Gases and atmospheric chemistry

TVO ILCSCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
Assessment for feedback and grade: Gases and
atmospheric chemistry
Student name: ________________________________________
Unit
4
Unit title
Date: ______________________
Level/Mark
Gases and atmospheric
chemistry
Percentage of term work
___________/12.5%
This unit has three overall expectations:
•
I can demonstrate an understanding of the laws that explain the behaviour of gases.
•
I can investigate gas laws that explain the behaviour of gases, and solve related
problems.
•
I can analyze the cumulative effects of human activities and technologies on air
quality, and describe some Canadian initiatives to reduce air pollution, including
ways to reduce my own carbon footprint.
You will be assessed based on your understanding of these overall expectations
which are equally weighted. Your teacher will provide you with an achievement level
for each overall expectation, and give you feedback about your strengths, needs, and
next steps.
Overall expectation 1: I can demonstrate an understanding of the laws that explain the
behaviour of gases.
1.
a) Compare a solid and a gas with respect to the arrangement of their molecules.
Use this comparison to explain how solids exert pressure and how gases exert pressure.
b) Describe condensation (the change from gas to liquid) in terms of the kinetic
molecular theory (KMT).
c) Explain, using the KMT, why a gas is compressible and a liquid is not.
2. Driving a car causes the tires to get hot from friction. If you want to check to see if
your tires need air, the service manual of your car warns you against checking the tire
pressure when the tire is hot. Explain why, using your understanding of KMT.
3. Explain how and why the number of moles of gas affects the volume of that gas,
assuming that the container volume can change. Is the relationship between number of
moles and volume direct or indirect?
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
1
TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
4. Explain how the molar volume of a gas would change as the temperature increases.
Overall expectation 2: I can investigate gas laws that explain the behaviour of gases, and
solve related problems.
1. A steel container of compressed gas with an initial pressure of 369 kPa is heated from
15.0°C to 42.5°C because of storage in a sunny area. Calculate the new pressure in the
container. Remember that temperature needs to be in Kelvin when working with the gas
laws!
2. What would the volume of air inside a 40.0 L tire under 218 kPa of pressure occupy if it
all escaped into a balloon at 101.3 kPa?
3. As a car is driven, the tires heat up and the volume and the pressure change. Calculate
the new pressure of a 30.0 L tire initially at 255 kPa that expands to 32.3 L when it heats
up from 17.0°C to 41.0°C.
4. Calculate the partial pressure of oxygen in the air at 100 kPa if nitrogen has a partial
pressure of 82 kPa and carbon dioxide and water combined have a partial pressure of
0.77 kPa.
5. A container of compressed helium has in it 15.0 L pressurized to about 2250 kPa at
24.5°C. How many moles of helium are in the container?
6. Determine the volume of oxygen gas required to completely combust 5.5 mol of propane
(C3H8) in a barbecue at 101.3 kPa and 28.0°C.
7. What mass of helium would be required to fill a balloon to 6.8 L at 100 kPa and 25°C?
Overall expectation 3: I can analyze the cumulative effects of human activities and
technologies on air quality, and describe some Canadian initiatives to reduce air pollution,
including ways to reduce my own carbon footprint.
1. During this unit you learned about some of the actions that governments have taken
to help reduce the negative impact of human activity on the atmosphere. The Montreal
Protocol and the Paris Agreement are two examples of global initiatives related to
humans’ influence on the atmosphere.
a) For each global initiative, briefly summarize the problem being addressed, the
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
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TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
resulting actions that governments have taken, and the consequent effects on
individuals.
Global initiative
Major atmospheric
problem being
addressed
Actions that
governments and
industry have taken
Effect of global initiative on
individuals (like you!)
Montreal Protocol
Paris Agreement
b) Some people argue that global issues like this are things that individuals do not have
the power to change. Do you think that the actions of individuals can create meaningful
change? Choose a position and defend it. Your response should be no more than three
sentences long.
c) Make a list of five actions that an individual (like you!) could take to reduce CO2
emissions.
d) Consider the actions you listed in part (c). Rank them from 1 to 5: 1 is for the action
you would personally be most likely to take, while 5 is for the action you would be least
likely to take.
e) For the action you would be most likely to take, write a brief statement explaining the
reasons why it is an attractive option for you.
