Human Impact On the Environment

Human Impact on the Environment In this coursework I am going to investigate the impact of human activity on the environment. I am going to do this by looking at the possible link between changing carbon dioxide levels in the air and global warming. Global Land Temperature 1860 The graph above shows the change in air temperature from 1860 to 2000. The rate at which the air temperature has increased has been constant because the change in air temperature is a straight line (line of best fit). This shows us that there is a linear relationship. The graph has a positive correlation because the line is going up and the temperature is increasing. As years go by the temperature rises with it. This is shown in the graph because in 1860 the temperature was -0.1°C whereas in 2000 the temperature was 0.7°C, this shows that there has been a increase of 0.8°C over the 140 years; this means that the surface air temperature has been gradually rising. The graph has a curved line which means that the numbers don't have a consistent rate of change and don't follow a precise order. There is a link between the change in air temperature and the thickness of ice because as the temperature of surface air increases the thickness of ice in the arctic sea decreases. This is a linear relationship because as one increases the other decreases. An example for this would be in 1960 where the surface

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  • Level: GCSE
  • Subject: Science
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air pollution

What has/is the government done/doing and what could we as the general public to do improve our air quality? With the great concern surrounding the destruction of the earth's atmosphere due to air pollution, the immediate and direct harm caused to the human body is often over shadowed. While many are aware that our careless use of hazardous chemicals and fossil fuels may leave the planet uninhabitable in the future, most over look the fact that they also cause real damage to the air we breathe in at this moment. Such pollutants cause damage to our respiratory system, as the concentration in the air is too high. If you breathe dirty air, you are more likely to develop health problems and become ill. Plants and animals need clean air too. A lot of the things that make our lives more comfortable such as cars, electricity and heating; create bad gases which make the air dirty. The problem of air pollution started with the burning of coal in homes and factories. Dirty air is called 'polluted air'. Some of us get asthma which can be caused by pollution. Air quality is affected in many ways by pollution. The Earth's atmosphere consists of nitrogen (N2), oxygen (O2), argon (Ar), carbon dioxide (CO2) and water (H2O). This table and pie chart shows the gases in clean air and the percentages. Air A clean air supply is essential to our own health and that of the environment. 500 years

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  • Level: GCSE
  • Subject: Science
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Electrolytic wastewater treatment apparatus

Electrolytic wastewater treatment apparatus Abstract A method and apparatus for purifying aqueous effluent streams to reduce chemical oxygen demand thereof, where the method comprises direct oxidation of water-soluble organic material in an electrochemical cell that incorporates stainless steel electrodes, whose stability and lifetime are enhanced by inclusion of circulating metal chips. Claims What is claimed is: . An electrolytic oxidation process for purifying wastewater by oxidation of organic and oxidizable inorganic substances contained therein, said process comprising: flowing the wastewater into an electrolytic oxidation cell, where the cell comprises a stainless steel anode and cathode and contains iron chips, said chips being in electrical contact with the anode and prevented from making electrical contact with the cathode by a non-electrically-conductive, liquid-permeable barrier; applying a voltage across the electrodes to energize the electrolytic oxidation cell and effect electrolytic oxidation of organic and oxidizable inorganic substances in the wastewater; and discharging from the electrolytic oxidation cell a treated wastewater having a reduced COD content. 2. The process of claim 1, wherein the voltage applied across the electrodes of the electrolytic cell produce a current of from about 2 to about 20 amperes in the electrolytic cell. 3. The

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  • Level: GCSE
  • Subject: Science
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The Electrolysis Of Copper (ii) Sulphate Solution Using Copper Electrodes

