Chemistry 330 Environmental Chemistry

Student Manual

Athabasca University a

Course Team
Course Coordinator: Lawton Shaw Revisions: Lawton Shaw (2006) Editor: Gilda Sanders Visual Design: Ian Grivois Web Design: Konrad Michalski Visual Presentation: Athabasca University Digital Media Technology Unit This course is a revision of an earlier version of Chemistry 330 prepared by the following course team: Author and Course Coordinator: Dietmar Kennepohl Editor: Erna Dominey Visual Design: Ian Grivois Web Design: Konrad Michalski Visual Presentation: Athabasca University Typesetting Unit

Every effort has been taken to ensure that these materials comply with the requirements of copyright clearances and appropriate credits. Athabasca University will attempt to incorporate in future printings any corrections which are communicated to it. The inclusion of any materials in this publication is strictly in accord with the consents obtained and Athabasca University does not authorize or license any further reproduction or use without the consent of the copyright holder. E Athabasca University 2002, 2006 All rights reserved Printed in Canada CMID 537669

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 The myAU Portal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Your Student ID Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 The Athabasca University Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Course Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Course Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Course Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Your Course Tutor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 The Course Professor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Services to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Library Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Course Outline and Study Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Studying for this Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Assessment of Students Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Applying for and Writing Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Writing Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Intellectual Indebtedness and Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . 27 Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Credit Transferability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Sample Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Sample Mid-term Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Answers to Sample Mid-term Examination . . . . . . . . . . . . . . . . . . . . . . . 33 Sample Final Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Answers to Sample Final Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Introduction
Welcome to Chemistry 330: Environmental Chemistry, a three-credit, intermediate-level course dealing with the chemistry of air, soils, and water, human impacts on them, and the implications of these impacts for environmental and human health. Issues concerning our health and environment have become increasingly important in recent years. Ozone depletion, the greenhouse effect, heavy metal poisoning and acid rain are only a few controversial issues that have come to the publics attention through the media. Often, in discussions of these phenomena, facts are (intentionally or unintentionally) misrepresented, exaggerated, or taken out of context. It becomes difficult to weigh the importance of much of this information when one is constantly bombarded by media sensationalism. It has become increasingly important for young scientists not only to be aware of environmental and health issues, but also to be well informed about them. Chemistry 330: Environmental Chemistry will provide a broad overview of many important environmental issues. It will also give students the most reliable and recent scientific information available, so that they may draw independent and informed conclusions about these issues. Environmental chemistry is a multidisciplinary subject with inputs from such fields as meteorology, engineering, geology, ethics, politics, physics, medicine, toxicology, and chemistry. Students enrolled in this course must have completed Athabasca Universitys Chemistry 217 and 218 (Chemical Principles I and II) or equivalent first-year chemistry courses at the university level. This Student Manual contains essential information about the design of the course, the course materials, and the procedures that you should follow to obtain the maximum benefit from your studies. Please read it carefully, and keep it in a safe place. Note: These course materials have been designed for students who are taking the individualized-study version of this course. Students in a grouped-study environment should follow the course outline, study schedule, and learning activities provided by their instructor.

The myAU Portal

MyAU is a personalized portal to the University where you may quickly access information that is relevant to you, including on-line components of your courses. Through myAU, you can view personal information, such as library accounts and assignment marks and course grades, and take care of administrative matters, such as booking examinations, submitting assignments, applying for extensions, registering for courses, and so on. Athabasca University will also communicate directly with you through myAU. Check the Message Centre on your myAU home page for both general information and for mail addressed specifically to you. To login at http://my.athabascau.ca/ enter your student ID number and password where requested. If you are having browser difficulties or you need help, refer to myAU Help at http://www.athabascau.ca/uportal/help/index.php

Your Student ID Number

In contacts with your tutor, on examinations, or in any correspondence or other contact with the University, you are asked to provide your student ID number. Record this number in the space below. Having your student ID number helps University staff to process your requests, grades, and administrative matters more quickly. Student ID number: Note: The personal information and records collected and maintained by the University as a result of a students registration in this course, such as completed assignments and examinations, electronic communications, and correspondence, are subject to University policies and the privacy and access provisions of the Alberta Freedom of Information and Protection of Privacy Act.

The Athabasca University Calendar

Because Athabasca Universitys policies, practices, and procedures change over time, some of the information in this Student Manual may lose its currency between course revisions. Students are therefore advised to refer to the current Athabasca University Calendar on important issues concerning University policies, procedures, and practices. In the event of any discrepancy between the printed version of the Calendar and the official Web-based Calendar, the Web-based version will be binding.

Course Materials
The package you received should include each of the items listed below. If anything is missing from your package, please contact the Course Materials division of Athabasca University as soon as possible. If you live in Calgary or Edmonton, you can call the Learning Centre in your city and use the automated telephone attendant to connect with Course Materials (the extension is 6366). If you live within Canada or the United States, but outside of Edmonton or Calgary, you can call the automated attendant by dialing 1.800.788.9041. If you live outside of Canada or the United States, or if you do not wish to use the automated system, you can call 780.675.6366. You can send electronic mail to cmat@athabascau.ca or write to Course Materials, Tim Byrne Centre, 4001 Hwy 2 South, Athabasca, AB T9S 1A4.

Textbooks
Baird, Colin, and Michael Cann. Environmental Chemistry, 3rd ed. New York: W. H. Freeman and Company, 2005. Baird, Colin. Student Solutions Manual for Environmental Chemistry, 3rd ed. New York: W. H. Freeman and Company, 2005. Note: Errata for the Student Solutions Manual are provided at the Web site for Environmental Chemistry, 3rd ed.: http://bcs.whfreeman.com/envchem3e/

Athabasca University Materials

Chemistry 330: Environmental ChemistryStudent Manual. Athabasca, AB: Athabasca University, 2006. Chemistry 330: Environmental ChemistryStudy Guide. Athabasca, AB: Athabasca University, 2006. Chemistry 330: Environmental ChemistryAssignment Manual. Athabasca, AB: Athabasca University, 2006. Forms: The course package contains the forms you need to submit assignments, request an examination, or notify the University of a change in your status as a student. You should spend a few minutes familiarizing yourself with these materials.

The items listed below are not supplied; you should purchase them before you begin to work on the course. 1. an electronic calculator, preferably a scientific calculator, capable of handling logarithms and exponentials. Note: Remember to take your calculator with you whenever you write an examination or attend a laboratory session. 2. stationery, including paper for assignments, pens, pencils, a ruler, according to your needs.

