What Are the Effects of Acid Rain

What are the effects of acid rain?

A unit developed to teach global change in a high school Chemistry class.

Created by:

Rebecca Talik 1235 Mapleridge Road. Carrollton, MI 48724 989-753-3433

Developed to fulfill the course requirements of the Global Change Teacher Institute at Michigan Technological University June 25 – 29, 2007 Created by Rebecca Talik What are the effects of acid rain?

Table of Contents

Page Contents 2 Table of Contents 3 Unit overview 6 Learning objectives 9 Sources Consulted and use of books 12 Content Benchmarks addressed 15 Classroom Activity Day 1 18 Is it getting warm out here? Laboratory 20 Classroom Activity Day 2 22 Sour or bitter, is there a difference? Laboratory 24 Classroom Activity Day 3 26 You are eating at me!! Laboratory 28 Classroom Activity Day 4 30 You are making me HOT! Laboratory 32 Classroom Activity Day 5 34 Ouch, that hurts! Laboratory 36 Classroom Activity Day 6 38 What is in the water? Laboratory assessment 39 Laboratory assessment rubric

2 Created by Rebecca Talik What are the effects of acid rain?

Unit Overview

Target grade: 10 – 12th grade

Subject: Chemistry

Note: The setup of this unit assumes that the students will already know the basics of chemistry such as how to write a reaction, balance it and perform stoichiometry. If this is not the case the lessons will need to be separated out into more days in order to leave time for the instruction of each topic. If it is not feasible to add more days into this unit feel free to separate it out throughout the year and place the different lessons throughout each topic that is normally introduced throughout the year. I would recommend to run the final assessment at the end of the school year though as a full review of the chemistry curriculum.

Unit Overview: This five day unit will provide students with an awareness of the properties of acids and bases, such as pH. Numerous tests will take place between various acids and bases and different types of rocks, plants and leaves in order to determine the effects of air pollution. They will write the various chemical reactions that occur in nature to produce acid rain from different air pollutants. This will include a comprehensive study of reactants and products and the types of reactions that can occur in nature. From the creation of the acids and bases the students will mathematically determine the pH. The students will also graph data results to determine the solubility of carbon dioxide as well as the change in pH due to the creation of carbonic acid. Finally the students will complete a real world test to determine the water quality of a river, lake or pond nearby the school.

Lesson 1 Overview: Begin this unit with students brainstorming three questions each that they would like to see addressed during this unit. Collect each student’s questions so that they can be compiled and passed out to each student for them to refer back to and answer throughout this unit. Global change has many different faces and today will address many of them, not necessarily with great detail, but so that the students can acknowledge their presence. Discuss with the students the different types of climates that are present around the world as well as in the area where they reside. This should lead into the types of plants that are found in the area and the presentation of the effects that

3 occur due to ozone and carbon dioxide levels. Include invasive species that are found within the area where the students reside as well as the effects that they induce onto other species. Finally, a study of temperature changes over the past thousand years or so should be included within this discussion, along with the creation of graphs to show the trends.

Lesson 2 Overview: Students will begin by working in small groups of 3 to 4 students to create a list of what they believe to be contributing factors to air pollution, as well as the effects of air pollution. Each group will present their ideas to the class in order to provide a complete list for future discussions. A presentation of acids and bases will follow in order to inform the students as to what the behaviors and properties are of different acids and bases. The students will take this information into account as they test the pH of different acids and bases including a taste test and internet research for different examples.

Lesson 3 Overview: Begin with the identification of different gasses in the atmosphere that add to air pollution and eventually water pollution. Have the students run an online carbon dioxide calculation to determine the amount of pollutants that they release yearly. Students will test the various acids and bases, that are created in the environment, on different types of leaves, rocks and plants. The different acids and bases will react in different ways which the students will begin to recognize. Within each varying type of acid and base different molarities will also be tested. Different charts and graphs will be produced in order to see the differing effects easily. The students will use different resources to determine the makeup of the different types of rocks in order to write the chemical reactions that are occurring. As a conclusion the students will determine the concentration of hydronium ion by using the mathematical equation for pH.

Lesson 4 Overview: Now that students have learned what acids have the most response when they react with plants and rocks, the students can begin to discover what other effects the gasses that create the acids have to our atmosphere. As a warm up activity the students will use stoichiometry to determine the amount of carbon dioxide that will be emitted from the combustion reaction of burning organic solvents and solids. They will use this calculation to determine the mass as well as the volume of the gasses. Using the information of how much carbon dioxide is released; students will test the effects of the released carbon dioxide and ozone gasses to discover what happens in the environment to create global warming. This can be tied into the acidic rain since the same gasses that are polluting the environment are the reason for both.

Lesson 5 Overview: The students will perform one laboratory experiment today, which will provide them with two different types of data. By taking a carbonated soda solution they can study the effects of global warming on the amount of carbon dioxide in lakes. As rain gathers carbon dioxide in the atmosphere, it gathers together in lakes and streams. The carbon dioxide can undergo the chemical reaction that was studied two days ago and create carbonic acid. This acidic change will be observed by testing the pH of the soda solution as it is heated. The students will create data tables showing the amount of

4 carbon dioxide that was released, temperature and pH, which will lead to graphs that can be analyzed.

Lesson 6 - 8 Overview (Assessment): As a conclusion to this unit, the students will analyze a sample of water. They can either be provided with a water sample from a local lake or river or they can be taken to the location in order to obtain their own sample. They will test for the same pollutants that have been discussed throughout the unit. For the final project they will work in pairs to gather research on the location of the testing, such as the location of the water bed and the surroundings, as well as to present their findings found of their water sample as well as including pollution levels from previous years. The students will discuss concerns of the water quality, what they believe can be done to improve this as well as the reason for the results that they found. Graphs and charts will also be created to help the students provide adequate data of their findings.

Overall Unit Assessment: Through the creation of a research paper and short presentation to the class the students will be graded according to a rubric. This is the final assessment for the unit. The students will be expected to show full understanding of the effects of carbon dioxide on the atmosphere as well as water beds. They will show their understanding through their own investigation of a local water shed.

