar (westerly wind current)

Southern Ocean, the area surrounding Antarctica; the southern part of three oceans: the Pacific, Atlantic and Indian. Strong winds drive surface water to the east, forming the Western Wind Current, or the Antarctic Circumpolar Current, the only current in the world that encircles the Earth and is nowhere interrupted by land. Around Antarctica, especially over the continental shelf of the Weddell Sea, a cold and dense body of water (Antarctic Bottom Water) forms. In summer, many icebergs break off from the continental ice sheet and drift to 55° S. and even further north. The continental shelf of Antarctica is believed to be rich in oil. The main resource at present is large reserves of krill (planktonic crustaceans), the production of which is increasing.

Slide 21

Ecological state of the world's oceans

Experts from Stanford University recently published alarming data. For many years, scientists have assessed the ability of the world's oceans to absorb carbon dioxide as positive. By absorbing a third of atmospheric CO2, it significantly curbed the onset of global warming. However, saving the planet from climate change, the World Ocean annually absorbs more and more greenhouse gases and thereby, as it turned out, significantly changes its own environment.

Researchers at the US Oceanic and Atmospheric Administration estimate that the acidity of the world's oceans has increased by a third over the past two centuries. For example, under the influence of carbon dioxide, corals not only slow down their growth, but also gradually collapse. CO2, getting into the water, literally eats them. Harmful effects Shellfish and plankton are also exposed.

Miami University professor Christopher Langdon found that carbon dioxide dissolves their shells and shells. And the disappearance of these organisms, in turn, will put salmon, mackerel and whales on the brink of survival. People will also suffer from the destruction of marine food chains.

Slide 22

Sea water is a solution of 44 chemical compounds: table salt NaCl, magnesium salt MgCl, gases CO2, O2, N2, etc. The average salinity of water is 3.5 ‰. Temperature depends on latitude, terrain, currents, season, etc., varying from -2ºC to 35ºC; at a depth of 350 m it is constant throughout the year; at a depth of over 3 km almost everywhere it is 2-3 Cº. The invariability of the salt composition of water at great depths indicates the constant mixing of all the waters of the World Ocean.

Slide 23

REMEMBER!!!

The average salinity of the World Ocean is 15 ‰ The temperature of surface waters in the ocean decreases from the equator to the poles

Slide 24

1. Which ocean is the largest in area and the deepest? 2. What is the maximum depth of the ocean? 3. What is the shallowest ocean?

Description of the presentation individual slides:

1 slide

Slide description:

Hydrosphere Geography. 6th grade. UMK T.N. Gerasimova Mukhina M.V., geography teacher, Municipal Educational Institution Secondary School No. 80, Yaroslavl

2 slide

Slide description:

Educational: - to form the concept of the hydrosphere - to form knowledge about the composition of the hydrosphere, its parts - to form knowledge about the water cycle in nature Developmental: - to continue to develop the skills of comparison, analysis, generalization, logical thinking, ability to work with maps Educational: - to promote the formation of a caring attitude towards nature - to contribute to the formation of tolerance, environmental culture, education of patriotism

3 slide

Slide description:

Stage 1: solve the crossword puzzle using the pen tool (motivation for work, determining the topic of the lesson): 1. Mineral resource of sedimentary origin; 2. Long-term weather regime; 3. The most common substance on Earth; 4. Air movement along the Earth's surface; 5. Top fertile layer of soil; 6. The air shell of the Earth; 7. The totality of unevenness of the earth's surface; 8. Bowl of the Earth filled with water; 9. A depression filled with water; 10. State of the troposphere at a given time in this place. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

4 slide

Slide description:

Solve the crossword puzzle using the pen tool: 1. Mineral of sedimentary origin; 2. Long-term weather regime; 3. The most common substance on Earth; 4. Air movement along the Earth's surface; 5. Top fertile layer of soil; 6. The air shell of the Earth; 7. The totality of unevenness of the earth's surface; 8. Bowl of the Earth filled with water; 9. A depression filled with water; 10. State of the troposphere at a given time in a given place 1.coal 2.climate 3.water 4.wind 5.soil 6.atm o sphere 7.relief 8.ocean 9.lake 10.weather

5 slide

Slide description:

Stage 2: ratio of land area and water (task to determine the ratio and develop the ability to compare):

6 slide

Slide description:

Fill out the diagram “Composition of the hydrosphere” using the method of moving objects (task for obtaining new knowledge) Waters of the World Ocean Waters of land Waters of the atmosphere bay ocean water glaciers water vapor strait underground water rivers lakes seas swamps

7 slide

Slide description:

Fill out the diagram “Composition of the hydrosphere” using the method of moving objects Waters of the World Ocean Waters of land Waters of the atmosphere Bay ocean waters glaciers water vapor strait underground waters rivers lakes seas swamps

8 slide

Slide description:

