Course Profile Chemistry (SCH4C), College Preparation, Catholic
Unit 5: Chemistry in the Environment
Time: 27 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5
Unit Description
In this unit, students study chemistry as it
relates to the quality of the environment. Students build on their knowledge of
acids and bases from Grade 10 Science and the chemical calculations involving
solutions from Unit 2, Chemical Calculations. Students focus on the importance
of a healthy environment with clean air and water. Lastly, students assemble
the Environmental Educational Kit for the Course Culminating Task using the
materials collected in their Portfolio from each unit.
In the first cluster, students identify gases
in the atmosphere that affect air quality and the substances in water that must
be measured and controlled to ensure that it is safe for human use and
consumption. Students recognize the importance of the atmosphere and water in
supporting life on earth and reflect on water as a symbol in the sacraments and
rituals of the Catholic Faith. Students examine case studies to explain the
need for quantitative analysis of substances in air and water samples to
maintain healthy ecosystems.
In the second cluster, students define acids
and bases according to the Arrhenius theory and explain the differences between
strong and weak acids and bases. Students demonstrate an understanding of
concentrated and dilute acids and explain the safety procedures followed in
diluting concentrated acids. Through experimentation, students demonstrate the
acid-base character of solutions of oxides of metals and non-metals and compare
these solutions to the substances present in acid rain.
In the third cluster, students explain the
effect of temperature and pressure on a fixed volume of gas. Students identify
the gases responsible for acid rain, the reactions involved in the formation of
acid rain, and the chemical methods used to reverse the process, for example,
neutralization. Students write balanced chemical equations to represent
neutralization reactions.
In the fourth cluster, students further develop
their scientific investigative skills by using techniques involved in the
effective and accurate quantitative analyses of solutions effectively and
accurately. Through laboratory activities, students perform an acid-base
titration to determine the concentration of an acid or base, and determine the
concentration of dissolved ions in a water sample by using gravimetric and
colorimetric methods.
In the fifth cluster, students research
government regulations on air and water quality, and discuss how individuals
can contribute to improvements in the environment. Students plan, organize, and
participate in a Plan of Action panel discussion. Furthermore, students assess
the environmental, economic, and societal implications of methods of use and
disposal of common household products. Students demonstrate an awareness of the
need for both government and individuals to ensure a healthy environment for
the common good of society. As informed citizens, students make decisions based
on both scientific information and ethical and Gospel values. In addition,
throughout the unit, students recognize their role as stewards of the earth in
addressing Canada’s environmental concerns and issues.
Throughout this unit, students research, learn
and develop an understanding of the concepts related to chemistry in their
environment in order to assess a local issue, and they develop a plan of action
to improve the environment in their community by producing a bulletin for the
Course Culminating Task.
Note: If an expectation is in parentheses in a
cluster, it is being introduced in that cluster, but not assessed. In addition,
at the start of this unit, a diagnostic tool should be used to assess students’
knowledge of acids and bases.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1. Our
Environment |
2.5 h |
CEV.01, .03,
CE1.06, 1.07, (2.01), 3.03 |
Knowledge/
Understanding |
·
Diagnostic
Assessment ·
Web maps on air
and water quality ·
Examining air
and water case studies ·
Poster on
monitoring substances in ecosystems |
|
2. Acids and
Bases |
4 h |
CEV.01, .02,
CE1.02, 1.03, 1.05, (2.01), 2.03 |
Knowledge/
Understanding |
·
Guided inquiry
on acids and bases ·
Conductivity
measurements of acids and bases ·
Demonstrating
acid-base characteristics of metal and non-metal oxide solutions |
|
3. Gases and
Acid Rain |
5 h |
CEV.01, .02,
CE1.01, 1.04, 2.04, (2.01, 2.03) |
Knowledge/
Understanding |
·
Activities
demonstrating the effect of pressure and temperature on a volume of a fixed
quantity of a gas ·
News Report on
acid rain ·
Balancing
neutralization reactions ·
Quiz |
|
4. Measuring
Pollutants |
4.5 h |
CEV.01, .02,
CE1.06, 2.01, 2.02, 2.05, 2.06 |
Knowledge/
Understanding |
·
Water analysis
report ·
Colorimetric
and gravimetric analyses ·
Titration of
acetic acid in vinegar |
|
5. An
Opportunity for Change |
11 h |
CEV.01, .02, .03,
CE (1.06, 1.07, 2.01), 3.01, 3.02 |
Knowledge/
Understanding |
·
Panel
presentations on improving air and water quality ·
Flyer on the
use and disposal of household products ·
Unit Test ·
Educational Kit
and Final Water/Soil Analysis |
Time: 2.5 hours
In this activity,
students examine the environment by identifying the gases in the atmosphere
which affect air quality, and identifying substances in environmental water
which affect water quality. Students recognize the importance of the atmosphere
and water in supporting life on Earth. Furthermore, students examine case
studies concerning the effects of pollutants on air and water quality and
design a poster explaining the need for the quantitative analysis of substances
in air and water samples in maintaining healthy ecosystems.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching, and acts to promote social
responsibility, human solidarity, and the common good;
CGE1i - integrates
faith with life;
CGE2e - uses and
integrates the Catholic faith tradition in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE7d - promotes the
sacredness of life;
CGE7i - respects the
environment and uses resources wisely;
CGE7j - contributes
to the common good.
Strand(s): Chemistry in the Environmental
Overall
Expectations
CEV.01 - demonstrate
an understanding of the nature and role of elements and compounds in the
environment, including acids and bases, and gases in the atmosphere;
CEV.03 - assess the
effects and the implications for society of the levels of various substances in
the environment, and demonstrate an awareness of the need for both government
and individual citizens to take measures that will ensure a healthy
environment.
Specific
Expectations
CE1.06 - identify
substances in environmental water (including ions that contribute to hardness)
whose concentration must be measured and controlled to ensure that the water is
fit for human use;
CE1.07 - identify
gases in the atmosphere that affect air quality;
CE3.03 - explain the
importance of quantitative analysis of substances in air and water samples.
Scientific
Investigation Skills
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - select,
integrate, and interpret information derived from experiments and from print
and electronic sources, including Internet sites, and, either in writing or
using a computer, compile and display the information in various forms,
including diagrams, tables, graphs, and laboratory reports;
SIS.08 - select and
use appropriate SI units.
·
Science
Investigative Skills (SIS)
·
Grade 10 Science:
Chemistry, Biology, and Earth and Space Science
·
Grade 9 Science:
Chemistry
·
Air and water
quality affecting our environment are introduced in Activity 1 to stress their
significance and to provide a focus for the entire unit. Acid rain is addressed
in more detail in Activities 2 and 3.
·
Gather the
resources, e.g., print, video clips, photos, for Activity 1.1 on the problems
or issues arising from pollutants, e.g., global warming, acid rain, toxic
substances in water, excess nutrients in water, sedimentation, ozone depletion,
smog, etc., and prepare all materials required, e.g., chart paper, markers,
posters, etc. These topics are revisited in Activity 5 of this unit.
·
For Activity 1.1,
provide students with a list of pollutants, e.g., carbon dioxide, methane,
carbon monoxide, volatile organic compounds, nitrogen oxides, sulfur oxides,
particulate materials, chlorofluorocarbons, stratospheric ozone, heavy metals,
inorganic ions, pesticides, petroleum products, detergents, acids,
polychlorinated biphenyls, etc., to categorize as affecting air and/or water
quality.
·
Make arrangements
to have the students visit the school library/resource centre as required. If
it is not available, collect resources for classroom use or arrange Internet
access for Activity 1.2.
·
Gather case
studies on the environment for Activity 1.2. These should reflect Canadian
concerns, e.g., use of pesticides in farming, affects of acid rain on trees and
buildings, local water problems, polar bear extinction, effects of air
pollution on the health of Canadians, effects of water contaminants on fish,
etc.
