Dry Ice Bombs
Dry "Ice" Ice Cream
Friday, May 21, 2010
Course Evaluation
Bell Ringer 6
a. Pick up ONE index card
i. What did you think about the course?
ii. How much of the information did you know prior to the course?
iii. How well do you think you were prepared for the course?
iv. What are some things Ms. Tran could have done differently to better prepare you for this course?
v. What kind of advice would you give the in-coming sophomores?
a. Pick up ONE index card
i. What did you think about the course?
ii. How much of the information did you know prior to the course?
iii. How well do you think you were prepared for the course?
iv. What are some things Ms. Tran could have done differently to better prepare you for this course?
v. What kind of advice would you give the in-coming sophomores?
Tuesday, May 18, 2010
Monday, May 17, 2010
Spring 2010 Final Exam Schedule
South Hills High School
Spring 2010 Exam schedule
5/ 28
Friday 5/31 Monday 6/1
Tuesday 6/2
Wednesday 6/3
Thursday 6/4
Friday
Memorial Day
Holiday
8:35-10:05
Review 5 8:35-10:05
Exam 5 8:35-10:05
Review 1 8:35-10:05
Exam 1
10:10-11:40
Review 6 10:10-11:40
Exam 6 10:10-11:40
Review 2 10:10-11:40
Exam 2
Review 3 11:45-1:15
or
12:30-2:00
Exam 3 11:45-1:15
or
12:30-2:00
Review 7 11:45-1:15
or
12:30-2:00
Exam 7
Review 4 2:05-3:35
Exam 4 2:05-3:35
Review 8 2:05-3:35
Exam 8
Spring 2010 Exam schedule
5/ 28
Friday 5/31 Monday 6/1
Tuesday 6/2
Wednesday 6/3
Thursday 6/4
Friday
Memorial Day
Holiday
8:35-10:05
Review 5 8:35-10:05
Exam 5 8:35-10:05
Review 1 8:35-10:05
Exam 1
10:10-11:40
Review 6 10:10-11:40
Exam 6 10:10-11:40
Review 2 10:10-11:40
Exam 2
Review 3 11:45-1:15
or
12:30-2:00
Exam 3 11:45-1:15
or
12:30-2:00
Review 7 11:45-1:15
or
12:30-2:00
Exam 7
Review 4 2:05-3:35
Exam 4 2:05-3:35
Review 8 2:05-3:35
Exam 8
Lab 3: Hot/Cold Water
Hot and Cold Colors
Student Worksheet
Does Heating Water Make the Color Change Faster?
Name:
Date:
Prediction: Which will change color faster when a drop of food coloring is added: cold water;
hot water; or room temperature water? Explain your answer.
Materials:
• red food coloring
• 3 same size containers
• cold water
• hot water
• room temperature water
• stopwatch
• student worksheets (1 for each student)
Procedure:
1. Assign roles to group members:
2 people will gather and return materials (“Material Managers”)
1 person will drop the food coloring (“Dropper”)
1 person will use the stopwatch to measure the time (“Timer”)
2. Material Managers gather materials and set up.
3. Cold water test:
a. one of the “Material Managers” pours cold water into a container
b. the “Dropper” drops 1 drop of food coloring into the cold water
c. the “Timer” starts the stopwatch as soon as the food coloring hits the water, and
stops the stopwatch when the color is spread throughout the water
d. in the data table, each student records the time (in seconds) for the food coloring
to spread throughout the water, along with observations
4. Hot water test:
Repeat the steps for the cold water test, but use hot water instead of cold.
5. Room temperature test:
Repeat the above procedure using room temperature water.
6. Material Managers return lab materials and clean up.
7. Complete questions 1-3 at the end of this worksheet.
Data Table
Water Temperature
Time
(seconds)
Observations
Cold
Hot
Room Temperature
1. Compare your predictions to what actually happened in the activity. How were your
predictions the same or different?
2. What do you think caused the color to change faster? Why?
3. What do you think would happen if you used different colors (for example, blue or
yellow instead of red)?
Science Netlinks Activity Sheet – Hot and Cold Colors
All rights reserved. Science NetLinks Activity Sheets may be reproduced for educational purposes
Student Worksheet
Does Heating Water Make the Color Change Faster?
Name:
Date:
Prediction: Which will change color faster when a drop of food coloring is added: cold water;
hot water; or room temperature water? Explain your answer.
Materials:
• red food coloring
• 3 same size containers
• cold water
• hot water
• room temperature water
• stopwatch
• student worksheets (1 for each student)
Procedure:
1. Assign roles to group members:
2 people will gather and return materials (“Material Managers”)
1 person will drop the food coloring (“Dropper”)
1 person will use the stopwatch to measure the time (“Timer”)
2. Material Managers gather materials and set up.
3. Cold water test:
a. one of the “Material Managers” pours cold water into a container
b. the “Dropper” drops 1 drop of food coloring into the cold water
c. the “Timer” starts the stopwatch as soon as the food coloring hits the water, and
stops the stopwatch when the color is spread throughout the water
d. in the data table, each student records the time (in seconds) for the food coloring
to spread throughout the water, along with observations
4. Hot water test:
Repeat the steps for the cold water test, but use hot water instead of cold.
5. Room temperature test:
Repeat the above procedure using room temperature water.