Course Contract
Chemistry 330: Environmental Chemistry is a three-credit course, and is equivalent to a one-semester course at a conventional university. It is offered in individualized-study delivery mode, and is normally open to students throughout the year. Students can determine their own timelines for completing it, up to a maximum of six months. Nonetheless, they are encouraged to follow the study schedule in this Student Manual. Students who do so will have no difficulty in completing the course requirements within the six-month contract period. However, students who find themselves running short of time may purchase an extension to their course contract. The Athabasca University Calendar contains information on obtaining an extension to a course contract. You may wish to review this information to ensure that you apply in a timely manner.

Course Design
Athabasca University course materials are designed for self-instruction and study. What you should learn and how you should learn it are described in the Study Guide. The Study Guide begins with a general chemistry review unit. Each of Units 1 to 11 in the Study Guide corresponds to one chapter in your textbook, Environmental Chemistry. Each Study Guide unit contains an overview of the relevant textbook chapter, sections corresponding to the subdivisions of the chapter, and hints on how to review the unit. Let us look at exactly what you can expect to find under each heading in the Study Guide. 1. Every unit in the Study Guide begins with an Overview. It contains a brief discussion that outlines the the textbook authors overall approach to the material convered in the chapter. 2. For each section in the textbook, you will find that the Study Guide contains a. a list of objectives. These objectives may be one of the most valuable features of the Study Guide, because they tell you explicitly what you must understand and be able to do for each section of each unit. Questions on the examinations and tutor-marked assignments are based only on the section objectives. However, you should be aware that many questions will require you to demonstrate mastery of a number of related objectives, and you should not place too narrow an interpretation on each objective. b. a list of key terms introduced in the section. c. some study notes. These notes may include hints on how to study the material effectively, additional information, and details of any errors that occur in the textbook. d. suggested exercises selected from those given at the end of each chapter of the textbook. The purpose of doing these exercises is to improve your understanding of the material you have just studied and to develop your problem-solving skills. Refer to your notes and to the textbook when you attempt these exercises. You will find the answers in the Student Solutions Manual for Environmental Chemistry, 3rd ed., by Colin Baird. Do make a concerted effort to answer each question independently, but do not spend a large amount of time on any one exercise: if you are unable to make any progress after a few minutes of concentrated work, use the answers to help. Many of the answers are laid out in stepwise fashion, and often, after checking the first step, you will be able to proceed on your own.

3. Each unit ends with the Review Procedure, a short list of steps that you should take when reviewing the unit and completing any related assignments. There are four tutor-marked assignments in Chemistry 330. These assignments contribute to the overall mark that you will obtain for the course (see the section of this manual titled Assessment of Students Work). The textbook, Environmental Chemistry, 3rd ed., by Colin Baird and Michael Cann, contains most of the information you will need to pass this course. It is a standard textbook used in several universities and colleges throughout North America. It was chosen because it offers clear explanations and interesting discussions of the material covered in this course.

Your Course Tutor

Athabasca University provides each student in each course with a tutor whose responsibility is to help the student complete the course successfully. A letter containing your tutors name, address, telephone number, electronic mail address, and tutoring hours was mailed to you shortly before your official start date. If you have not yet received your tutor letter, please contact Learning ServicesTutorial at Athabasca University as soon as possible. You can use the automated attendant (see the Course Materials section of this manual for instructions, the extension is 6196); you can call 780.675.6196; or you can send electronic mail to tutserv@athabascau.ca Your tutor has excellent academic qualifications, and is committed to helping students learning at a distance. He or she is available to answer your questions about course content or how to approach a problem or an assignment, and can direct you to the right person or department to help you with other problems that may be hindering your progress in your course or program. In addition, your tutor will be responsible for marking your assignments. In general, you should call your tutor first with any queries about Athabasca University. The tutor letter will help you become acquainted with your tutor and will provide information about your tutors schedule. If you have not yet received a call from your tutor, do not hesitate to make the first call yourself. If you live in Canada or the United States, you can call your tutor, toll free, during his or her tutoring hours, using the information provided in the tutor letter. If you live outside of Canada or the United States, please refer to the tutor letter and the current Athabasca University Calendar for information about calling your tutor. You may find it useful to schedule a regular study period when your tutor is available so that you can call him or her when questions arise. If you are unable to take advantage of the regular tutoring hours, contact your tutor or the course professor to determine whether alternative arrangements can be made. We suggest that you call your tutor as soon as you receive the course materials, and then get into the habit of phoning regularly, when you complete a unit or when you run into any special problem. We have found that students who maintain regular contact with their tutors are most likely to be successful in completing their courses, so do keep in touch. When you mail an assignment to your tutor, be sure to attach a tutor-marked exercise form, and to keep a copy, at least a rough draft, in case the original goes astray in the mail. Allow several working days, in addition to mailing time each way, before you expect to receive the graded assignment. If you wish to submit your assignments electronically, contact your tutor to discuss

appropriate formats. An electronic version of the tutor-marked exercise form is available on-line under T on the general index page http://www.athabascau.ca/search/index.php?value=&type=index Your tutor will be pleased to provide additional feedback on your assignments over the telephone. Be sure to mention any questions you have about the assignment or the grade. Keep your tutors letter of introduction with your course materials, and use the space below to record information about your tutor. Tutors name: Address: Telephone number: Electronic mail address: Tutoring hours:

The Course Professor

The course professor is the member of Athabasca Universitys academic staff in charge of a given course. The course professor works directly with tutors on both academic and administrative matters. If you have difficulties you cannot resolve with your tutor, you may wish to speak with the professor directly. You should also address any questions about final grade reports or centrally marked examinations to the professor. He or she can also provide general information about program planning and curriculum development. The course professor welcomes students comments on the course.

Services to Students
Athabasca University offers a wide range of services to its students. Advisors are available to assist students in planning their programs and selecting appropriate courses. Counsellors assist students in improving their study skills and clarifying their educational goals. You can reach an advisor or counsellor in several ways: by dialling 1.800.788.9041 and asking to speak with an advisor or counsellor; by visiting Athabasca Universitys Central Office in Athabasca, or the Learning Centre in Edmonton or Calgary; or by referring to the FAQ section of the Ask AU Web site: http://www.askau.ca Students who are looking for information about student awards and advice about obtaining financial assistance are asked to contact the Office of the Registrar. You can do so by dialling 1.800.788.9041 and asking for the Office of the Registrar, or by directing your query through http://www.askau.ca Note: Students may write examinations at the Athabasca University Central Office in Athabasca, at one of the Learning Centres, or at the other locations listed on-line at http://www.athabascau.ca/registrar/invignet.php

Indigenous Services at Athabasca University

If you are a student of Indigenous ancestry (Aboriginal, First Nations, Indian, Inuit, Native, Mtis) or a non-Indigenous student who is interested in identifying culturally appropriate services designed for Aboriginal students or counseling that is sensitive to the challenges Aboriginal students face, please contact the Centre for World Indigenous Knowledge and Research, by telephone at 1.800.788.9041, extension 2064, or by electronic mail at indigenous@athabascau.ca

Library Services
The Athabasca University Library collection contains more than 140,000 books, many periodical titles, and a range of audio-visual resources. The Library subscribes to over 100 online databases, providing full text access to selected articles from more than 20,000 journals. Athabasca University Librarys collection primarily supports Athabasca University courses and programs. Materials found in the print and electronic collections are available for use by our students, faculty, and staff for reference and research purposes. Requests for library materials or services can be made, by e-mail, phone, fax, or mail, 24 hours a day (contact information is provided below). Responses to most requests are handled within 24 hours, or by the next business day. Borrowed materials are normally mailed to the students home address, along with a return-mail card.