·
In Activity 1.2,
each group is assigned an air substance and a water substance that can be
monitored, e.g., dissolved oxygen in water, carbon dioxide in air, lead, ozone,
nitrates, etc. The students work together to research information on the acceptable
concentrations of the substance in Ontario’s drinking water and the current
concentration of the gas in the atmosphere. They determine how changing the
concentration of the substances researched can affect ecosystems and their
surroundings. One member of the group designs an air poster and the other
designs a water poster depicting what happens to an ecosystem when it is
affected positively and adversely by changing the concentration of the air- or
water-related substance. They explain why measuring the levels of the substance
assigned is important for monitoring the health of the ecosystem and its
surroundings. Students could include on their poster a quotation that reflects
an environmental stewardship theme from one of a variety of sources, e.g., Bible,
Chief Seattle, David Suzuki, etc.
·
Review the
ethical use of the Internet with the students.
·
If possible,
invite guest speakers from the community and/or plan a field trip in the
community to highlight topics presented throughout the unit.
·
It is recommended
that a unit test be given before beginning the Course Culminating Task.
Activity 1.1: Air
and Water Quality
The
teacher:
·
defines the
environment and instructs students to brainstorm the effects of air and water
pollution on their environment;
·
defines the terms
air quality and water quality, and leads a class discussion on the importance
of clean air and water to ensuring a healthy environment;
·
directs students
to read Psalm 14:1-6 on God’s Creation, and reads in unison with the class a
prayer of gratitude e.g., “A Sunset Psalm of Turning” from Prayers for a
Planetary Pilgrim, by E. Hayes;
·
arranges groups
and assigns an issue or problem involving air or water quality;
·
directs each
group to write a brief description of their topic, and creates a list of the
pollutants on chart paper;
·
conferences with
groups to provide feedback on their information;
·
directs groups to
present their information to the class, and instructs students to prepare a
summary sheet for the information presented on each topic;
·
instructs
students to categorize the list of pollutants affecting air or water quality,
using their summary sheet;
·
directs students
to prepare a web map on air quality and water quality, identifying gases in the
air affecting air quality, and substances in water affecting water quality;
·
collects the web
maps on air and water quality for assessment;
·
instructs
students to read passages from Scripture and write a reflection in their
Journal on the importance of atmosphere and water in supporting life on Earth,
and on the importance of water as a symbol in Catholic traditions.
Students:
·
brainstorm the
effects of air and water pollution on their environment;
·
read the prayer,
and reflect and comment on the importance of air and water to life on Earth;
·
work in groups on
the assigned topic, record information on chart paper; and report the findings
to the class;
·
record the
information on each topic to create a summary sheet and categorize the list of
pollutants;
·
write and submit
the web map on air and water quality for assessment;
·
read the passages
from Scripture that make reference to wind and air, and water, e.g., Genesis
8:1; Exodus 10:13; Numbers 11:31; Proverbs 11:29; Ecclesiastes 1:6; John 3:8;
Acts 2:2; 1Kings 19:11-13, Genesis 2:6,10; Exodus 7:18-24; Leviticus 22:6,
2Kings 2:19, Psalm 42:1-2, John 4:7-15, Revelations 7:17, etc.
·
write a
reflection in their Journal on the importance of the atmosphere and water to
life on Earth and on water as a symbol in Catholic tradition.
Activity 1.2: Monitoring
Air and Water
The
teacher:
·
groups students
in pairs and provides each group with two or more case studies concerning the
effects of pollutants on air and water quality;
·
introduces the
poster assignment involving the importance of the quantitative analysis of
substances in air and water samples;
·
assigns each pair
the air- and water-related substances to research;
·
conferences with
students to monitor progress;
·
designates one
member of the group to design the air poster and the other the water poster,
and directs each member of the group to peer assess their partner’s poster
prior to the completion of the final product;
·
collects and
assesses the posters;
·
instructs
students to write a Journal reflection on the need for the study of chemistry
and the monitoring of the environment.
Students:
·
read the case
studies, pair/share, and summarize the effects of pollution on ecosystems;
·
in pairs,
research the assigned air and water substances and determine how concentrations
of the substances affect ecosystems and their surroundings;
·
individually
prepare the air or water poster, peer assess their partner’s poster, and submit
their own poster for assessment;
·
write a
reflection in their Journal on the importance of monitoring the air and water
for the common good.
·
The web maps on
air and water quality may be assessed for Knowledge/Understanding and
Communication using a rating scale (CE1.06, CE1.07, SIS.05).
·
The poster may be
assessed for Knowledge/Understanding, Communication, and Making Connections
using a rubric (CE3.03, SIS.06, SIS.08).
See the Course
Overview for general accommodations.
Possible enrichment activities:
·
Identify the
major air and water pollutants and their sources in your community.
·
Investigate and
write a report on the role of the atmosphere in determining the weather.
·
Compare air and
water testing results in your local area to provincial and national values and
prepare a presentation for the class.
·
Join or start an
environmental club at school to raise an awareness of environmental issues in
your community.
·
Prepare a fact
sheet evaluating the water purification systems available to homeowners.
·
Explore and
explain the use and symbolism of air and water in Scripture.
Hays, E. Prayers
for a Planetary Pilgrim. Easton: Forest of Peace Books Inc., 1999.
ISBN 0-9393516-10-1
Jenkins, F.,
H. vanKessel, L. Davies, O. Lantz, P. Thomas, and D. Tompkins. Chemistry 11.
Toronto: Nelson Thomson Learning, 2002. ISBN 0-17-612101-3
Musto, F.,
M. Jansen, T. Doram, J. Ivanco, C. Clancy, and A. Ghazariansteja. Chemistry
11. Toronto: McGraw-Hill Ryerson, 2001. ISBN 0-07-088681-4
Rayner-Canham, G.,
S. Damji, and U. Goering-Boone. Addison Wesley Chemistry 11. Toronto:
Pearson Educational Canada, 2001. ISBN 0-201-75048-1
Internet Sites
Air Quality
Ontario – http://www.airqualityontario.com
Canada
Centre for Inland Waters – http://www.cciw.ca
Chief
Seattle’s Thoughts – http://www.webcom.com/duane/seattle.html
Church
Documents – http://www.vatican.va
David Suzuki
Foundation – http://www.davidsuzuki.org
Encyclopedia
of the Atmospheric Environment – http://www.doc.mmu.ac.uk/aric/eae/enter.htm
Environment
Canada – http://www.ec.gc.ca
Government
of Ontario – http://www.ene.gov.on.ca
The National
Air Pollution Surveillance Network – http://www.etcentre.org/naps/
The Ontario Clean
Air Alliance – http://www.cleanair.web.net
Videotapes
Chemistry of the
Environment. British Columbia:
Davis Film and Video Productions, 1993. 34 minutes.
Time: 4 hours
In this activity,
students use the Arrhenius theory to define acids and bases. They measure the
conductivity of acidic and basic solutions to explain the difference between
strong and weak acids and bases. Students demonstrate an understanding of
concentrated and dilute acids, and explain the safety procedures followed in
diluting concentrated acids. Lastly, through experimentation, students
demonstrate the acid-base character of solutions of oxides of metals and
non-metals and compare these solutions to substances found in acid rain.
Ontario Catholic
School Graduate Expectations
CGE1e - speaks the
language of life… “recognizing that life is an unearned gift and that a person
entrusted with life does not own it but that one is called to protect and
cherish it.”
CGE2b - reads,
understands, and uses written materials effectively;
CGE4f - applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE7b - accepts
responsibility for one’s own actions;
CGE7d - promotes the
sacredness of life.
Strand(s): Chemistry in the Environment
Overall
Expectations
CEV.01 - demonstrate
an understanding of the nature and role of elements and compounds in the
environment, including acids and bases, and gases in the atmosphere;
CEV.02 - use the
techniques involved in the quantitative analysis of solutions effectively and
accurately.
Specific
Expectations
CE1.02 - state and
explain the Arrhenius definition of acids and bases;
CE1.03 - explain the
difference between strong and weak acids and bases in terms of degree of
dissociation;
CE1.05 - demonstrate
an understanding of the precise meaning of the terms concentrated and dilute
when applied to acids (the terms do not indicate the reactivity of the acid),
and explain the safety procedures that must be followed when diluting
concentrated acids;
CE2.03 - demonstrate
through experimentation the acid-base character of solutions of oxides of
metals and non-metals, and compare these solutions to the substances present in
acid rain.
