Download Study Guide For Unit B

Name __________________________
Unit Exam Date __________________
Science 30 Study Guide
Living Systems Respond to Their Environment
General Concept #1 – Analyze the sources of acids and bases and their effects on the
environment.
Multiple choice or numeric response section
1. define acids and bases in terms of proton donors and proton acceptors
2. differentiate among acids, bases, neutral ionic compounds, neutral molecular compounds and
strong and weak acids, based on appropriate diagnostic tests
3. describe the relationship between pH and hydronium ion concentration
a. Calculate pH: pH = -log [H3O+]
b. Calculate hydronium concentration: [H3O+] = inv log (-pH)
4. explain, qualitatively, how buffers maintain a relatively constant pH when a small amount of acid
or base is added to an aqueous system
a. explain the importance of maintaining a relatively constant pH in a living system;
i. the role of the hydrogen carbonate ion in maintaining the pH of blood and
protecting the stomach wall
ii. the evolution of the Arctic herb Artemisia tilesii in resisting acidic moisture by
extracting calcium from the soil and pumping the calcium to its leaves
b. explain what is meant by buffering capacity in non living system:
i. of soil or bedrock due to limestone (calcium carbonate)
5. trace the historical use of acid-base indicators. For example early Aboriginal methods of using
extracts and indicators from natural substances
6. outline the chemical reactions that produce air pollutants that, when combined with water,
ultimately result in acid deposition.
a. Combustion reactions forming carbon dioxide and carbon monoxide (CO2, CO)
b. High temperature reactions forming nitrous oxides (NOx)
c. Reactions with sour gas, coal and oil forming sulphur dioxide (SO2)
d. Nitrous oxides and sulphur dioxides reacting with water to form acids
7. describe impacts on the biotic and abiotic components of the environment caused by acid
deposition. For example:
a. lowered pH in water systems,
b. accelerated corrosion,
c. metal leaching from bedrock & their impact on plants and the food chain.
8. demonstrate the following skills
a. use a pH meter and/or pH paper and indicators to measure the pH of solutions
b. use indicators and a conductivity meter to differentiate between strong & weak acids
c. perform a titration using a strong monoprotic acid and a strong monoprotic base and then
determine the concentration of the strong acid or strong base. (C1V1 = C2V2)
Written response section (refer to pg. 14 of your Science Data booklet for scoring guides)
1. Design an experiment to test the effect of acid deposition on the health/reproduction of one biotic
component (e.g.: fish, bean plants) AND/OR one abiotic component (e.g.: pH, buffering
capacity, amounts of leached metals, rate of corrosion, etc…)
a. Provide some background information on acid deposition (e.g. reactions)
b. State a hypothesis & identify manipulated, responding and controlled variables.
c. Create a controlled experiment.
d. Prepare a data table for observations or analyze data that is provided
2. Describe or analyze one or more diagnostic tests used to study acids, bases and neutral
substances. Tests could include indicators, pH paper/meters, titrations, conductivity meters, taste
tests and simple reactions.
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Major Concept #2 - Analyze the sources of organic compounds and their effects on the
environment
1. identify and name carbon compounds, using International Union of Pure and Applied Chemistry
(IUPAC) nomenclature that contain up to three carbon atoms in the parent chain and a single
occurrence of one type of functional group:
a. simple halogenated hydrocarbons (e.g., 2-chloropropane)
b. alcohols (e.g., propan-1-ol)
c. carboxylic acids (e.g., propanoic acid)
d. esters (e.g., methyl propanoate)
2. describe the common uses of hydrocarbons, including simple halogenated hydrocarbons,
alcohols, carboxylic acids and esters. Examples are listed below:
a. chlorofluorocarbons (CFCs) as refrigerants & as propellants in the manufacture of plastic
foam products
b. ethanol as a solvent and as a gasoline additive
c. ethanoic acid as vinegar;
d. ethyl ethanoate as nail-polish remover
3. identify organic compounds commonly considered to be environmental pollutants. Examples are
listed below:
a. hydrocarbons
b. organic waste (fertilizers)
c. CFCs
d. polychlorinated biphenyls (PCBs)
e. dioxins and furans (from burning organic waste like in the pulp & paper industry)
4. list the sources of, and analyze the hazards posed by, halogenated hydrocarbons and benzene
derivatives
5. identify and explain how human activities and natural events contribute to (acid deposition), global
warming, the production of photochemical smog, the depletion of the ozone layer and increased
concentrations of organic compounds in the environment. Examples are listed below:
a. driving a car(acid deposition, global warming, smog, persistant organic pollutants-POPs)
b. use of CFCs (ozone depletion)
c. agricultural practices (waste/fertilizers, herbicides & pesticides –
dichlorodiphenyltrichloroethane/DDT)
d. oil, coal & natural gas industry (acid deposition, global warming)
6. explain the mechanism and significance of biomagnifications with respect to:
a. lethal dose (LD, LD 50),
b. PCBs
c. DDT.
