1. Unit C – How molecules move through Nature

2. 3.1 Transport of Materials through Air, Soil and Water

3. I Can…
State that wind, ocean currents, and rivers carries pollutants from one area to another

4. Questions
When pollution is found far from where it was produced it brings up many questions
1) Where was the source?
2) Who is to blame for it spreading?
3) Who should pay for the spread of pollutants?

5. Transport in the Air
There are 3 parts to the transport of substances in the air
1) Release of the chemical at the source
2) Dispersion of the chemical in the atmosphere
3) Deposition of the chemical in soil or water

6. Factors that Affect Dispersion
Wind
Precipitation
The pollutants properties
This can make it impossible to find where the pollutant came from
Makes this issue an international one
What does that mean?

7. Quick Lab
Read through page 238 and answer the questions about Environmental Transport

8. Transport in Groundwater
Groundwater is a zone in the soil where all the spaces in the soil are filled with water
The water table is the top level of the groundwater zone

9. Speed of Groundwater Movement
Groundwater can move as quickly as 1 m per day or as slow as 1 m per year
If the water is moving slowly then there can be a concentration of contaminants in that area

10. Types of Soils Soils can be made of many different things
Packed clay- impermeable to water
Sandy soil- easy for water to move through
Soil with organic material- can slow the movement of water through it
Pores are the tiny spaces between the soil
Permeable soil has lots of spaces in it. Example: soil mainly made with sand
Impermeable soil has little to no spaces in it. Example: soil mainly made with clay

11. Groundwater Zones – Label your Picture!

12. Substances that Contaminate Water
Complete the table found on page 239

13. Transport in Surface Water
Surface water can be contaminated from the air, groundwater, runoff from fields, and outflow from the storm sewers and sewage treatment plants.
Contaminants in the surface water can be dangerous when it is a drinking water source
Needs to be monitored

14. Transport in Soil
When water comes down in precipitation it can do four things
1) Some evaporates
2) Some soaks into the soil and is taken in by plants
3) Some runs onto the street or into a stream
4) Some soaks through the soil and moves downwards

15. Leachate
Leachate is water that has dissolved minerals in it and it carries the minerals with it- usually downwards

16. Transport of Hydrocarbons in Soil
There are many sites in Canada where contamination of the soil by hydrocarbons is an issue.
Where could this be a problem?
Some contamination is difficult to clean up because it isn’t water soluble

17. Think about it!
Lead from a car battery has been detected in a lake far where the battery was discarded. How did the lead get there?
One water well is located in sandy soil, and another well is in soil that is mainly clay. Which well should be monitored more often? Why is this?

18. 2.1 Monitoring Water Quality

19. I Can…
Interpret LD 50 ratings of chemicals and the toxicity (biological impact) of chemicals with various LD 50 ratings
Interpret data concerning concentration of oxygen, phosphates, nitrates, concentration of organic waste and biological oxygen demand (BOD) and determine water quality.
Interpret data concerning biological indicator species (both vertebrates and invertebrates) and determine water quality

20. Water Quality
Water quality is determined by what it will be used for by provincial and federal governments into 5 categories of water use
1) Human Drinking
2) Recreation such as swimming
3) Livestock drinking water
4) Irrigation
5) Protection of aquatic life
What do you think is the most important? Why?

21. Biological Indicators
What do you think these are?
Can include fish, plants, worms, insects, plankton, bacteria and viruses

22. Microbiological Indicators
They are small samples of water are taken to check for microscopic bacteria that can be unhealthy to humans
Are small living things that represent water quality, good or bad.
Example: e. coli

23. Aquatic Invertebrates
An invertebrate indicator is an invertebrate animal that is used to indicate good or bad water quality.
The presence or lack of aquatic invertebrates can show how much pollution there is in areas or how healthy the water is
Example:
The presence of leeches shows a low oxygen content (less healthy)
The presence of mayfly lymph shows a high oxygen content in water (healthier)