Scientific
Investigation Skills
SIS.01 - demonstrate
an understanding of safe laboratory practices by selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory, and
using appropriate personal protection;
SIS.02 - select
appropriate instruments and use them effectively and accurately in collecting
observations and data;
SIS.03 - demonstrate
the skills required to plan and carry out investigations using laboratory
equipment safely, effectively, and accurately;
SIS.04 - demonstrate
a knowledge of emergency laboratory procedures;
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - select,
integrate, and interpret information derived from experiments and from print
and electronic sources, including Internet sites, and, either in writing or
using a computer, compile and display the information in various forms,
including diagrams, tables, graphs, and laboratory reports.
·
Grade 10 Science:
Chemistry – acids, bases, neutralization, pH scale
·
Grade 9 Science:
Chemistry – metal and non-metals location in Periodic Table
·
Prepare all
handouts and materials as required, e.g., diagnostic test, remedial work,
guided inquiry, safety posters, laboratory procedures, indicators, etc.
·
Collect a variety
of acidic and basic household products to be identified as acidic or basic,
e.g., toilet bowl cleaners, window cleaners, shampoos, vinegar, etc.
·
Make sure all
equipment is working properly, e.g., pH meters, conductivity apparatus, etc.
·
Make use of
technology if available in your school, e.g., computer interface pH probes and
conductivity probes.
·
For the guided
inquiry assignment (Appendix A), students should be in groups of three, each
with a specific role: reader, recorder, and liaison person. The responsibility
of the liaison person is to manage the group and act as a liaison between the teacher
and group if clarification is required.
·
Dilute solutions,
0.5 mol · L-1, of acids and bases should be used for the conductivity
measurements in Activity 2.1.
·
Remind students
to refer to the Chemical Calculations unit for terms related to concentration
of solutions and concentration calculations required to carry out the guided
inquiry.
·
For Activity 2.2,
the oxides may have to be prepared in the lab through combustion experiments.
Familiarize yourself with all the reactions and safety precautions, especially
the combustion of magnesium and sulfur. The combustion experiments should be
teacher demonstrations only. Oxygen gas can be collected by the downward
displacement of water, leaving approximately 2 cm of water at the bottom of the
gas jar and covering the jar with a glass plate. After the completion of the
combustion reaction, dissolve the product formed in the water by shaking the
covered gas bottle vigorously. Caution students NEVER TO LOOK DIRECTLY AT
THE FLAME when magnesium burns. For the combustion of sulfur, use only a
pea-sized piece in a deflagrating spoon and do this experiment in the FUME
HOOD. The iron oxide formed by the combustion of steel wool is not soluble
in water; therefore, the indicators do not indicate the presence of a base. In addition,
the combustion of carbon doesn’t produce enough carbon dioxide to detect the
acid using the indicators. The reaction of baking soda and vinegar can be used
as an alternative for producing carbon dioxide. The gas can be bubbled in a
sample of water and the resulting solution tested. Metallic oxides, e.g.,
sodium oxide, calcium oxide, etc., found in chemical storerooms can be
dissolved in water by students and tested.
·
Ensure the proper
disposal of any waste following school board policies.
·
Acid rain
discussed in Activity 1 is revisited in Activity 2.2.
Activity 2.1: Acids
and Bases
The
teacher:
·
administers a
diagnostic test, e.g., matching exercise, true/false, multiple choice, etc., to
assess students’ prior knowledge of acids and bases, e.g., properties of acids
and bases, pH scale, neutralization, etc., and provides remediation as
required;
·
reviews safety in
the laboratory when working with acids and bases;
·
reviews how pH
and indicators can be used to identify acids and bases;
·
directs students
to classify a variety of household substances as acidic or basic using pH and
indicators, and checks their results;
·
introduces the
Guided Inquiry Activity (Appendix A) on acids and bases;
·
explains the
proper safe use of the conductivity apparatus, directs students to the location
of all necessary resources, and provides students with the handout;
·
organizes groups
and directs students to work on the Guided Inquiry Activity;
·
monitors student
progress on the Guided Inquiry Activity;
·
collects and
assesses the Guided Inquiry Activity;
·
leads a class
discussion on the importance of proper use, handling, and disposal of acids and
bases in the home.
Students:
·
complete the
diagnostic test and classify a number of substances as acidic or basic;
·
decide the role
of each member of the group for the Guided Inquiry Activity;
·
work
collaboratively in their groups to complete the Guided Inquiry;
·
individually
submit their Guided Inquiry Activity;
·
participate in
the discussion on the safety issues associated with acids and bases.
Activity 2.2: Metal
and Non-Metal Oxides
The
teacher:
·
reviews the
relative position of metals and non-metals on the periodic table and summarizes
their physical and chemical properties;
·
directs students
to list the similarities and differences between metals and non-metals;
·
describes how
oxides are formed in combustion reactions;
·
explains the
experiment on testing the metallic oxides and non-metallic oxides in water to
see if they are acidic or basic;
·
directs students
to record their observations, e.g., description of oxide, test of oxide in
water using various indicators, for the experiment in chart form in Data Books;
·
demonstrates the
burning of magnesium, dissolves the product MgO in water, and tests the
resulting solution with various indicators;
·
demonstrates in
the fume hood the burning of sulfur, dissolves the product SO2 in
water, and tests the resulting solution with various indicators;
·
explains how SO2
causes acid rain, and leads a class discussion on the importance of SO2
in the formation of acid rain and its effects on air and water quality;
·
directs students
to conduct the experiments on metallic and non-metallic oxides and complete
their observation chart;
·
informs students
that lab skills are being assessed;
·
conferences with
students to ensure they are working safely and following procedures;
·
assigns questions
to analyse the results, e.g., What forms when a metallic oxide reacts with
water? What forms when a non-metallic oxide reacts with water? How do the
solutions formed compare to the substances found in acid rain?;
·
instructs
students to submit Data Books to be assessed.
Students:
·
make a list of
similarities and differences between metals and non-metals;
·
record
observations of the teacher demonstrations in Data Books;
·
in pairs, conduct
experiments on the solution of oxides of metals and non-metals to determine if
the solutions are acidic or basic;
·
participate in
the discussion on SO2;
·
record all
observations and analyse the results;
·
submit Data Books
for assessment.
·
The Guided
Inquiry Activity may be assessed for Knowledge/Understanding and Communication
using a marking scheme (CE1.02, CE1.03, CE1.05).
·
The data analysis
for Activity 2.2 may be assessed for Inquiry and Communication using a lab
rubric. (CE2.03, SIS.05,
SIS.06).
·
Lab skills for
Activity 2.2 may be assessed using a lab skills checklist (SIS.01, SIS.02,
SIS.03, SIS.04).
See the Course
Overview for general accommodations.
·
Computer
tutorials can be used for clarifying concepts related to acids and bases.
·
A lab station can
be set up for wheelchair access.
Possible enrichment activities:
·
Test the acidity
of locally collected rainwater for a month and graph the results.
·
Visit a garden
centre and find out how to change the acidity of your soil, and make a list of
plants that prefer basic soils and plants that thrive in acidic soils.
Jenkins, F.,
H. vanKessel, L. Davies, O. Lantz, P. Thomas, and D. Tompkins. Chemistry 11.
Toronto: Nelson-Thomson Learning, 2002. ISBN 0-17-612101-3
Heikkinen,
H. Chemistry in the Community: Chem Com, 4th ed., American Chemical
Society. New York: W. H. Freeman and Company, 2002. ISBN 0-7167-3551-2
Musto, F.,
M. Jansen, T. Doram, J. Ivanco, C. Clancy, and A. Ghazariansteja. Chemistry
11. Toronto: McGraw-Hill Ryerson, 2001. ISBN 0-07-088681-4
Rayner-Canham,
G., S. Damji, and U. Goering-Boone. Addison Wesley Chemistry 11.