Written response section (refer to pg. 14 of your Science Data booklet for scoring guides)
1. Design an experiment that tests the effect of one or more organic pollutant (combustion of
hydrocarbons, organic waste/fertilizers, CFCs, PCBs, dioxins & furans, pesticides) on the
environment or organisms in the environment.
a. Provide some background information on common environmental problems (global
warming, smog, ozone depletion, persistent organic pollutants & biological
diversity)
b. State a hypothesis & identify manipulated, responding and controlled variables.
c. Create a controlled experiment.
d. Prepare a data table for observations or analyze data that is provided
2. Investigate one or more pesticide’s toxicity, ability to biomagnify, volatility, target specificity &
resistance development. Discuss initiatives designed to reduce the impact of pesticides on the
environment.
3. prepare a synthetic organic compound (e.g., an alcohol, an ester or a soap) and investigate its
properties
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Major Concept #3 - Analyze the risks and benefits of using chemical processes and
assessing technologies for reducing the chemical impact on the environment.
1. describe the risks and benefits of using chemical processes that may produce products and/or byproducts that have the potential to harm the environment
2. describe & evaluate technologies used to reduce the production and emission of chemical
compounds that have the potential to harm the environment. Some examples are:
a. using catalytic converters in automobiles
b. replacing internal combustion engines with electric-gas hybrids, hydrogen power & solar
power
c. reducing the sulfur content in coal, gas and oil
d. adding smokestack scrubbers in industries such as smelting
e. sweetening of sour gas
3. describe & analyze alternatives to the use of chemical technologies. Some examples for:
a. bioremediation for contaminated soil
b. pesticide reduction - biological controls, sex pheromones, juvenile hormones, sterilization
for pests
c. biodegradable products.
4. explain the role of concentration in a risk-benefit analysis for determining the safe limits of
particular substances like pesticide residues & chlorinated or fluorinated compounds
5. plan a risk-benefit analysis of a chemical process or an issue related to its use.
6. describe procedures for the safe handling, storage and disposal of materials used in the
laboratory, with references to WHMIS and consumer product labelling information.
7. interpret data from water quality tests, such as pH, BOD, dissolved oxygen and organic
compounds concentrations
Written response section (refer to pg. 14 of your Science Data booklet for scoring guides)
1. Design an experiment that analysis the effect of a chemical pollutant(a on water quality.
a. Provide some background information on common water quality tests
b. State a hypothesis & identify manipulated, responding and controlled variables.
c. Create a controlled experiment which use one or more of the water tests (pH, BOD,
dissolved oxygen, organic compound concentrations - organophosphates)
d. Prepare a data table for observations OR analyze data that is provided
2. Design a risk-benefit analysis of one chemical process OR one technology. (EXAMPLES:
Reducing sulfur in coal, sweetening sour gas, installing catalytic converters onto cars,
adding smokestack scrubbers in the smelting industry, bioremediation of contaminated
soil, pesticide reduction, creating biodegradable products). Include environmental,
economic, societal and political perspectives and any issues related to its use. Briefly describe
how the technology works.
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