24. Types of Aquatic Invertebrates
Leech
Caddisfly

25. Types of Aquatic Invertebrates
Water Strider
Freshwater Shrimp

26. Types of Aquatic Invertebrates
Water Strider
Freshwater Shrimp

27. Types of Aquatic Invertebrates
Midge Larvae
Beetles

28. Types of Aquatic Invertebrates
Mayfly Larvae
Stonefly

29. Types of Aquatic Invertebrates
Damslefly

30. Invertebrates Dissolved Oxygen (ppm or mg/L) Invertebrates 8
Large numbers of diverse invertebrates 6
Mayflies, stoneflies, and beetles begin to disappear 4
Freshwater shrimp, midge larvae, and worms can survive 2
Midge larvae and some worms can survive

31. Bioindicator Simulation
Models/Model_ StreamDiversity.html
Respond to Question in Notes:

32. Diversity
Usually the more diversity there is in an aquatic system the more healthy it is
It is not safe to drink water unless it is tested

33. Chemical Factors Water is usually tested in these ways
1) For dissolved oxygen
2) Acidity
3) Heavy metals
4) Plant nutrients ex. Nitrogen and phosphorus
5) Pesticides
6) Salts ex. Ionic compounds like sodium chloride

34. Measuring Chemicals in the Environment
The concentration of chemicals in the environment or in water is usually measured in parts per million (ppm)
1 ppm= 1 drop in drops of water
Same as 1 mg/L
Also use parts per billion (ppb) and parts per trillion (ppt) for measuring very small amounts

35. Dissolved Oxygen
What are the factors that dissolved oxygen in water depend on?
Why is dissolved oxygen in water important?

36. Nitrogen and Phosphorus in Water
How does nitrogen and phosphorus enter our water system?
What are the problems from high amounts of these substances? Look at the pictures on page 219 in your number groups

37. 1.2 Acids and Bases
We will talk about acids and bases in more detail in our chemistry unit
We need to be familiar with pH for this unit

38. What is pH pH demo activity What do you observe?
What are some patterns you notice?
What do you find interesting?

39. The pH Scale pH stands for the Power of Hydrogen
The pH scale measures how much hydrogen there is to react or how much a substance wants a hydrogen
Acids are on the low end of the pH scale (0-6.9) and bases are on the high end (7.1-14) A substance with a pH of 7 is neutral
Substances at both ends of the scale are dangerous. (Strong Acids and Strong Bases)

40. pH Numbers
The difference between one number and the next on the pH scale is a 10x difference
For example: a substance with a pH of 3 is 10x more acidic than a substance with a pH of 4
How much more acidic is a substance with a pH of 5 to one with a pH of 8?

41. Measuring pH
We use 3 types of tests to check for the pH of a substance
1) Indicator- a liquid that changes colour dependent on the pH of a solution
2) Indicator paper- paper changes colour dependent on the pH
3) Litmus paper- changes colour (red or blue) dependent on if it is an acid or a base

42. Acid Rain
When pollution is put into the environment the rain water can collect those substances and become very acidic
This occurs more in Eastern Canada than Western Canada because there is more manufacturing in Eastern Canada

43. Consequences of Acid Rain
It makes our rivers and lakes very acidic which can kill organisms
It can cause destruction of limestone buildings and structures

44. Liming
Liming is adding a base (lime) to a lake to try and return the lake to a health pH

45. Neutralization
Neutralization occurs when an acid and a base react to form a salt and water
Think of your Vinegar and Baking Soda Experiment!

46. Think about it!
You are at a pond which is near a factory. The pond’s pH is 5.3. Due to the pH, the fish in the pond are not repopulating. How can you change the pH so that the fish can reproduce?
Note: pH = Range tolerated by trout

47. Acidity Read page 220 as a class
What is the issue with our water systems becoming more acidic?
Spring acid shock is where the pH of a body of water drops over a period of time due to meltwater. What is the issue of this?

