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Classroom: Teacher’s Guide High School Science Classroom: Teacher’s Guide High School Science The Port of Long Beach 925 Harbor Plaza Long Beach, CA 90802 (562) 590-4121 www.polb.com © 2009 Port of Long Beach Classroom: Teacher’s Guide High School Science Contents Preface v Lesson Five Lesson One 1 Redox Reactions Linear Motion Terminal Objective Lesson Closure Worksheet Worksheet Answers Lesson Two 1 2 4 7 11 15 Torque and Static Equilibrium Terminal Objective Lesson Closure Worksheet Worksheet Answers 15 16 18 19 23 Lesson Three 27 Dimensional Analysis Terminal Objective Lesson Worksheet Worksheet Answers 27 28 31 35 Lesson Four 39 45 Terminal Objective Lesson Vocabulary 45 46 46 Lesson Six 51 Equilibrium Terminal Objective Lesson Closure Lesson Seven 51 52 57 59 Ballast Water and the Problem of the Unwanted Invaders Terminal Objective Lesson Closure Worksheet 59 60 64 65 The Chemistry of Counting: Limiting Reactants Terminal Objective Lesson Closure 39 40 44 contents | iii Preface The Port of Long Beach is an industry-leading, environmentally friendly global seaport. Every year about $140 billion worth of cargo passes across the Port of Long Beach’s docks. Imported cargo arrives at the Port bound for store shelves, factories and other destinations locally and across the United States; and exports leave, bound for foreign ports and international consumers. These goods include everything from electronics and machinery to food, cars and petroleum products. As a key international trade hub, the Port of Long Beach supports nearly 1.5 million jobs across Southern California and the nation, and these jobs – as engineers, environmental scientists, freight forwarders, crane operators and logistics specialists, just to name a few – require a highly skilled workforce. Port of Long Beach: Classroom aims to make students aware of the Port of Long Beach and to prepare them for port career opportunities. These lessons combine real-world Port of Long Beach situations with content from the California state-approved curriculum. The result is an engaging and interactive series of lessons that fully conform to the state content standards while getting students excited about the major global seaport right in their own backyards. If you want more information about any of the information in these lessons, please visit our Web site at www.polb.com. Let’s get started! preface |v Lesson 1 Linear Motion Linear Motion Lesson one Terminal Objective Using their class notes to complete the CA Science Content Standards: able to demonstrate their understanding of Physics (introductory level): Motion and Forces different scenarios regarding cargo ship 1.a S olve problems that involve constant speed and average speed. handout on linear motion, students will be speed and acceleration by problem solving movement within the Port of Long Beach. Note: Acceleration is also introduced descriptively, without addressing the unbalanced force causing it. Materials Map transparency Ruler Overhead projector Time Required 1 class Linear Motion |1 Lesson 1 Linear Motion Introduction of Lesson Anticipatory Set Ask the following questions: 1) Define speed in your own words. 2) What do you think of when you hear the word acceleration? 3) What do you think acceleration means? 4) When you drive down Ocean Boulevard and out past the breakwater, you can see cargo ships going to the Port of Long Beach. How fast do you think the ships are traveling? How fast do you think they could speed up? How fast do you think they could slow down? Lesson Input Before we can answer questions about motion, we need to have the tools to solve problems. In this case, we’ll need a math tool. Fortunately, what we need is one of the easiest tools: multiplying fractions. Remember how to do this? 1 1 2 3 X = 3 4 1 2 1 2 First cancel diagonally. Then, multiply straight across: top x top, bottom x bottom. You can do this with symbols, too. Try this one: AB X C = C DA If you got B/D, you’ve mastered what you need to for this lesson. 2 | Linear Motion Lesson 1 Linear Motion Lesson cont’d Now you will apply this to rearranging the linear motion equations. For instance, the equation for velocity is, v = d/t which is fine if you want to know what the velocity is. But what if you want to solve for something else, like time? That’s when you need to use fraction math. If the question asks, “How long will it take to ...?”, you are solving for time (t). d v= t When what you want is on the bottom, multiply to get it on top. Just remember to do the same thing on both sides of the = sign. d txv= t xt txv= d This would be fine if we wanted to solve for distance. But we want time, so we have to get it alone. 1 v x tx v= dx 1 v Get rid of the v by multiplying by 1/v. d t= v Now we can just plug in d and v. Learning this kind of math can get you through most of chemistry and physics. It takes a lot of mystery out of those scary looking equations! Linear Motion |3 Lesson 1 Linear Motion Modeling On an overhead projector or document camera, show students how to measure the map distances using a ruler or just the edge of a piece of paper. You may also need to model converting meters to kilometers, and review the units for acceleration, km/hr2. Practice Problems Have students complete the handout “Linear Motion.” Closure Write down three things you learned regarding speed and acceleration. How are speed and acceleration related? 4 | Linear Motion 100m 400m Lesson 1 Linear Motion Map of the Port of Long Beach Pacific Ocean Cargo Ship Path Linear Motion |5 Lesson 1 Linear Motion Map of the Port of Long Beach KEY 10,000m 400m 1500m 700m 200m 800m 700m 400m 1200m 700m 400m 500m 100m 400m Cargo Ship Path 6 | Linear Motion Pacific Ocean Lesson 1 Linear Motion Worksheet Lesson one Linear Motion Student Worksheet Background Long Beach, California has the second busiest port in the United States and the 15th busiest container cargo port in the world. With 3,200 acres of land and 80 berths spaced out on 10 piers, it averaged 19,990 20-foot cargo containers moved on and off ships each day in 2007. The Port of Long Beach’s top imports include petroleum, electronics, and plastics from all over the world. In addition, it exports waste paper, chemicals and scrap metals to other countries. Movement within the Port is very busy and requires strict guidelines of cargo ships to ensure the safety of everyone. Definitions: Speed:_________________________________________________________ Velocity:_______________________________________________________ Acceleration:__________________________________________________ Linear Motion |7 Lesson 1 Linear Motion Equations average velocity = distance traveled time to travel the distance Questions Use the scale distances on the map to measure and label the dotted line segments showing where ships travel in the Port of Long Beach. Round the distances to the nearest hundred meters. Then, use those distances to solve the following problems. 