General
Information: As you saw in Chapter 1, there are a variety of
assignments associated with this chapter as well. From the "pure
chemistry" perspective, Chapter 2 introduces us to more of the language
of chemistry: the alphabet , the vocabulary and
sentences .We'll explore the structure of molecules and the nature of
light as well. The context for this chapter is Stratospheric
Ozone. You can find a lot of information about depletion of the
stratospheric ozone layer, the dangers of CFCs, the Montreal Protocol and
other related issues on the WWW. This page was prepared to serve as a
launch point as you prepare for the group discussion questions and the writing
assignment. You will find helpful material on the Chemistry in
Context Site. Other useful sites are included as direct links
below. Note that there are due dates for the assignments.
Good luck! If you have questions ....
Consider This 2.17 - 2.21 – Protect
against UV Radiation? –
Thus far in this chapter we have learned about molecular structure and
electromagnetic radiation (Sections 2.2 - 2.5). We've also learned
a little about UV light: how ultraviolet radiation reaches the Earth's
surface and the biological effects of radiation (sections 2.6 - 2.7).
You probably have heard a lot about the dangers of UV radiation. If you
watch the Weather
Channel, you can get the UV index for summer days. Snow skiers are warned
about excessive exposure to the UV in the winter. Ways to protect
against UV radiation abound. This set of activities will give you an
opportunity to learn more about the effectiveness of various products designed
to provide protection from UV radiation.
Prepare CT 2.17 through CT 2.21 as your journal entry for the week of January 17, 2011.
Sun blocks with skin protecting factors (spf) of 30 and
higher are advertised as providing people with protection against UV.
Which one is the best? Did your optician suggest that you get the UV
coating on your last pair of glasses? Does it work? What about sun
glasses? Do they protect your eyes from the harmful effects of UV
rays? Clothing manufacturers advertise clothing specifically designed to block
UV. How effective is this clothing? This is your chance to find answers
to these and other questions. You will need some advance preparation to
get the most out of these activities. On Monday January 24 (or
maybe Wednesday 1/26 - depends on the forecast!), we will explore the
effectiveness of sunscreens, UV coating and protective clothing against the
damage of the sun's ultra violet rays.
Be sure to complete your journal
entry BEFORE class Monday, January 21!
Bring samples of your favorite sunscreen with you to class.
Do you have clothing items advertised as providing UV protection?
Bring some.
Don't forget your sunglasses!
Hope that we have a reasonably warm, sunny day!
Atomic and
Molecular Structure– Homework – EoC problems
– On Friday (9/12) we identified three sub-atomic
particles, the proton, the neutron & the electron; these make up the atom
and impart the chemical properties to the elements of the Periodic Table. On
Monday (9/15) we'll see how atoms share electrons in molecules and use Lewis
structures to show the connectivity of atoms in the molecular structure.
Problems 7 - 11, 13, 14 and 22 are due as Homework on Monday, January 24,
2011.
Consider This 2.24 – Skeptics & Ozone Depletion – As we
consider the "growing size of the Antarctic Ozone Hole" it is important to
consider the point of view of the skeptics as well. This activity
provides an opportunity to apply the data which we have collected and the
analyses that we have read. This is a group assignment that involves
some individual research and group analysis.
Task: Research selected web sites about stratospheric ozone
posted by scientific research groups and also sites reflecting the skeptic
point of view. Compare and contrast the way the different sites analyze and
present the data.
Individual: Read and analyze information from two of the sites
listed below -- one from the research group and one reflecting the skeptic point
of view.
Group: During class on Friday, January 28, the groups will
collectively evaluate the information gathered. Distribute the reading
assignment evenly; no one person should do more than the rest!
Assign the following roles:
Manager, Communicator/Recorder, Checker/Encourager.
The Manager will keep the group on task and keep a record of
individual research assignments. Everyone gets an opportunity to present
his/her results and everyone's opinion is valid!
The Communicator/Recorder will manage group communication (email, IM, Groups
in BB, etc.) and keep a record of the group's discussion and
answers to the questions.
The Checker/Encourager will provide positive energy in the
discussion and also check to be sure that all aspects of the assignment
have been completed. Note it is not the Checker's job to
complete work another team member overlooked. Everyone is
responsible for contributing equally to the project!
Group A reflects the skeptics' point of view and strategies
Group B is a compilation of factual material from research/government
sites
Group C is a specific group of sites from the NASA Advanced
Supercomputing Division
Accountability
Individual - Study the material on three different sites: one from
Group A (the skeptics), one from Group B (factual material) and one from
Group C (the NASA Advanced Supercomputing Division). In your journal
make a list of
the similarities between the three sites; make a second list of the
differences. Prepare a brief summary of the findings of your
research on the "real" causes of the ozone and also what the skeptics
have to say. Following the class activity, add to your earlier entry.