6. Material Managers return lab materials and clean up.
7. Complete questions 1-3 at the end of this worksheet.
Data Table
Water Temperature
Time
(seconds)
Observations
Cold
Hot
Room Temperature
1. Compare your predictions to what actually happened in the activity. How were your
predictions the same or different?
2. What do you think caused the color to change faster? Why?
3. What do you think would happen if you used different colors (for example, blue or
yellow instead of red)?
Science Netlinks Activity Sheet – Hot and Cold Colors
All rights reserved. Science NetLinks Activity Sheets may be reproduced for educational purposes
Water Unit Vocabulary
accumulation (or collection) - the places in which water will collect
condensation - the process of water vapor in the air turning into liquid water. Water drops on the outside of a cold glass of water are condensed water. Condensation is the opposite process of evaporation.
evaporation - the process of liquid water becoming water vapor, including
vaporization from water surfaces, land surfaces, and snow fields, but not from leaf surfaces. (See transpiration)
groundwater - water beneath the earth's surface
infiltration - water entering and passing through the ground
precipitation - rain, snow, hail, sleet, dew, and frost.
transpiration - process by which water that is absorbed by plants, usually through the roots, is evaporated into the atmosphere from the plant surface, such as leaf pores.
saturation - too much water on the ground; flooding
water cycle - water vapor from the Earth evaporates into the atmosphere where it forms clouds, precipitation, and falls back to Earth running off into streams, rivers, lakes, and ultimately into the oceans.
condensation - the process of water vapor in the air turning into liquid water. Water drops on the outside of a cold glass of water are condensed water. Condensation is the opposite process of evaporation.
evaporation - the process of liquid water becoming water vapor, including
vaporization from water surfaces, land surfaces, and snow fields, but not from leaf surfaces. (See transpiration)
groundwater - water beneath the earth's surface
infiltration - water entering and passing through the ground
precipitation - rain, snow, hail, sleet, dew, and frost.
transpiration - process by which water that is absorbed by plants, usually through the roots, is evaporated into the atmosphere from the plant surface, such as leaf pores.
saturation - too much water on the ground; flooding
water cycle - water vapor from the Earth evaporates into the atmosphere where it forms clouds, precipitation, and falls back to Earth running off into streams, rivers, lakes, and ultimately into the oceans.
Quiz 1
Green Chemistry
1. There are 12 principles of green chemistry. Name two of those principles and describe how it is applied and provide an example.
2. Green chemistry includes all of the following except:
a. Reusing substances
b. Limiting waste
c. Changing process optimizing products
d. Making reactions that turn green
3. Pure water has a pH of _____.
a. 0
b. 5.2
c. 7
d. 14
4. A universal solvent that is able to dissolve most substances due to it polarity is ____.
a. benzene
b. water
c. alcohol
d. ammonia
5. In the documentary “Trash”, what country dumps 4 million tons of trash annually into Michigan?
a. Saudi Arabia
b. Alaska
c. Canada
d. Russia
Soil Composition
6. Soil is composed of the following except:
a. Organic matter
b. Air
c. Water
d. Krytonite
7. In the soil testing lab, a positive free carbonate test is indicated by:
a. Clumping
b. Corrosion
c. Gas production
d. Spoilage
8. The optimum soil pH for living things is:
a. It depends on the organism
b. pH 7
c. pH 3
d. pH 12
GAS Laws
9. According to the ideal gas law, as temperature increases:
a. Volume increases
b. Pressure increase
c. Both a and b
d. Nothing changes
10. Harry is getting 125 ml of nitrous oxide when he gets his wisdom teeth removed. The oral surgeon gauges the pressure at 248 mmHg to reach that volume. At what volume must the oral surgeon change to if pressure is 546 mmHg? Assume STP. (Show the formula you are using, your work and calculations)
1. There are 12 principles of green chemistry. Name two of those principles and describe how it is applied and provide an example.
2. Green chemistry includes all of the following except:
a. Reusing substances
b. Limiting waste
c. Changing process optimizing products
d. Making reactions that turn green
3. Pure water has a pH of _____.
a. 0
b. 5.2
c. 7
d. 14
4. A universal solvent that is able to dissolve most substances due to it polarity is ____.
a. benzene
b. water
c. alcohol
d. ammonia
5. In the documentary “Trash”, what country dumps 4 million tons of trash annually into Michigan?
a. Saudi Arabia
b. Alaska
c. Canada
d. Russia
Soil Composition
6. Soil is composed of the following except:
a. Organic matter
b. Air
c. Water
d. Krytonite
7. In the soil testing lab, a positive free carbonate test is indicated by:
a. Clumping
b. Corrosion
c. Gas production
d. Spoilage
8. The optimum soil pH for living things is:
a. It depends on the organism
b. pH 7
c. pH 3
d. pH 12
GAS Laws
9. According to the ideal gas law, as temperature increases:
a. Volume increases
b. Pressure increase
c. Both a and b
d. Nothing changes
10. Harry is getting 125 ml of nitrous oxide when he gets his wisdom teeth removed. The oral surgeon gauges the pressure at 248 mmHg to reach that volume. At what volume must the oral surgeon change to if pressure is 546 mmHg? Assume STP. (Show the formula you are using, your work and calculations)
Wednesday, May 12, 2010
Gas Law Worksheet
Technical Chemistry: Gas Laws Name: _____________________________
Match each example below with the appropriate gas property it illustrates.