1. A cargo ship transporting cars from Japan is traveling at a rate of 3.2 km/h as it approaches the Port from the Pacific Ocean (at the point indicated by a star at the bottom of the map). At this rate, how long will it take the ship to reach the berth on Pier J to unload its cargo? Answer: __ ___________________________________________________ 2. Pier T is under development and is in need of large equipment that must be transported from Pier J through boat. It takes the boat 25 minutes to reach Pier T. What is its average speed in km/h? Answer: _ ____________________________________________________ 8 | Linear Motion Lesson 1 Linear Motion Questions cont’d 3. A cargo ship leaves Pier F and travels to Pier C to load waste paper to be exported to China. As it turns northwest towards inner harbor it begins to decelerate at a rate of 133 km/h2 for the last 400 m before docking at the berth 5 minutes later. How fast was the ship traveling before slowing down in km/h? Answer: _ ____________________________________________________ 4.Petroleum is exported from Pier A and will be traveling to Mexico. It takes the ship 1.5 hours to reach the Pacific Ocean, where it reaches a top speed of 30 km/h. What was the ship’s average acceleration? Answer: _ ____________________________________________________ 5. _If a cargo ship were to enter the middle harbor at 15 km/h and begin slowing down at a rate of 60 km/h2 in order to dock at Pier F, can the ship come to a stop in 10 minutes? Answer: _ ____________________________________________________ 6. A cargo ship is heading from Pier F to Pier E at an average rate of 2.8 km/h. At this rate, how long will it take for the ship to reach the pier in minutes? Answer: _ ____________________________________________________ 7. If the captain slows down at a rate of 5.6 km/h2, will he come to a complete stop in time? Answer: _ ____________________________________________________ Linear Motion |9 Lesson 1 Worksheet Lesson one Linear Motion Student Worksheet Background Long Beach, California has the second busiest port in the United States and the 15th busiest container cargo port in the world. With 3,200 acres of land and 80 berths spaced out on 10 piers, it averaged 19,990 20-foot cargo containers moved on and off ships each day in 2007. The Port of Long Beach’s top imports include petroleum, electronics, and plastics from all over the world. In addition, it exports waste paper, chemicals and scrap metals to other countries. Movement within the Port is very busy and requires strict guidelines of cargo ships to ensure the safety of everyone. Definitions: Speed: the distance traveled in a given time Velocity: the distance traveled in a given time with direction indicated Acceleration: how fast velocity changes Linear Motion | 11 Linear Motion KEY Lesson 1 Linear Motion Equations average velocity = distance traveled time to travel the distance Questions Use the scale distances on the map to measure and label the dotted line segments showing where ships travel in the Port of Long Beach. Round the distances to the nearest hundred meters. Then, use those distances to solve the following problems. 1. A cargo ship transporting cars from Japan is traveling at a rate of 3.2 km/h as it approaches the Port from the Pacific Ocean (at the point indicated by a star at the bottom of the map). At this rate, how long will it take the ship to reach the berth on Pier J to unload its cargo? Answer: 0.5 hour 2. Pier T is under development and is in need of large equipment that must be transported from Pier J through boat. It takes the boat 25 minutes to reach Pier T. What is its average speed in km/h? Answer: 7.0 km/hour 12 | Linear Motion Lesson 1 Linear Motion Questions cont’d 3. A cargo ship leaves Pier F and travels to Pier C to load waste paper to be exported to China. As it turns northwest towards inner harbor it begins to decelerate at a rate of 133 km/h2 for the last 400 m before docking at the berth 5 minutes later. How fast was the ship traveling before slowing down in km/h? Answer: 11.1 km/hour 4._Petroleum is exported from Pier A and will be traveling to Mexico. It takes the ship 1.5 hours to reach the Pacific Ocean, where it reaches a top speed of 30 km/h. What was the ship’s average acceleration? Answer: 45 km/hour2 5. _If a cargo ship were to enter the middle harbor at 15 km/h and begin slowing down at a rate of 60 km/h2 in order to dock at Pier F, can the ship come to a stop in 10 minutes? Answer: No, it will take 0.25 hour, or 15 minutes, to stop. 6._A cargo ship is heading from Pier F to Pier E at an average rate of 2.8 km/h. At this rate, how long will it take for the ship to reach the pier in minutes? Answer: 15 minutes 7. If the captain slows down at a rate of 5.6 km/h2, will he come to a complete stop in time? Answer: No, he will crash into the pier! Linear Motion | 13 Lesson 2 Torque and Static Equilibrium Torque and Static Equilibrium Lesson two Terminal Objective Using their class notes to complete the CA Science Content Standards: students will be able to demonstrate Physics: Motion and Forces equilibrium by determining which gantry 1.k S olve two-dimensional problems involving balanced forces (statics). handout on torque and static equilibrium, their understanding of torque and static crane is best suited to hold the appropriate cargo load in order to maintain a static equilibrium. Materials For each pair of students, provide: • a ruler (about 1 foot long) • a pencil (they should have their own) • two different masses (to balance at opposite ends of the ruler) Time Required 1 class Torque and Static Equilibrium | 15 Lesson 2 Introduction of Lesson Anticipatory Set torque and static equilibrium Have each student try to balance a wooden skewer on their finger and compare it to trying to balance a pencil on their finger. Then have three volunteer students try to balance a broom on the narrow edge of a meter stick. Ask the following questions: 5. What do you notice about the skewer position on your finger? Answer: there are equal amounts of skewer on each side of the finger. 6. What do you notice about the pencil’s position on your finger? Answer: there are unequal amounts of pencil on each side of the finger. 7. What happened to the skewer (or pencil or broom) when it was not balanced? Answer: the object fell over OR rotated. Lesson Input Whenever something rotates around a center point, it is caused by torque. Understanding torque can help make work easier. For instance, if you cannot loosen a nut using a short wrench, you can often do so using a longer wrench. Here’s why: d Torque = T = Fd F d F 16 | torque and static equiLibriuM Lesson 2 Lesson cont’d torque and static equilibrium Notice that even though we apply the same force to both wrenches, the larger wrench has a longer length that gives a bigger “d” value. Multiply the bigger “d” by the force and you get a bigger torque. So holding the large wrench farther from the center allows you loosen that sticky nut! Objects can balance when two torques work in opposite directions. d1 d2 T1 = F1d1 T2 = F2d2 F1 F2 Modeling Convert force (Newtons) to mass (kg) using Newton’s Second Law, F = ma. (Use 9.8 m/sec2 for the acceleration value.) Application Activity Procedure 1. Determine the exact mass of each of the two masses. Use Newton’s Second Law equation to convert the masses to gravity force (in Newtons). 