Teaching and Learning Objectives

Teaching Objective: With a growing industrial economy, our society needs to be aware of what contributions are changing our environment. Our students need to be informed as to the changes that are taking place in our environment each day due to the release of carbon dioxide, ozone and other gaseous substances. By the use of this unit the students will gain awareness as to the chemical reactions that cause these gasses to be produced as well as the acids that can also be created. They will understand what changes occur when these acidic droplets touch a plant or a rock and weathering takes place. The students should begin to understand what happens in our environment according to temperature increases due to these gaseous products being emitted. Finally, the students will observe the changes on the waterbeds in their area, what the contributors to these pollutants are and what the students can do to help reduce the emissions.

Learning Objectives for Lesson 1: - Each student creates a list of three questions or topics that they wish to address during this unit. o Create a full list to pass out to the students - Gain an understanding of what is encompassed within global change. o Type of climate o Types of native plants o Local invasive species that can be found . Emerald ash borer . Zebra mussels . Hawthorne o Temperature changes over the past years - Create a graph showing the temperature changes over time. o Can also include the changes in other pollutants

Learning Objectives for Lesson 2: - Develop a list of preconceived ideas of what creates air pollution as well as water pollution. - Gain an understanding of acids and bases on a molecular level.

6 - Gain an understanding of the properties of both acids and bases. o Taste test o pH test of different items . Use litmus paper . Use pH paper . Use pH monitor o Research of different examples of acids and bases in order to create a chart showing the trials that they tested and others that were not. Learning Objectives for Lesson 3: - Identify the different gasses that are in the atmosphere that lead to pollution. - Use a carbon dioxide calculator to calculate the amount that each student releases. - Test the effects of different acids and bases on different leaves, plants, and rocks. o Rocks (others can be added or replace those listed) . Granite . Limestone . Basalt o Plants seedlings of each . Maple . Blue Spruce . Hosta o Acids (in various molarities) . Sulfuric acid . Hydrochloric acid . Nitric acid . Carbonic acid o Bases (in various molarities) . Ammonia . Sodium hydroxide - Test a wide range of molarities of the different acids and bases. - Determine if there is a difference in the effects due to the varying solutions as well as the molarities. - Calculate the concentration of the hydronium and hydroxide ions within the different solutions. - Create a chart showing information acquired during the laboratory investigation.

Learning Objectives for Lesson 4: - Identify again what gasses are in our atmosphere, that lead to pollution. - Write the chemical reactions that occur within the atmosphere. - Use stoichiometry to determine the amounts of pollutants that are released into the atmosphere. o Carbon dioxide o Sulfur trioxide o Nitrogen oxides

7 - Use three small boxes which will act similarly to the atmosphere. o One filled with carbon dioxide o One with a layer of ozone o One with regular air (no added carbon dioxide or layer similar to ozone) - Chart and graph the information obtained during the experiment. - Discuss the similarities between the gasses that create acid rain as well as the gasses that are inducing global warming. Learning Objectives for Lesson 5: - Test the solubility of carbon dioxide in a solution when the temperature is increased. - Test the change in pH when the carbon dioxide turns into carbonic acid. o Discuss how carbonic acid was created within the chemical reaction. - Create charts to record all data in. - Create graphs to show the changes in pH over time as well as solubility levels over time. - Discuss these changes as a class as well as in the laboratory report.

Learning Objectives for Lesson 6 – 8: - Test a local water body for pollution levels. o Carbon dioxide o Nitrates and nitrites o pH o Sulfates - Gather research on the location of plants and factories around the water body. - Create a laboratory report that will include: o all dimensions that have been discussed throughout the unit o the parameters found during the water testing (using graphs and charts) o location of nearby factories o water pollutant levels from previous years (can use nadp.sws.uiuc.edu/) o direction of wind o what should be done in the future to help diminish the amount of chemical pollution - Present findings of the water quality of the water body to the class in a short presentation.

Sources Consulted and Use of Books

Lesson 1: - Invasive species website. Students can use this website to study different types of plants, insects and animals that are invasive. Retrieved on July 2, 2007, from http://www.invasivespecies.gov/ - Emerald Ash Borer Information. Teachers can use this website to gain information on the Emerald ash borer, such as how they are traveling, how to distinguish ash trees, along with detecting the signs of the insects. Retrieved on July 3, 2007, from www.emeraldashborer.info o Federal FAB Guidelines movie. A short movie that can be shown to the class that shows information discussing what communities can do to prevent the further spread of the emerald ash borer. Retrieved on July 2, 2007, from http://emeraldashborer.info/videos/regulatory.cfm Ash Tree Identification movie. This is a short movie that can be used to help students gain insight into the identification of ash trees. Retrieved on July 3, 2007, from http://emeraldashborer.info/videos/ashtreeid.cfm - Emerald ash borer information site. This site can be used by students and teachers to find more information about the invasive species. Retrieved on July 2, 2007, from http://www.invasivespeciesinfo.gov/animals/eab.shtml - Invasive and Exotic Species. Zebra Mussels. This site can be used to gain insight into the scientific uses and the spread of this invasive species. Retrieved on July 3, 2007, from http://www.invasive.org/browse/subject.cfm? sub=10567 - Marian Koshland Science Museum global Warming Facts. Teachers can use this site as well as students to gain extra information to tie into lecture or the final presentation. This site shows how carbon dioxide is incorporated into the global change of the atmosphere warming. Retrieved on July 3, 2007, from http://www.koshland-science-museum.org/exhibitgcc/index.jsp - NOAA National Climatic Weather Center. This site offers an almanac of weather conditions, including temperature, for many different locations

9 throughout the United States of America. Retrieved on July 3, 2007, from http://www.ncdc.noaa.gov/oa/ncdc.html.