2. The Air Quality Health Index is used to inform Canadian citizens about potential health
threats related to the current conditions of the air. There are many people who are
not aware of, or have little interest in, consulting the AQHI, but as you can see in the
following table, even healthy individuals should pay attention to these health advisories.
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
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TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
Health
Risk
Air
Quality
Health
Index
Health Messages for At-Risk
Population
Health messages for General
Population
Low
1-3
Enjoy your usual outdoor
activities.
Ideal air quality for outdoor activities.
Moderate
4-6
Consider reducing or
rescheduling strenuous activities
outdoors if you are experiencing
symptoms.
No need to modify your usual outdoor
activities unless you experience
symptoms such as coughing and throat
irritation.
High
7-10
Reduce or reschedule strenuous
activities outdoors. Children and
the elderly should also take it
easy.
Consider reducing or rescheduling
strenuous activities outdoors if you
experience symptoms such as coughing
and throat irritation.
Very high
Above
10
Avoid strenuous activities
outdoors. Children and the
elderly should also avoid outdoor
physical exertion.
Reduce or reschedule strenuous
activities outdoors, especially if you
experience symptoms such as coughing
and throat irritation.
(Source: https://www.canada.ca/en/environment-climate-change/services/air-quality-health-index/understanding-messages.
html)
a)
The AQHI takes into account three major pollutants: ground-level ozone (O3),
nitrogen dioxide (NO2), and fine particulate matter (which may include sulphate and
nitrate particles, elemental and organic carbon, and soil). Some sources of these
pollutants are listed in the following table.
Pollutant
Common sources
ground-level ozone (O3)
Formed when nitrogen oxides (from coal or gasoline burning)
react with volatile organic compounds (from combustion of
gasoline and wood or the evaporation of liquid fuels and solvents)
in the sunlight.
nitrogen dioxide (NO2)
Produced by fuel combustion, mostly from transportation (cars,
trucks, and so on) and from the oil and gas industry.
sulphate particles
SO2 from fuel emissions is converted to sulphate in the
atmosphere.
elemental carbon
Incomplete combustion of fuels, particularly diesel.
organic carbon
Burning of biomass (for example, wood, brush) and fossil fuels.
soil
Any form of soil, but particularly in cases where agricultural activity
or deforestation has exposed soil over large areas.
Using the information in the table above, evaluate the relative risk for poor outside air quality
for the following pairs of locations in terms of the pollutant sources. Which one do you think
would have better air quality? Why?
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
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TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
i) small village vs. large city
ii) cabin in a forest with a wood-burning stove vs. farmhouse in the middle of the
prairies
b)
A family with small children lives in an area where the AQHI is 7 or greater for most
of the year. The family is aware of the risks and follows the government’s advice
regarding outside activity during these times. What implications does following these
guidelines have for the children’s health? What advice would you give the family
about their children’s long-term health?
Rubric
Before submitting your tasks, review the rubric below to self-assess. Look at each criterion
that your teacher will follow to assess your work. Using the description, which level is your
work meeting? What can you do to improve your work? Take the time now to make any
improvements to your work before submitting it. Review this Rubric Deconstruction for help
understanding rubrics or levels.
Overall expectation 1: I can demonstrate an understanding of the laws that explain the
behaviour of gases.
Success criteria
Related questions
Level assigned
Comments
L4: 80–100 High degree
L3: 70–79 Considerable
L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Explain the
1, 2
molecular nature of
solids, liquids, and
gases according
to the KMT and
list their common
properties with logic
and accuracy (A,C)
� L4: 80–100 High
degree
� L3: 70–79
Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
5
TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
Describe Boyle’s
Law, Charles’s Law,
and Gay-Lussac’s
Law and apply your
understanding of
these laws to the
behaviour of gases
with accuracy and
relevance (A)
3
Explain the concept
of molar volume as
it relates to gases
with clarity and
relevance (K)
4
� L4: 80–-100 High
degree
� L3: 70–79
Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
� L4: 80–100 High
degree
� L3: 70–79
Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
Describe the
5
difference in
behaviour of real
gases vs. ideal
gases with accuracy
and logic (K,C)
� L4: 80–100 High
degree
� L3: 70–79
Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
Feedback
Strengths
Areas for improvement
Next steps
� Incomplete
� Repeat
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
6
TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
Overall expectation 2: I can investigate gas laws that explain the behaviour of gases, and
solve related problems.