2. Without the masses, balance the ruler on the pencil to determine the exact center experimentally. 3. Place the ruler flat on a table. Put the smaller mass at one end of the ruler. Record the distance from the center (balance point) of the ruler to the center of the small mass. torque and static equiLibriuM | 17 Lesson 2 Application Activity cont’d Torque and Static Equilibrium 4. Use the torque equation to determine how far from the center of the ruler to place the center of the larger mass. 5. Set the two masses on the ruler at the points you have determined. Slip the pencil under the center (balance point) of the ruler. If you have done everything right, it will balance perfectly! Practice Problems Have students complete the handout “Torque and Static Equilibrium.” Closure Ask students the following questions: 1. When placing the skewer or pencil on your finger, when was static equilibrium reached and how do you know? 2. What did you learn about mass and distance from the fulcrum in the gantry crane examples? 3. Using the information from question #2, how do mass and distance relate to the pencil on your finger when it was in static equilibrium? 4. What happens to an object like the skewer, pencil and gantry crane when the torque on either side of the fulcrum are not equal? 18 | Torque and Static Equilibrium Torque and Static Equilibrium Student Worksheet Background Giant gantry cranes, the soaring steel towers used for moving big cargo containers on and off ships at the Port, are familiar sights along the Long Beach coastline. New cranes, which cost about $7 million each, stand nearly as high as a 30-story office building. They weigh about 150 tons and have arms that reach out 180 feet, across 22 rows of shipping containers. The Port has about 70 electrically powered gantry cranes in operation. With a skilled operator in the driver’s seat, a crane can move a cargo container to or from shore every 2-3 minutes. Definitions: Torque: _______________________________________________________ Fulcrum:_ ____________________________________________________ Static equilibrium:___________________________________________ Torque and Static Equilibrium | 19 Lesson 2 Lesson two Torque and Static Equilibrium Worksheet Lesson 2 Equations Fulcrum torque and static equilibrium Counterweight Torque = (distance from fulcrum) x (force) d F (weight) Load (weight) For objects in static equilibrium: T1 T1 ++ T2 T= 0= 2 d1 0 d2 d1F1 + d2F2 = 0. or, recognizing that they pull in opposite directions, F1 F2 ..d1F1 = d2F2.. Equations In this activity, you will calculate to determine which gantry crane is best suited to hold the each cargo load below while keeping a static equilibrium. Gantry Crane Counter weight force (N) Counter weight distance from fulcrum (m) Load distance from fulcrum (m) A B C 294,000 294,000 294,000 56 49 41 54 54 54 Cargo: 22,800 kg 20 | torque and static equiLibriuM Cargo: 31,000 kg Cargo Cargo (kg) Cargo: 27,200 kg Lesson 2 Questions 1. What trend is evident regarding the cargo load and the torque and static equilibrium counterweight distance? 2. If the cargo load were 50,250 kg at a distance of 54 m from the fulcrum, how far away should the counter weight be placed in order to reach static equilibrium? 3. If the maximum distance the counterweight can be placed from the fulcrum is 60 m, what would happen to the crane when trying to lift the 50,250 kg cargo? torque and static equiLibriuM | 21 Lesson two Torque and Static Equilibrium Student Worksheet Background Giant gantry cranes, the soaring steel towers used for moving big cargo containers on and off ships at the Port, are familiar sights along the Long Beach coastline. New cranes, which cost about $7 million each, stand nearly as high as a 30-story office building. They weigh about 150 tons and have arms that reach out 180 feet, across 22 rows of shipping containers. The Port has about 70 electrically powered gantry cranes in operation. With a skilled operator in the driver’s seat, a crane can move a cargo container to or from shore every 2-3 minutes. Definitions: Torque: the force on an object that produces rotational motion about its axis or fulcrum Fulcrum:the pivoting point in which a lever turns Static equilibrium: objects that are not moving due to a net force or torque of zero Torque and Static Equilibrium | 23 Torque and Static Equilibrium Worksheet Lesson 2 KEY Lesson 2 Equations Torque = (distance from fulcrum) x (force) d F T = dF torque and static equilibrium Fulcrum Counterweight (weight) Load (weight) For objects in static equilibrium: T1 T1 ++ T2 T= 0= 2 d1 0 d2 d1F1 + d2F2 = 0. F1 or, recognizing that they pull in opposite directions, F2 ..d1F1 = d2F2.. Equations In this activity, you will calculate to determine which gantry crane is best suited to hold the each cargo load below while keeping a static equilibrium. Gantry Crane Counter weight force (N) Counter weight distance from fulcrum (m) Load distance from fulcrum (m) A B C 294,000 294,000 294,000 56 49 41 54 54 54 Cargo: 22,800 kg 24 | torque and static equiLibriuM Cargo: 31,000 kg Cargo Cargo (kg) 31,000 27,200 22,800 Cargo: 27,200 kg Lesson 2 Questions 1. What trend is evident regarding the cargo load and the torque and static equilibrium counterweight distance? Answer: The further back you set the counterweight, the heavier a cargo container you can lift. 2. If the cargo load were 50,250 kg at a distance of 54 m from the fulcrum, how far away should the counter weight be placed in order to reach static equilibrium? d1 = ? d2 = 54 m F1 = 294,000 N F2 = (50,250 kg)(9.8m/sec2) = 492,450 N d1F1 = d2F2 F1 F1 d1 = d2F2 / F1 = (54 m)(492,450 N) / (294,000 N) = 90.45 m. 3. If the maximum distance the counterweight can be placed from the fulcrum is 60 m, what would happen to the crane when trying to lift the 50,250 kg cargo? Answer: It would experience a force trying to pull the crane forward onto the ship. Fortunately, there are safety measures in place so that the crane will not topple over on top of the ship. torque and static equiLibriuM | 25 Dimensional Analysis Dimensional Analysis Lesson 3 Lesson three Terminal Objective Students will demonstrate an CA Science Content Standards: analysis to convert from one unit to Chemistry: Conservation of Matter and Stoichiometry amount. 3.a D escribe chemical reactions by writing balanced equations. 