Lesson 2: - Chemistry Matter and Change. Glencoe Science. McGraw-Hill Companies, Inc. (2008) This text book was used to create notes that are to be given to the class in the style of lecture over acids and bases. - United States Environmental Protection Agency. Acid Rain. This sit contains information on the effects of acid rain, what causes acid rain, how to measure acid rain, and how we can control and reduce acid rain. Retrieved July 3, 2007, from http://www.epa.gov/acidrain/ - United States Environmental Protection Agency. What is pH? Retrieved on July 4, 2007, from http://www.epa.gov/acidrain/measure/ph.html

Lesson 3: - CDIAC Communications virtual newsletter. This site contains an extensive database showing estimates of carbon dioxide emissions from fossil fuels consumption as well as annual emissions reports for the USA. Retrieved on July 6, 2007, from http://cdiac.ornl.gov/newsletr/virtual/virtual_cdiac.html - Carbon dioxide calculators to be used by the students to determine how much their yearly carbon dioxide emissions are. Retrieved July 6, 2007, from: o http://safeclimate.net/calculator/ o http://www3.iclei.org/co2/co2calc.htm o http://airhead.org/Calculator/ o http://ans.ep.wisc.edu/~eic/personal.impact.html o http://www.travelmatters.org/ o http://www.carboncounter.org/ o http://www.pbs.org/wgbh/warming/carbon/ o http://myfootprint.org/ o http://epa.gov/climatechange/emissions/ind_calculator.html o http://www.climatecare.org/index.cfm

Lesson 4: - Science Museum of the National Academy of Science. This website shows the change in temperature and carbon dioxide over the past 3500 years. Retrieved on July 6, 2007, from http:// www.koshland-science- museum.org/exhibitgcc/historical02.jsp - Science Museum of the National Academy of Science. Global Warming Facts and our future. This site offers insight into global warming due to greenhouse gasses. Retrieved on July 6, 2007, from http://www.koshland-science- museum.org/exhibitgcc/greenhouse01.jsp

Lesson 5: - The atlas of Canada. This website shows the assumed temperatures across North America assuming different scenarios pan out. Retrieved on July 6, 2007, from http://atlas.nrcan.gc.ca/site/english/maps/climatechange

10 Lesson 6 – 8: - National Atmospheric Deposition Program. This website can be used to research the data that has been taken at a particular place over time. The data could include temperature. Retrieved on July 6, 2007, from http://www.nadp.sws.uiuc.edu/ - EPA. Linking water quality to aquatic life. This website offers additional information on the effects of water pollutants and aquatic animals. Retrieved July 6, 2007, from http://www.epa.gov/waterscience/models/aquatox/ - EPA water science. Analytical Methods. This website offers information on the analytic methods that industries use in order to test the quality of water sheds. Retrieved on July 6, 2007, from http://www.epa.gov/waterscience/methods/ - EPA better assessment science integrating point and nonpoint sources. BASINS is a multi-purpose environmental analysis system that integrates a geographical information system (GIS), national watershed data, and state-of- the-art environmental assessment and modeling tools into one convenient package. Retrieved on July 6, 2007, from http://www.epa.gov/waterscience/BASINS/ - EPA National assessment database. This is a website run by the EPA which includes water quality information submitted electronically by the states. Retrieved on July 6, 2007, from http://www.epa.gov/waters/305b/index.html

Content Benchmarks Addressed

Lesson 1: - Earth Science: E4.p2B: Describe the difference between weather and climate. - Earth Science: E5.4C: Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the past 150 years. - Earth Science: E5.r4j: Predict the global temperature increase by 2100, given data on the annual trends of CO2 concentration increase. - Algebra I: S1.1.1: Construct and interpret dot plots, histograms, relative frequency histograms, bar graphs, basic control charts, and box plots with appropriate labels and scales; determine which kinds of plots are appropriate for different types of data; compare data sets and interpret differences based on graphs and summary statistics. Lesson 2: - Chemistry: C5.7C: Describe tests that can be used to distinguish an acid from a base - Chemistry: C5.7D: Classify various solutions as acidic or basic, given their pH - CE: C1.1A - CE: C5.7A, C5.7B, C5.7f - Language Arts: L1.2.4: Organize and summarize a data set in a table, plot, chart, or spreadsheet; find in a display of data; understand and critique data displays in the media. - Algebra I: S1.1.1: Construct and interpret dot plots, histograms, relative frequency histograms, bar graphs, basic control charts, and box plots with appropriate labels and scales; determine which kinds of plots are appropriate for different types of data; compare data sets and interpret differences based on graphs and summary statistics Lesson 3:

12 - Chemistry: C5.7C: Describe tests that can be used to distinguish an acid from a base - Chemistry: C5.7D: Classify various solutions as acidic or basic, given their pH - Chemistry: C5.7E: Explain why lakes with limestone or calcium carbonate experience less adverse effects from acid rain than lakes with granite beds. - Chemistry: C5.7h: Explain why sulfur oxides and nitrogen oxides contribute to acid rain - Earth Science: E2.3A: Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas), carbonic acid (water), and animals (life) within Earth systems and how those forms can be beneficial or harmful to humans. - Earth Science: E3.p1.B: Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments. - Language Arts: L1.2.4: Organize and summarize a data set in a table, plot, chart, or spreadsheet; find in a display of data; understand and critique data displays in the media. - Language Arts: L3.1.2: Describe and interpret logrithamic relationship in such contexts as the Richter scale, the pH scale, or decibel measurements (e.g., explain why a small change in the scale can represent a large change in intensity). Solve applied problems. - Algebra I: S1.1.1: Construct and interpret dot plots, histograms, relative frequency histograms, bar graphs, basic control charts, and box plots with appropriate labels and scales; determine which kinds of plots are appropriate for different types of data; compare data sets and interpret differences based on graphs and summary statistics. Lesson 4: - Chemistry: C5.7g: Calculate the pH from the hydronium or hydroxide ion concentration - Chemistry: C5.6b: Predict single replacement reactions - Chemistry: C5.2d: Calculate the mass of a particular compound formed from the masses of starting materials - Chemistry: C5.2f: Predict volumes of product gasses using initial volumes of gasses at the same temperature and pressure. - Earth Science: E5.4A: Explain the natural mechanism of the greenhouse effect, including comparisons of the major greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone). - Language Arts: L1.2.4: Organize and summarize a data set in a table, plot, chart, or spreadsheet; find in a display of data; understand and critique data displays in the media. - Algebra I: S1.1.1: Construct and interpret dot plots, histograms, relative frequency histograms, bar graphs, basic control charts, and box plots with appropriate labels and scales; determine which kinds of plots are appropriate for different types of data; compare data sets and interpret differences based on graphs and summary statistics. Lesson 5:

13 - Chemistry: C3.4g: Explain why gasses are less soluble in warm water than cold water. - Language Arts: L1.2.4: Organize and summarize a data set in a table, plot, chart, or spreadsheet; find in a display of data; understand and critique data displays in the media. - Algebra I: S1.1.1: Construct and interpret dot plots, histograms, relative frequency histograms, bar graphs, basic control charts, and box plots with appropriate labels and scales; determine which kinds of plots are appropriate for different types of data; compare data sets and interpret differences based on graphs and summary statistics. Lesson 6 – 8: - Chemistry: C5.7C: Describe tests that can be used to distinguish an acid from a base - Chemistry: C5.7E: Explain why lakes with limestone or calcium carbonate experience less adverse effects from acid rain than lakes with granite beds. - Language Arts: S7.3a: Prepare and deliver short presentations on ideas, images and topics obtained from various common sources. - Chemistry: C5.7D: Classify various solutions as acidic or basic, given their pH - Language Arts: S7.4a: Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions, and appropriate conclusions.