_____1. the fragrance of perfume spreads a. compressibility
through the room
_____2. smog forms over Atlanta during b. diffuses through other gases
summer days
_____3. a cylinder of oxygen used c. exerts pressure
in a hospital
_____4. the shrink wrap demonstration d. fills container
_____5. a balloon is inflated with helium e. has mass
_____6. a balloon filled with air weighs
more than an empty balloon
Match the variables used to describe gases to the correct unit.
_____7. kPa a. pressure
_____8. oC b. temperature
_____9. mL c. volume
____10. K
____11. mm Hg
____12. atmospheres (atm)
____13. L
____14. oF
Complete the following statements by writing “decreases,” “increases,” or “remains the same” on the line provided.
As a gas is compressed in a cylinder
15. its mass ______________________________.
16. the number of gas molecules ____________________________.
17. its pressure ___________________________
18. its volume __________________________.
19. the distance between gas molecules ________________________.
20. its density _________________________.
21. Boyle’s Law states that the pressure of a gas is inversely proportional to its volume. Explain that statement. (Include the correct formula and examples)
Problems
21. A 7.0 liter balloon at room temperature (22oC) contains hydrogen gas. If the balloon is carried outside to where the temperature is –3.0oC, what volume will the balloon occupy?
22. A 5.0 liter tank of oxygen gas is at a pressure of 3 atm. What volume of oxygen will be available if the oxygen is used at standard pressure?
23. A 500 liter volume of helium gas is at a pressure of 750 mm Hg and has a temperature of 300K. What is the volume of the same gas at STP?
24. Nitrogen (80 kPa), oxygen (21.0 kPa), carbon dioxide (0.03 kPa), and water vapor (2.0 kPa) are the usual atmospheric components. What is the total atmospheric pressure in kPa?
Compete the following statements about the nature of gases as presented in the kinetic molecular theory by filling in the appropriate word (s) from the list below.
kinetic energy no force perfectly elastic weak
potential energy pressure random motion zero
25. Gas particles exert ________________________________ on one another.
26. Gas molecules are said to be in ________________________.
27. The volume of gas particles themselves is said to be ______________________.
28. The collisions between gas particles are __________________________.
29. The temperature of a gas is a measure of the average _______________ of the gas particles.
Match each example below with the appropriate gas property it illustrates.
_____1. the fragrance of perfume spreads a. compressibility
through the room
_____2. smog forms over Atlanta during b. diffuses through other gases
summer days
_____3. a cylinder of oxygen used c. exerts pressure
in a hospital
_____4. the shrink wrap demonstration d. fills container
_____5. a balloon is inflated with helium e. has mass
_____6. a balloon filled with air weighs
more than an empty balloon
Match the variables used to describe gases to the correct unit.
_____7. kPa a. pressure
_____8. oC b. temperature
_____9. mL c. volume
____10. K
____11. mm Hg
____12. atmospheres (atm)
____13. L
____14. oF
Complete the following statements by writing “decreases,” “increases,” or “remains the same” on the line provided.
As a gas is compressed in a cylinder
15. its mass ______________________________.
16. the number of gas molecules ____________________________.
17. its pressure ___________________________
18. its volume __________________________.
19. the distance between gas molecules ________________________.
20. its density _________________________.
21. Boyle’s Law states that the pressure of a gas is inversely proportional to its volume. Explain that statement. (Include the correct formula and examples)
Problems
21. A 7.0 liter balloon at room temperature (22oC) contains hydrogen gas. If the balloon is carried outside to where the temperature is –3.0oC, what volume will the balloon occupy?
22. A 5.0 liter tank of oxygen gas is at a pressure of 3 atm. What volume of oxygen will be available if the oxygen is used at standard pressure?
23. A 500 liter volume of helium gas is at a pressure of 750 mm Hg and has a temperature of 300K. What is the volume of the same gas at STP?
24. Nitrogen (80 kPa), oxygen (21.0 kPa), carbon dioxide (0.03 kPa), and water vapor (2.0 kPa) are the usual atmospheric components. What is the total atmospheric pressure in kPa?
Compete the following statements about the nature of gases as presented in the kinetic molecular theory by filling in the appropriate word (s) from the list below.
kinetic energy no force perfectly elastic weak
potential energy pressure random motion zero
25. Gas particles exert ________________________________ on one another.
26. Gas molecules are said to be in ________________________.
27. The volume of gas particles themselves is said to be ______________________.
28. The collisions between gas particles are __________________________.
29. The temperature of a gas is a measure of the average _______________ of the gas particles.
Tuesday, May 11, 2010
Lab 2: Soil Analysis
ANALYSIS OF THE SOIL COMPOSITION
Sediment Test
The soil is composed of many different sized particles. With this simple experiment you can separate the main components of the soil and evaluate their proportions.
1 - Go into a field an collect a sample of soil. Put it in a jar of water. Stir it well and let it settle. Observe and describe the different layers of materials.