3.b K now the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams. understanding of how to use dimensional another, while keeping the same actual Students will gain first hand knowledge about the Port of Long Beach and its imports and exports. Students will be able to convert into and out of standard and metric units Materials Dimensional Analysis Powerpoint molecules, atoms, and thermodynamic Time Required 1 class and chemical units including moles, units. Students will get practice working in scientific notation and significant figures. Dimensional Analysis | 27 Introduction of Lesson Anticipatory Set Dimensional Analysis Lesson 3 Ask the students about the huge cargo ships out on the water just outside Long Beach. What are they doing there? Answer: They are importing and exporting goods. What kinds of materials and items do you think the cargo ships bring into the port? Where do these items come from? Are they manmade or natural materials? What types of chemicals do you think are imported and exported? How can they keep track of how much material is being imported? This lesson will show you math that is used to keep track of materials in the Port, and is also used to keep track of materials in a chemical reaction. Lesson Input Using the PowerPoint presentation, provide background on dimensional analysis. Outline: The math used in chemistry is not as hard as it looks.................................... slides 1-3 Cross-canceling examples............ slides 4-5 Making conversion factors. ............. slide 6 Sample problem....................... slides 7-8 Transition to worksheet................. slide 9 Both in chemistry and in real life, you can use dimensional analysis. The trick is to find two ways to describe the same thing. 28 | Dimensional Analysis Lesson cont’d Like 1 mole of carbon = 12 g or $1.70 = 1 gallon of gas Dimensional Analysis Lesson 3 If you turn them into fractions, they become the nearly magical conversion factors. The trick is to have one unit on the top of the fraction and another on the bottom. Then you can use the fraction to convert from one of the units to the other! Solving problems involves just three steps. 1. List the given information. (done) 2. Decide what you want to end up with. 3. Arrange the conversion factors to cancel what you don’t want and leave what you do want. Dimensional Analysis | 29 Lesson three Dimensional Analysis Dimensional Analysis Directions Have students complete the dimensional analysis worksheet. This worksheet will provide you with dimensional analysis practice. Dimensional Analysis conversion factors are below. You will find molar masses (the conversion factors for going between moles and grams) on a periodic table. 1000 Kg 1 metric ton 6.02 x 1023 units 1 mole 1000 g 1 Kg Solve the following problems. Any conversion units not listed above will be given in the problem. 1. The Port of Long Beach imports more than 1.24 x 106 metric tons of cement for construction in buildings every year. Much of this cement is then shipped by train all over America. How much mass is this in Kg? 2a. Thousands of construction items are shipped annually through the Port. Gypsum is a compound that is used to make “drywall” which is what makes up the inside walls of your house. The formula for Gypsum is CaSO4 2H2O and is Dimensional Analysis Lesson 3 Worksheet | 31 Questions classified as a hydrate. Over 300,000 metric tons are shipped Dimensional Analysis Lesson 3 through the Port each year for many uses including the drywall, and as an agent to help soften soil to help farming. How many grams are shipped through the Port? 2b. The molar mass of gypsum, CaSO4 2H2O, is approximately 168.18 g/mol. How many moles of gypsum are shipped each year through the Port? 3. The compound table salt, NaCl, is a common additive in many chemical operations and is used in the food industry as a preservative (and to make your food taste better). More than 8.5 x 105 metric tons are shipped into Long Beach each year. If the molar mass of NaCl is 58.44 g/mol, how many moles are shipped each year? (Hint: Don’t forget to convert from metric tons to Kg, and from Kg to g.) 4a. The Port of Long Beach exports 8.65 x 105 metric tons of petroleum coke each year. Petroleum coke, which like coal is made of carbon, is used in smelt factories to extract iron from iron-ore. How many moles of carbon, molar mass of 12.01 g/ mol are imported every year into the US for industrial use? 4b. I f the heat produced by burning coal in oxygen is 635.5 Kilojoules for every mole (635.5KJ/mol), how much energy is released by the burning of all of that coal (carbon) in the United States? 32 | Dimensional Analysis Questions cont’d 4c. 6.02 x 1023 atoms of carbon make up one mole of carbon. How many atoms of carbon are imported into the United states Lesson 3 annually? Bonus Questions: Dimensional Analysis 5a. A standard cargo container is 40 feet long by 8 feet wide by 9.5 feet tall. How many cubic feet can a standard cargo container hold? 5b. A large container ship can carry 7,250 of these containers. What total volume (in cubic feet) can a container ship hold? Dimensional Analysis | 33 Worksheet Lesson three Dimensional Analysis Dimensional Analysis Directions Have students complete the dimensional analysis worksheet. This worksheet will provide you with dimensional analysis practice. Dimensional Analysis conversion factors are below. You will find molar masses (the conversion factors for going between moles and grams) on a periodic table. 1000 Kg 1 metric ton 6.02 x 1023 units 1 mole 1000 g 1 Kg Solve the following problems. Any conversion units not listed above will be given in the problem. 1. The Port of Long Beach imports more than 1.24 x 106 metric tons of cement for construction in buildings every year. Much of this cement is then shipped by train all over America. How much mass is this in Kg? 1.24 x 106 metric tons cement 1000 Kg = 1.24 x 109 Kg cement 1 metric ton Dimensional Analysis Lesson 3 KEY | 35 Questions 2a. Thousands of construction items are shipped annually Dimensional Analysis Lesson 3 through the Port. Gypsum is a compound that is used to make “drywall” which is what makes up the inside walls of your house. The formula for Gypsum is CaSO4 2H2O and is classified as a hydrate. Over 300,000 metric tons are shipped through the Port each year for many uses including the drywall, and as an agent to help soften soil to help farming. How many grams are shipped through the Port? 300,000 metric tons CaSO4 2H2O 1000 Kg 1000 g 1 metric ton 1 Kg = 3 x 1011 g CaSO4 2H2O 2b. The molar mass of gypsum, CaSO4 2H2O, is approximately 168.18 g/mol. How many moles of gypsum are shipped each year through the Port? 3 x 1011 g CaSO4 2H2O 1 mole = 1.7938 x 109 mol ! 2 x 109 mol CaSO4 2H2O 168.18 g 3. The compound table salt, NaCl, is a common additive in many chemical operations and is used in the food industry as a preservative (and to make your food taste better). More than 8.5 x 105 metric tons are shipped into Long Beach each year. If the molar mass of NaCl is 58.44 g/mol, how many moles are shipped each year? (Hint: Don’t forget to convert from metric tons to Kg, and from Kg to g.) 8.5 x 105 metric tons NaCl 1000 Kg 1000 g 1 mol 1 metric ton 1 Kg 58.44 g 36 | Dimensional Analysis = 1.5 x 1010 mol NaCl Questions cont’d 4a. The Port of Long Beach exports 8.65 x 105 metric tons of petroleum coke each year. Petroleum coke, which like coal is made of carbon, Lesson 3 is used in smelt factories to extract iron from iron-ore. How many moles of carbon, molar mass of 12.01 g/mol are imported every year 1000 Kg 5 8.65 x 10 metric tons C 1 metric ton 1000 g 1 Kg 1 mol 12.01 g = 7.20 x 10 10 Dimensional Analysis into the US for industrial use? mol C 4b. I f the heat produced by burning coal in oxygen is 635.5 Kilo-joules for every mole (635.5KJ/mol), how much energy is released by the burning of all of that coal (carbon) in the Unites States? 