Core Services to Students

Athabasca University students registered in a course may borrow library materials. search the Librarys online catalogue (AUCAT). access resources through the Librarys Web site. receive library instruction and research assistance. request interlibrary loan (ILL) services for journal articles and book chapters.

Digital Resources
Access to online journal databases, the Digital Reference Centre (DRC), and the Digital Reading Room (DRR) is available from Athabasca University Librarys main Web page http://library.athabascau.ca Tips on searching the journal databases and help with researching, writing, and citing (referencing) can be found in the Help Centre http://library.athabascau.ca/help.php

Supplementary Materials
University courses often require that students investigate material beyond the contents of the course materials package. Some Athabasca University course Study Guides list Supplementary Materials, including books, journal

articles, or audio-visual materials, which students may find useful when completing assignments and course projects. The supplementary materials referenced in your course materials package are usually available from the Athabasca University Library or your local library. Contact the Athabasca University Library to request materials.

How the Library Gateway Works

The Library Web site contains the Librarys online catalogue (AUCAT), and it is also the gateway to other online information. The Web site provides links to journal databases and other subscribed online resources, as well as to selected, publicly accessible Internet sites. Subscribed resources are available to Athabasca University students, faculty, and staff. You will be required to enter your first and last names as your username, and your student ID number as your password. The Library Web site also provides access to selected library catalogues from Canadian public and academic libraries.

Interlibrary Loans
An interlibrary loan (ILL) involves one library borrowing materials from another on behalf of a library user. Athabasca University Library will request photocopies of journal articles and book chapters through Interlibrary Loans, if you provide the Library staff with a complete bibliographic citation (author, title of article, name of journal, volume and issue number, year of publication, and page numbers) for the requested item. You are not required to return these items to us. Allow sufficient time for the material to be ordered and received. More information on the Interlibrary Loan process is available on the Library Web site at http://aupac.lib.athabascau.ca/screens/ill.html

Contacts
Athabasca University Library 1 University Drive Athabasca, AB Canada T9S 3A3 Library web site: http://library.athabascau.ca Email: library@athabascau.ca Phone: 1.800.788.9041 (ext. 6254) Canada/US 780.675.6254 Other 403.263.6465 (ext. 6254) in Calgary 780.421.8700 (ext. 6254) in Edmonton Fax: 780.675.6477

Course Outline and Study Schedule

The table below gives a brief course outline and suggests the amount of time that students should spend on each unit to complete the course in a 13-, 18or 26-week period. Students with a good background in chemistry and mathematics should select one of the shorter schedules. The 26-week schedule is primarily for students whose skills in chemistry and mathematics need work. Note: Students who are receiving financial assistance or those in a groupedstudy version of this course should check their course registration for special restrictions on the length of registration, and should be prepared to adjust their schedules. Unit Textbook Chapter 1 1 Title 13-week schedule 1 2 3 4 5 6 7 18-week schedule 12 34 5 6-7 8 9 10 26-week schedule 13 46 7 8-9 10-11 12 1314

Stratospheric Chemistry: The Ozone Layer 2 2 Ground-Level Air Pollution Indoors and Ourdoors 3 3 The Detailed Chemistry of the Atmosphere (TMA 1) 4 4 The Greenhouse Effect and Global Warming 5 7 Toxic Organic Chemicals Pesticides (TMA 2) 15 14, 7 Review and mid-term exam 6 8 Nonpesticide Toxic Organic Compounds of Environmental Concern 7 9 The Chemistry of Natural Waters 8 10 The Pollution and Purification of Water (TMA 3) 9 11 Toxic Heavy Metals 10 12 Hazardous and Municipal Wastes, and the Contamination of Soils and Sediments 11 13 Radioactivity, Radon, and Nuclear Energy (TMA 4) Complete Term Paper 111 14, 7-13 Review and final exam

8 9 10 11

11-12 13 14 15

1516 1718 1920 2122

12 1112 13

16 17 18

2324 25 26

The following table is designed to assist you in planning a personalized study schedule (with the help of your tutor). We suggest you begin by filling in the first few units and keep track of how long each unit is taking you. After you have done the first few units, you (and your tutor) should be able to come up with a realistic schedule for the rest of the course. Unit Receive course Unit 1 Unit 2 Unit 3 Unit 4 Complete TMA 1. Request mid-term exam. Complete TMA 2. Request mid-term exam. Write mid-term exam. Planned completion date Actual completion date Time required (hours) Action necessary when completed Contact tutor.

Unit 5

Unit 6 Unit 7 Choose term paper topic. Order material from library. Complete TMA 3. Request final exam

Unit 8 Unit 9 Unit 10 Unit 11

Complete TMA 4. Write term paper. Write final exam

Studying for this Course

Chemistry 330 is a three-credit course, and must be completed within the six months of your course contract period. This may seem like a long time, but procrastination can rapidly put you in a difficult position. We suggest that you start right away and establish a study schedule. Your tutor can help you. How quickly you proceed through the first few units will depend on your background in first-year university chemistry. If your background is weak, you may have to put in extra time, and this may affect your chances of completing the course within the normal six-month contract period. If you find that you really have trouble with Units 1 and 2, discuss the situation with your tutor and consider withdrawing from the course, or taking some action to improve your basic understanding of chemistry and mathematics. At a traditional university, this course would normally take 1213 weeks to complete. If you wish to work at this rate, follow the 13-week study schedule shown in the first table in the Course Outline and Study Schedules section of this Student Manual. If you wish to proceed at a somewhat slower rate, refer to the 18- and 26-week schedules when you plan your study schedule. Remember that regular study habits can be a major contributing factor to ultimate success in this course. Should unforeseen circumstances put you in a position where you find that you cannot complete the course within the six-month contract period, you may request an extension. Check the Athabasca University Calendar for the current regulations governing extensions; there are time limits to which you must adhere. We suggest that you start in on Unit 1 now. As you work through it, make a note of any questions you have on content, study procedures, and so on. Then, before you go on to the next unit, contact your tutor to clear up these questions. As you study each unit in Chemistry 330, follow the procedure outlined below. 1. Read the overview at the beginning of every unit. At this stage, some students find it beneficial to preview the unit by reading through the whole chapter in the textbook. 2. Study each section in the unit by a. reading the list of objectives at the beginning of the section. b. reading the list of key terms. c. reading the corresponding section of the textbook, and using the objectives and key terms as a guide when making notes. d. reading the study notes (if any). These notes may contain study hints or additional information, and will also identify any errors that occur in the relevant section of the textbook.

