A Collaborative EffortA Collaborative Effort

Title: Production and Effects of Acid Rain Class: Environmental BotanyGrade: 11-12Timeframe: 1-2 daysKnowledge Gap Topic Human production of energy contributes to stream degradation

pH is an important factor in stream health

Subject Matter/Key Vocabulary

Bituminous coal, sulfur dioxide, acid, base, indicator, calcium carbonate, acid rain

Essential Question/Over-Arching Concept/Key Understanding

Essential Question 2: How human activities influence stream?

Curriculum Connections OGT standards Local standards

Physical Science 9-10: BExplain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

Earth Science 9-10: DDescribe the finite nature of Earth's resources and those human activities that can conserve or deplete Earth's resources.

Instructional Objectives O1) Students comprehend that burning fossil fuel coal causes acid rain, which can affect lakes and streams many miles away from power plants.O2) Students assess that acid rain is formed from burning high sulfur coal and then how that mixed with water produces acid rain.O3) Students infer that acid rain can not only affect life, but can affect building materials, etc.

Materials Demo: sulfur, manganese dioxide, hydrogen peroxide, flask (500 ml or larger) with delivery tube, pneumatic trough (or facsimile) and collection bottles for oxygen, bromothymol blue, wooden splints,Lab: Cat’s eyes or other calcium carbonate shells, vinegar, petri dishes, bromothymol blue, distilled water

Additional DocumentsIntroduction

focus event varies with teacher

Conduct a demonstration that shows chemical change.1) React H2O2 with MnO2 in flask, collect 4-5 bottles of oxygen by water displacement, keeping a small amount of water in each.2) Demo test for oxygen (glowing splint bursts into flame)3) Burn sulfur in oxygen producing SO2 and shake/mix with water4) Test normal water and SO2 water with indicator (bromothymol blue) showing change to acid5) Allow students to smell SO2 (demo correct way)6) Show students composition reaction for adding sulfur and oxygen, and then adding sulfur dioxide to water

Development major parts of unit/

lesson

Conduct a laboratory experience1) Diagram the reaction of an acid with CaCO3, showing how CO2 is produced2) Have students measure 4 Cat’s Eyes/shells for diameter and thickness and record3) Put 2 in distilled or normal water, put 2 in vinegar4) Have students observe for a few minutes … ask them to hypothesize

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program

why the shells in the vinegar move and what the bubbles might be5) Let sit for 24-48 hours and re-measure.

Rigor/Relevance Quadrant(s) link to rigor/relevance

document

A: Must use terms correctly … acid rain, pollutant, sulfur dioxide, carbon dioxide, calcium carbonate,B: Simulate acid rain reacting with calcium carbonate in buildings via using Cat’s eyes or other CaCO3 shells, graph results collected in an experimentC: Come up with correct composition reactions for making SO2 and for making acid rainD: Brainstorm ways that acid rain might affect human and/or wildlife

Product/Artifacts/Student Evidence of Understanding

Students write out reactions for production of SO2 and for acid rainStudents measure and then graphically show differences between shells placed in acid rain and in normal waterStudents produce brainstorm lists of how acid rain may affect environment

Accommodations plan B differentiated instruction

Actually, this hands on activity has many facets and most students can find one or two parts that they do well and can learn from … not much need to differentiate, as it already reaches several learning styles.

Formative Assessment/Feedback

measure of progress

Use questions during demo to assess understandingHave students demonstrate technique in measuring shellsPop quiz (formative only) on writing the equations form forming sulfur dioxide and combining sulfur dioxide with rain to form sulfurous acidHave students describe how bromothymol blue works as an indicator of pH

Final Evaluation project rubric oral or paper quiz/test portfolio

Students do an open ended essay, describing why burning high sulfur coal may be bad for streams. Ask them to include a chemical equation and a discussion of pH to help them make their case.Students should complete the Cat’s Eye Lab questions, using an equation to describe why shells move around Petri dish and why the shells decrease in size.

Teacher Reflection complete after lesson

Kids loved the “bubbling” and movement of the Cats Eye shell. Most understood and demonstrated the acid dissolving the calcium carbonate shell and related it to acid rain.

They also love the demo making acid rain …. Especially learning the tests for oxygen, burning the mg in the oxygen, and smelling the SO2. Over the years, this is one of student favorite demos in all classes.

Designers/Email: Fred Donelson (fdonelson@gjps.org)

Additional Comments: A fun demo and hands-on activity to help students understand how acid rain is produced, as well as how to test for it and to see its effects on calcium carbonate items. It should be used in conjunction with some pictures from acid lakes in Canada and/or the Adirondack mountains to relate Ohio coal burning plants to effects several hundred miles away.

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program