Toronto: Pearson Educational Canada, 2001. ISBN: 0-201-75048-1
Shapiro, B. and S.
Shapiro. Chemistry at Work. Toronto: Copp Clark Pitman Ltd., 1989.
ISBN 0-7730-4730-1
Computer Software
Chemistry
with Computers, Using Logger Pro,
Dan D. Homquist and Donald L.Volz, Vernier Software.
Interactive
General Chemistry. Tangent
Scientific Supply, 2001.
Time: 5 hours
Through a series of
demonstrations, students determine and explain the qualitative effect of
temperature and pressure on the volume of a fixed quantity of gas. Using this
information and building on the knowledge from the previous activities,
students prepare and present a News Report in the format of a skit or video. In
the report, students identify the gases responsible for acid rain and their
sources, describe the steps involved in the formation of acid rain, and outline
the chemical methods used to reverse the process, e.g., neutralization.
Finally, students write balanced chemical equations to represent neutralization
reactions.
Ontario Catholic
Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
GGE2e - uses and
integrates the Catholic faith tradition in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE4f - applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE7i - respects the
environment and uses resources wisely;
CGE7j - contributes
to the common good.
Strand(s): Chemistry in the Environment
Overall
Expectations
CEV.01 - demonstrate
an understanding of the nature and role of elements and compounds in the
environment, including acids and bases, and gases in the atmosphere;
CEV.02 - use the
techniques involved in the quantitative analysis of solutions effectively and
accurately.
Specific
Expectations
CE1.01 - explain in
qualitative terms the effect of temperature and pressure on the volume of a
fixed quantity of gas;
CE1.04 - identify
the gases responsible for acid rain, and describe their sources, the steps in
acid rain formation, and the chemical methods used to reverse the process;
CE2.04 - write
balanced chemical equations to represent neutralization of acids and bases.
Science
Investigation Skills
SIS.01 - demonstrate
an understanding of safe laboratory practices by selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory
materials, and using appropriate personal protection;
SIS.02 - select
appropriate instruments and use them effectively and accurately in collecting
observations and data;
SIS.03 - demonstrate
the skills required to plan and carry out investigations, using laboratory
equipment safely, effectively, and accurately;
SIS.04 - demonstrate
a knowledge of emergency laboratory procedures;
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - select,
integrate, and interpret information derived from experiments and from print
and electronic sources, including Internet sites, and, either in writing or
using a computer, compile and display the information in various forms,
including diagrams, tables, graphs, and laboratory reports.
·
The importance of
safety in the laboratory should be reviewed.
·
Prepare the
necessary handouts for each activity, e.g., worksheets, instructions, etc.
·
Ensure that all
required materials are available and prepared in advance, e.g., film canisters,
balloons, pop cans, etc.
·
The effect of
pressure and temperature on the volume of a fixed quantity of gas is explained
in qualitative terms only in this activity, but an explanation of the behaviour
of ideal and real gases may clear up any possible misconceptions.
·
Activities that
demonstrate the effect of pressure on the volume of a fixed quantity of gas
that can be used are (a) placing a mini marshmallow in a 50 mL syringe, sealing
it and pulling the plunger to reduce the pressure. (b) making a Cartesian diver
by placing an eyedropper partly filled with water into a small plastic soda
bottle filled to the top with water, sealing, and squeezing the sides of the
bottle, (c) filling a syringe with air to the 50 mL mark, sealing and placing
textbooks on the plunger to increase the pressure.
·
Activities that
demonstrate the effect of temperature on the volume of a fixed quantity of a
gas that can be used are: (a) inflating two balloons (about the size of a
grapefruit), placing one in a cold water bath and the other in a hot water
bath, (b) heating a few corn kernels in a test tube, (c) inverting a pop can
with about 10 mL of boiling water into a water/ice bath.
·
Computer
interface probes or sensors are available and could be set up for each of the
gas activities so that students can gain experience using this technology.
·
There are a number
of different computer simulations available with activities on the effects of
temperature and pressure on the volume of a gas. These programs might be useful
if a student is absent, or to reinforce the learning.
·
The term acid
rain in this activity should be expanded to include “acid precipitation.”
·
Review the
ethical use of the Internet with your students.
·
Make arrangements
to have the students visit the library/resource centre as required. If the
school library is not available, collect resources for classroom use or arrange
Internet access through your computer department.
·
Grade 10: Earth
and Space Science – air pressure and effect of temperature
·
Grade 10:
Chemistry – acids and bases, double displacement reactions
Activity 3.1:
Qualitative Relationships of Gases
The
teacher:
·
reviews safety in
the laboratory;
·
sets up a series
of stations with simple apparatus and instructions, e.g., pop cans, balloons,
syringes etc. (see Planning Notes) that illustrate the effects of pressure and
temperature on the volume of a fixed quantity of gas;
·
instructs
students to design and prepare an appropriate observation chart in their Data
Books to record the observations, e.g., volume increased or decreased, or
stayed constant;
·
organizes
students into pairs and instructs them to move through each station and perform
the experiments;
·
summarizes the
effect of temperature and pressure on the volume of a fixed quantity of gas on
an overhead/board or wall chart using students’ observations, and instructs
students to record the summary into their Data Books and to briefly explain
observations, and finally submit explanations to be assessed;
·
assesses the
summary chart and explanations.
Students:
·
design and
prepare an appropriate observation chart in their Data Books to record the
observations from each station;
·
working in pairs,
carry out procedures outlined at each station, and record all observations;
·
participate in
the class discussion and summarize the effects of temperature and pressure on a
volume of a fixed quantity of gas;
·
record summary
and explain the effect of temperature and pressure on the volume of a fixed
quantity of gas in their Data Books;
·
individually,
submit the summary chart and explanations to be assessed.
Activity 3.2: News
Report on Acid Rain
The
teacher:
·
leads a class
discussion that relates the information from the web map on the environment
(Activity 1.1), the information obtained on acids and bases (Activity 2.2) and
the information on gases (Activity 3.1) to the problem of acid rain/acid
precipitation;
·
introduces and
describes the News Report project as a group presentation, in the form of a
video or skit. The presentation identifies one of the gases responsible for
acid rain/acid precipitation, its sources, the steps involved in the formation
of acid rain/acid precipitation, and an outline of the method(s) used to
reverse the process;
·
organizes
students into groups of three and assigns the gas to be studied, e.g., CO2,
SO2, NOx, etc.;
·
instructs
students to prepare and submit a chart that will be displayed during the
presentations, which outlines the Sources, Formation of Acid Rain/Acid
Precipitation and Reversal of Process for their gas;
·
arranges for
students to visit the library/resource centre;
·
dialogues with
the groups to provide guidance, feedback, and to monitor their progress;
·
collects and
assesses the completed charts for completion and accuracy;
·
returns assessed
charts (prior to presentations) with comments for improvement;
·
instructs
students to individually prepare a fact sheet (in the same format as the chart)
and to summarize the Sources, Formation of Acid Rain/Acid Precipitation, and
Reversal of Process for all the other gases contributing to acid rain/acid
precipitation being presented;
·
instructs students
to submit their completed fact sheet to be assessed;
·
assesses the
presentations of the News Report for Communication.
Students:
·
participate in
the class discussion on acid rain/acid precipitation;
·
working in groups
of three, research and gather information on their assigned gas;
·
prepare and
submit a chart outlining the information gathered on their gas, to be assessed;
·
use the feedback
from the assessment to improve the accuracy and completion of their charts;
·
use the
information from their charts, to prepare and present a video or skit of their
News Report on acid rain/precipitation;
·
individually
prepare and complete a fact sheet containing the information presented on the
other gases contributing to acid rain/acid precipitation;
·
submit the fact
sheet to be assessed.
Activity 3.3:
Balancing Neutralization Reactions
The
teacher:
·
reviews the
balancing of double displacement reactions using various examples, including
the neutralization reactions presented in the previous activity;
·
assigns various
practice equations for the students to complete;
·
prepares,
administers, and assesses a paper-and-pencil quiz on balancing chemical
equations that represent the neutralization of acids and bases.