2 - In water, particles settle more quickly the bigger they are. It is possible to use this property to determine the amount of each component of the soil. Put 3 parts water and 1 part of soil in the container (try 1 cup soil and three cups of water in a quart jar); shake the container for 5 minutes and let the material set. With reference to the figure 1, after 40 seconds measure the thickness of sediment. Call this A; after 30 minutes measure again and call this B; after 24 hours measure C. Now, by subtraction, you can determine the thickness of the main layers: C-B = layer of clay, B-A = layer of silt, A = layer of gravel and sand. Using a sieve with 2 mm holes (less than 1/8 inches), you can separate the gravel from the sand and determine their ratio. On the basis of these data, calculate the content (%) of each component of the soil sample.
3 - Repeat the same experiment with soil collected in other places or that have a different geological origin (i.e: meadow, wood, river bank) or anyplace the soil has a different consistency or texture (i.e: muddy, sandy). Describe the composition of each soil and try to explain the differences. You can also apply this technique to evaluate the composition of the soil for a potted plant, and correct it. Example: if water doesn't drain well, would more sand help? If it needs to hold water longer would clay or organic matter be helpful?
4 - With a microscope, measure the size of the particles. With a clock, measure the time to drop to the bottom of a jar of water. time of the particles in water as a verses their size. Then graph with the Y-axis for the size of the particle and X-axis the time to fall.
http://interactive.usask.ca/skinteractive/modules/agriculture/activities/soil.html
pH Test
1. Mix the soil sample with a little bit of water. Use the pH paper to test the pH of the sample.
2. Repeat with all the samples.
3. Record the pH of each sample.
Free Carbonate Test
This test is performed by squirting vinegar on the soil. If free carbonates are present, they will "effervesce" or bubble when the vinegar reacts with them. Record one of the following based on your observation:
None: you observe no reaction (the soil has no free carbonates).
Slight: you observe a slight amount of bubbling (the soil is coated with some carbonates).
Strong: you observe a strong reaction (many bubbles) (the soil has many carbonate coatings present).
QUESTIONS:
1. WHICH SOIL SAMPLE WAS POSITIVE FOR THE CARBONATE TEST? WHAT CAUSES THIS REACTION?
2. WHICH SAMPLES ARE ACIDIC OR BASIC? WHERE WOULD THESE SAMPLES BE FOUND?
3. BASED ON YOUR DATA ON THE SEDIMENTATION TEST, WHAT PARTICLES/SUBSTANCES ARE FOUND THE MOST IN THE SOIL SAMPLES?
Sediment Test
The soil is composed of many different sized particles. With this simple experiment you can separate the main components of the soil and evaluate their proportions.
1 - Go into a field an collect a sample of soil. Put it in a jar of water. Stir it well and let it settle. Observe and describe the different layers of materials.
2 - In water, particles settle more quickly the bigger they are. It is possible to use this property to determine the amount of each component of the soil. Put 3 parts water and 1 part of soil in the container (try 1 cup soil and three cups of water in a quart jar); shake the container for 5 minutes and let the material set. With reference to the figure 1, after 40 seconds measure the thickness of sediment. Call this A; after 30 minutes measure again and call this B; after 24 hours measure C. Now, by subtraction, you can determine the thickness of the main layers: C-B = layer of clay, B-A = layer of silt, A = layer of gravel and sand. Using a sieve with 2 mm holes (less than 1/8 inches), you can separate the gravel from the sand and determine their ratio. On the basis of these data, calculate the content (%) of each component of the soil sample.
3 - Repeat the same experiment with soil collected in other places or that have a different geological origin (i.e: meadow, wood, river bank) or anyplace the soil has a different consistency or texture (i.e: muddy, sandy). Describe the composition of each soil and try to explain the differences. You can also apply this technique to evaluate the composition of the soil for a potted plant, and correct it. Example: if water doesn't drain well, would more sand help? If it needs to hold water longer would clay or organic matter be helpful?
4 - With a microscope, measure the size of the particles. With a clock, measure the time to drop to the bottom of a jar of water. time of the particles in water as a verses their size. Then graph with the Y-axis for the size of the particle and X-axis the time to fall.
http://interactive.usask.ca/skinteractive/modules/agriculture/activities/soil.html
pH Test
1. Mix the soil sample with a little bit of water. Use the pH paper to test the pH of the sample.
2. Repeat with all the samples.
3. Record the pH of each sample.
Free Carbonate Test
This test is performed by squirting vinegar on the soil. If free carbonates are present, they will "effervesce" or bubble when the vinegar reacts with them. Record one of the following based on your observation:
None: you observe no reaction (the soil has no free carbonates).
Slight: you observe a slight amount of bubbling (the soil is coated with some carbonates).
Strong: you observe a strong reaction (many bubbles) (the soil has many carbonate coatings present).