48. Pesticides
Some pesticides do not break down and they can be harmful many years after they have been applied to a crop
A toxic substance is a poisonous substance
Toxicity measures how poisonous a substance is

49. LD50 Toxicity is measured using LD50 LD50 is lethal does 50
It is a measurement of how much of a chemical needs to be applied before 50% of the population dies
NOTE: the more toxic a substance is the LOWER the LD50 (takes less to kill off 50% of the population)

50. LD50 Examples Substance LD50 Subject/ How it was delivered Table Salt
3000 mg/kg
Rat- by mouth
Caffeine
192 mg/kg
DDT (pesticide)
87 mg/kg

51. Heavy Metals
Heavy metals are a category of metals that are 5x or more heavy than water
Heavy metals damage living things
Some examples: lead, mercury, copper, zinc and nickel
Water can be used to test for these metals

52. Think about It!
Which location will support the greatest diversity of organisms? Explain your answer Explain the following statement: the LD50 is 3000mg/kg for rats.
Characteristic
Sample A
Sample B
Dissolved O2
3.5
6.0 pH
5.5
6.5
phosphorus
high
low

53. 2.2 Monitoring Air Quality
Why is it important to monitor air quality?

54. 2 Ways of Monitoring Air Quality
1) By measuring the levels of pollutants in the air
2) By estimating the amount of emissions from pollution sources
Which way of monitoring air quality would be more accurate?

55. Make Up of our Atmosphere
Nitrogen- 78%
Oxygen- 21%
Argon- less than 1%
Carbon Dioxide- 0.03%
Traces of hydrogen and neon

56. Sulfur Dioxide These chemicals are sources of air pollution
They are formed by burning fuels such as fossil fuels
Industrial and electrical generating plants use “scrubbers” to remove as much as 99% of the sulfur dioxide
Sulfur dioxide can be used to make a useful product- calcium sulfate

57. Nitrogen Oxides
Nitrogen oxides are created mainly from combustion in cars and from some manufacturing plants
Nitrogen oxides are a large part of smog

58. Carbon Monoxide
CO is created when there is not enough oxygen for combustion
What is that called again?
CO can be produced by car emissions, forest fires, and industrial processes
A catalytic converter attached to vehicles converts CO into CO2

59. Ozone Ozone is a molecule made up of 3 oxygen atoms
It provides a protective layer and blocks the earth from UV rays
It can be damaging to the respiratory tract of people who have asthma, etc.
Can be beneficial or harmful

62. Think About It! https://www.youtube.com/watch?v=tztGWe08NbA
Does the air quality in China affect us in North America? Explain how by creating a suggestion for improving air quality

63. 2.3 Monitoring the Atmosphere
What is the greenhouse effect?

64. What does the Greenhouse Effect look like?

65. Greenhouse Gases
Atmospheric gases that trap heat around the earth are called greenhouse gases
Greenhouse gases include water vapour, carbon dioxide, methane and nitrogen oxides
Are greenhouse gases necessary?

66. The Enhanced Greenhouse Effect and Global Warming
People are concerned that the enhanced greenhouse effect can cause the temperature around the globe to rise
If this happens- people worry that global warming can cause erratic weather patterns, polar ice caps melting, etc.

67. Global Warming/ Carbon Emissions/ Carbon Footprint/ Carbon Tax
Some countries are reacting extremely to the concern of global warming- they are trying to cut down carbon emissions
What have you heard about carbon footprint?
Do you think it is fair to charge a carbon tax?

68. Ozone Layer and CFC’s Read page 232 as a class
CFC’s (chloroflurocarbons) which are released from old air conditioners and fridges can cause a break down of ozone in the troposphere

69. Think about It!
Look at the infographic in your notes. Should we be doing more to about CO2 Levels globally? Create a list of suggestions with your neighbor in class.