7.20 x 1010 mol C 635.5 KJ = 4.58 x 1013 KJ 1 mol C … That’s almost 46 trillion kilojoules! 4c. 6.02 x 1023 atoms of carbon make up one mole of carbon. How many atoms of carbon are imported into the United states annually? 7.20 x 10 10 6.02 x 1023 atoms mol C = 4.33 x 1034 atoms C 1 mol Bonus Questions: 5a. A standard cargo container is 40 feet long by 8 feet wide by 9.5 feet tall. How many cubic feet can a standard cargo container hold? 1 container = 40 ft 8 ft 9.5 ft = 3040 ft3 5b. A large container ship can carry 7,250 of these containers. What total volume (in cubic feet) can a container ship hold? 7,250 containers 3040 ft3 1 ship 1 container = 22,040,000 ft3/ship = 2.204 x 107 ft3/ship Dimensional Analysis | 37 The Chemistry of Counting (Limiting Reactants) Terminal Objective Students will determine the limiting CA Science Content Standards: by applying the law of conservation of Chemistry: Conservation of Matter and Stoichiometry of the objective by answering a series of 3.a D escribe chemical reactions by writing balanced equations. 3.e C alculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses. reactant from a given amount of reactants matter. Students will show attainment limiting reactant problems and creating their own limiting reactant problem. Materials Limiting Reactants Powerpoint Time Required 1 class The Chemistry of Counting | 39 The Chemistry of Counting Lesson 4 Lesson four Introduction of Lesson The Chemistry of Counting Lesson 4 The Port of Long Beach is one of the world’s busiest seaports, a leading gateway for trade between the United States and Asia. It supports millions of jobs nationally and provides consumers and businesses with billions of dollars in goods each year. East Asian trade accounts for more than 90% of the shipments through the Port. Some of the top imports include petroleum, electronics, plastics, furniture, and clothing. Some of the top exports include petroleum and petroleum coke, waste paper, chemicals, scrap metal, and plastic. In this lesson, students will learn how to use a balanced equation to determine the ratio between the quantity of reactants by using an analogy involving the exporting of chemicals through the Port of Long Beach. Anticipatory Set Anytime a product is assembled from parts, one missing part will prevent a complete product from being assembled. This is true when building bicycles, making sandwiches, and performing chemical reactions. Below is an example from our macroscopic world. Suppose you work in a sandwich shop and you received a rush order for 1000 turkey and cheese sandwiches. (It requires 2 slices of bread, 1 slice of cheese, and 3 slices of turkey to make 1 sandwich.) • Can you fulfill this order if your sandwich shop is stocked with 2600 slices of bread, 1200 slices of cheese, and 2700 slices of turkey? • How many sandwiches can you make? 40 | The Chemistry of Counting Quantities are not always given in number of items. Suppose your deli is stocked with 150 loaves of bread (1 loaf has 20 slices), 20 pounds of cheese (1 pound has 40 slices), and 60 pound of turkey (1 pound. has 20 slices). Introduction of Lesson cont’d • How many whole sandwiches can you make? • Which ingredient ran out? • How many slices of excess ingredients remain? Lesson Input the chemistry of counting Lesson 4 When a chemical reaction is performed in the laboratory, chemists often supply the necessary amount of reactants so that one reactant will not run out before the other. When chemicals are mixed together in these quantities, the mixture is said to be stoichiometric. However, stoichiometric mixtures are not always practical or desired for every reaction. Suppose the Port of Long Beach exports two chemicals (A and B) to be assembled overseas. The chemical to be assembled has a molecular formula of AB2; that is, it takes one A and two B’s to produce one AB2. Chemists use what is called a skeleton equation to illustrate the bare bones of a chemical reaction. The skeleton equation for this reaction is: A + B → AB2 + ! In a chemical reaction, atoms are neither created nor destroyed. In a balanced chemical equation there must be the same number of each type of atom on the reactant and product sides of the arrow. the cheMistry of counting | 41 Lesson cont’d The balanced equation for this reaction is: A + 2B → AB2 + + ! the chemistry of counting Lesson 4 If the port exports 1000 ‘A’ containers and 1000 ‘B’ containers, how many ‘AB2’ containers can be assembled? As you probably realized, the amount of products that could be assembled is based on the amount of reactants supplied. Since the product (AB2) requires 2 ‘B’s for every 1 ‘A’, 1000 ‘A’ containers would require 2000 ‘B’ containers. In this case ‘B’ would run out before ‘A’. The reactant that runs out first in a chemical reaction is called the limiting reactant. What does this information tell us? It tells us which reactant limits the formation of products. If one of the reactants runs out, no more product can be made. Calculating the amount of product produced must be done with the limiting reactant. As soon as this reactant runs out the reaction is finished. Therefore, 500 products can be made from this reaction. = 500 AB2 Modeling 42 | the cheMistry of counting Identify the limiting reactant when 500 ‘A’ containers reacts with 1200 ‘B’ containers. Modeling cont’d The Chemistry of Counting Lesson 4 The solution to this problem can be found in many ways. Here is an example. • Choose a reactant (either A or B). • Use the quantity of that reactant to find out how much of the other reactant is needed. � 500 A = 1000 B containers required Since you have 1200 ‘B’ containers and only need 1000 ‘B’ containers, this is the excess reactant. Container ‘A’ must be the limiting reactant. or � 1200 B = 600 A containers required Since you have 500 ‘A’ containers and need a total of 600 ‘A’ containers, this is the limiting reactant. Container ‘B’ must be in excess. As you can see, the limiting reactant can be identified from either reactant and the ratio between the reactants. The ratios used in this exercise come from the balanced equation. A + 2B ! AB2 and Practice Problems 1. For the reaction shown, find the limiting reactant when 0.90 mol of Cr reacts with 0.60 mol of O2. 4Cr + 3O2 → 2Cr2O3 Answer: O2 is the limiting reactant. 2. Find the limiting reactant when 5.0 mol Mg reacts with 4.0 mol O2. 2Mg + O2 → 2MgO Answer: Mg is the limiting reactant. 3. C alculate the amount of moles of Al needed to react completely with 5.0 mol CuCl2. (The equation below is not balanced.) The Chemistry of Counting | 43 Practice Problems cont’d Redox Reactions The Chemistry Lessonof5Counting Lesson 4 Al + CuCl2 → Cu + AlCl3 Answer: 3.3 mol of Al 4. Identify the limiting reactant and calculate how much excess reactant will remain when 2.0 mol Na reacts with 1.0 mol O2? Na + O2 → Na2O Answer: Na is the limiting reactant. 0.5 mol of O2 will remain after the reaction is complete. 