Students:
·
practise
balancing and completing chemical equations that represent the neutralization
of acids and bases;
·
write a
paper-and-pencil quiz on balancing neutralization equations.
·
The observation
charts and discussion (explaining the effect of pressure and temperature on the
volume of a fixed gas) may be assessed for Knowledge/Understanding, and Inquiry
using a suitable checklist (CE1.01) (SIS.01) (SIS.02) (SIS.03).
·
The fact sheet on
acid rain may be assessed for Knowledge/Understanding using a checklist, and
the News Report may be assessed for Communication using a suitable rubric
(CE1.04) (SIS.06).
·
The quiz on
balancing chemical equations may be assessed for Inquiry using a suitable
marking scheme (CE2.04) (SIS.05).
See
the Course Overview for general accommodations.
·
Additional
practice problems on balancing chemical equations could be assigned to allow
students to improve their problem-solving skills. Students can take advantage
of the numerous computer tutorials available.
·
A lab station can
be set up for wheelchair access.
Possible enrichment activities:
·
Design and create
an computer generated presentation for the News Report;
·
Investigate and
job shadow a related career;
·
Research everyday
situations that illustrate the effect of pressure and temperature on the volume
of a fixed quantity of a gas;
·
Examine the
quantitative effect of pressure and temperature on the volume of a fixed
quantity of gas, e.g., Boyle’s Law, Charles’ Law.
Aristov,
Natasha and C. Carfille. Acid Rain. The Chemistry of Acid Deposition
from the Atmosphere. Madison: Institute for Chemical Education, 1993. ICE
Publication 93-007
Harrison,
R., D. Fisher, and G. Rayner-Canham. Laboratory Manual Chemistry: A First
Course. Don Mills: Addison-Wesley Publishers, 1988. ISBN 0-201-17881-8
Heikkinen,
H. Chemistry in the Community: Chem Com, 4th ed., American Chemical
Society. New York: W.H. Freeman and Company, 2002. ISBN 0-7167-3551-2
Lynn, David.
Understanding Chemistry Laboratory Manual. Toronto: John Wiley &
Sons, 1988.
ISBN 0- 471-79695-6
Jenkins, F.,
H. vanKessel, L. Davies, O. Lantz, P. Thomas, and D. Tompkins. Chemistry 11.
Toronto: Nelson Thomson Learning, 2002. ISBN 0-17-612101-3
Musto, F.,
M. Jansen, T. Doram, J. Ivanco, C. Clancy, and A. Ghazariansteja. Chemistry
11. Toronto: McGraw-Hill Ryerson, 2001. ISBN 0-07-088681-4
Newton, D. Walch
Science – Environmental Chemistry. Maine: J. Weston Walch, 1991.
ISBN 0-8251-1914-6
Newton, D. Walch
Science - Literacy Series Chemistry. Maine: J. Weston Walch, 1997.
ISBN 0-8251-3311-4
Rayner-Canham,
G., S. Damji, and U. Goering-Boone. Addison Wesley Chemistry 11.
Toronto: Pearson Educational Canada, 2001. ISBN: 0-201-75048-1
Tocci, Salvatore and
C. Viehland. Holt Chemistry Visualizing Matter. Austin: Holt, Rinehart
and Winston, 1989. ISBN 0-03-000193-5
Internet Sites
David Suzuki Foundation –
http://www.davidsuzuki.org
Encyclopedia of the Atmospheric Environment –
http://www.doc.mmu.ac.uk/aric/eae/enter.htm
Environment
Canada – http:// www.ec.gc.ca
Environmental
Topics – http://environment.about.com
Government
of Ontario – http://www.ene.gov.on.ca
National
Oceanic and Atmospheric Administration – http://www.education.noaa.gov
pH of
rainfall – www.ncdc.noaa.gov
The National Air
Pollution Surveillance Network – http://www.etcentre.org/naps/
Time: 4.5 hours
In this activity,
students further develop their communication skills by using appropriate
scientific vocabulary to describe ideas related to chemical analysis, e.g.,
ozone, pH, titration. Students identify the substances in environmental water,
both those that contribute to the hardness of water and those that must be
controlled to ensure that the water is suitable for human use. Students
practise their Scientific Investigative Skills by using techniques involved in
the quantitative analysis of solutions by determining the concentration of
dissolved ions, e.g., calcium, in a water sample using both gravimetric and
colorimetric analysis, and by conducting an acid base titration to determine
the concentration of acetic acid in vinegar.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE2e - uses and
integrates the Catholic faith tradition in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE4f - applies
effective communication, decision-making, problem solving, time and resource
management skills;
CGE5a - works
effectively as an interdependent team member;
CGE5e - respects the
rights, responsibilities, and contributions of self and others.
Strand(s): Chemistry in the Environment
Overall
Expectations
CEV.01 - demonstrate
an understanding of the nature and role of elements and compounds in the
environment, including acids and bases, and gases in the atmosphere;
CEV.02 - use the
techniques involved in the quantitative analysis of solutions effectively and
accurately.
Specific
Expectations
CE1.06 - identify
substances in environmental water (including ions that contribute to hardness)
whose concentration must be measured and controlled to ensure that the water is
fit for human use;
CE2.01 - use
appropriate scientific vocabulary to communicate ideas related to chemical
analysis;
CE2.02 - use the
following instruments correctly and accurately: electronic balance, burette, pH
meter;
CE2.05 - conduct an
acid-base titration to determine the concentration of an acid or a base;
CE2.06 - determine
the concentration of dissolved ions in a water sample, using gravimetric and
colorimetric analysis.
Scientific
Investigation Skills
SIS.01 - demonstrate
an understanding of safe laboratory practices by selecting and applying appropriate
techniques for handling, storing, and disposing of laboratory, and using
appropriate personal protection;
SIS.02 - select
appropriate instruments and use them effectively and accurately in collecting
observations and data;
SIS.03 - demonstrate
the skills required to plan and carry out investigations using laboratory
equipment safely, effectively, and accurately;
SIS.04 - demonstrate
a knowledge of emergency laboratory procedures;
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - select,
integrate, and interpret information derived from experiments and from print
and electronic sources, including Internet sites, and, either in writing or
using a computer, compile and display the information in various forms,
including diagrams, tables, graphs, and laboratory reports.
·
Prepare the
necessary handouts for each activity, e.g., worksheets, instructions, etc.
·
Ensure that all
required materials are available and prepared in advance, e.g., solutions to be
tested, burettes, pH meters, colorimeter, MSDS sheets, chemical dictionary,
etc.
·
The chemical
method, colorimetry, is based on the fact that the intensity of colour in a
solution is directly related to the concentration of that coloured substance.
Therefore, standard solutions of known concentrations of a coloured ion must be
prepared in advance. The students must then compare their coloured solution (of
equal volume) to the known standards to determine the concentration of the
dissolved ion (see Resources for sample experiment).
·
A
spectrophotometer or a colorimeter may be used, if they are available, for the
colorimetric analysis, providing a technology link for students.
·
Gravimetric
analysis is used to find a relationship between reactants and products by
measuring the masses of the products formed in a reaction; therefore an
accurate analytical balance should be available for this experiment (see
Resources for sample experiments).
·
Describing other
methods of analysis, e.g., spectrophotometry, will prevent the misconception
that gravimetric and colorimetric analyses are the only accurate quantitative
methods of analysis.
·
Computer
interfaces, probes, or simulations are also available and could be used for the
gravimetric and colorimetric analyses.
·
Test kits for
colorimetric analysis are available from most scientific companies.
·
The vinegar used
for the titration with 0.1 mol·L-1 sodium hydroxide should be
colourless household vinegar, and should be diluted by a factor of 10.
·
Ensure the proper
disposal of any waste following school board policies.
·
Review the
ethical use of the Internet with your students.
·
Make arrangements
to have the students visit the library/resource centre as required. If the
school library is not available, collect resources for classroom use, or
arrange Internet access through your computer department.