e. completing the assigned exercises, and checking your answers in the Student Solutions Manual for Environmental Chemistry, 3rd ed. Note that your problem-solving ability will largely determine the overall grade you receive in this course. The exercises represent the minimum number of exercises that you should try. 3. Review the unit by making sure that a. you understand all of the objectives and can do what they require. b. you can define and use the key terms. 4. Do the tutor-marked assignment (if there is one), and send it to your tutor for grading. Warning: With distance education, assignments may occasionally get lost in the mail. As Athabasca University can only give credit for work that has actually been received, we strongly advise that you keep a copy of all the work that you submit to your tutor for marking.

Assessment of Students Work

The assessment for this course is based upon examinations, tutor-marked assignments (TMAs) and a term paper. Details can be found in the table below. To obtain credit for Chemistry 330, you must 1. obtain an overall (composite) mark of at least 50%. 2. achieve at least 45% on each of the two examinations. 3. obtain an average of at least 60% on the tutor-marked assignments. 4. achieve at least 60% on the term paper. Component Mid-term examination (2 hours) Final examination (3 hours) Tutor-Marked Assignments (TMAs) Term paper Material covered Units 15 Units 111 Units 1-3, 4-5, 6-8, 9-11 Essay topic Percentage of total mark 20% 40% 20% 20%

Both examinations are supervised and closed book. However, you will be supplied with a periodic table and a list of appropriate data (constants, etc.). You must be sure to have your own electronic calculator with you when you write an examination. You should also take along a pencil, in case you are required to draw a graph in any of the questions. There are no multiple-choice questions on the examinations. Note that, as the mid-term examination tests Units 1-5, the emphasis (6070%) in the final examination is on Units 611. If you are not satisfied with the mark that you obtain on an examination, it may be possible for you to rewrite that examination. We strongly advise that you consult the most recent edition of the Athabasca University Calendar to obtain details of any recent or pending changes to the regulations governing supplemental examinations. Any supplemental examination will be similar in format to the first one, and the higher of the two marks will be used when your overall course mark is determined. There is a fee for supplemental examinations. The following hints may help you to write examinations successfully. 1. Write the examination only when you and your tutor feel that you are adequately prepared, and when you have successfully completed the relevant tutor-marked assignments.

2. Remember that the examinations are based on the objectives outlined in the Study Guide. Many of the questions will be similar in format to those given in the tutor-marked assignments and in the examples given in the section of this manual titled Sample Examinations. 3. For short answer questions, do the ones that you find easiest first. This procedure has two benefits. First, you can more quickly accumulate enough marks to pass the examination. Second, you gain confidence to tackle the harder questions. 4. For numerical problems, show your work! Part marks will be given for correct methods, even if your answer is incorrect. 5. The answers to numerical problems should be given to the correct number of significant figures, and where appropriate, with the correct units. Marks may be deducted if answers are given to an incorrect number of significant figures or in the wrong (or no) units. After you have written an examination, please be patient while you wait for the result. Examinations rarely reach our central offices in less than five days, and a ten-day lapse from when the examination is written to its arrival in Athabasca is not unusual. Chemistry examinations are normally marked within twenty-four hours of receipt, and your tutor is informed of the mark before your next tutor night. Writing an examination one day and calling the course professor a few days later does not expedite the marking process. For security reasons, examinations cannot be returned to students, nor can the professor enter into detailed discussions of specific examination questions. After each of your examinations is corrected, some written comments will be sent to you. Your tutor will also receive a copy of these comments, and you should discuss the issues raised with your tutor at the first suitable occasion. Only then, if you are still dissatisfied with your mark, should you contact the course professor. If you still cannot obtain a satisfactory explanation of how your grade was determined, please refer to the current Athabasca University Calendar for information about the formal appeals procedure.

Applying for and Writing Examinations

Before you write the final examination for this course, you must have submitted all of your required course assignments and received feedback from your tutor. Although you do not require permission to apply for the examination, you are advised to consult your tutor about your readiness to write it, and about examination writing strategies. Your tutor can also provide information about the examination format, and about study strategies. To request an examination follow the steps below. Students in North America must request examinations a minimum of 15 business days before the intended writing date. Students elsewhere must allow additional time for shipment of examination materials. 1. Review the Evaluation section of the current Athabasca University Calendar. 2. Arrange for a time to write your examination with one of Athabasca Universitys Examination Centres or with an invigilator. For a list of Examination Centres, see the Web site http://www.athabascau.ca/registrar/invignet.php If you would like to use an invigilator who has not been approved by the Office of the Registrar, you may propose their approval by filling in the appropriate details on the online Examination Request Form. Keep in mind that invigilators may charge a fee, for which you will be responsible. 3. Complete and submit the online Examination Request Form. If you do not have access to the Internet, fill out the Examination Request Form from your course materials package and submit it by fax (780.675.6174); or in person or by postal mail to Examination Services, Office of the Registrar, at Athabasca Universitys central office. Note: To minimize the time required to process your application, be sure that you provide all of the information requested on the form, and that you write legibly. 4. Confirm that your invigilator has received the examination package before you arrive to write your examination. Take picture identification and your student number with you when you go to the examination site. The examination results and your final grade will be sent to you approximately four to six weeks after you write the examination. The examination paper and your booklets or answer sheets will not be returned to you.

To receive credit for the course, you must submit all the course assignments and complete them to the satisfaction of your tutor. You must also obtain a grade of 50 per cent or better on each course examination, and a course composite grade of at least 50 per cent.

Supplemental Examinations and Appeals

Students who are dissatisfied with their grade on any examination, or who obtain less than the required passing grade may write a supplemental examination. The passing grade for supplemental examinations is 50 per cent, and only one supplemental is permitted per examination. The higher of the two grades received will be recorded as the official grade. There is a fee for supplemental services.

Appeals
Appeals to examination or assignment grades should be discussed first with your tutor or instructor. For the correct procedure, see Student Code of Conduct and Right to Appeal Regulations in the current Athabasca University Calendar.

