Environmental Chemistry
Third (and final) Take-Home Examination
Due on or before 1:20 p.m., (in class) Monday, April 30, 2007
You will have one week to complete this examination. The examination is to be turned in with homework problems.
Each part of the examination will be worth 25 % points, that is, 25% for the homework, plus 25% each for three essay questions, equals a total of 100%.
You may use any resources you feel is necessary to answer the questions. The first two essay questions can be answered using only your text book. The last question will require that you find, read, and interpret an article from the popular literature. You may also have to do some additional reading outside the text to gather the information required.
1) Soil Structure. Describe the structure of soils in terms of the major layers (horizons) and the constituents of the each layer. Describe the type of chemistry one would expect to find in the various soil horizons (see Figure 16.2). In doing so, be sure to point out; the macro- and micro-nutrients needed to sustain plant growth; where most of these nutrients reside in the soil; what the main types of chemical weathering are; and where the weathering take place the fastest.
2) Hazardous Waste.
- What is hazardous waste? Where does it come from?
- What are the major properties that make a waste product hazardous?
- What laws govern the disposal of hazardous waste?
- Where do you go to find out if something is hazardous?
- How do you dispose of a hazardous waste?
- Describe how the concept of industrial ecology and green chemistry helps to solve some hazardous waste problems.
3) Literature Interpretation.
- Find an article in the popular literature (e.g., newspaper, web, magazine, etc.) concerning some aspect of atmospheric chemistry and/or global change that interests you.
- Read and dissect the article. Take note of that which is scientific fact, emotional statements, and subjective or circumstantial statements. Make a list of what you perceive are the scientific, emotional, and circumstantial statements.
- From your list of reported scientific fact, write a short summary of the important chemistry that may be taking place.
- Speculate on the intent behind the article. For example, was it written to inform the reader about the science or induce concern or even fear over the issue and its consequences? Give evidence for your analysis from the list of scientific, emotional, and circumstantial statements.
- Point out any tendency for emotional statements concerning environmental issues that are beyond one’s control.
- Turn in your analysis, a copy of the article, and list any resources you
used.
4) Public Communication This question will give you a sense for what legislators have to do in order to communicate environmental laws to the public. Pretend that you are a congressman or congresswoman who has recently voted on an environmental protection measure. You now have to communicate why you voted the way you did to your constituents.
- First, choose an issue having to do with any area of environmental chemistry. You might choose, for example, nuclear waste disposal, local landfill locations, carbon tax, alternative fuel incentives, tax breaks for mining industry, farm subsidies, mercury emissions, funding public transportation to reduce aerosol pollution, etc.. Let your imagination go, but be sure to choose something you can defend.
- Next, consider who you serve. You will need to understand both sides of the issue and to justify why you voted the way you did without pandering to one side or the other. You need to express your opinion in a way that the public at large can understand. To do this, you need to list both sides of the issue. Make a list of points that both sides might have.
- Finally, choose sides and address the points you have in your list. Write a concise one-paragraph statement that states your position, addresses the points that both sides might have, and justifies in a positive fashion why you voted the way you did.