·
Grade 10:
Chemistry – ions
·
Grade 9:
Chemistry – lab skills
Activity 4.1:
Quantitative Analysis of Dissolved Ions in Water Samples
The
teacher:
·
through a
class-directed discussion, uses the information from Activity 1.1 to develop a
list identifying the various substances in environmental waters;
·
directs students
to use a chemical dictionary and MSDS sheets to identify the potential hazards
of the substances on the list;
·
instructs
students to categorize the substances, based on their potential hazards, into
substances that contribute to the hardness of water and those that make water
unfit for human use;
·
directs students
to prepare a report that a technician working for a water testing company would
submit based on an analysis of a water sample from a homeowner’s new well. The
report explains the technician’s results to the clients by identifying and
classifying any possible contaminants in the water and describes any risks or
hazards associated with the use of the water;
·
collects and
assesses the water analysis report;
·
reflects with
students on the importance of ensuring that all water is safe for human use;
·
describes the lab
report format for the colorimetric analysis experiment;
·
selects an ion to
be measured, e.g., calcium or phosphorus, and describes the procedure for the
colorimetric analysis;
·
directs students
to perform the colorimetric analysis on a given water sample and to determine
the concentration of the dissolved ion in the water sample;
·
conferences with
students as they perform the analysis to ensure proper lab technique;
·
collects and
assesses lab reports;
·
describes the
gravimetric method of analysis, and instructs students that Scientific
Investigative Skills will be assessed during the experiment;
·
directs students
to perform the gravimetric analysis (using the same water sample used in the
colorimetric analysis) and to determine the concentration of the dissolved ion
in the water sample;
·
conferences with
students as they perform the analysis, and assesses their Scientific
Investigative Skills;
·
through a
class-directed discussion, compares the benefits of each method of analysis.
Students:
·
participate in
preparing the list of substances found in environmental waters;
·
use the MSDS
sheets and chemical dictionary to prepare and submit the water analysis report;
·
reflect on the
importance of ensuring that all water is safe for human use;
·
perform a
colorimetric analysis on a water sample and use the data collected to determine
the concentration of the dissolved ion;
·
prepare and
submit the colorimetric lab report to be assessed;
·
perform a
gravimetric analysis on the same water sample, and determine the concentration
of the dissolved ion in the water sample;
·
conference with
the teacher during their analysis and demonstrate proper safety procedures and
lab skills;
·
participate in
the class discussion comparing the two methods of analyses.
Activity 4.2:
Titration
The
teacher:
·
describes a
titration as a common procedure used to determine the concentration of
substances in solutions;
·
relates the
calculations needed to determine the concentration of the unknown acid (CAVA
= CBVB) to those used when diluting solutions in Unit 2
(C1V1 = C2V2);
·
demonstrates the
proper technique for performing a titration of an acid with a base, and directs
students to illustrate this technique in the Inquiry Skills section of their Data
Books;
·
directs students
to prepare an observation chart in Data Books, e.g., Volume of acid, Volume of
base, Concentration of base, and to complete the titration;
·
conferences with
students as they perform the titration, to ensure proper lab technique;
·
directs students
to submit observation charts and calculations to be assessed;
·
assesses the
observation charts and calculations;
·
instructs
students to individually prepare a glossary of all the scientific vocabulary
related to chemical analysis used in this unit, and to prepare a crossword
puzzle and answer sheet using these terms;
·
instructs
students to exchange crosswords with one another, solve the crosswords without
the aid of their glossary, and submit the completed crossword to be assessed;
·
assesses all
completed crossword puzzles.
Students:
·
illustrate the
titration technique in the Inquiry Skills section of their Data Books;
·
prepare an
observation chart in Data Books;
·
perform the
titration and determine the concentration of acetic acid in vinegar;
·
submit Data Books
with the observation charts and titration calculations to be assessed;
·
write a glossary
of all the related scientific vocabulary, then prepare a crossword puzzle and
answer sheet;
·
complete one
another’s crossword puzzles without the aid of a glossary;
·
submit the
completed crossword puzzle to be assessed.
·
The water
analysis report may be assessed for Knowledge/Understanding using a suitable
checklist (CE1.06) (SIS.01),
·
The lab report on
the colorimetric analysis of a dissolved ion may be assessed for Inquiry and
Communication using a suitable rubric (CE2.06) (CE2.02) (SIS.04) (SIS.05)
(SIS.06).
·
Student lab
performance skills in the gravimetric analysis may be assessed for Inquiry
using a suitable rubric (CE2.06) (SIS.01) (SIS.02) (SIS.03).
·
The observation
chart and calculations for the titration may be assessed for Inquiry,
Communication, and problem-solving skills using a suitable marking scheme
(CE2.05) (SIS.03) (SIS.05) (SIS.06).
·
The crossword
puzzle may be assessed for Communication using a suitable checklist (CE2.01).
See
the Course Overview for general accommodations.
·
Sample data for
the colorimetric analysis can be supplied to any student who is visually
challenged in identifying colour;
·
A lab station can
be set up for wheelchair access;
·
Large print
scales on instruments or burettes can be used for visually challenged students.
Possible enrichment activities:
·
Visit an industry
or lab that uses a large-scale version of the analytic techniques used in this
activity;
·
Research various
pollutants in local waters and explain how they are analysed;
·
Determine the
amount of water you would have to drink per day to get your minimum requirement
of calcium from water that contains 300 ppm calcium carbonate;
·
Prepare a chart
listing concentration levels of pollutants during each of the seasons, and
investigate the problems arising because of this, both in terms of health
issues, and in terms of cleanup processes and costs to consumers so that humans
can safely consume the water.
Harrison,
R., D. Fisher, and G. Rayner-Canham. Laboratory Manual Chemistry A First
Course. Don Mills: Addison-Wesley Publishers, 1988. ISBN 0-201-17881-8
Heikkinen,
H. Chemistry in the Community: Chem Com, 4th ed., American Chemical
Society. New York: W.H. Freeman and Company, 2002. ISBN 0-7167-3551-2
Holmquist,
Dan and Donald Volz. Chemistry With Computers Using Logger Pro.
Portland: Vernier Software, 1997. ISBN 0-916731-95-X
Jenkins, F.,
H. vanKessel, L. Davies, O. Lantz, P. Thomas, and D. Tompkins. Chemistry 11.
Toronto: Nelson Thomson Learning, 2002. ISBN 0-17-612101-3
Lynn, David.
Understanding Chemistry Laboratory Manual. Toronto: John Wiley &
Sons, 1988.
ISBN 0- 471-79695-6
Rayner-Canham, G.,
S. Damji, and U. Goering-Boone. Addison Wesley Chemistry 11. Toronto:
Pearson Educational Canada, 2001.
Time: 11 hours
In this activity,
students research issues concerning air and water quality in Canada, government
regulations and initiatives, individual actions to improve air and water
quality. The students plan, organize, and participate in a Plan of Action panel
discussion. In addition, students assess the environmental, economic, and
societal implications of methods of use and disposal of common household
products. They demonstrate an awareness of the need for both government and
individuals to ensure a healthy environment for the common good of humankind.
Furthermore, students recognize their role as stewards of the Earth in
addressing Canada’s environmental concerns and issues. Lastly, the students
assemble the Environmental Educational Kit for the Course Culminating Task.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE1e - speaks the
language of life... “recognizing that life is an unearned gift and that a
person entrusted with life does not own it but that one is called to protect
and cherish it”;
CGE2e - uses and
integrates the Catholic faith tradition in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes
decisions in light of gospel values with an informed moral conscience;
CGE4f - applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE5a - works
effectively as an interdependent team member;
CGE7b - accepts
accountability for one’s own actions;
CGE7d - promotes the sacredness of life;
CGE7i - respects the environment and uses resources wisely;
CGE7j - contributes
to the common good.
Strand(s): Chemistry in the Environment
Overall
Expectations
CEV.01 - demonstrate
an understanding of the nature and role of elements and compounds in the
environment, including acids and bases, and gases in the atmosphere;
CEV.02 - use the
techniques involved in the quantitative analysis of solutions effectively and
accurately;
CEV.03 - assess the
effects and the implications for society of the levels of various substances in
the environment, and demonstrate an awareness of the need for both government
and individual citizens to take measures that will ensure a healthy
environment.