QUESTIONS:
1. WHICH SOIL SAMPLE WAS POSITIVE FOR THE CARBONATE TEST? WHAT CAUSES THIS REACTION?
2. WHICH SAMPLES ARE ACIDIC OR BASIC? WHERE WOULD THESE SAMPLES BE FOUND?
3. BASED ON YOUR DATA ON THE SEDIMENTATION TEST, WHAT PARTICLES/SUBSTANCES ARE FOUND THE MOST IN THE SOIL SAMPLES?
Soil Activities and Notes
http://soil.gsfc.nasa.gov/laminate/laminate.htm
http://www.cartage.org.lb/en/themes/sciences/mainpage.htm
http://www.funsci.com/fun3_en/exper1/exper1.htm#composting
https://www.e-education.psu.edu/earth530/content/l2_p5.html
http://www.cartage.org.lb/en/themes/sciences/mainpage.htm
http://www.funsci.com/fun3_en/exper1/exper1.htm#composting
https://www.e-education.psu.edu/earth530/content/l2_p5.html
Friday, May 7, 2010
TRASHED : The Movie
Synopsis
“Trashed” is a provocative investigation of one of the fastest growing industries in North America. The garbage business. The film examines a fundamental element of modern American culture…the disposal of what our society defines as “waste.” It is an issue influenced by every American, most of whom never consider the consequences. Nor, it seems, the implications to our biosphere. At times humorous, but deeply poignant, “Trashed” examines the American waste stream fast approaching a half billion tons annually.
What are the effects all this waste will have on already strained natural resources? Why is so much of it produced? While every American creates almost 5 pounds of it every day, who is affected most? And who wants America to make more?
The film analyzes the causes and effects of the seemingly innocuous act of “taking out the garbage” while showcasing the individuals, activists,corporate and advocacy groups working to affect change and reform the current model. “Trashed” is an informative and thought-provoking film everyone interested in the future of sustainability should see.
http://www.trashedmovie.com/
“Trashed” is a provocative investigation of one of the fastest growing industries in North America. The garbage business. The film examines a fundamental element of modern American culture…the disposal of what our society defines as “waste.” It is an issue influenced by every American, most of whom never consider the consequences. Nor, it seems, the implications to our biosphere. At times humorous, but deeply poignant, “Trashed” examines the American waste stream fast approaching a half billion tons annually.
What are the effects all this waste will have on already strained natural resources? Why is so much of it produced? While every American creates almost 5 pounds of it every day, who is affected most? And who wants America to make more?
The film analyzes the causes and effects of the seemingly innocuous act of “taking out the garbage” while showcasing the individuals, activists,corporate and advocacy groups working to affect change and reform the current model. “Trashed” is an informative and thought-provoking film everyone interested in the future of sustainability should see.
http://www.trashedmovie.com/
Bellringer 2
A universal solvent that is able to dissolve most substances due to it polarity is ____.
a. ether
b. benzene
c. alcohol
d. water
a. ether
b. benzene
c. alcohol
d. water
Wednesday, May 5, 2010
Green Chemistry Vocabulary
Atom Economy –
1) The mass of desired product divided by the total mass of all reagents, times 100
Mass of Desired Product
Total Mass of all Reagents
Percent Atom Economy = x 100
2) The mass of desired product divided by the total mass of all products and
byproducts produced, times 100
3) A measure of the efficiency of a reaction
Green Chemistry
1) Designing chemical products and processes to reduce or eliminate the use or
generation of hazardous materials
2) Using chemistry for pollution prevention
3) Benign by design, sustainable chemistry
Molecular Weight – mass of one mole of a compound (units of grams per mole)
Percent Yield – actual yield divided by theoretical yield times 100
Theoretical Yield – the maximum amount of product that can be produced from the
quantities of reactants used; the amount of a given product formed when the
limiting reactant is completely consumed
Saponification – the decomposition of triglycerides with aqueous sodium hydroxide
Stoichiometry – application of the laws of definite proportions and conservation of mass to chemical processes; quantitative relationship between compounds involved in
a reaction
1) The mass of desired product divided by the total mass of all reagents, times 100
Mass of Desired Product
Total Mass of all Reagents
Percent Atom Economy = x 100
2) The mass of desired product divided by the total mass of all products and
byproducts produced, times 100
3) A measure of the efficiency of a reaction
Green Chemistry
1) Designing chemical products and processes to reduce or eliminate the use or
generation of hazardous materials
2) Using chemistry for pollution prevention
3) Benign by design, sustainable chemistry
Molecular Weight – mass of one mole of a compound (units of grams per mole)
Percent Yield – actual yield divided by theoretical yield times 100
Theoretical Yield – the maximum amount of product that can be produced from the
quantities of reactants used; the amount of a given product formed when the
limiting reactant is completely consumed
Saponification – the decomposition of triglycerides with aqueous sodium hydroxide
Stoichiometry – application of the laws of definite proportions and conservation of mass to chemical processes; quantitative relationship between compounds involved in
a reaction
Talking Trash Activity
Talking Trash—Solid Wastes
Objectives
1) Analyze trends in the generation and reclamation of solid wastes within the United States over time.
Green Chemistry Principles
It’s midnight. Do you know where your product is?
Wastes? Why make them?
IL State Standards (Science)
11.A.3e, 11.A.3f, 11.A.3g, 11.A.4a, 11.A.4d, 12.E.3c, 13.B.4d
For Data Table, go to http://www.greeningschools.org/docs/TalkingTrash.pdf
Vocabulary
Municipal solid waste (MSW), biodegradable, composting, landfill, source reduction
Materials
Graph paper, chalkboard, whiteboard, flipchart or graphing software
Time
One class period
This material is adapted from the ACS text Introduction to Green Chemistry. See the “references” section of the introduction to this manual for additional information on this text.