Writing Essays
An essay written for a university course serves two main purposes. The first and most obvious is pedagogical: researching a topic and writing about it is an excellent way of learning. The second function served is evaluation: an essay enables the instructor to assess the students ability to explain the subject in a lucid and cogent fashion, to integrate the different types of material covered, to analyse events or themes, and to place them in a comprehensible order. Although developing good essay writing skills is important, it need not be an arduous task. A few basic principles that students must keep in mind are listed below. 1. An essay should have an evident structure. Open your essay with an introduction that states the problem you wish to explore or the question you plan to answer. Examine the most important facets of the topic, and discuss the issues that have been (or ought to be) the subject of scholarly debate. Develop your own argument, and present your evidence in the body of the essay. When your argument is complete and well presented, end your work with a conclusion that summarizes the problem or question and states your judgement or answer. 2. An essay should contain a well-developed argument and the evidence for this intellectual position. It should contain a point of view, perhaps more than one, expressed logically and supported by evidence that has been appropriately documented; and it should lead to a conclusion that appears natural and persuasive in the light of the evidence presented. An essay must also contain a discussion and analysis of the material that is balanced and judicious, taking opposing arguments into account, and recognizing where the available information is insufficient or inconclusive. 3. An essay must be based on adequate and appropriate reading and reflection, and must acknowledge intellectual indebtedness through proper citations. A superior essay should also show evidence of individual thought: originality will be valued highly by the marker, provided, of course, that the case is properly argued and not merely eccentric. Your grade will reflect how well you have met these standards. In attempting to achieve these goals, you will develop and practise several intellectual skills that will prove invaluable to you throughout your university career:

1. the ability to synthesize information from a variety of sources; 2. the ability to analyse the significance of primary source material; 3. the ability to make appropriate use of secondary source material (e.g., summarizing the research that has been done on a topic, placing it in context, and noting similarities to and differences from other writers presentations); 4. the habit of documenting, carefully and honestly, the sources of your information and ideas; and 5. the ability to develop a cogent, balanced and well-supported argument. These skills are necessary for essay writing, and they are developed by essay writing. One of the benefits of refining these skills is that they will serve you, not only in the classroom, but also in every other area of your life.

Structure
There is no single model that you must follow to write a good essay. Thoughtful, creative and well-argued essays may be organized in various ways. However, if you need help with the mechanics of constructing essays, the following suggestions will help you to organize and to write your assignments. Introduction or Thesis Statement Begin your essay by stating the problem, issue or topic that you are going to address in the paper, and outline the approach you are going to take in dealing with it. This initial paragraph is sometimes called a thesis statement. A thesis statement is a sentence or series of sentences that defines a subject and a particular position on or understanding of that subject. To construct a thesis statement, you must have a general understanding of the topic and a considerable amount of detailed and specific knowledge of the material; and you must have thought through what you are going to say in the paper. You must have considered each argument that supports your view and each argument that undermines it. You must also have analysed the most reasonable means of presenting your argument. So, although you only need to provide a single statement, to produce that statement you must (a) know the parameters of the question; (b) know the specific vocabulary that describes the question; and (c) be familiar with the arguments that support, and those that undermine, your position on the question. You should regard your initial thesis statement as tentative and preliminary in nature. As you continue to analyse your material, your approach may well

shift. Keep the statement in mind, but be flexible. Do not reject information or fail to include it because it disproves your statement. The statement you begin with may change several times as you progress. You may find yourself reorganizing the order of the material, shifting the discussion or changing your position. Do not be alarmed by this process: it is an indicator that you are thinking and coming to grips with your material. You may find that you end up writing the final version of your introduction after you have completed the main body of your paper. Organization Most people find it useful to construct an outline of the main components of the paper, and then follow the outline when writing the text. The statement of organization is a short passage that follows your thesis statement and explains how you will analyse the topic and present your arguments. It helps you clarify how you will prove and document your ideas, and it serves your reader as a conceptual map of the structure of your paper. An essay is composed of an introduction, a main body and a conclusion. Of course, the main body of the essay will be a lot longer than either the introduction or the conclusion, and will normally contain several different topics and discussions. As you sketch an outline, the main body of the essay will expand to accommodate these various sections. Consequently, your essay outline may at some point look like this: I. Introduction 1. Interesting opening sentence (background, quotation, something to interest and entice the reader) 2. Thesis statement 3. Statement of organization (the order of the points you will make to justify your interpretation) II. Main Body 1. Section 1 a. Statement of main idea or key argument b. Supporting evidence dates/statistics illustration/example sequence of events c. Summary of the main point d. Link to Section 2

2. Section 2 a. Main idea b. Supporting discussion c. Summary d. Link to Section 3 3. Section 3 . . . 4. Section 4 . . . etc. III. Conclusion 1. Reiteration of the initial problem or question at issue 2. Summary of your analysis and key arguments (including all the main topics covered) 3. Overall conclusion based on evidence presented With a complete and thoughtful outline, the writing of the essay is simply a matter of fitting the research you have done into the pattern that you have made. Just follow the outline, making sure that the progression of information is logical and that your arguments are well supported by evidence and analysis. Editing In writing a final draft, the quality of language and the logic of the argument are the principal concerns: by the final draft, there should be no factual, grammatical or spelling errors. Producing the final draft is a matter of refining and editing your penultimate draft. There are two types of editing. The first, often called substantive editing, is for sense: read each sentence, making certain that it is complete (has a subject, a verb, and if necessary, an object), and that the preceding and following sentences are linked and logical. Examine each section of the essay for clarity and coherence. You might ask yourself the questions listed below. 1. Introduction: Is it interesting? Is the thesis statement clear? Does it define the exact subject and express a point of view? Does the statement of organization cover all the topics? 2. Main Body: Does each paragraph cover a different point? Is it relevant to the thesis? Does it have a topic sentence? Are details present, and do they support the topic sentence, and in turn, the thesis? Does it provide proper references? Does it contain a rich vocabulary?

3. Conclusion: Does it restate the thesis? Does it provide a summary of the material? Does it present a clear, valid conclusion? The second type of editing is copy editing, and is effectively done line-byline, from the end to the beginning of the document. As you copy edit, you check spelling, typing, footnote numbers, consistency of capitalization, etc. This step is a crucial one in the preparation of essays, because many small, annoying errors can be as damaging to the sense and impact of your essay as a few large, obvious ones. Good copy editing is a difficult task for an author. A different pair of eyes, coming fresh to the text, will normally pick up typographical errors that you have missed simply because you are too familiar with your own work to notice them. Therefore, if you can find someone else to help you read your final draft, you will almost certainly end up with a cleaner, more error-free, manuscript. An alternative strategy is to put your final draft in a drawer for a couple of days before attempting to copy edit it yourself. Even if time pressure precludes this option and you have nobody available to help you, it is important that you do your best to copy edit your paper. Copy editing is the last stage of the essay writing process. It will be very evident to your reader if you have not taken the trouble to finish the job properly. References When you write an academic essay, it is sometimes difficult to know when to reference information. A general rule is that a well-known textbook may be considered a baseline. Everyone has access to it, and so the information in it can be considered common knowledge. In-text citations, footnotes or endnotes are necessary whenever you use material from another source. It is important to document figures, dates, and specific events as well as ideas. Of course, every fact and idea in the essay could be referenced, so you have to make judgements about what it is necessary or reasonable and useful to document. Knowing when to reference another source is a skill that you will develop as you learn to refine your writing. There are three occasions when references are necessary. 1. A reference must always accompany a quotation. The essay is a product of your thinking and should be written in your own words. You may, however, come across a passage in your reading that expresses perfectly an idea that you think is necessary to include. Simply to copy another writers text into your essay without acknowledging the source is plagiarism. In academic circles plagiarism is considered a grave offence, and can lead to serious consequences. You may, however, copy the passage and acknowledge the source in a reference. If the quotation is