Specific
Expectations
CE3.01 - demonstrate
an awareness of how governmental regulations and the actions of individual
people can improve air and water quality;
CE3.02 - assess the
environmental, economic, and societal implications of methods of use and
disposal of common household products.
Scientific
Investigation Skills
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - select,
integrate, and interpret information derived from experiments and from print
and electronic sources, including Internet sites, and, either in writing or
using a computer, compile and display the information in various forms,
including diagrams, tables, graphs, and laboratory reports.
·
Science
Investigative Skills (SIS)
·
Grade 10 Science:
Chemistry, Biology, and Earth and Space Science
·
Grade 9 Science:
Chemistry
·
Students revisit
the environmental concerns and issues raised in Activity 1.
·
For Activity 5.1,
the teacher acts as a host for the two panel discussions focusing on either
Canadian air or water quality. Students are organized in groups of three and
are assigned a particular issue, e.g., Great Lakes Action Plan, Canada Water
Act, Ontario’s New Drinking Water Protection Regulation, Kyoto Agreement, Clean
Air Action Plan, etc. The members of the group represent the government,
environment specialist/scientific researcher, or an environmentally conscious
citizen. The government representative must provide information on the
legislation, What does the legislation say? What regulations are relevant? Who
enforces it? Who is affected by the legislation? When was the legislation
enacted? The environment specialist/scientific researcher discusses the need
for the legislation, e.g., What environmental problem does the regulation
address? Who benefits from the legislation? What international agreements
pertain here? The environmentally conscious citizen explains how individuals
can make a difference, e.g., What lifestyle choices can people make to effect
change? How can citizens ensure clean air and water is a priority? For the
panel discussion on air quality, all the students assigned to study air quality
present their information for their special interest group. The teacher
introduces the topic, asks the questions, and directs the discussion. A similar
format is followed for the panel discussion on water quality.
·
Encourage
students to involve multimedia presentations in their panel discussion.
·
For Activity 5.2,
teachers are encouraged to use local resources available from their communities
and environmental agencies, and to locate local websites concerning waste
disposal of household products. For this activity, students choose a household
product to research, e.g., paints, glues, motor oil, batteries, cleaners, expired
medicines, etc. They then assess the environmental, economic, and societal
implications of methods of use and disposal for their product. Acting as waste
management coordinators, students prepare a webpage, newspaper flyer, or letter
for the local residents outlining their findings and suggesting ways to produce
less waste, e.g., environmentally safe alternatives for cleaners and
pesticides.
·
A unit test
should be prepared and administered before starting the final assembling of the
Educational Kit.
·
The Course
Culminating Task is assigned in Unit 1 and students work in groups of four
throughout the course researching and compiling information in their
portfolios. The last five hours of this unit are allotted for the assembling of
the Educational Kit and the completion of the final water analysis.
·
The Educational
Kit contains a collection of materials that can be used as a resource in a
classroom to supplement a topic on the environment. The Kit should be
self-contained in a box or package designed by the students, and should consist
of an actual water or soil test kit, including reagents, instructions, and
sample data sheets similar to test kits that are purchased from scientific
companies. It might be helpful to show students some soil or water (swimming
pool) test kits that are available. The Kit should also contain other resources
that would be useful in a classroom, including videos, career flyers, puzzles,
blackline masters, or sample case studies.
·
The student
portfolios maintained throughout the semester contain all of the research and
information students need to assemble the final Kit, i.e., In Unit 1, students
prepare flow charts and/or experimental procedures (including flame tests), and
precipitation reactions to determine the presence of ions in an unknown sample.
This information is used to prepare the instruction sheet and data charts
required to test for the presence of ions in an unknown sample of water, e.g.,
calcium ions, iron (II) ions, chloride ions, sulfate ions, or to test for substances
or ions in an unknown sample of soil, e.g., nitrogen, phosphorus, pH, etc. In
Unit 2, students developed and practised the skills required to accurately
prepare solutions of known concentrations. The portfolio should contain the
calculations or formulae needed to prepare the reagents for the soil or water
test kit. In Unit 3, students researched the impact of industrial
electrochemical processes on the environment. Students use this
information/research to prepare a collage, diagram, small poster, or thought-provoking
comic strip to illustrate the impact of metal refining or other industrial
electrochemical processes on the production of acid rain. In Unit 4, students
researched the environmental risks and benefits associated with the use of
organic compounds. Students use this information/research to assess the impact
of using organic compounds on the environment and society, and either produce a
video or compile a case study illustrating their assessment for the Kit. In
Unit 5, students researched and participated in a panel discussion on a
particular pollutant and how governmental regulations and the actions of
individuals can improve air and water quality. Students use this information to
prepare a bulletin outlining a local issue and their plan for improving their
local environment.
·
Ensure that all
required materials are available and prepared in advance, e.g., chemicals
needed for the preparation of the reagents for the water/soil kits, small
dropper bottles, construction paper, scissors, glue, any experimental
procedures, etc.
·
Prepare in
advance, a checklist that itemizes all the components of the Kit. This list
should be distributed to students in Unit 1 when the task is first introduced,
to allow them ample opportunity to research, organize and prepare for the final
assembling of the Kit.
·
Make arrangements
to have the students visit the library/resource centre as required. If the
school library/resource centre is not available, collect resources for
classroom use, or arrange Internet access through your computer department.
·
After the Kits
are completed, students use their water/soil test kits to perform a final
analysis of a water/soil sample.
·
Prepare and
supply students with an unknown water/soil sample in which they measure the pH,
perform a titration to accurately determine the acid or base concentration, and
identify and determine the concentration of a dissolved metal ion, e.g.,
calcium ion.
·
Students identify
and determine the concentration of the dissolved ion in the water/soil sample
using their test kits and one or more of the following procedures:
precipitation reactions, flame tests, displacement reactions between metal
elements and metal salts, gravimetric analysis, or colorimetric analysis.
Activity 5.1: Plan
of Action Panel Discussion
The
teacher:
·
reviews the
environmental issues concerning air and water quality;
·
discusses smoking
by-laws in and water treatment facilities in the local community to raise the
issue of air and water quality;
·
introduces the
Plan of Action panel discussion, organizes groups, and assigns topics;
·
conferences with
each group to monitor their progress and to ensure that they work
cooperatively;
·
instructs
students to prepare a summary of their research;
·
acts as host for
each panel discussion;
·
assesses the summary
and each student’s contribution in the panel discussion;
·
instructs
students to update their portfolio with the summaries from each group;
·
leads a
discussion on the need for both government and individuals to work together to
ensure a healthy environment;
·
directs students
to write a reflection discussing the impact of the panel discussion on their
lives.
Students:
·
in groups of
three, work collaboratively to brainstorm, research, and conference with each
other and the teacher to prepare their portion of the panel discussion;
·
prepare
materials, e.g., video clips, photos, statistics, etc., to be used during the
panel discussion;
·
participate in
the panel discussion on air or water quality;
·
update their
portfolio with the summaries from each group;
·
write a Journal
reflection commenting on the impact the panel discussions have made on their
understanding of issues concerning clean air and water and how they can use
this knowledge in making informed choices in the future.
Activity 5.2:
Household Products
The
teacher:
·
leads a class
discussion on the common household products found in the kitchen and bathroom,
garage and workshop, garden, and general household;
·
introduces the
newspaper flyer, webpage, or letter assignment concerning a chosen household
product;
·
instructs
students to research the methods of use and the disposal of their product in
the local area;
·
directs students
to assess the impact the use and disposal of their product has on the local
environment, economy, and society;
·
assists students
during their research and monitors their progress;
·
collects and
assesses the product;
·
leads a class
discussion on the importance of individuals in effecting change concerning the
use and disposal of household products;
·
instructs
students to write a reflection in their Journal on the importance of being an
informed consumer and how they can effect positive change.