Arrange the parts of the hydrosphere in order of increasing their volume using the technique of moving objects (a task to develop the ability to analyze, compare, develop logical thinking) Groundwater Surface waters of land Ice and snow Seas and oceans 1. Surface waters of land – 0.02% 2. Groundwater – 2% 3. Ice and snow – 2% 4. Seas and oceans – 96%

Slide 9

Slide description:

Arrange the parts of the hydrosphere in order of increasing their volume using the method of moving objects 1. Surface waters of land - 0.02% 2. Groundwater - 2% 3. Ice and snow - 2% 4. Seas and oceans - 96%

10 slide

Slide description:

Fill out the “Water” diagram using the pen tool (a task for repeating and summarizing the knowledge that is used in drawing up the water cycle): Physical state of water Chemical state of water

11 slide

Slide description:

Fill out the “Water” diagram using the pen tool: Physical state of water Chemical state of water liquid solid gaseous fresh salt

12 slide

Slide description:

What phenomenon are we talking about? (a task to motivate students to study the water cycle in nature as an important condition for the connection of the Earth’s shells) Although it is not very easy to believe, there is Volga water in the Limpopo River. And, traveling in a cloud of steam, The waters from the Volga flow to Niagara. The Volga is water in both Baikal and the Nile. Both in Tanganyika and in our apartment. This means that we all must understand this: Rivers are part of the water unified system. But, so as not to be in dispute with geography, the Volga flows into the Caspian Sea. I. Yakimov Water cycle in nature

Slide 13

Slide description:

What phenomenon are we talking about? Although it’s not very easy to believe, there is Volga water in the Limpopo River. And, traveling in a cloud of steam, The waters from the Volga flow to Niagara. The Volga is water in both Baikal and the Nile. Both in Tanganyika and in our apartment. This means that we all must understand this: Rivers are part of a single water system. But, so as not to be in dispute with geography, the Volga flows into the Caspian Sea. I. Yakimov Water cycle in nature

Slide 14

Slide description:

The water cycle in nature (demonstration for the purpose of visualization and gaining new knowledge)

15 slide

Slide description:

Create a cyclic model “The Water Cycle in Nature” by moving objects and connecting them with arrows (a task to summarize existing knowledge and develop design skills):

16 slide

Slide description:

Create a cyclic model of the “Water Cycle in Nature” by moving objects and connecting them with arrows:

Slide 17

Slide description:

Establish a correspondence between the parts of the ocean and their definition using the line tool (a task to summarize existing knowledge, to develop the ability to compare and analyze): Island - ... Archipelago - ... Peninsula - ... Bay - ... Strait - ... Sea - ... group of islands; part of the ocean extending into land; an area of ​​land surrounded on all sides by water; a narrow body of water connecting other bodies of water or separating land areas; a piece of land surrounded on three sides by water; part of the ocean that differs from its water properties.

18 slide

Slide description:

Establish a correspondence between the parts of the ocean and their definition using the line tool: Island - ... Archipelago - ... Peninsula - ... Bay - ... Strait - ... Sea - ... group of islands; part of the ocean extending into land; an area of ​​land surrounded on all sides by water; a narrow body of water connecting other bodies of water or separating land areas; a piece of land surrounded on three sides by water; part of the ocean that differs from its water properties.

Slide 19

Slide description:

Determine which part of the World Ocean corresponds to each of the numbers (task for the development of logical thinking) 1. peninsula 2. bay or sea 3. gulf 4. peninsula 5. island 6. archipelago

20 slide

Slide description:

Determine which part of the World Ocean corresponds to each of the numbers 1. peninsula 2.3 bay or sea 3. gulf 4. peninsula 5. island 6. archipelago

21 slides

Slide description:

Stage 3: fill in the gaps in the text using the technique of moving objects (task to consolidate the studied material): The water shell of the Earth is called …….. The main part in the structure of the hydrosphere is occupied by water………. . Water on Earth occupies ......% of the Earth's surface area. All the shells of the Earth are interconnected......water in nature. The water cycle begins with ......, then the water rises in the form of steam and forms ………. Then, in the form of …….. it falls onto land and through rivers flows back into the ocean. cycle hydrosphere 96 World ocean cloud precipitation 71 ocean

22 slide

Water, both sea and fresh, has many anomalous properties that depend mainly on changes in two external parameters: pressure and temperature. 1. Fresh water has no smell, color, taste; sea ​​water has taste, color and can have an odor. 2. Under natural conditions, only water has three states of aggregation: solid (ice), liquid (water) and gaseous (water vapor). The presence of salts in water changes its phase transformations. Fresh water on the land surface at a pressure of 1 atmosphere has a freezing point of 0°C and a boiling point of 100°C. Sea water at a pressure of one atmosphere and a salinity of 35‰ has a freezing point of about -1.9°C and a boiling point of 100.55°C. The boiling point depends on atmospheric pressure: the higher the altitude above the ground, the lower it is. 3. Water freezes not at the temperature of greatest density (4°C), like all solutions, but at 0°C; Sea water has a temperature of greatest density due to its salinity. 4. Water is a universal solvent; it dissolves more salts and other substances than any other substance.