The lithosphere refers to the solid portion of the earth’s surface that we live on. Increased populations are causing many problems. We are removing areas of natural vegetation to make room for this expansion upsetting the balance of nature. Along with this increased population comes an increase in solid waste. Many cities and towns landfill areas are full and they must look for alternative sites to rid this waste.
Recycling programs are now being mandated to help alleviate this problem and also to help save some of our natural resources.
We as a people must be willing to give up some of our conveniences for the betterment of our planet especially things that cause toxic waste.
We can use the CEPUP MODULE—TOXIC WASTE: A TEACHING SIMULATION to give the student a better understanding of a toxic waste.
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Activity one has the student do an electroplating activity and then he/she is confronted with the problem of disposing of the toxic used copper chloride solution.
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Activity two has the student use the dilution method as a treatment procedure for waste disposal.
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Activity three introduces the student to the reclamation process.
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Activity four has the student examine cost and safety factors for reclamation.
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Activity five introduces the use of precipitates for securing toxic waste.
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Activity six has them converting toxic waste to a solid producing products that will resist leaching of the toxic.
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Activity seven has them reviewing the various processes for handling toxic waste. They then compare the advantages and disadvantages of each method to the ultimate fate of the material.
When people go to the super market, they are asked if they want their groceries in a plastic or paper bag. The CEPUP MODULE—PLASTICS IN OUR LIVES will help the student to realize some of the factors that go into this decision.
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Activity one: The student become aware of common plastic products.
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Activity two: The student examines the physical properties of four common plastics.
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Activity three: Polymer molecules are synthesized from monomers.
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Activity four: The student constructs a model of a polymer molecule and then relates physical behavior to molecular structure.
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Activity five: The student compares properties of natural and synthetic polymers.
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Activity six: Students examine issues relating to the disposal of plastics.
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Activity seven: Explores the use of alternatives to using plastic products.
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Activity eight: Students reconsider their decision of whether to use plastic of paper bags
Again there are some good articles for the student to read from the test RESOURCES. There are nine articles and activities on managing solid waste and nine articles and activities on land use.
This unit has covered many topics and is not expected to be an end all unit on environmental topics. It has hopefully motivated some students to think more critically about the environment and possibly think about a career in science.
PROBLEM:
What effects does an acid have on some monuments and buildings?
GOAL:
Upon completion of this investigation, the student will know that acid rain effects buildings and monuments made of marble.
PROCEDURES:
1. Weigh 5.0 grams of marble chips.
2. Place the chips into a 250 ml. beaker.
3. Add 50 ml. of a dilute sulfuric acid solution into the beaker.
4. Observe the reaction for several minutes.
5. Stir and wait for the reaction to stop.
6. Pour the mixture through filter paper.
7. Rinse and dry the marble chips.
8. Weigh the dry marble chips.
OBSERVATIONS:
1. What happens when the marble chips and acid are mixed?
2. What happens when you stirred the mixture? Why?
3. What happened to the weight of the marble chips?
CONCLUSION:
How can you connect this activity to what is happening in our environment?
PROBLEM:
What effects do air pollutants have on plants.
GOAL:
Upon completion of this exercise, the student will realize that the greater the concentration of a pollutant, the greater the damge to the environment.
PROCEDURES:
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1. Have the student groups design an experiment, using one type of plant and one pollutant to carry out the investigation.
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2. Have the student groups explain the needs for a control.
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3. Have the students set up standards so that they can share and compare results.
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4. Carry out the investigations.
OBSERVATIONS:
1. How do the plants compare with the control plants?
2. What other things might cause the same reaction?
CONCLUSIONS:
What can you conclude from doing this investigation?
How realistic is it to compare this study to our environmental problems?
BIBLIOGRAPHY
CONCEPTS AND CHALLENGES IN PHYSICAL SCIENCE
Globe Book Company, 190 Sylvan Avenue, Englewood Cliffs, New Jersey 0732 Third Edition 1991
Basic text for the New Haven School System.
Physcial Science topics covered for the average student.
This material will help the student understand chemical and physical environmental changes.
MATTER: BUILDING BLOCK OF THE UNIVERSE
Prentice Hall, Englewood Cliffs, New Jersey 07632 1993
Basic text for the above average student.
Physcial science topics covered in greater depth.
This material will help the student understand chemical and physical changes in the environment.
ECOLOGY: EARTH’S LIVING RESOURCES
Prentice Hall, Englewood Cliffs, New Jersey 07632 1993
Good ecology units.
FAST I THE LOCAL ENVIRONMENT
Curriculum Research and Development Group
College of Education University of Hawaii, 1978
Good activities on field ecology and air pollution.
ISSUEORIENTED SCIENCE USING CEPUP MODULES
Reagents of the University of California 1993
Overview of CEPUP modules.
POPULATIONS
Globe Book Company, Englewood Cliffs, New Jersey 07632 1993
Good articles on human impact on the environment.
IMPACTS OF TECHNOLOGY
Globe Book Company, Englewood Cliffs, New Jersey 07632 1993
Good articles on hazardous substances.
RESOURCES
Globe Book Company, Englewood Cliffs, New Jersey 07632 1993
Good articles on water resources, air quality and managing solid waste.