Success criteria
Related
questions
Level assigned
Comments
L4: 80–100 High degree
L3: 70–79 Considerable
L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Apply Boyle’s Law,
1, 2
Charles’s Law, and GayLussac’s Law to solve
problems related to gases
with accuracy and relevance
(K,A)
� L4: 80–100 High degree
Use the Combined Gas Law
to solve problems related to
gases that involve a change
in more than one variable
with accuracy (K, A)
� L4: 80–100 High degree
3
� L3: 70–79 Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
� L3: 70–79 Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
Apply the Law of Partial
Pressures to determine the
pressure contributions of
different gases in a mixture
with accuracy (K, A)
4
� L4: 80–100 High degree
� L3: 70–79 Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
Use the Ideal Gas Law to
5
determine pressure, volume,
temperature, or amount of
a gas, given other known
variables with accuracy (K,
A)
� L4: 80–100 High degree
Apply my knowledge of
6
both the Ideal Gas Law
and stoichiometry to
solve problems related to
chemical reactions involving
gases with accuracy (K, A)
� L4: 80–100 High degree
� L3: 70–79 Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
� L3: 70–79 Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
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TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
Use molar volume to solve
problems related to gas
laws with accuracy (K,T)
7
� L4: 80–100 High degree
� L3: 70–79 Considerable
� L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50
Feedback
Strengths
Areas for
improvement
Next steps
� Incomplete
� Repeat
Overall expectation 3: I can analyze the cumulative effects of human activities and
technologies on air quality, and describe some Canadian initiatives to reduce air pollution,
including ways to reduce my own carbon footprint.
Success criteria
Related questions
Level assigned
Comments
L4: 80–100 High
degree
L3: 70–79
Considerable
L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Identify the
human activities
responsible for
adding unwanted
compounds into
the atmosphere
with fluency,
significance, and
logic (K,T, A,C)
1, 2
� L4: 80–100 High
degree
� L3: 70–79
Considerable
� L2: 60–69 Some
� L1: 50–59
Limited
� Less than 50
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
8
TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric chemistry
Explain the specific
threat that CFCs
presented to the
atmosphere, and
describe how
decisive action by
governments helped
to mitigate this
threat with clarity
and relevance (K, T,
A, C)
1
� L4: 80–100 High
degree
� L3: 70–79
Considerable
� L2: 60–69 Some
� L1: 50–59
Limited
� Less than 50
Describe how the Air 2
Quality Health Index
is used to keep the
public informed
about air quality,
and explain why this
is important with
fluency, relevance,
and logic (K, T, A, C)
� L4: 80–100 High
degree
� L3: 70–79
Considerable
� L2: 60–69 Some
� L1: 50–59
Limited
� Less than 50
Feedback
Strengths
Areas for
improvement
Next steps
� Incomplete
� Repeat
Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
9
CH3COO–
acetate
AsO43–
arsenate
AsO33–
arsenite
benzoate C6H5COO–