Background/Overview
We discard many different types of “waste” every day, and yet we seldom stop to think about what happens when we throw things “away”—what do we really even mean by “away?” What is the impact of all the “stuff” we throw “away” once it gets there? The principles of green chemistry are meant to encourage people to think about the fate of the products they create, and to reinforce the idea that nothing every really goes “away.” If our products are not biodegradable (able to be broken down by organisms in the environment, such as bacteria or fungi) or recyclable, what will we do with them? Will any of our wastes be potentially harmful? Once we consider the fate of our products, we can also consider modifying our actions so we end up producing less waste to deal with, or at least producing types of waste that are easier and safer to deal with. In this exercise, students will examine data on the amounts of municipal solid waste generate and recovered in the U.S. over time, as one illustration of the importance of considering the fate of the products we create and dispose of.
The U.S. Environmental Protection Agency (EPA) gathers data every year on the quantity of municipal solid waste (MSW)—otherwise known as garbage, trash, and junk—generated in the United States. MSW consists of items such as product packaging, grass clippings, furniture, clothing, bottles, food scraps, newspapers, appliances, paint, and batteries (see table).
Activity and questions for discussion
1) Prepare a bar chart of total quantity of solid waste generated (shown in the row labeled “Generation”) for each year shown in the table, using graph paper, graphing software, or simply drawing on the chalkboard as a class. Discuss the trend indicated by your graph and possible reasons for this trend.
2) What percentage of solid waste was recycled in 1960 versus 1999? What are some possible reasons for the change?
3) What is composting? Look up information on this if you are not sure. Why would composting of yard trimmings and food waste be a better method of disposal rather than burying these wastes underground in a landfill?
4) In 1960, the quantity of solid waste generated per person per day was 2.68 pounds. By 1999, it had increased to 4.62 pounds. What are the implications of continuing this trend? List some ways of reducing the quantity of waste generated.
Objectives
1) Analyze trends in the generation and reclamation of solid wastes within the United States over time.
Green Chemistry Principles
It’s midnight. Do you know where your product is?
Wastes? Why make them?
IL State Standards (Science)
11.A.3e, 11.A.3f, 11.A.3g, 11.A.4a, 11.A.4d, 12.E.3c, 13.B.4d
For Data Table, go to http://www.greeningschools.org/docs/TalkingTrash.pdf
Vocabulary
Municipal solid waste (MSW), biodegradable, composting, landfill, source reduction
Materials
Graph paper, chalkboard, whiteboard, flipchart or graphing software
Time
One class period
This material is adapted from the ACS text Introduction to Green Chemistry. See the “references” section of the introduction to this manual for additional information on this text.
Background/Overview
We discard many different types of “waste” every day, and yet we seldom stop to think about what happens when we throw things “away”—what do we really even mean by “away?” What is the impact of all the “stuff” we throw “away” once it gets there? The principles of green chemistry are meant to encourage people to think about the fate of the products they create, and to reinforce the idea that nothing every really goes “away.” If our products are not biodegradable (able to be broken down by organisms in the environment, such as bacteria or fungi) or recyclable, what will we do with them? Will any of our wastes be potentially harmful? Once we consider the fate of our products, we can also consider modifying our actions so we end up producing less waste to deal with, or at least producing types of waste that are easier and safer to deal with. In this exercise, students will examine data on the amounts of municipal solid waste generate and recovered in the U.S. over time, as one illustration of the importance of considering the fate of the products we create and dispose of.
The U.S. Environmental Protection Agency (EPA) gathers data every year on the quantity of municipal solid waste (MSW)—otherwise known as garbage, trash, and junk—generated in the United States. MSW consists of items such as product packaging, grass clippings, furniture, clothing, bottles, food scraps, newspapers, appliances, paint, and batteries (see table).
Activity and questions for discussion
1) Prepare a bar chart of total quantity of solid waste generated (shown in the row labeled “Generation”) for each year shown in the table, using graph paper, graphing software, or simply drawing on the chalkboard as a class. Discuss the trend indicated by your graph and possible reasons for this trend.
2) What percentage of solid waste was recycled in 1960 versus 1999? What are some possible reasons for the change?
3) What is composting? Look up information on this if you are not sure. Why would composting of yard trimmings and food waste be a better method of disposal rather than burying these wastes underground in a landfill?
4) In 1960, the quantity of solid waste generated per person per day was 2.68 pounds. By 1999, it had increased to 4.62 pounds. What are the implications of continuing this trend? List some ways of reducing the quantity of waste generated.
Monday, May 3, 2010
Sunday, May 2, 2010
Green Chemistry Resources
http://www.epa.gov/greenchemistry/
http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_TRANSITIONMAIN&node_id=830&use_sec=false&sec_url_var=region1&__uuid=ce2b6c1e-a713-4faa-8da7-bd9eef8c7afc
http://www.dtsc.ca.gov/PollutionPrevention/GreenChemistryInitiative/index.cfm
http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_TRANSITIONMAIN&node_id=830&use_sec=false&sec_url_var=region1&__uuid=ce2b6c1e-a713-4faa-8da7-bd9eef8c7afc
http://www.dtsc.ca.gov/PollutionPrevention/GreenChemistryInitiative/index.cfm
Green Chemistry Assignment May 3-4
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An emerging field is the area of green chemistry, developing methods to use chemical products and processes that are sustainable, without waste or limiting polluting the environment. In context of the recent oil spill, how would you suggest or consider the "clean up"? What products would you use and why? Think of the habitats, both aquatic and terrestrial that are affected. As you read the articles, I will provide you with some tools to address this concern.