longer than four or five lines, it should be indented and single-spaced, and followed by a reference. 2. References are also used to acknowledge intellectual indebtedness in a more general manner. For example, you may have summarized in one paragraph the main ideas and arguments of a scholarly paper that you are listing in your bibliography. Even if you have employed no direct quotations, it is customary to have a reference at the end of the paragraph indicating the source of the information contained therein. 3. Similarly, if you are discussing (in your own words) several alternative interpretations of a topic or controversial issue you can (and should) use references to indicate to your reader the books and articles in which each of these interpretations has been advanced. Often the way in which a topic or issue is conceptualized, and the terms that are employed to discuss it, implicitly suggest an interpretation or perspective on the subject. Different authors use the same or similar terminology, but they mean something different by those same words. In each of these cases, the material you have cited, the phrase or sentence, should be followed by a reference. Select one of the styles below for your essay: 1. an in-text citation, which provides the name of the author, the date, and the page number, if applicable, in parenthesis; for example (Thompson 1990: 161). 2. a small superscripted Arabic number, presented at the end of the phrase or sentence, that directs the reader to a footnote or endnote; for example, . . . economic valorization of symbolic forms.1 3. an asterisk, which directs the reader to an explanation at the bottom of the page; for example, . . . economic valorization of symbolic forms.* Whichever style of notation you choose, provide a full bibliographic reference. When using in-text citations, gather your information together in a reference list at the end of the essay. For example, a reference to Thompson in the essay (Thompson 1990: 161) would be included in the reference list: Thompson, John B. Ideology and Modern Culture. Stanford, CA: Stanford University Press, 1990. or, if you are using American Psychological Association (APA) style: Thompson, John B. (1990). Ideology and modern culture. Stanford, CA: Stanford University Press.

4. When using either footnotes or endnotes, the number refers to the material that appears at the bottom of the page (footnotes) or on a separate page at the end of your essay (endnotes). The first time you refer to a book, you should provide full bibliographical reference: 1. John B. Thompson, Ideology and Modern Culture, p. 161. Stanford, CA: Stanford University Press, 1990. The second time the book appears, you can cite it as follows: 11. Thompson, Ideology, p. 162. Note: Footnotes, endnotes or unnumbered notes may also be used to make an explanation that would otherwise interrupt the flow of the argument, to explain a foreign word or phrase, or to give additional biographical information. However, if you find that you are using explanatory notes too often, you should rethink your outline. Generally, if something is important enough to be included in your essay at all, it should find an appropriate place in your main text. Explanatory notes should be the exception, not the rule, and you should always have a very good reason for resorting to them. Bibliography The last step in essay preparation is the bibliography, a separate listing of all the works that you actually used in the process of writing your essay, including books you read but did not quote from, as well as books you quoted or cited. The list should be arranged alphabetically by the first authors surname and initials. The Study Guide contains suitable examples. Note: When you prepare your bibliography, you may underline the title of a book or use italics; do not do both. Essay Presentation For the convenience of your tutor, leave fairly wide margins. They facilitate the insertion of corrections and comments, and make your essay easier to read (a decided psychological advantage). The ideal margins are approximately four centimetres at the left and two and one-half centimetres at the top, bottom and right-hand side. Whether you are typing or writing in longhand, please double-space your paper. Before submitting your essay, be sure to proof-read it carefully to catch any spelling mistakes, typing errors and the like. Do not write in pencil. Last but by no means least, please keep a copy of your paper (at least the rough draft), just in case the original should go astray in the mail.

Intellectual Indebtedness and Plagiarism

Students enrolled in any Athabasca University course are considered to be responsible scholars, and are therefore expected to adhere rigorously to the principles of intellectual honesty. Plagiarism is a form of intellectual dishonesty in which anothers work is presented as ones own, and, as will any form of academic misconduct, plagiarism will be severely penalized. Depending on the circumstances, penalties may involve rejection of the submitted work; expulsion from the examination, the course or the program; or legal action. Students sometimes commit plagiarism inadvertently. To avoid doing so, make certain that you acknowledge all your sourcesboth primary and secondaryin a full and consistent manner. All direct quotes (quotations, however short, from an original work) and indirect quotes (paraphrases of ideas presented in an original work) must be acknowledged. There are three conventional ways of acknowledging your sources: in-text citations, footnotes, or end-notes. We prefer that you use in-text citations, combined with a full bibliography presented at the end of the essay. The in-text citation must give the name of the author, the date of publication, and the page on which the cited material appears (Doe, 1997, p. 60). The bibliographic entry must provide at least the authors last name, first name or initial, the date of publication, the title of the work, the place of publication and the publisher. For further information, see the section of this manual titled Writing Essays. Dutiful citation of quotes and paraphrased material does not mean you can write an essay assignment by stringing together a series of quotes. You should always try to summarize or describe someone elses ideas in your own words. If you present your own ideas or opinions in a paper, provide substantiated evidence or arguments for your position. All assignments must be original work for this course. The use of assignments from previous courses or from other students is considered a form of cheating and will be subject to discipline for academic misconduct. For more information on this important matter, see the Athabasca University Calendar.

Transcripts
A student can request an official transcript by completing a paper Transcript Request form, by writing to the Office of the Registrar, by appearing at the Office of the Registrar in person, or by using the secure on-line request form. For instructions on making an on-line request, please see http://www.athabascau.ca/registrar/transcripts_FAQ.php Only the student whose transcript is being issued may make the request, and a paper request must bear the students signature. No partial transcripts are issued. The students entire record is shown on each transcript. Most institutions and agencies require that official transcripts be sent directly from Athabasca University. Please allow a minimum of ten working days for the receipt of a transcript. Consult the current edition of the Athabasca University Calendar for further information about transcripts.

Credit Transferability
If you wish to transfer credit to another institution, contact the Office of the Registrar at Athabasca University. Remember, however, that transfer of credit is determined by the receiving institution. If you plan to transfer Chemistry 330 to another institution, we suggest you get an agreement, in writing, from that institution.