Reflect on what the skeptics have to say and the outcomes of your
group's deliberations. What do you think? Be sure to document each site correctly. This is your journal
entry for the week of January 24!
Group - A class
activity (Friday, January 28) Get together to review and discuss the
material you researched. Each group member should report on his/her
research & describe the similarities & differences you found between the
three sites. In some cases you may find it helpful to share images
from the web sites. Once you have examined everything, review your
results using the questions below.
According to the scientific sites what are the key reactions
responsible for the natural formation/destruction of ozone in the
stratosphere?
Use the information from the scientific sites to
summarize the components in the recipe for ozone loss.
What common thread do you find in the sites reflecting skeptics'
point of view?
Are all three of the sites reflecting skeptics' point of view the
same? What differences do you detect?
What common thread do you find in the research/government sites?
Both the skeptic and research/government sites use scientific data
to support their point of view. What differences do you detect in
the way the two groups use scientific data to make their point?
Is there a difference in the communication style of the different
sites?
Describe any differences you detect in communication style.
DUE DATE: Bring your research results to class Friday,
January 28
in order to complete the activity.
The assignment is worth 15 points + 10 points for a journal
entry (double journal entry this week!):
Ten points for the summary and reflections (in your journal)
Ten points for the group analysis (during class)
Five points for being present for the discussion on the 31rst.
Writing Assignment for Chapter 2 – Are
all sun blocks alike?
Consider the following: One of you friends is an outdoor
enthusiast and sun worshiper. In the winter he likes to ski. Her
favorite summer activity is basking in the sun at the beach. The beach time
includes volleyball and body surfing as well. Trouble is, your friend
indulges in the sun a bit too much. Twice last summer she had a very
bad sun-burn (he brushes it off like pealing skin). In a recent
conversation, he mentioned the appearance of a mole on his shoulder ... and
it's getting larger! Yet he's not very concerned. In fact, while we're
only in the first month of the semester, our sun worshiper is already has
already booked a week in Cancún during spring break! Next summer he'll be
working as a life guard at a classy Florida resort! Our discussions in
Chem, Man and Society have heightened your awareness to the dangers
of excess exposure to UV radiation. Your concern for your friend's
health is growing. How can you urge her to exercise caution without
seeming pushy. Aha! why not send an email!
Task: Draft the text for an email message to your friend in
which you share your concern about her excessive indulgence in the sun.
You'll want to be tactful. Providing factual information (with
references) might get his attention. Be careful to avoid scare tactics, but
organize your information such that your friend will read the whole note and
not just blow you off. You could even mention the results of the
experiment with the UV-sensitive beads!
Where to go for information:
A good place to start your search is the Chem in
Context web page.
The Climate Prediction Center can give you the
UV
Index forecast at 13:30 EST for 58 cities across the country.
Format: On issues of style and grammar, consult Rules for
Writers by Diana Hacker ("standard issue" for English comp courses).
Your paper should follow the Guidelines for writing papers & citing
references:
Mechanics - This is an email message to a friend; you can be
somewhat less formal than a standard essay. Use the first person and
the active voice. Organization is important; follow the general
format of a well-organized three to five paragraph essay. Please
adhere to common usage - not slang. Use good style and develop your
arguments logically using either inductive or deductive reasoning. You must
also include:
A well developed introduction and conclusion.
Use well organized paragraphs; watch sentence structure, grammar, word
choice, spelling, punctuation, etc. ... (Check the list of Pitfalls to
Avoid)
Your assignment must be typed and no more than two pages long! Single
or double spaced does not matter.
When incorporating information from web sites into your text, avoid
blindly copying the text from the web and pasting it into your
paper. This would be plagiarism -- and no one wants to be caught
plagiarizing! Summarize and paraphrase instead.
Details:
The assignment is worth 20 points and is
due Friday, February 4, 2011.
Type the assignment.
Submit an electronic copy through Turn-it-in by 8 PM
Friday, February 4. Save it as a MSWord file or in Rich Text Format
(RTF) to submit the electronic copy.
Be sure to watch the usual: sentence structure, grammar, word choice,
spelling, punctuation, etc.....
Links to factual information about stratospheric ozone &
Arctic/Antarctic ozone in particular
From the British Antarctic Survey (http://www.antarctica.ac.uk/met/jds/ozone/) -- This page
gives up to date information about ozone at Halley, Rothera and Vernadsky/Faraday
stations. (Note: "South Georgia is an island off the southern tip of
Argentina)
The Ozone Tour at the University of Cambridge (England) --
http://www.atm.ch.cam.ac.uk/tour/ -- focus in particular on
Parts I and III
NASA Advanced Supercomputing Division Stratospheric Ozone Depletion
site