Classroom Activities

Learning Objectives for Lesson 1: - Each student creates a list of three questions or topics that they wish to address during this unit. o Create a full list to pass out to the students - Gain an understanding of what is encompassed within global change. o Type of climate o Types of native plants o Local invasive species that can be found . Emerald ash borer . Zebra mussels . Hawthorne o Temperature changes over the past years - Create a graph showing the temperature changes over time. o Can also include the changes in other pollutants

Anticipatory Set (5 – 10 minutes): The students will develop a list of three questions or topics that they wish to address during this unit. Do not limit their creativity. Even if they ask questions that have not been introduced during this unit, the students should be encouraged to research the topic on their own. If this is not feasible additional days can be added as needed into this unit. At the end of the brainstorming period gather all questions from the students and type them into a list that will be printed and passed out to the students on a future day. This way the students can go through and answer the questions on their own sheet towards the end of the unit.

Advanced preparation: - Copy the laboratory worksheet, “Is it getting warm out here?”

15 - Prepare your presentation as necessary. - Sign out computer lab for use at the end of the class period.

Teacher Discussion: What is the difference between global change and climate change? First of all climate change is one type of a global change. Climate change is the departure from the expected average weather or climate (temperature and precipitation) that occurs over long periods of time such as 100’s of years. A global change discusses the changes of different atmospheric gasses such as carbon dioxide and ozone. These along with sulfates, nitrous oxides and phosphorous oxides can contribute to changes in temperature and other climatic measures.

Over the past several years it has been proved that certain gasses within our atmosphere contribute to the temperature of our atmosphere and in turn to the temperature of oceanic waters. These gasses (greenhouse gasses) are carbon dioxide, water, ozone, methane, and nitrous oxide. Since many of these gasses are products of human activities it has been proposed that the reason for global warming and the change climate around the world is due to humans. The effects of carbon dioxide and ozone on our atmosphere will be studied in a couple of days. We will also be taking a test to calculate the amount of carbon dioxide that you release yearly. So you will want to begin gathering information such as the number of miles that are driven each month in your family, miles per gallon that the vehicle travels, your electric bill, your gas bill, and other sources of natural gas. Depending upon what type of area you live in your climate is usually set. Depending on the types of water around your area and the types of winds that blow over the region your temperature is usually the same year after year. This set climate is important to plant growth as well as animal and human survival. The changes in our climate is making life difficult for farmers for deciding when to plant crops to gain the most profit.

Within a climate there are specific species that survive. What are some of the different plants and animals that live around here? What animals are here just for specific seasons? Well when an animal or a plant is moved to an area where it did not originally reside it causes problems to the animals and plants that are native. These species that were moved are called invasive. They are not native to the area and are likely to cause

16 economic or environmental harm. That means that they will push out the native species by killing them off, taking away necessary nutrients, of infesting themselves in an area and likely demolishing the area. A great example of these infesting invasive species is the emerald ash borer. This insect bores it’s way into different ash trees and kills them. Although they have not been in our area for very long they are quickly going across the state of Michigan and working their way across the nation. When they bore into a tree, which will eventually kills the tree. They have been spread by campers moving fire wood and other wooden materials. * Additional information can be presented including the movies about these insects. Look in the sources for lesson one for the website. Other examples of invasive species in our region are the zebra mussel and the hawthorn plant. Now that we have studied a few of the different climate changes and global changes that can occur lets study temperature. We are going to go into the computer lab and look up data for our area over the last 100 years.

Student Activity: Have the students use the internet to research how the temperature of our environment has changed over the past 100 or more years. A great place to look for the area is at the local airport’s site. Another site that offers longer range weather data is http://www.ncdc.noaa.gov/oa/ncdc.html. This way you can achieve a chart that is statistically sound for your area. Once the students have found the data they are to create three separate graphs. The first is one showing the last five years data temperatures against the year, the second to show back twenty five years, and the third to show the data for as many different years as data is present. They should practice putting in a best- fits line. Each small group of students 3 – 4, which will be the groups for the remaining days should each have a print out of these graphs to refer back to when they are completing their final assessment project. A copy of a student handout will follow in the next section.

Answer key for the following student activity:

1. There may be similarities in the line created by the plotted points. In most areas you will see that your line overall has an upward slope. 2. The difference is that the further back your data goes the more accurate your slope becomes. When you go back 100 years you will see more of a change in the temperature than when the data is only for 5 years. 3. Answers will vary. 4. The students should recognize that the final graph that they created showed better information as to the trend of temperature changes. They should explain that the reason for this is due to there being more data points so it is more reliable. 5. Answers will vary.

17 Created by Rebecca Talik Is it getting warm out here?

Introduction: Today we are going to investigate the changes in temperature around our area. We will gather information using the internet and then compile the data in order to gain an understanding of the possible changes. Fill in the following blanks by writing your question that you are hoping to answer through this research as well as your hypothesis.

Question: ______

______

Hypothesis: ______

______

Laboratory Steps: 1. Start up the computer and go to the following website: http://www.ncdc.noaa.gov/oa/ncdc.html. 2. Look up the weather station that you have been given in class. This should be a weather station located nearby. 3. Using Excel, or another graphing program similar to this create a graph using the temperature data for the last five years. On the x axis should be the year and on the y axis should be temperature (F). 4. Insert a best-fit line. 5. Print a single copy of this graph for your group. You will want to keep this graph in a safe location, since you will need it for the remainder of this unit. 6. Create another graph similar to the one made in step 3, only now use the data for the past twenty five years. 7. Create a third graph using data that goes back as far as the weather station has data for. Hopefully you can find data back at least 100 years. 8. Answer the conclusion questions.