5. Write the mole ratio that you would use to calculate the amount of oxygen needed to react with methane. (The equation below is not balanced.) CH4 + O2 → CO2 + H2O Answer: 2 mol O2 / 1 mol CH4 Closure Students will reread the anticipatory set and write a scenario that involves a limiting reactant similar to the sandwich analogy. Make up your own and exchange your problem with another classmate. Answer their question, exchange again and grade their response. 44 | The Chemistry of Counting Redox Reactions Redox Reactions Lesson five CA Science Content Standards: drawing the flow of electrons during a Chemistry: Conservation of Matter and Stoichiometry be able to balance basic redox reactions. 3.a D escribe chemical reactions by writing balanced equations. 3.g I dentify reactions that involve oxidation and reduction and how to balance oxidationreduction reactions. of oxidation/reduction reactions by redox reaction in a battery. They will also Students will explain how more reactive metals lose their electrons and less reactive metals keep their electrons by reading a reduction potential sheet. The students Redox Reactions Students will demonstrate understanding Lesson 5 Terminal Objective will be able to explain how these concepts Materials Redox Reactions Powerpoint ships. Time Required 1 class apply to the use of zinc underneath cargo Redox Reactions | 45 Introduction of Lesson The Port of Long Beach is the second largest port in the United States, only slightly smaller than its neighbor the Port of Los Angeles. anode cathode electricity corrosion / corrode electrolyte electrolytic solution reduction oxidation redox Redox Reactions Lesson 5 Key Vocabulary The Port of Long Beach serves huge ocean-going cargo ships importing and exporting more than $140 billion worth of goods each year. Transporting this volume of goods yearly requires thousands of ships sailing across the oceans every year. These ships are sailing through very corrosive salt water which corrodes the outer iron hulls, oxidizing the iron into rust. Steps are taken to keep the cargo ships from rusting. Large pieces of zinc, which is more reactive than iron, are placed on the propeller shaft and outside of the hull so that oxidation will occur to the zinc and less so with the iron. So, instead of replacing entire hulls of ships which would be extremely expensive, zinc anodes are used which oxidize and are easily replaced at a fraction of the cost. Anticipatory Set: Say to the students: “Who has ever seen the huge cargo ships out on the water just outside Long Beach? What are they doing there?” “What happens to iron, like a nail or screw, if you just leave it sitting outside for a week or two? Let’s quickly review from what we have learned about redox reactions, and again explain how rust occurs.” 46 | Redox Reactions “Well, boats are made out of iron, their propellers are also, and guess what happens if you leave them in water for a long time? If the ocean-going cargo ships are 20 years old, does anyone have an idea of how they aren’t all rusted away?” Lesson For teachers: There are two main factors that keep ships from rusting: • paint protection – shields the metal, keeping iron from coming in direct contact with ocean water • cathodic protection – use of a reactive metal like zinc that will lose its electrons more readily than iron when placed in the water Input: Using the Redox Reactions PowerPoint, provide background. Redox Reactions Lesson 5 When two metals are submerged into an electrolytic solution and touched together, electricity is produced by flowing electrons out of one of the metals. You can see the propeller has lost some of its metal. To keep the metal in the propeller from corroding, the reactive metal of zinc is oxidized and turned into ions, instead of the propeller. About redox reactions: • Redox reactions occur when there is a gain and loss of electrons from different reactants. • Reduction and oxidation go hand in hand. • If one compound loses 10e-, than another has to gain 10e-. • The following reactions show metals reacting and exchanging electrons with each other and with non-metals: For instance, if you put copper metal into a solution of silver nitrate (AgNO3), you will see the copper begin to dissolve as dark silver solid begins to appear. For redox reactions, start with half of the reaction at a time. Redox Reactions | 47 Lesson cont’d Copper loses electrons: Cu(s) → Cu2+(aq) + 2eSilver ions pick up electrons: Cu(s) → Cu2+(aq) + 2eAg+ (aq) + e- → Ag(s) Balance the electrons: Cu(s) → Cu2+(aq) + 2e2 Ag+ (aq) + 2e- → 2Ag(s) ____________________________________ Lesson 5 Add together: Cu(s) → Cu2+(aq) + 2e- 2 Ag+ (aq) + 2e- → 2Ag(s) Redox Reactions 2Ag+ (aq) + Cu(s) → 2Ag(s) + Cu2+(aq) Electrons were gained by the Ag and lost by the Cu. The Ag was reduced and the Cu was oxidized. Even aluminum can “rust” or oxidize. This is a redox reaction, because any time something gets oxidized, something else must be reduced. (The electrons have to go somewhere!) How many electrons transfer in each half reaction? How many electrons in each half reaction? Al(s) → Al3+(aq) +eO2(g) + e- → 2O2-(aq) Balance the electrons: 4[Al(s) → Al3+(aq) + 3e- ] 3[O2(g) + e- → 2O2-(aq)] 3O2(g) + 4Al(s) → 4Al3+(aq) + 6O2-(aq) ] 48 | Redox Reactions Lesson cont’d Cadmium ripping off iron’s electrons: Fe0 → Fe2+2e- 2e- + Cd2+ → Cd0 Cd2+ + Fe0 → Fe2+ + Cd0 Our trouble-making reaction. Iron going to rust: 4[Fe0 → Fe3 + 3e-] 3[4e- + O2 → 2O2-] 4 Fe0+ 3O2 → 4Fe3+ + 6O2- → 2Fe2O3(s) (RUST) Redox Reactions Lesson 5 • Students should balance additional redox reactions and research where some of those chemical reactions actually take place and matter. • Demonstrate or have students make electrolytic cells as shown on the last presentation slide. This is a great way to give the students a hands-on experience and see how simple a battery really is. Culminating Activity • Have the students draw a circuit with a light bulb and a battery which has an aluminum anode and a cadmium cathode. Have them draw and explain why the electrons move through the light in the direction they do (use the standard reduction potentials chart). • Have students write a tie-in back to the idea of the ships in the port and why they use a zinc anode with the iron ships so that the iron doesn’t wear away so quickly. Redox Reactions | 49 Equilibrium Lesson Six CA Science Content Standards: molecular level. Chemistry: Chemical Equilibrium Students will demonstrate their 9.a E quilibrium is established when forward and reverse reaction rates are equal. 