BO33–
borate
BrO3 –
bromate
carbonate CO32–
chlorate
ClO3 –
chlorite
ClO2 –
chromate CrO42–
cyanate
CNO–
cyanide
CN–
dichromate Cr2O72–
1
1
H+
2
hydrogen
3
Li+
4
Be2+
lithium beryllium
11
12
Na+ Mg2+
sodium magnesium
19
20
K+
3
21
Ca2+
Sc3+
potassium calcium scandium
37
38
39
22
Ti4+
La3+
Fr+
88
Ra2+
francium radium
89
Ac3+
actinium
Mn2+
26
Fe3+
27
9
Co2+
28
10
Ni2+
29
11
Cu2+
titanium (III) vanadium (V) chromium (II) manganese(IV)
iron (II)
cobalt (III)
nickel (III)
copper (I)
40
44
45
46
47
V5+
41
Zr4+
Nb5+
Cr2+
42
Mn4+
43
73
Ta5+
tantalum
58
Ni3+
Pd2+
Ce3+
W6+
tungsten
75
Re7+
rhenium
60
Pr3+
76
61
Nd3+
Pa5+ 92
Os4+
osmium
62
77
Ir4+
78
63
atomic
number
B
boron
Al3+
U6+ 93
C
carbon
14
Pu4+ 95 Am3+ 96
zinc
gallium
49
Ge4+
plutonium(VI) americium(IV)
Hg1+
Tl3+
66
67
mercury (I) thallium(III)
berkelium(IV)
fluoride
16
17
S2-
Cl-
Ne
neon
18
As3-
34
35
Ar
36
Br-
Se2-
Kr
53
Sn4+ 51 Sb3+ 52
tin (IV) antimony(III) Te2I2+
5+
Sn
Sb telluride iodide
82
99
antimony(V)
54
Xe
xenon
Bi3+ 84Po2+ 85 – 86
lead (II) bismuth(III) polonium(II) At
Rn
Pb4+ Bi5+ Po4+ astatide radon
Pb2+
83
lead (IV) bismuth(V) polonium(IV)
68
69
Er3+
erbium
70
Yb3+
71
Tm3+ ytterbium(III) Lu3+
Yb2+ lutetium
thulium
ytterbium(II)
2+
Md 102 No2+ 103
Fm3+ mendelevium (II) nobelium(II) Lr3+
100
Th4+ protactinium(V) uranium (VI) Np5+ plutonium(IV) americium(III) Cm3+ berkelium(III) Cf3+
Es3+
thorium
Pa4+
U4+ neptunium Pu6+ Am4+ curium
Bk4+ californium einsteinium fermium
protactinium(IV) uranium (IV)
oxide
germanium arsenide selenide bromide krypton
tin (II)
Bk3+ 98
10
F-
50
indium
97
P 3-
9
O2-
33
cadmium
65
N 3-
nitride
15
Si
16
8
32
Ga3+
samarium(II) europium (II)
94
7
He
31
silver
Au+
15
hydride helium
H-
phosphide sulfide chloride argon
In3+
64
Eu3+
14
6
18
2
1
silicon
Cd2+
gold (I)
17
(IUPAC)
aluminum
Pt4+ 79 Au3+ 80 Hg2+ 81 Tl+
Pt2+
Fe2+
13
5
Ag+
platinum(II)
ion
charge
ion
name
iron (II)
Zn2+
48
KEY
Fe3+
iron (III)
13
12
26
symbol
platinum(IV) gold (III) mercury (II) thallium (I)
iridium
Sm3+
Cu+
30
PERIODIC TABLE OF IONS
Dy3+ Ho3+
Pm3+ samarium(III) europium (III) Gd3+ Tb3+
2+
2+
gadolinium
terbium
holmium
dysprosium
Sm
Eu
praseodymium neodymium promethium
91
paladium(IV)
ruthenium(IV)
74
59
cerium
90
Ru3+
Co3+
Mo6+ Tc7+ ruthenium(III) Rh3+ paladium(II)
3+
Nb molybdenum technitium Ru4+ rhodium
Pd4+
niobium(III)
Hf4+
Fe2+
niobium (V)
cesium barium lanthanum hafnium
87
25
8
NH4
H3O+
ammonium
hydronium
copper (II)
72
Ba2+
Cr3+
7
+
nickel (II)
55
Cs+
24
6
POSITIVE POLYATOMIC IONS
cobalt (II)
zirconium
57
V3+
dihydrogen phosphate H2PO4
hydrogen carbonate HCO3 –
HC2O4 –
hydrogen oxalate
HSO4 –
hydrogen sulfate
HS–
hydrogen sulfide
HSO3 –
hydrogen sulfite
OH–
hydroxide
ClO–
hypochlorite
IO3 –
iodate
monohydrogen phosphate HPO42–
nitrate
NO3 –
nitrite
NO2 –
orthosilicate
SiO44–
oxalate
C2O42–
perchlorate
ClO4 –
periodate
IO4 –
permanganate MnO4 –
peroxide
O22–
phosphate
PO43–
pyrophosphate P2O74–
sulfate
SO42–
sulfite
SO32–
thiocyanate
SCN–
thiosulfate
S2O32–
iron (III)
Ti3+
rubidium strontium yttrium
56
23
5
–
titanium (IV) vanadium(III) chromium (III) manganese(II)
Y3+
Rb+ Sr2+
4
TABLE OF POLYATOMIC IONS
101
Md3+ No3+ lawrencium
mendelevium (III) nobelium(III)