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Make predictions and use appropriate tools to conduct an investigation of soil sample
porosity and permeability.
Use data based on observations to determine scientific relationships of soil and
groundwater.
Compare data collected in the lab to what happens in nature.
Explain why engineers need to measure the porosity and permeability of different soils
Materials:
2 paper cups (one with a hole in the bottom, and one without)
2 5 different types of soils (with varying grain sizes), labeled Sample 1, Sample 2, etc.
(Note: write on a popsicle stick and stand it up in the dirt or affix a sticker to the outside of
the cup.)
access to water (faucet or pitcher/jug of water)
large beaker or other type of container to collect water
graduated cylinder or measuring cup
large waste container for wet soil
stopwatch
plastic spoon or other utensil for scraping
safety goggles, one per student
1 copy of the Porosity and Permeability Lab Worksheet
Introduction:
Students will share their answer and discuss questions after they answer the questions.
Instructional Activities and Procedures:
What is transpiration?
What is surface water?
How does water get into an aquifer?
Students will read background information and inquiry question about porosity and
permeability.
After, students will form a hypothesis that which substrate (sand, rock, clay or soil) has the
highest permeability and porosity.
Then, students will read the procedure.
After, they read the procedure students will conduct the experiment.
Students will collect data.
Students will analyze the data and draw conclusion. After they are done, they will share their
finding with class. (20-25 minutes)
Closure (5-10 minutes) Students will answer some questions.
Modification/Accommodations:
Differentiated Instruction:
For GT Students: Students will time how long it takes to fill a gallon jug with a water tap on low then calculate the flow
rate. Then students will calculate flow rate of a water tap on high.
For ESL/ELL Students: Students will work in a groups of four to create a set of flashcards to help them remember the
key vocabulary for this lesson.
Evaluation:
Pre-Activity Assessment
Question/Answer: I will lead a general discussion of porosity, permeability and groundwater. I will
ask students the following questions:
What is groundwater?
What is an aquifer?
Data Table
Type of Soil
Total Volume
Volume
Remaining in
Cylinder
Pore Space
Porosity
(% pore space)
Permeability
(seconds)
Coarse Gravel
100 mL
70 mL
100-70= 30 mL
30/100 * 100 =
30%
Conclusion:
1. Which sample had the greatest porosity?
____________________________________________________________________________________
2. Which sample did the water pass through most quickly? That is, which had the
highest permeability?
____________________________________________________________________________________
Soil with porosity of 30% and permeability of 30 seconds through 100 mL.
Soil with porosity of 50% and permeability of 15 seconds through 100 mL.
Soil with porosity of 70% and permeability of 5 seconds through 100 mL.