9.b H ow to write and calculate an equilibrium constant expression for a reaction. equilibrium is a dynamic process at the understanding of this concept by comparing container trade with chemical reactions and solving equilibrium problems involving the equilibrium constant (K). Materials Equilibrium Powerpoint Container Movement Powerpoint Time Required 1 class Equilibrium | 51 Equilibrium Students will understand that chemical Lesson 6 Terminal Objective Introduction of Lesson The Port of Long Beach is one of the world’s busiest seaports, a leading gateway for trade between the United States and Asia. East Asian trade accounts for more than 90% of the shipments through the port. In today’s global economy, the effort involved in transporting goods between manufacturers, retailers and consumers across the planet is remarkable in its scale and sophistication. The enormous quantities and economic value of cargo being transported through seaports, such as the Port of Long Beach, demands a flexible, efficient and well-organized supply chain. Lesson 6 Today’s system is made possible through the use of metal cargo containers, which revolutionized the maritime industry soon after they were introduced in the late 1950s. Cargo containers act as individual storage units that can be switched quickly between ships, trucks and trains. Cargo containers hold just about any consumer item -- shoes, computers, auto parts or frozen seafood. Equilibrium In this lesson, students will analyze data regarding container trade in TEU’s to understand that equilibrium is a dynamic process. *One TEU is a Twenty-foot Equivalent Container. Anticipatory Set: Can you think of situations in science, economics, and politics that have a balancing of competing influences? • Examples include: – Science • Homeostasis—the ability of an open system to regulate its internal environment. • Mechanical equilibrium—the state in which the sum of the forces is zero. 52 | Equilibrium Introduction of Lesson cont’d – Economics • Equilibrium price—the price at which supply equals demand. – Politics • Elections • Separation of powers: executive, legislative, and judicial Lesson Lesson 6 Input: • When you hear the word static, what comes to mind? – List a few words that you associate with static. • When you hear the word dynamic, what comes to mind? – List a few words that you associate with dynamic. • What do you think static means? • What do you think dynamic means? • A simplistic definition of static is unchanging. • A simplistic definition of dynamic is in motion, changing. 1. Are the empty containers inbound or outbound? How do you know? 2. What is static about container trade with East Asia? 3. What is dynamic about container trade with East Asia? Equilibrium Take a look at the chart below depicting container trade through the Port of Long Beach and consider the three questions that follow. Equilibrium | 53 Lesson cont’d If you look at the data you can see that container trade between East Asia and the Port of Long Beach has reached equilibrium. – Equilibrium does not imply that the number of containers in East Asian ports are equal to the number of containers in Long Beach. If the numbers of containers in each port are not equal, then what is equal in this equilibrium? Lesson 6 Let’s take another look at the data and find out. • Inbound – There were approximately 261,000 loaded inbound TEU’s for the month of January. • Outbound – There were approximately 122,000 loaded outbound TEU’s and approximately 138,000 empty TEU’s for the month of January. 261,000 ≈ 122,000 + 138,000 Equilibrium Equilibrium is a dynamic process. Containers continually move between ports. However, the number of containers at each port remains relatively static due to the importing and exporting of the same number of containers on a monthly basis. Take a look at the four slides that show the movement of containers between East Asia and the Port of Long Beach (available on Powerpoint). • Chemical equilibrium, like the Port analogy, is a highly dynamic process at the molecular level. Chemical equilibrium only appears to be static because the concentrations of reactants and products do not change. Dynamic: the chemical reaction continues in the forward and reverse directions. Nitrogen and hydrogen react to form ammonia and ammonia breaks into hydrogen and nitrogen at the same rate. NH3 N2 + H2 54 | Equilibrium Lesson cont’d Static: at equilibrium the concentrations of reactants and products remain unchanged. The equilibrium condition follows this general description for a chemical reaction where lower case letters are the coefficients used to balance the equation. K= [C]C [D]D [A]A [B]B aA + bB cC + dD At a constant temperature, the equilibrium constant (K) does not change. Lesson 6 Modeling Equilibrium Consider the data for a set of equilibrium positions for the reaction between hydrogen and nitrogen to form ammonia. NH3(g) N2(g) + H2 (g) During an experiment at a constant temperature, the initial concentrations of [N2], [H2], and [NH3] were 1.00M, 1.00M and 0 respectively. At equilibrium, the concentrations were found to be: [N2] = 0.875 M [H2] = 0.598 M [NH3] = 0.105 M What is the value of the equilibrium constant (K)? N2 (g) 0.875M + 3H2 (g) 0.598M 2NH3(g) 0.105M Equilibrium | 55 Modeling cont’d 1. Write the equilibrium expression for the reaction. [NH3]2 [N2][H2]3 K= 2. Use the concentrations at equilibrium to find K. (0.105)2 K= (0.875)(0.598)3 K = 0.0589 What is the concentration of ammonia when the equilibrium concentrations of N2 and H2 are 0.231 M and 0.629 M respectively? N2(g) Lesson 6 + 0.231 M 3H2(g) 2NH3(g) 0.629 M ? *Remember that K was found to be 0.0589 for this reaction at the temperature given. Equilibrium Algebraically rearrange this equation to solve for [NH3] and plug in the data to find the molar concentration of ammonia. 56 | Equilibrium [NH3]2 [N2][H2]3 K= [NH3] = K [N2][H2]3 [NH3] = (0.0589)(0.231)(0.629)3 [NH3] = .00339 M Guided Practice: Write equilibrium expressions for these reactions. 2SO3(g) 2SO2(g) + O2(g) [SO3]2 [SO2]2 [O2] 4NH3(g) + 7O2(g) K= K= 4NO2(g) + 6H2O(g) [NO2]4 [H2O]6 [NH3]4 [O2]7 Practice Problems Equilibrium Lesson 6 1. Calculate the value for the equilibrium constant K for the reaction below when the equilibrium concentrations are given below. 1.50M 1.25M 3.50M 2SO3(g) 2SO2(g) + O2(g) Answer: The equilibrium constant is a number without a unit. K=4.36. 2. What is the equilibrium concentration of O2 when the concentrations of SO2 and SO3 are 2.27 M and 3.21 M respectively? Answer: [O2] = 0.459 M Closure Ask students: What is static about chemical equilibrium? What makes chemical equilibrium a highly dynamic process? Have students write a 1 or 2 paragraph response to the following prompt. Explain the similarities and difference between container trade and chemical equilibrium. Equilibrium | 57 Ballast Water and the Problem of the Unwanted Invaders Lesson Seven Students will be able to describe how CA Science Content Standards: an environmental problem for local Biology: Ecology ecosystems. They will also identify and evaluate possible solutions. What students should be able to explain after this lesson: Invasive species are a major threat to our environment because they • can change an entire habitat, placing ecosystems at risk • crowd out or replace native species that 6.b S tudents know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. Materials Waterfront Wildlife Protection Video Ballast Water ballast water exchange can create Time Required 1 class are beneficial to a habitat • damage human enterprise, such as fisheries, costing the economy millions of dollars Ballast Water and the Problem of the Unwanted Invaders Lesson 7 Terminal Objective | 59 Introduction