Green Chemistry: What Is It All About?
The assignment for today is for you to look up information regarding “Green Chemistry”. I have provided some websites to get you started. The first one is a link to the EPA web site where you can get information regarding the concept of green chemistry and what the EPA is doing in that area.
http://www.epa.gov/greenchemistry/
This second URL is to the American Chemical Society’s web site on green chemistry.
http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_TRANSITIONMAIN&node_id=830&use_sec=false&sec_url_var=region1
These last two URLs are to two specific companies that have won the prestigious Green Chemistry Award. I have personally heard the founders of both of these companies give talks regarding their processes.
http://www.pyrocool.org
http://www.micell.com/
Directions: Find the answers to the questions you are assigned. Save the assignment as Green-your group number and class period.
Email however much you have finished at the end of the period on today BEFORE you leave class to me at myscienceclass@yahoo.com. You will present the information you have found to the rest of the class as a PowerPoint presentation on Friday/Monday. You will have about an hour that day to finish up and polish your presentation.
1. What is meant by the concept of “Green Chemistry”?
2. What is the mission of the program? What are the goals of this program?
3. What are the 12 Principles of Green Chemistry? Come up with an additional principle to add to the list.
4. What is the EPA’s Design for the Environment Program?
5. What is the Kenneth G. Hancock Memorial Award? Who was Kenneth G. Hancock? See if you can find out who won the award for 2007 and what he/she did to merit the award?
6. What are the Presidential Green Chemistry Challenge Awards? Who are the winners for 2008 and 2009 and what did each one do that merited it being awarded one of the awards? One of the winners in 2005 was a company named Novozymes, which has a plant in Salem, who won one of the awards along with Archer Daniels Midland Company. What did they do that was worthy of an award?
7. Dr. Larry Taylor, Professor of Chemistry at VA Tech, was nominated for an Academic Green Chemistry Award in 1997. What was the title of his entry and why is it important?
8. Companies, large and small, as well as universities are involved in the Green Chemistry movement. Select 5 of the following companies and find out what each is doing in the area of Green Chemistry and the environment. Describe what these companies are doing to lessen the impact of their products on the environment.
Dow Chemical Company http://www.dow.com/Homepage/index.html
DuPont http://www2.dupont.com/DuPont_Home/en_US/index.html DuPont has several plants in Virginia. See if you can find out about the Waynesboro plant specifically.
BASF, USA http://www.basf.com/corporate/index.html
Polaroid Company http://polaroid.com/us/index.jsp?co=us&bmLocale=en_US
Kodak http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=2/8&pq-locale=en_US
Eastman Chemical http://www.eastman.com/
Goodrich http://www.goodrich.com/AboutGoodrich
Dow Corning http://www.dowcorning.com/content/about/default.asp
Solutia http://www.solutia.com/pages/corporate/
9. Describe the Green Engineering Program and compare it to the Green Chemistry Program. Find out about the Green Engineering Program at Virginia Tech. Get information about three other universities that also have green engineering programs.
10. Find out why Dr. Joseph Desimone won the 1997 Green Chemistry Award. He started a company called Micell Technologies…what does it do? Micell sold off “Hangers Cleaners,” the company it founded based on Dr. Desimone’s work. What is supercritical fluid technology? What is different about this technology and why is it considered so environmentally friendly? How can carbon dioxide be used to clean clothes? Describe the process. Write a biography on Dr. DeSimone using the “Scientists of the Month” template.
11. Find out the same information about Pyrocool Technologies which won the award in 1998. Where are some of the places it has been used?
12. Explain what is meant by “atom economy” and who came up with the idea? Give a minimum of two examples of using atom economy in an industrial process (include the chemical equations for the original production process and the new process.) Compare the cost-effectiveness of the new process compared to the old.
13. What is meant by Life Cycle Assessment (LCA)? What are the steps used in the process? Use a specific example of how LCA is used? Show the whole process.
14. What is a plastic? What properties do “green” plastics need to have to be environmentally friendly? What are the natural biopolymers that are already being produced, and what plastics are being produced from each of these? What are other examples of other natural materials that can be made into polymers that are biodegradable? Specifically, what are each of these materials used to produce? http://www.greenplastics.com/ You might contact Dr. Justin Barone at VT to get first-hand information from him about how he uses biomaterials such as chicken feathers to produce plastics.
12 Principles of Green Chemistry
Twelve Principles of Green Chemistry *
Prevention
It is better to prevent waste than to treat or clean up waste after it has been created.
Atom Economy
Synthetic methods should be designed to maximize the incorporation of all materials used in the process into the final product.
Less Hazardous Chemical Syntheses
Wherever practicable, synthetic methods should be designed to use and generate substances that possess little or no toxicity to human health and the environment.
Designing Safer Chemicals
Chemical products should be designed to effect their desired function while minimizing their toxicity.
Safer Solvents and Auxiliaries
The use of auxiliary substances (e.g., solvents, separation agents, etc.) should be made unnecessary wherever possible and innocuous when used.