Students:
·
prepare a list of
common household products;
·
choose a
household product, research, and analyse issues involved in the methods of use
and the disposal of the product in their local area;
·
write a letter,
prepare a newspaper flyer, or create a webpage to inform citizens in their
local area about the household product;
·
submit their
completed product for assessment;
·
write a
reflection on how they can contribute to a cleaner environment by being
informed.
Activity 5.3:
Course Culminating Task
The
teacher:
·
using various
types of educational kits/soil test kits etc., as examples, outlines the
format, packaging and timeline needed for the assembling of the Educational
Kit, first introduced in Unit 1, and has various types of educational kits/soil
test kits displayed in the classroom;
·
reviews the list
of the components of the Educational Kit including:
· a test kit designed to determine the identity of two ions or substances in an unknown sample of water or soil including: the reagents needed for the tests (in dropper bottles); an unknown sample of water or soil; instructions (procedures) to identify the ions or substances; a data sheet to record observations.
· a collage, diagram, small poster, or thought-provoking comic strip illustrating the impact of industrial electrochemical processes on the production of acid rain;
· a video or case study which assesses the benefits and risks to the environment associated with the use of organic compounds;
· a bulletin describing a local environmental issue and a plan for improving the quality of air or water in their region;
· a pamphlet describing a career in environmental chemistry;
· a crossword puzzle or word search of terms related to environmental chemistry;
· an inventory list of the contents of the Kit;
·
arranges for all
necessary equipment or materials (dropper bottles, chemicals, scissors,
construction paper) to be available in the classroom;
·
directs students
to prepare for the final analysis of an unknown water/soil sample;
·
supplies
water/soil samples, instructions and equipment, e.g., pH meters, burettes,
etc., for the final water/soil analyses and circulates and assesses each
student for Scientific Investigative skills;
·
collects and
assesses the completed Kits.
Students:
·
in groups of
four, work collaboratively to design and plan the assembling of their
Educational Kit;
·
design and
prepare a package for their Kit and assemble all the contents of the Kit into
the package;
·
prepare and
perform the analysis on an unknown water/soil sample using their water/soil
test kit and any other materials/equipment, e.g., pH meter, burette,
colorimeter, etc.;
·
demonstrate
proper safety procedures and lab skills as they perform the analysis on the water/soil
sample and determine the pH, the concentration of the acid or base, the
identity and accurate concentration of the dissolved metal ion in the
water/soil sample;
·
submit the
completed Kit for assessment.
·
The summary may
be assessed for Communication using a rating scale.
·
The panel
discussion may be assessed for Knowledge/Understanding, Communication, and
Making Connections using a rubric (CE3.01) (SIS.05) (SIS.06).
·
The webpage,
flyer, or letter may be assessed for Knowledge/Understanding, Communication,
and Making Connections using a rubric (CE3.02) (SIS.05) (SIS.06).
·
The components of
the Educational Kit may be assessed for Knowledge/Understanding and
Communication using a suitable checklist. The career pamphlet and collage on
the effects of industrial processes in electrochemistry, the bulletin on a
local environmental issue, and the video on the use of organic products may be
assessed for Communication and Making Connections using a suitable rubric. The
soil/water test kit may be assessed for Inquiry using an appropriate checklist.
The final water/soil analysis may be assessed for Knowledge/Understanding,
Inquiry, and Scientific Investigative Skills using a suitable marking scheme.
The Course Culminating Task would be included in the Final Evaluation.
See
the Course Overview for general accommodations.
Possible enrichment activities:
·
Research air and
water quality in developing countries and write a letter to the editor in a
local paper, commenting on the role and responsibility of industrialized
nations for improving their environment;
·
Write an article
for the next edition of the school paper, describing the highlights of the
panel discussions;
·
Contact a local
environmental group and volunteer to work on a cleanup project in your area;
·
Investigate
international responses to protect air and water, and compare them to Canada’s
initiatives.
Baird, C. Environmental
Chemistry. New York: W.H. Freeman and Company, 1999.
ISBN 0-7167-3153-3
Draper, D. Our
Environment: A Canadian Perspective. Toronto: International Thomson
Publishing Company, 1998. ISBN 0-17-605552-5
Heikkinen,
H. Chemistry in the Community: Chem Com, 4th ed., American Chemical
Society. New York: W.H. Freeman and Company, 2002. ISBN 0-7167-3551-2
Newton, D. Environmental
Chemistry. Portland: J. Weston Walch, 1991. ISBN 0-8251-1914-6
Internet Sites
Canada
Centre for Inland Waters – http//www.cciw.ca
Environmental
issues – http//:www.americanchemistry.com
Environmental
Topics – http//:www.learner.org
– http//environment.about.com
Ground-level
Ozone/Greenhouse – http//:www.ucar.edu/learn
Global
warming – http//:www.education.noaa.gov
Plastics –
http//:www.plastics.org
Ministry of
the Environment – http//:www.ene.gov.on.ca
National
Climate Center – http//:www.ncdc.noaa.gov
The Green Lane –
http//www.ec.gc.ca
Acids and bases are
used in our everyday lives. It is important to understand the terms used to
describe acidic and basic solutions. This activity focuses on the following
questions: What is the Arrhenius definition for acids and bases? What is meant
by strong and weak acids and bases? What is the difference between a
concentrated and dilute acid? How should acids be diluted?
1. a) The
following reactions represent what happens when acids are dissolved in water.
HCl (aq) ® H+ (aq) + I- (aq)
HF (aq) ® H+ (aq) + F- (aq)
HNO3 (aq) ® H+ (aq) + NO3-
(aq)
What ion is common in all these equations?
b) The equations in 1(a) involve
a process called dissociation. What does this mean?
c) The Arrhenius theory uses
dissociation to define an acid. Using the reactions in 1(a) as a guide complete
the following definition for an acid. An acid is a substance that ____________
in water to produce ________________.
2. a) Using
the conductivity apparatus, determine and record the conductivity values or the
bulb brightness in a chart for
the acids provided. What species is responsible for current flow?
Explain how the conductivity is
related to the extent or degree of dissociation.
b) What determines the strength
of an acid?
c) Organize the acids from 2(a)
from strongest to weakest.
d) Write an equation for the
ionization of each of the acids used in 2(a).
Use ® for strong acids and « for the weak acids.
3. a) Both
strong and weak acids can be found in concentrated and dilute forms. It is
important to know the
concentration of an acid so that proper safety procedures can be followed.
What does concentration mean?
b) How do you dilute a stock
solution of copper (II) sulfate? Compare the amounts of substances found in the
stock solution and the diluted solution.
c) The following is a list of
concentrations of some common laboratory acids.
|
Concentrated HCl |
12 mol/L |
Dilute HCl |
3 mol/L |
|
Concentrated H2SO4 |
18 mol/L |
Dilute H2SO4 |
3 mol/L |
What is the difference between a concentrated and dilute acid?
d) Most laboratory acids are
corrosive. Explain why a burn from a concentrated acid is more severe than one
from a dilute acid.
e) Explain why acetic acid found
in vinegar is safe to consume, but pure acetic acid (glacial acetic acid) is
not, even though they are both weak acids.
4. Draw a diagram, using a beaker to illustrate
the following conditions for an acid HA:
· HA is a concentrated strong acid
· HA is a concentrated weak acid
· HA is a dilute strong acid
· HA is a dilute weak acid
(Hint: Use the species HA, H+, and A-. Do
not draw water molecules. Draw between 2 and 10 HA formula units, or an
appropriate number of H+ and A- ions.)
5. The process of mixing a concentrated acid
with water to dilute it generates a great deal of heat. Using the safety
technique charts in the room, a video clip, or a photo provided by your
teacher, describe the proper procedure to follow when diluting a concentrated
acid.
6. a) The
following reactions represent what happens when bases are dissolved in water.
NaOH (s) ® Na+ (aq) + OH- (aq)
KOH (s) ® K+ (aq) + OH- (aq)
What ion is common in the above equations?
b) The Arrhenius theory can also
be used to define a base. Does dissociation occur?
c) Complete the following
statement: A base is a substance that __________________ in water to produce
_________________.
d) Describe the difference
between a strong base and a weak one.