of Lesson Essential Questions: How does the introduction of an exotic species affect a marine environment? Key Vocabulary native species invasive species ballast water food chain competition Does that have an effect on other interrelated ecosystems and their inhabitants? Background: Every hour an average of more than 2 million gallons of ballast water, meaning 2 million gallons of foreign plankton, are released in U.S. waters. Ballast water may be the source of the largest volume of foreign organisms released on a daily basis into American ecosystems. (Source: James T. Carlton, Endangered Species Update Vol.12, 1995) Ballast Water Lesson 7 The Big Issue: Invasive species prey on native species, reducing and eventually eliminating major links within the food chain. Damage can be widespread, both in environmental and economic arenas. What is ballast water? Ballast water is carried in unladen ships to provide stability. It is taken on board at the port before the voyage begins and tiny stowaways, in the form of marine organisms, are taken on board with it. During the voyage, temperature changes in the ballast water and lack of food and light kill many, but not all, of these organisms. At the ships’ destination, the cargo is loaded and the ballast water, with its surviving stowaway organisms, is pumped out. Some of these organisms then establish populations in the surrounding waters. These organisms can be virulent microbes as well. Recently cholera was discovered in ballast water off the coast of Queensland, Australia. 60 | Ballast Water and the Problem of the Unwanted Invaders Introduction of Lesson cont’d Facts about introduced species: • Compared to other threats to biodiversity, invasive introduced species rank second only to habitat destruction, such as forest clearing. • Of all 1,880 imperiled species in the United States, 49% are endangered because of introduced species alone or because of their impact combined with other forces. • In fact, introduced species are a greater threat to native biodiversity than pollution, harvest, and disease combined. • Further, through damage to agriculture, forestry, fisheries, and other human enterprises, introduced species inflict an enormous economic cost, estimated at $137 billion per year to the U.S. economy alone. • Of course, some introduced species (such as most of our food crops and pets) are beneficial. However, others are very damaging. (Facts from Actionbioscience) Ballast Water and the Problem of the Unwanted Invaders Ballast Water Lesson 7 Anticipatory Set: Create a “Wanted” poster and dossier for a local invasive species (Acanthogobius flavimanus, the Yellowfin Goby, due to its prevalence in the Southern California waterways). Pass out the information to students and role play the part of a government scientist briefing her staff about the latest invasive threat to our local ecosystems. Give students the basic information about the species, and the map showing the distribution of the invasion. Then instruct the students to form inquiry teams and come up with rational explanations (they must use justification to support their idea) of how the species showed up in our area. Allow students 10 minutes to brainstorm and collect their thoughts, then allow each team one minute to share their ideas with the class. | 61 Lesson Input: If the class did not come up with the idea of the invader hitching a ride on a cargo ship, try to elicit information out of the class about trade and port commerce in Southern California. ballast Water Lesson 7 (Graphic source: GloBallast Programme IMO) Explain to students that these species are looking to adapt to their new environment and survive. To do that, they will have to compete with the local residents for resources that it takes to sustain life. If an introduced species executes a successful invasion, it can cause a range of ecological impacts: ° competing with native species for food, substrate, and other resources ° preying upon native species ° altering habitat ° altering environmental conditions (i.e., increased water clarity due to increased filter feeding) ° altering the food chain ° displacing species and possibly causing extinctions. 62 | baLLast Water and the probLeM of the unWanted invaders Lesson cont’d The invasions can also have a huge impact on our economy and affect more than just the marine organisms in the local waters: ° reduction in fishery production ° physical impacts on coastal infrastructure ° reduction of efficiency in shipping ° closure of beaches and coastlines due to toxic algal blooms ° human health impacts from introduced pathogens ° the cost of addressing this issue Lesson 7 So what is being done about this problem? Global trade and commerce is vital to our livelihood and has been going on for thousands of years. The question becomes how can the shipping and maritime industries minimize the threat of introducing exotic species into local waters thus reducing the possibility of ecosystem alteration and destruction? California passed a law in 2000 requiring all international shipping lines to exchange ballast water offshore, well outside local port waters. Students can evaluate whether or not this is a solution, or whether this still creates a problem. Ballast Water and the Problem of the Unwanted Invaders Ballast Water The Port of Long Beach discussed this issue and their solution briefly on a video clip and on their website:(see the “Waterfront Wildlife Protection” video) Have the students watch the clip, then discuss whether they believe this is a viable solution, or if they have ideas for anything more that could be done to help stop invasive species from being introduced to our marine ecosystems. | 63 Closure Have students summarize the problem and what can be done about it in exactly 12 words. Share a few examples with the class. Extension Allow students to check out Columbia University’s “Introduced Species Summary Project:” http://www.columbia.edu/itc/cerc/danoff-burg/ invasion_bio/inv_spp_summ/invbio_plan_report_ home.html If you would like to incorporate reading and a text-based activity into this lesson, look at the Encyclopedia of Earth online, http://www.eoearth.org/article/Exotic_species. Ballast Water Lesson 7 Have students research an introduced species that is a threat to our local area in Southern California. Have them summarize the findings and report back to the class about it. This report should include possible solutions or ideas to help remediate the problem. 64 | Ballast Water and the Problem of the Unwanted Invaders Worksheet Lesson Seven Wanted: Dead or Alive Also known as: “Yellowfin Goby” or “Japanese River Goby” Crimes: • taking the place of native staghorns • stealing food from local tidewater goby • changing the local environment • illegal immigration from Japan Last Seen: ballast Water Lesson 7 Established in coastal and inland waters of central and southern California. Your job science sleuths: Propose a method for how the invader arrived in California. Remember, you need to justify your idea, not just state your hypothesis. baLLast Water and the probLeM of the unWanted invaders | 65