18 Conclusion Questions:

1. What are the similarities that you see when comparing all three graphs to one another?

2. What are the differences that you see when comparing all three graphs to one another?

3. What is the reason that you can speculate for the change in the temperature?

4. Is one graph more accurate in showing a trend than the other two? Which one and explain why.

5. Was your hypothesis correct? Explain why or why not.

19 Created by Rebecca Talik

Learning Objectives for Lesson 2: - Develop a list of preconceived ideas of what creates air pollution as well as water pollution. - Gain an understanding of acids and bases on a molecular level. - Gain an understanding of the properties of both acids and bases. o Taste test o pH test of different items . Use litmus paper . Use pH paper . Use pH monitor o Research of different examples of acids and bases in order to create a chart showing the trials that they tested and others that were not.

Anticipatory Set (5 – 10 minutes): Have the students work in their research groups as aligned in the first lesson to create a list of what they believe are the reasons for water and air pollution. Once the students have had time to create their list have each group list off their ideas for the class in order to make a complete list on the board.

Advanced preparation: - Copy the laboratory worksheet. - Prepare your presentation as necessary. - Set up the lab with necessary equipment o Litmus paper (red and blue) o pH paper o pH monitor o Lemon juice and lemon slices o Vinegar o Orange juice and orange wedges o Brussel sprouts o Soap o Apple juice and apple wedges o Ammonia

20 o Tap water o Milk o Toothpaste o Milk of magnesia

Teacher Discussion: What do the words acid and base make you think of? So do you know any examples of either one? What is the difference between the two of them? The misconception that we need to break free from is that all acids are good and that bases are safe. This is simply not true. There are many acids that you come into contact with each and every day just like there are bases. The difference between the safe and the unsafe ones is the pH. pH deals with the negative logarithm of the hydrogen ion concentration. Basically the pH looks at how many hydrogen ions the substance wants to donate when it bonds with another substance. The scale that we are going discuss is the pH scale. The scale ranges from 0 to 14 with 7 being neutral. The lower the pH number the more acidic and the higher the number from seven, the more basic the solution is.

The pH scale measures how acidic or basic a substance is. It ranges from 0 to 14. A pH of 7 is neutral. A pH less than 7 is acidic, and a pH greater than 7 is basic. Each whole pH value below 7 is ten times more acidic than the next higher value. For example, a pH of 4 is ten times more acidic than a pH of 5 and 100 times (10 times 10) more acidic than a pH of 6. The same holds true for pH values above 7, each of which is ten times more alkaline —another way to say basic—than the next lower whole value. For example, a pH of 10 is ten times more alkaline than a pH of 9. (From http://www.epa.gov/acidrain/measure/ph.html)

What we are going to do today is test the pH on different home found items and solutions to determine the pH of the item. You are going to use three different tests to determine what the pH or the acidity or alkalinity of the solution. You are going to test different solutions against litmus paper (red and blue), pH paper, and a pH monitor. The three different testing agents each work differently. First the red litmus paper will turn blue when it is in the presence of a base, while the blue litmus paper will turn red in the presence of an acid. pH paper will turn different colors as it determines the concentration of the hydrogen ion. You will need to set this strip next to the tube in order to determine the pH from the color of the strip. Finally you will use the pH monitor, which will digitally show you the pH of the substance that is being tested. Finally some of the substances you will taste (under sanitary conditions) so that you will be able to determine an acid or a base in your every day meals.

Student Activity: Have the students follow the laboratory procedure as shown on the following page. They should test many different acids and bases in order to rid them of their misconception of all acids being bad and all bases being good. They will use three different tests in order to determine the acidity or alkalinity of each tested substance. The students should begin to understand that certain types of monitors or tests are more accurate than others. The litmus paper will simply show the tester that the substance or solution is acidic or basic, without telling the actual pH. The pH paper will show a range

21 in which the pH lies. It is more accurate than the litmus paper, but it does not show an exact number. The actual pH monitor is the best instrument if it is necessary to know the exact pH of a substance. The students will also touch and taste some of the different substances in order to understand the slippery or bitter taste along with the sour taste.

Answer Key for the following student activity: 1. pH monitor 2. The chemical reaction that takes place 3. Use blue and red litmus paper. Neither should change color 4. Bases are slippery and bitter. 5. Bases. 6. The medicine will neutralize the extra acidity in your stomach. Created by Rebecca Talik Sour or bitter, is there a difference?

Introduction: Today you are going to test different acids and bases in order to determine what the difference is between the different monitors as well as between the taste or feel of the substances. You will be working with household materials but you do need to perform this experiment with all safety rules in mind. You will also be tasting a few different substances. Be sure that you do not taste any of the materials unless I have handed them to you from a sanitary location. YOU MAY NOT TASTE ANY MATERIALS THAT YOU TEST THE pH OF!!

Question: ______

______

Hypothesis: ______

______

Laboratory Steps: 1. Create a data table that will include all substances that will be tested as well as each test that they will be run under. (Don’t forget about taste and touch) 2. Retrieve your first sample and bring it over to your laboratory station. If you are gathering a liquid, you are to return with 10 mL. If you are taking a solid sample, only take one sample. 3. Test your sample with the red litmus paper, and record your data in the laboratory chart. 4. Test this same sample with the blue litmus paper, and record your data in the chart that you created. 5. Test this sample now with a piece of pH paper; analyze the color against the colors found on the container. Record this pH reading in your chart. 6. Insert the pH monitor probe into the solution after it has been rinsed with the distilled water. Record the pH into your data table. 7. Repeat steps 1 – 6 for each of the samples.

22 8. Once you have completed each of these tests you are to begin working on the taste test and touch tests. From your teacher obtain one of the tasting samples for each of your lab members. Wearing gloves to carry the samples back to your laboratory table carry them and pass them around the table, until each member has a sample. You are to take a small taste of the sample and in your data table, record how it tastes. Now also touch the remaining sample and record the feeling in your data table.

Conclusion Questions: 1. Which type of test for pH was the most accurate?