Sample Examinations
On the following pages you will find sample examinations that will help you to prepare for your mid-term and final examinations. We have included such questions in this manual to give you a better idea of the length of a normal Athabasca University chemistry examination. Short answers are given for most of the questions, and can be found at the end of the sample examinations.

Sample Mid-term Examination

The mid-term examination is two hours long. As you write the examination, you may not consult any books or notes. However, the use of a calculator or slide rule is permitted. You will also be provided with a periodic table and a set of standard physical constants (i.e., a data sheet).

Part A: Short-answer Questions

Each question in this section is worth 3 marks. [30 marks] 1. Complete the following table. Radiation Type
UV-A UV-C

Spectral Range Primary Absorber of Sunlight (nm) 320400 280320 NO2 O2 and O3

2. Write the two-step noncatalytic photochemical reactions for the destruction of stratospheric ozone. (Hint: Last half of the Chapman mechanism.) 3. The rate constant for OH+O3 HO2+O2 can be expressed as: k=1.91012 e(1000/T) Calculate the activation energy. 4. Henrys Law constant for oxygen is 1.3103 M atm1 at 25_C. Calculate the amount of dissolved oxygen in water at sea level. 5. List three commercial uses of asbestos. 6. Based on structure, circle the compounds below that you expect would absorb infrared radiation. Ar CO2 O3 H2 Cl2 CF4

7. The atmosphere contains 3.91015 tonnes of nitrogen gas. Annual losses of nitrogen include thunderstorms (6.9107 tonnes) and nitrogen fixation by bacteria (2.1108 tonnes). Calculate the residence time of nitrogen in the atmosphere.

8. For DDT, log Kow = 6. What is the approximate bioconcentration factor for DDT in fish? 9. Draw the general structure of a carbamate. 10. Hydroxyl radicals are key in the oxidation of hydrocarbons in the troposphere. Compare the first step (i.e., OH attack) in the oxidation of methane and ethene (ethane?).

Part B: Long-answer Questions

The possible marks for each question are indicated in square brackets. 11. In an experiment, it is found that 0.00124 mg of hexachlorobenzene (HCB) can be dissolved in exactly 200.0 mL of water. a. What is the solubility of HCB in water, in units of ppm? [3 marks] b. What is the solubility of HCB in water, in units of moles per litre? [3 marks] 12. Briefly explain why temperature decreases with altitude in the troposphere, but increases with altitude in the stratosphere. [10 marks] 13. The rate constant for the attack of methane by the hydroxyl radical is about 3.61015 cm3 molecule1 s1. Assume that [OH]=8.0105 molecule cm3 and [CH4]=4.51013 molecule cm3. a. Calculate the rate of atmospheric methane removal in molecule cm3 s1. [6 marks] b. If the total volume of the atmosphere is 4.31018 m3, how many tonnes of CH4 is removed each year? [8 marks] 14. In your own words, briefly define five (5) of the following terms. [2 marks each] fuel cell
VOC

phenoxy herbicide nitrification homonuclear diatomic molecule enhanced greenhouse effect acid rain
CFC

[10 marks]

Answers to Sample Mid-term Examination

1. Complete the following table. Radiation Type
UV-A UV-B UV-C

Spectral Range Primary Absorber of Sunlight (nm) 320400 280320 200280 NO2 O3 O2 and O3

2. O3+h (<320 nm) O2+O O+O3

2O2

3. Arrhenius equation k=Ae( Ea/RT)=1.91012e(1000/T) By inspection we notice that Ea/RT=1000/T Solve for activation energy (Ea) Ea=(1000)R=(1000)(8.134103)=8.1 kJ 4. [X (aq)]=KHP=(1.3103 M atm1)(0.21 atm)=2.7103 M 5. Uses include insulation, fireproofing buildings, brake-pad lining, cement additive, roofing and pipes, and fireproof clothing. 6. CO2, O3, and CF4 should be circled because they can absorb infrared radiation. 7. Tavg = C/R = (3.91015 tonnes)/( 6.9107+2.1108 tonnes y1) = 1.4107 y 8. log Kow = 6, so Kow = 1,000,000. For fish, Kow serves as a reliable approximation for BCF. Hence, BCF 1,000,000.

9. General structure of carbamate:

O H N CH3
10. Hydrogen abstraction: a. CH4+OH CH3+H2O b. OH Addition: c. H2C=CH2+OH H2CCH2(OH) 11. a. solubility = 0.00124 mg 0.2000 L

= 0.00620 mgL = 0.00620 ppm b. molar mass HCB = 284.76 g/mol n= 0.00124 mg 284.76 gmol

= 4.35 10 9mol solubility = 4.35 10 9 mol 0.2000 L

= 2.8 10 8 molL 12. The temperature in the troposphere is controlled by absorbed infrared radiation emitting from the Earths surface. Increased distance from the surface results in a lower temperature. However, in the stratosphere a temperature inversion occurs through increased occurrence of ozone formation O+O2+M O3+M (heat released) which is in turn controlled by incoming sunlight (<241 nm). Together these processes determine the temperature profile and therefore the distinction between troposphere and stratosphere.

13. a. Rate=k[OH][CH4] =(3.61015 cm3 molecule1 s1) ( 8.0105 molecule cm3)(4.51013 molecule cm3) =1.30105 molecule cm3 s1 b. First, 4.31018 m3=4.31024 cm3 also, one year has 365.25 days or 31557600 seconds. Molecules CH4 removed in one year =Rate of removalVolumeTime =(1.30105 molecule cm3 s1)( 4.31024 cm3)( 31557600 s) =1.761037 molecules Moles(CH4)=molecules/N =(1.761037 molecule)/(6.0221023 molecule mol1) =2.931013 mol Mass(CH4)=Moles(CH4)Molecular Weight(CH4) =(2.931013 mol)(16 g mol1) =4.691014 g or 4.691011 kg or 4.69108 tonnes 14. fuel cell: primary electrochemical cell in which reactants are continuously supplied from outside
VOC: volatile organic compound (e.g., butane)

phenoxy herbicide: a class of herbicides made by reacting a phenoxide anion with an alkyl halide (e.g., 2,4-D) nitrification: reduced nitrogen is oxidized (e.g., NH3 NO3) homonuclear diatomic molecule: two-atom molecule having the same atoms (e.g., N2 or Cl2) enhanced greenhouse effect: increased trapping of thermal infrared energy by anthropogenic sources of gases acid rain : any precipitation having a pH of less than 5
CFC: chlorofluorocarbon (e.g., CFC-11 which is CFCl3): CFCs are of

environmental interest because of their damaging effect on stratospheric ozone.

