[cs_content][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]Monitoring and Management >
Human activity has caused changes in the composition and the structure of the atmosphere. Chemists monitor these changes so that further damage can be limited
[/cs_text][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][cs_text]Students learn to:
- describe the composition and layered structure of the atmosphere
- identify the main pollutants found in the lower atmosphere and their sources
- describe ozone as a molecule able to act both as an upper atmosphere UV radiation shield and a lower atmosphere pollutant
- describe the formation of a coordinate covalent bond
- demonstrate the formation of coordinate covalent bonds using Lewis electron dot structures
- compare the properties of the oxygen allotropes O2 and O3 and account for them on the basis of molecular structure and bonding
- compare the properties of the gaseous forms of oxygen and the oxygen free radical
- identify the origins of chlorofluorocarbons (CFCs) and halons in the atmosphere
- identify and name examples of isomers (excluding geometrical and optical) of haloalkanes up to eight carbon atoms
- discuss the problems associated with the use of CFCs and assess the effectiveness of steps taken to alleviate these problems
- analyse the information available that indicates changes in atmospheric ozone concentrations, describe the changes observed and explain how this information was obtained
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Students:
- present information from secondary sources to write the equations to show the reactions involving CFCs and ozone to demonstrate the removal of ozone from the atmosphere
- gather, process and present information from secondary sources including simulations, molecular model kits or pictorial representations to model isomers of haloalkanes
- present information from secondary sources to identify alternative chemicals used to replace CFCs and evaluate the effectiveness of their use as a replacement for CFCs
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