2. Why does each different test give different types of information?

3. If you had to test a substance to make sure that it was neutral what would be the easiest and cheapest test to run?

4. Did you determine any difference between the tastes or feels of the different materials?

5. If you were eating something and you considered it bitter, would it be an acid or a base?

23 6. Explain why you would take milk of magnesia when you have heartburn.

Created by Rebecca Talik

Learning Objectives for Lesson 3: - Identify the different gasses that are in the atmosphere that lead to pollution. - Use a carbon dioxide calculator to calculate the amount that each student releases. - Test the effects of different acids and bases on different leaves, plants, and rocks. o Rocks (others can be added or replace those listed) . Granite . Limestone . Basalt o Plant seedlings . Maple . Blue Spruce . Hosta o Acids (in various molarities) . Sulfuric acid . Hydrochloric acid . Nitric acid . Carbonic acid o Bases (in various molarities) . Ammonia . Sodium hydroxide - Test a wide range of molarities of the different acids and bases. - Determine if there is a difference in the effects due to the varying solutions as well as the molarities. - Calculate the concentration of the hydronium and hydroxide ions within the different solutions. - Create a chart showing information acquired during the laboratory investigation.

Anticipatory Set: Discuss with the students what different gasses lead to air pollution. The gasses that should be included would be nitrous oxide, sulfates, ozone, methane, and

24 carbon dioxide. Some reactions may also be included within this discussion of how they pollute the air. Refer back to the discussion from the first lesson in order to re-teach the idea of how air pollution can lead to the greenhouse effect. This discussion should also include how these gasses can become acidic. Be sure that students understand that in order for the gasses to create acid rain that they must combine with water in the atmosphere. These gasses will not necessarily impact the environment in which they are being released into. These gasses can travel thousands of miles and have an effect on an area far from the point of origin. This would be a wonderful time to show the reactions of carbon dioxide becoming carbonic acid as well as nitrous oxide becoming nitric acid and so forth. Advanced Preparation: - Copy the laboratory worksheet. - Prepare your presentation as necessary. - Set up the lab with necessary equipment. o Gather different rocks. Substitutions can be made o Gather listed plants. Substitutions can be made. At the beginning of the school year they should begin having acid/base and distilled water given to them. o Gather listed acids. Have different molarities that are the same for each of the acids. (recommendation: .1M, .5M, 1M, 1.5M) o Gather listed bases. Have different molarities that are the same for each of the bases. (recommendation: .1M, .5M, 1M, 1.5M) o Petri dishes (three per group)

Teacher Discussion: What happens when an acid or a base touches different surfaces? In the case of the environment, what do you think will happen to a rock or a leaf when an acid or base touch them? Today we are going to look at the effects of these solutions on different environmental solids. We are also going to see how the concentration is going to effect how much of a reaction there is when it reacts. Finally at the end of this class period we are going to calculate the pH and the pOH of the different acids and bases.

Answer Key for the following student activity: 1. Depending on what acids, bases, rocks, plants and leaves are tested the students will have different answers.

2. Depending on the different bases that are used there will be different results.

3. pH and pOH will again differ depending on what acids and bases are used. They will be the same for a specific acid or base regardless of the molarity.

4. Answers will vary, but should include how the acids seem to erode certain types of rocks such as limestone as well as the differences between the plants grown in an acidic/basic environment and those grown using distilled water.

25 Created by Rebecca Talik You are EATING at me!!

Introduction: What happens when acids or bases touch the surface of something? Normally we think that acids are going to burn and the bases don’t really do anything. Well, today we are going to find out the REAL answer to this question. We are going to take different acids and bases and react them with different substances that are found in the environment, such as rocks and plants. We will study the effects on the plants as they grown throughout the year. Just to throw another kink into this observation though, we are going to check different molarities of each as well. You now need to write a question and hypothesis for your laboratory experiment.

Question: ______

______

Hypothesis: ______

______

Laboratory Steps: 1. Gather all needed rocks and bring them back to your laboratory station. If you are unsure as to what type of rock, be sure to label them in order to keep them straight. 2. Create a laboratory table that will include each environmental surface, acid molarities and base molarities. 3. Place all three rock samples in each of your three Petri dishes. 4. Add ten drops of .1M Carbonic acid to each type of rock. Record the results in your chart. 5. Rinse off the rocks and dry them. Use tongs to hold the rock and rinse them with distilled water. 6. Dry off the rocks.

26 7. Repeat step 4 - 6 using each of the other molarities. 8. Repeat this same procedure (steps 3 – 6) with each of acids on the rocks.

Conclusion Questions: 1. Was there a difference in the products of the different acids reacting with the same surface?

2. How did the different bases compare to one another?

3. Calculate the pH for each of the acids and the pOH for each of the bases.

4. Write a short paragraph explaining how this laboratory experiment relates to how acid rain effects the environment. Be sure to include your observations of the plants that have grown throughout the school year.

Learning Objectives for Lesson 4: - Identify again what gasses are in our atmosphere, that lead to pollution. - Write the chemical reactions that occur within the atmosphere. - Use stoichiometry to determine the amounts of pollutants that are released into the atmosphere. o Carbon dioxide o Sulfur trioxide o Nitrogen oxides - Use three small boxes which will act similarly to the atmosphere. o One filled with carbon dioxide o One with a layer of ozone o One with regular air (no added carbon dioxide or layer similar to ozone) - Chart and graph the information obtained during the experiment. - Discuss the similarities between the gasses that create acid rain as well as the gasses that are inducing global warming.

Anticipatory Set: Show the graph from www.koshland-science- museum.org/exhibitgcc/historical02.jsp comparing the relationship between carbon dioxide and temperature on earth historically. Ask the students to explain the relationship between carbon dioxide and temperature on Earth historically. What happens as carbon dioxide increases in the atmosphere? What happens as temperature increases in the atmospheres? Do you think that there is a relationship?