Design for Energy Efficiency
Energy requirements of chemical processes should be recognized for their environmental and economic impacts and should be minimized. If possible, synthetic methods should be conducted at ambient temperature and pressure.
Use of Renewable Feedstocks
A raw material or feedstock should be renewable rather than depleting whenever technically and economically practicable.
Reduce Derivatives
Unnecessary derivatization (use of blocking groups, protection/ deprotection, temporary modification of physical/chemical processes) should be minimized or avoided if possible, because such steps require additional reagents and can generate waste.
Catalysis
Catalytic reagents (as selective as possible) are superior to stoichiometric reagents.
Design for Degradation
Chemical products should be designed so that at the end of their function they break down into innocuous degradation products and do not persist in the environment.
Real-time analysis for Pollution Prevention
Analytical methodologies need to be further developed to allow for real-time, in-process monitoring and control prior to the formation of hazardous substances.
Inherently Safer Chemistry for Accident Prevention
Substances and the form of a substance used in a chemical process should be chosen to minimize the potential for chemical accidents, including releases, explosions, and fires.
* Anastas, P. T.; Warner, J. C.; Green Chemistry: Theory and Practice, Oxford University Press: New York, 1998, p.30. By permission of Oxford University Press.
Green Chemistry Home
Basic Information
EPA Projects & Programs
Related Links
EPA Home Privacy and Security Notice Contact Us
Prevention
It is better to prevent waste than to treat or clean up waste after it has been created.
Atom Economy
Synthetic methods should be designed to maximize the incorporation of all materials used in the process into the final product.
Less Hazardous Chemical Syntheses
Wherever practicable, synthetic methods should be designed to use and generate substances that possess little or no toxicity to human health and the environment.
Designing Safer Chemicals
Chemical products should be designed to effect their desired function while minimizing their toxicity.
Safer Solvents and Auxiliaries
The use of auxiliary substances (e.g., solvents, separation agents, etc.) should be made unnecessary wherever possible and innocuous when used.
Design for Energy Efficiency
Energy requirements of chemical processes should be recognized for their environmental and economic impacts and should be minimized. If possible, synthetic methods should be conducted at ambient temperature and pressure.
Use of Renewable Feedstocks
A raw material or feedstock should be renewable rather than depleting whenever technically and economically practicable.
Reduce Derivatives
Unnecessary derivatization (use of blocking groups, protection/ deprotection, temporary modification of physical/chemical processes) should be minimized or avoided if possible, because such steps require additional reagents and can generate waste.
Catalysis
Catalytic reagents (as selective as possible) are superior to stoichiometric reagents.
Design for Degradation
Chemical products should be designed so that at the end of their function they break down into innocuous degradation products and do not persist in the environment.
Real-time analysis for Pollution Prevention
Analytical methodologies need to be further developed to allow for real-time, in-process monitoring and control prior to the formation of hazardous substances.
Inherently Safer Chemistry for Accident Prevention
Substances and the form of a substance used in a chemical process should be chosen to minimize the potential for chemical accidents, including releases, explosions, and fires.
* Anastas, P. T.; Warner, J. C.; Green Chemistry: Theory and Practice, Oxford University Press: New York, 1998, p.30. By permission of Oxford University Press.
Green Chemistry Home
Basic Information
EPA Projects & Programs
Related Links
EPA Home Privacy and Security Notice Contact Us
Oil Spill Article
The oil slick off the US Gulf Coast has been declared a matter of “national significance” amid growing concerns of an imminent environmental disaster.
The spill began a week ago when an oil rig exploded and sank. Despite containment efforts, it is expected to reach land on Friday or Saturday.
Doug Suttles, of BP Exploration and Production said: “It is horribly difficult to estimate what the flow is, but what we can see is the amount of oil on top of the water. We think that the range has increased of what the estimate has been. So I think that somewhere between one and five thousand barrels a day is probably the best estimate we have today.”
News that much more oil is leaking than previously thought is adding a sense of urgency to the unprecedented clean-up and prevention operation.
But as the situation has changed several times government officials say it could be three months before a relief valve is installed to stop the leak
The threat could not come at a worse time as the oyster season ends and shrimp season is set to begin, a key sector for Gulf Coast’s fishing and tourism industries.
Go to
http://www.euronews.net/2010/04/29/us-gulf-coast-oil-spill-of-national-significance/
and watch the short video.
The spill began a week ago when an oil rig exploded and sank. Despite containment efforts, it is expected to reach land on Friday or Saturday.
Doug Suttles, of BP Exploration and Production said: “It is horribly difficult to estimate what the flow is, but what we can see is the amount of oil on top of the water. We think that the range has increased of what the estimate has been. So I think that somewhere between one and five thousand barrels a day is probably the best estimate we have today.”
News that much more oil is leaking than previously thought is adding a sense of urgency to the unprecedented clean-up and prevention operation.
But as the situation has changed several times government officials say it could be three months before a relief valve is installed to stop the leak
The threat could not come at a worse time as the oyster season ends and shrimp season is set to begin, a key sector for Gulf Coast’s fishing and tourism industries.
Go to
http://www.euronews.net/2010/04/29/us-gulf-coast-oil-spill-of-national-significance/
and watch the short video.
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