General Information: There are
several opportunities in Chapter 6 for developing algorithms for solving
problems. There are many more opportunities for highly provocative
discussions. We will solve some "number crunching" problems and
consider some more "provocative issues" in particular. You will be able
to find a tremendous amount of material on Acids, Bases and Acid
Rain on the Web. This page was prepared to serve as a launch point
as you prepare for the group discussion questions. You will find helpful
material on the Chemistry in Context Site Use the The Pitt University
Library on-line data bases (they will be briefly discussed in class) and
the web resources starting at theChemistry in Context Site as your resources.
Remember to document your sources on any group or individual work you turn in
for a grade.
Journal Entry: Emissions and Acid Rain
-- Consider This 6.3, & CT 6.8 -- The word "Acid" might conjure up
some scary thoughts. From high school chemistry you might also recall that
bases can be harmful. But are all acids harmful? All bases harmful?
And what about foods? Orange juice is acidic. What about your
favorite snacks? How acidic are they? As your Journal Entry for the week
of March 28 answer the questions in Consider This 6.3 and 6.8.
"Acid Rain Radio Interview"
(Consider This 6.11, 6.20, 6.21 & 6.24) -- Beginning with section 6.6 (through
section 6.13) we will begin to understand what causes acid rain and explore
some of the consequences. It is possible to collect data (like that
displayed in figure 6.11 and 6.12) that can help scientists understand these
causes. The links for 6.11 Consider This: " The Rain in Maine (...
or Texas, or Alabama, or ...)" and 6.20 Consider This:
"Acid Rain Around the Globe" at the Chemistry in Context web site are good resources with
useful information on acid rain (and pollutant) levels in the US and other
highly affected areas of the world. On Friday, April 8 you will
have a chance to demonstrate how well you understand the connection between
either smoke stack emissions or car exhaust and the occurrence of acid
rain. In preparation, look over the information presented in Figure
6.4 and one of the web sites listed at the Chemistry in Context web site. Important note: On Monday, April 4. You will have
some class time to meet with the members of your group to distribute
responsibilities for research and data collection for this class activity. In preparation,
you may want to distribute the research effort among different members
of the group. The class activity will bemuch more meaningful if
you do the research before coming to class. In your
Journal jot down your answers to the following questions. We'll
discuss these in class.
Use figure 6.4 to identify the parts of the US having precipitation with
the lowest pH (most acidic) and highest pH (least acidic).
According to figure 6.12, which areas of the country have the highest
emission of SO2 and NO2?
Finally, after reviewing the results of your research
Suggest some possible reasons for the high emissions of SO2
and NO2 in these areas of the US and Europe.
Having examined these data, can you describe the correlation that
exists between wither high SO2 or NO2?
emission and acid rain?
Journal Entry: Emissions and Acid Rain
-- Consider This 6.28, CT 6.30 & CT 6.31 -- What impact do the
emissions from coal fired power plants have on the acidic precipitation in a
certain area of the country? What about trucks and heavy equipment that
run on diesel fuel? What is being done to reduce the emissions? Section
6.14 discusses the costs of cleaning up/reducing emissions and presents some
of the approaches used (successfully and not so successfully). A little
research, as directed by CT 6.28, CT 6.30 and CT 6.31 will give you more
information. Write a brief summary of your findings (for all three) as your
Journal entry for the week of April 4, 2011.
Solving Acid/Base Problems: We
can use some of the problem solving strategies we developed in Chapter 5 to
lean about aqueous solutions of acids and bases. We'll use YT 6.2, 6..4
- 6.7, 6.9 and CT 6.8 when we discuss Acids, bases & pH on Wednesday March
30 and Monday, April 4. You may find it helpful to work these as you read sections 1 -
4. As a double check, prepare EoC problems 6 - 13 for homework due
Wednesday, April 6.
Journal Entry Week of April 11:
UPJ-SPACE - SYMPOSIUM FOR THE PROMOTION
OF ARTISTIC AND CREATIVE ENQUIRY - On Wednesday, April 13, students in
classes in the Natural Sciences, Humanities, Social Sciences, Engineering
Technology and Education will present the results of their class projects or
undergraduate research projects. The event will take place in the
Heritage Hall of the Living & Learning Center from 12:00 PM to 4:00
PM. Information about the Symposium can be found on the
web. Attend the symposium and
enjoy the free punch & cookies. View the posters on display in the
Heritage Hall and/or attend some of the oral presentations. Talk to the
presenters. Ask them about their projects. Why they chose the
project? What they learned? Was it easy or hard? Would they do it
again? etc. ... Make some notes. When you get home write a brief
summary of your visit. Your summary should be in the form of a well-organized
three- to five-paragraph essay. Type it and include references if pertinent.
This journal entry is worth 10 points!!