Advanced Preparation: - Copy the laboratory worksheet. - Prepare your presentation as necessary. - Set up the lab with necessary equipment. o 3 shoe boxes lined with black construction paper for each laboratory group

28 o Clear plastic wrap o Thermometer (3 per group) o Tape o Rubber tubing o Carbon dioxide tank with valve o Light source o Stop watch - Reserve the computer laboratory for the creation of the graphs

Teacher Discussion: What do we know about global warming? Remember from the first day of this unit that it is the increase in atmospheric temperature over time due to air pollution. We have discussed many different gasses that pollute the air and many of these gasses cause global warming, or the greenhouse effect, that we spoke of earlier. Today we are going to test this theory that ozone and carbon dioxide act as greenhouse gasses. We are going to emit excess carbon dioxide into a box and test the difference temperature when it is set out in the sunshine. We are also going to assume that ozone will act similarly to plastic wrap, which will emit the suns light but will catch it inside. This experiment will hopefully help us to understand what scientists are discussing when they speak of global warming.

29 Answer Key for the following student activity:

Students answers will vary. Overall they should have an understanding that as the amount of carbon dioxide and ozone increases that there is an increase in temperature.

Created by Rebecca Talik You are making me HOT!

Introduction: Today you are going to investigate how different greenhouse gasses affect the atmospheric temperature. We are only going to test two of these gasses though, carbon dioxide and ozone. We will simulate this in a small shoebox that will either have the gas in it or will have something that will act like the gas. Finally when the laboratory investigation is completed we will also create a graph to relate our findings to one another.

Question: ______

______

Hypothesis: ______

______

Laboratory Steps:

30 1. Place a metal-back thermometer in each of the three boxes. Tape them down so that you can still read the numbers. 2. Set the first box aside. Do nothing more to it. This will be the CONTROL box. 3. Cover the opening in the second box with plastic wrap and tape it down. Set it aside. Do nothing more to it. This is the OZONE only box. 4. Carefully cut a small hole in the top of the third box and insert the rubber tubing about 1 inch into it. Seal the area around the hole with clay to secure it. Attach the tube to the carbon dioxide tank at the other end. DO NOT turn it on yet! This is the CARBON DIOXIDE and OZONE box. 5. Place all three boxes equal distances from your light source, the sun. Record the beginning temperature for each box at this time and place that information in the column for zero minutes. 6. Record the temperature of each box every 3 minutes for 24 minutes.

Controls: Identify the controls in this experiment. ______

______

Variables: Identify the controls in this experiment. ______

______

Observations: Record your observations in the chart below.

Time (minutes) Temperature- Temperature- Temperature- CONTROL OZONE only OZONE and CO2 (Celsius) (Celsius) (Celsius)

0:00 3:00 6:00 9:00 12:00 15:00 18:00 21:00 24:00

31 Analysis: Graph the data to look for trends using excel or another computer program similar to it. Make a tripe line graph of Time vs. Temperature on the graph. Use a different type of point for each of the three different boxes. Make sure to use labels, titles, and a legend for the colors on the graph. Staple this graph to your laboratory sheet.

Conclusion Question: Based on the data that you collected and the graph you made write a conclusion about the effect of ozone and carbon dioxide on the temperature and climate on Earth. What happens to temperature as carbon dioxide and ozone increase? Answer these questions and explain what you learned during this laboratory experiment.

Created by Rebecca Talik

Learning Objectives for Lesson 5: - Test the solubility of carbon dioxide in a solution when the temperature is increased. - Test the change in pH when the carbon dioxide turns into carbonic acid. o Discuss how carbonic acid was created within the chemical reaction. - Create charts to record all data in. - Create graphs to show the changes in pH over time as well as solubility levels over time. - Discuss these changes as a class as well as in the laboratory report.

Anticipatory Set: Work with the students to determine how carbon dioxide can enter water. Since students worked through the reactions for turning carbon dioxide into carbonic acid this will help to incorporate the past lessons into this one. Students may also find it helpful to review over the chemical reaction again.

Advanced Preparation: - Copy the laboratory worksheet.

32 - Prepare your presentation as necessary. - Set up the lab with necessary equipment. o pH monitor o Can of clear soda pop for each group o Beaker (large enough for the can of soda) o Hot plate o Stopwatch o Thermometer - Reserve the computer laboratory for the creation of the graphs

Teacher Discussion: We have discussed lately that carbon dioxide can be turned into carbonic acid. How do you think that the carbon dioxide gets into the water for it to turn into carbonic acid? What do you think would happen to the water as the acid is created? Well, carbon dioxide is expelled from fish and other animals that live within the water. The plants that live within the water will absorb carbon dioxide as they undergo photosynthesis. But if there are problems in the water, such as heavy cloud cover or other shading objects (lily pads) there will be a decrease of photosynthesis by these plants. Therefore there will be a decrease in photosynthesis and the carbon dioxide levels will increase. When the temperature in the water changes a chemical reaction takes place that turns the carbon dioxide into carbonic acid. This change in pH causes problems for the animals and the plants such as we noticed yesterday. Temperature change will also determine the amount of solubility for the carbon dioxide. This means that when the temperature increases in water that contains carbon dioxide that the gas will be pushed to the top as well as being turned into carbonic acid.

Answer Key for the following student activity: 1. As the temperature increased there were originally more bubbles that came to the top of the liquid. As the temperature continued to increase though the bubbles became sparser. The reason for this is due to the fact that a majority of the carbon dioxide had already been released.

2. The pH increased as the soda was heated for a longer period of time. This is due to the increase in the production of carbonic acid.

3. Answers may vary. They should include an understanding that as the temperature changes in the atmosphere the temperature of the water in the lakes and ponds will also increase. This increase in temperature will change the carbon dioxide into carbonic acid faster. This increase in acidic content will increase the pH in the water.

33 Created by Rebecca Talik Ouch, that hurts!

Introduction: Today we are going to discover how the temperature of water can change the amount of carbon dioxide that is in it. Also as we discussed earlier, carbon dioxide can also be turned into carbonic acid. By using a liquid that already has carbon dioxide in it, such as soda pop, we will find out what kind of changes occur within this liquid when it is heated.

Question: ______

______

Hypothesis: ______

______

Laboratory Steps: 1. Gather needed laboratory supplies. This includes one can of soda pop, beaker, hot plate, pH monitor, thermometer, and stopwatch.