Sample Final Examination

The final examination is three hours long. As you write the examination, you may not consult any books or notes. However, the use of a calculator or slide rule is permitted. You will be given a periodic table and a set of standard physical constants (i.e., a data sheet).

Part A: Short-answer questions

Each question in this section is worth 3 marks. [30 marks] 1. Circle all species below that are considered common oxidizers in hazardous waste. H2O2 NH3 CH3CH2CH3 KMnO4 CaSiO4 HClO4

2. Calculate the equilibrium concentration (in ppm) of Pb2+ in water sitting over excess PbSO4. 3. Explain the difference between point and nonpoint sources of pollution. Give an example of each. 4. What equivalent dose (in g) of 2,3,7,8-TCDD corresponds to the following 10.0 g mixture of dioxins? Dioxin Weight % A B C 30 45 25
TEQ

0.5 0.01 0.1

5. Write down the chemical equation that illustrates that water exposed to carbon dioxide is acidic. 6. What is the pH of a sample of water if left to equilibriate with 2.0 ppmv of SO2 (KH = 1.2 mol L1 atm1)? Assume SO2 is the only acidic gas present. 7. Describe two physical features of lead that make it a functional material and give an example of a common use. 8. PCBs can be destroyed by direct photolysis of the CCl bonds. h Ar Cl Ar + Cl Given that the average bond energy of CCl is 320 kJ mol1, determine the maximum wavelength of light that could be used to cleave this bond.

9. Describe two proposed methods to dispose of excess plutonium. 10. Construct and balance the equation where the PCB molecule (C12H7Cl3) is destroyed by combustion with oxygen to yield CO2, H2O, and HCl.

Part B: Long-answer Questions

The marks for each question are indicated in square brackets. 11. The whole body half-life of lead is six years. A 15 kg infant has a blood lead level of 80 ppb. [Assume blood has the same density as water.] a. What is the blood lead concentration (g per 100 mL)? [4 marks] b. Assuming the whole body concentration is the same as the blood concentration, calculate the total amount lead in this infant. [4 marks] c. What daily intake (mg) of lead is required to maintain a steady-state accumulation of 3.0 mg? [5 marks] 12. The COD of a water sample is 25 mg of O2 per litre. What volume of 0.0010 mol L1 Na2Cr2O7 solution is required to titrate a 40 mL sample to end-point? [Hint: The dichromate ion oxidizes 1.5 times the material that molecular oxygen does.] [13 marks] 13. In your own words, briefly define five (5) of the following terms: [2 marks each] in situ
BTX TOC

biomagnification
ADI

phytoremediation
BOD

water hardness [10 marks] 14. Two common methods of secondary treatment of sewage are discussed in the textbook. a. Briefly describe each of these two methods. [10 marks] b. What is the main purpose of the secondary treatment stage? [4 marks]

Answers to Sample Final Examination

1. Circle H2O2, KMnO4, and HClO4 2. Ksp(PbSO4)=2.0108=[Pb2+][SO42]=x2 x=[Pb2+]=1.41104 Mass(Pb)=Moles(Pb)MWt(Pb) =(1.41104)(207.19 g mol1) =2.93102 g L1=29.3 mg L1 =29 ppm 3. A point source is a major known source of a pollutant (e.g., a large factory). A nonpoint source is a combination of several potential unknown sources each providing smaller amounts of pollution (e.g., farms). 4. Total Equivalent TCDD =Total Mass (Wt% of Component X)(TEQ of X) =(10.0 g)[(0.3)(0.5)+(0.45)(0.01)+(0.25)(0.1)] =1.795 g 10.0 g of the mixture is equivalent to 1.8 g of 2,3,7,8-TCDD 5. CO2+H2O H2CO3

H2CO3

HCO3+H+

6. [SO2]=PNO2KH =(2.0106 atm)(1.2 mol L1 atm1) =2.4106 mol L1=[H2SO3] H2SO3

H+ + 0 x

HSO3 0 x (initially) (at equilibrium)

2.4 106 2.4 106x

K1=1.7102=(x2)/(2.4106x) x=2.40106=[H+] (from quadratic formula) pH=5.6 7. Leads properties include being malleable, and having a low melting point and a high density. Common uses include ammunition, water ducts, piping, cooking vessels, solder, roofing, flashing, and soundproofing.

8. E=hc/ (320,000 J)/(6.0231023 atoms mol1) =(6.6261034)(3.00108 m s1)/ =3.74107 m maximum wavelength would be 374 nm 9. Proposal A: Mix excess plutonium with other radioactive wastes, vitrify, and then bury underground in metal canisters. Proposal B: Convert excess plutonium to PuO2 and mix with uranium oxide to produce a mixed oxide fuel (MOX) to be used as fuel in fission reactors. 10. Unbalanced equation: C12H7Cl3+O2 CO2+H2O+HCl Balanced equation: C12H7Cl3+13O2 12CO2+2H2O+3HCl 11. a. 80 ppb=(80 g/ 1109 g)=8.0108 Assume 100 mL100 g Mass(Pb) in 100 mL=(8.0108)(100 g)=8.0 mg 8.0 mg per 100 mL blood b. Total Mass(Pb)=Concentration(Pb)Body Mass =(8.0108)(15 kg) =1.2106 kg=1.2 mg c. CSS=1.44Rt1/2 (3.0 mg)=1.44R(6 y) Solve for R R=0.47 mg y1=9.5104 mg d1 12. Moles(O2) = Mass(O2)/MWt(O2) =(0.025 g)/(32 g mol1) = 7.81104 mol (per litre water) Moles(O2) in 40 mL =(7.81104 mol L1)(0.040 L)=3.12105 mol Moles(Na2Cr2O7)=Moles(O2)/1.5 =(3.12105 mol)/1.5=2.08105 mol Moles(Na2Cr2O7)=Molarity(Na2Cr2O7)Volume(Na2Cr2O7) (2.08105 mol)=(0.0010 mol L1)V V=2.08102 L=20.8 mL

13. in situ: in the same place

BTX: benzene-toluene-xylene component of gasoline TOC: total organic carbon

biomagnification: substance increases concentration along an ecological food chain

ADI: acceptable daily intake, which in toxicological terms is typically 1/100th of the NOEL

phytoremediation: the in situ remediation of soils through the use of vegetation.

BOD: biological oxygen demand, which is a measure of the oxidizable organic content of a water sample

water hardness: combined amount of Mg2+ and Ca2+ ions in a water sample 14. a. (1) Trickling filters use aerobic micro-organisms on sand/gravel bed, sprinkled with dirty water from a rotating boom. The aerobic bacteria feed on the carbon compounds and the entire setup takes lots of space. (2) Activated sludge reactors use micro-organisms in a tank. They chew up carbon compounds under aerobic conditions with agitation. Activated sludge reactors are quicker than trickling filters. b. reduce BOD