34 2. Pour the soda into the beaker. Be sure to pour slowly so that you leave as much carbon dioxide in the pop as possible. 3. Create a record table that will include the temperature, the number of emerging bubbles, and pH of the soda that will be taken every 1 minute for 15 minute. 4. Measure the pH and the temperature of the soda. Be sure to record this in your record table. 5. Begin heating the liquid on the hot plate on medium high to high. 6. Begin timing on your stopwatch. 7. Count the number of bubbles that reach the top of the liquid’s surface during the first minute. Record this in your record table. 8. At the end of one minute also record the temperature and pH of the soda. Record these in your data table. 9. Continue to follow steps 7 and 8 until the stopwatch has been going for 15 minutes. Do not restart the stopwatch after each reading.

Analysis: Graph the data to look for trends using excel or another computer program similar to it. Make a graph showing temperature vs. time and pH vs. time on the same graph. Also create another graph that shows temperature vs. number of bubbles emitted.

Conclusion Question: 1. What was the change in the number of bubbles that were emitted when the temperature changed?

2. How did the pH change when the temperature changed? Explain why the pH had such a change.

3. What will happen to lakes and ponds if the temperature of our atmosphere changes and therefore increases the temperature of the water? Be sure to explain and give examples that prove your point.

Day 6 - 8 (Assessment)

Learning Objectives for Lesson 6 – 8: - Test a local water body for pollution levels. o Carbon dioxide o Nitrates and nitrites o pH o Sulfates o Alkalinity - Gather research on the location of plants and factories around the water body as well as other possible sources that are upwind of the testing location. - Create a laboratory report that will include: o all dimensions that have been discussed throughout the unit o the parameters found during the water testing (using graphs and charts) o location of nearby factories o water pollutant levels from previous years (can use nadp.sws.uiuc.edu/) o direction of wind

36 o what should be done in the future to help diminish the amount of chemical pollution - Present findings of the water quality of the water body to the class in a short presentation. This will include all parameters that were tested not only acidity of the water.

Anticipatory Set: A short review of what has been discussed and learned throughout this unit will be helpful. Be sure to include how global warming is created due to the distribution of greenhouse gasses. This increase in temperature will increase the amount of carbonic acid in the waters and thus change the pH. This change in pH will make it difficult for different plants and animals to survive in this environment and thus they will perish. The decomposition of the remains will in turn increase the amount of carbon in the water and again increase the pH of the water. Students need to understand that they control the amount of carbon dioxide that is in the environment. If they decrease the carbon dioxide emissions they will help to save our environment, although as discussed in lesson 3 the emissions do not stay directly above their release point. The point of this laboratory assessment is to tie in all information gained throughout this global change unit as well as the information gained during the entire school year. This is to include an understanding of the different parameters that are to be tested in the next few days and how they combine with other chemicals that may also be present in nature. For example as part of the presentation a full explanation will be included as to how that chemical may have been introduced into the water body, such as nitrates from fertilizer runoff.

Advanced Preparation: DAY 6 - Copy the laboratory worksheet. - Prepare your presentation as necessary. - Set up the lab with necessary equipment. o pH monitor o Sulfate test o Nitrate test o Nitrite test o Carbon dioxide test o Alkalinity test o Thermometer o Clean collection bottle o Rope and bucket, or collection devise - Reserve transportation to a water site, or have all water samples already collected. DAY 7 - Reserve the computer laboratory for the creation of the graphs DAY 8 - Have all materials for student presentations ready. o Overhead projector o Elmo projector o Poster board support

37 Teacher Discussion: We have discussed many changes that happen during global change. This included a change in temperature in our atmosphere due to an increase of greenhouse gasses. Let’s review what the different greenhouse gasses are. What are they and how do they affect the temperature of the air? What happens in our environment as the temperature changes? Today we are going to test a real sample of pond or lake water. We will use control collected waters and test for the presence of the different parameters that we have already been discussing. You will work with your same laboratory groups to determine the quality of your water sample.

Answer Key for the following student activity:

Student answers will vary. Grading Rubric on a last page.

Created by Rebecca Talik What is in the water?

Introduction: In the next three days you are going to test parameters of a local water body. You will complete different tests, create all necessary charts and graphs, write a complete research paper of your findings and finally present your findings to the class.

Question: ______

______

Hypothesis: ______

______

Laboratory Steps: DAY 6

38 1. Gather your water sample. Be sure not to retrieve it from the outer skirts of the lake or pond. This will help to reduce the water samples from being stagnant. 2. Immediately take the temperature of your water sample. 3. Test the water for how much carbon dioxide is in the water. 4. Carefully pour the remainder of the water sample into the clean plastic bottle. 5. Test for the remaining parameters.

DAY 7 6. Working in the computer lab, work on writing your research report. Be sure to include the following points. a. all dimensions that have been discussed throughout the unit b. the parameters found during the water testing (using graphs and charts) c. location of nearby factories as well as factories that are upwind from our location d. water pollutant levels from previous years (can use nadp.sws.uiuc.edu/) e. direction of wind f. what should be done in the future to diminish the amount of chemical pollution, be sure to discuss all of the chemicals that we tested g. any other information that you feel is important 7. Create all graphs and charts that are needed.

DAY 8 8. Present your findings to the class in a short 5 – 10 minute presentation. You may include a poster, charts, graphs or anything that you feel will show your findings best. Student Presentation Rubric

_____ Project Design (20 points) - Method designed and followed by the group to conduct water quality tests - Providing a question that was to be answered by the laboratory experiment - Providing a relevant hypothesis - Presentation flows in a comprehensive order

_____ Draws on Bodies of Previous Knowledge (20 points) - Using a variety of sources to show evidence o websites o books o journals o science magazines - Includes data shown of local factories and polluters - Proves an understanding of how all of the parameters can effect water bodies and how they can be introduced

_____ Data Collection (30 points)

39 - Draws on information showing an understanding of the effects of acid rain - Draws on information showing an understanding of the effects of greenhouse gasses - Predictions for the water quality are provided with evidence - Correct laboratory techniques are applied - Laboratory safety guidelines are followed - Laboratory cleanup was completed after every class period

_____ Data Analysis and Conclusions (20 points) - Creates appropriate charts and graphs using collected data - Uses visuals to draw appropriate conclusions for the tested information - Discusses the changes to happen in order to minimize air and water pollution - Analyzes how the water gained the tested pollutants

_____ Organization (10 points) - Demonstrates work of all group members - Well organized - Clear plan was followed - Uses visual aids

_____ Total points (100 points)