20l COURSEWORK2000/2001 SAM MOED CHEMISTRY: THE ELECTROLYSIS OF COPPER (II) SULPHATE SOLUTION USING COPPER ELECTRODES .PLANNING: A. POSSIBLE FACTORS WHICH COULD AFFECT THE MASS OF COPPER DEPOSITED OR LOST: There are in fact many factors that could affect the mass of Copper lost or deposited on the electrodes: * The current intensity or strength * Time (for how long the current is passed) * Concentration of the CuSO4 solution * Size and surface area of the plates * Depth of immersion of plates * Temperature of solution * Distance between plates * Voltage The factor that is to be investigated in this experiment is one of these: current intensity and so all the others will have to be kept constant to be sure that any correlation between the increase in current and the increase in mass is due to the former only. B. Electrolysis in general Electrolysis is the chemical decomposition of an ionic compound by the passing through it of an electric current. The ionic compound must either be in the molten state or in aqueous solution; this is because the ions need to be mobile since it is the movement of ions that constitutes the conductivity. Electrodes are rods or in this case plates of a conducting material by which current enters or leaves the ionic compound called the electrolyte. The negative electrode is called the cathode by which the

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  • Level: GCSE
  • Subject: Science
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Investigate the factors that affect the mass of Copper deposited on the Copper Cathode during the Electrolysis of Copper (11) Sulphate Solution using Copper Electrodes.

An Experiment to investigate the factors that affect the mass of Copper deposited on the Copper Cathode during the Electrolysis of Copper (11) Sulphate Solution using Copper Electrodes Background Information Electrolysis is the decomposition of a molten or aqueous compound by electricity. Electrolysis occurs only in liquids called electrolytes. Electrolytes are compounds, which conduct electricity when molten or dissolved in water, but not when they are in a solid state as the oppositely charged ions are held together by strong ionic bonds in a giant lattice and this means electricity cannot pass through it and the ions are unable to move. If electrolytes are molten or dissolved in water their ions are free to move, and the movement of ions in liquids is key in electrolysis. Electrolysis takes place in an electrolyte cell. The diagram below shows the apparatus used in the electrolysis of molten or aqueous ionic compounds. The electrodes (anode and cathode) are known as conducting rods. Normally they are made out of platinum or graphite as these substances are chemically unreactive and will not interfere with the experiment. They are inert electrodes. However in this experiment we are using copper electrodes. Copper electrodes are active electrodes and these metal electrodes take part in electrolysis. Copper electrodes are used in industry to obtain pure copper. The

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  • Level: GCSE
  • Subject: Science
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Investigating how the amount of copper affects the mass of the cathode

INTRODUCTION: In this experiment I will be investigating how the amount of copper affects the mass of the cathode. I will do this experiment twice so that I have an average of my results so that they are accurate. I have already done my preliminary work and from it, I have noticed that I will have to make some changes with the method of my experiment. AIM: In this experiment, I intend to find out how much copper in the solution affects the mass of the cathode. I will be observing to see what is happening and exactly how much copper is being deposited on the cathode. Out of the four variables that are listed below, I will be concentrating on the time the electrodes are left in the solution and the size of current that will be applied in this experiment. VARIABLES: There are four variables, which affect this investigation. The first variable is the size of the current applied in the solution. As the current raises so does amount of electrons that are produced on the cathode. This means the anode loses its positively charged ions, which the cathode gains, which means more positive ions, will combine with the electrons on the cathode to produce copper. The second variable that affects the experiment is the amount of time the experiment is carried out for. The greater the time the electrodes are left in the solution, the more time there is for the copper to be gathered at the

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  • Level: GCSE
  • Subject: Science
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Find out how magnesium ribbon reacts with various chlorides.

Compare the reactivity of the Transition Metals with the elements in Group 2. This investigation aims to find out how magnesium ribbon reacts with various chlorides including zinc chloride, iron chloride, copper chloride, nickel chloride and cobalt chloride, as compared to the reactivity of the elements in group two. All the elements that combine with the chloride ions to form the compounds are transition metals. Reactivity series. The reactivity series is a list of metals in order of reactivity with the most reactive metal at the top of the list and steadily decreasing reactivity down the list. The list is as follows: Potassium K Sodium Na Calcium Ca Magnesium Mg Aluminium Al Zinc Zn Iron Fe Lead Pb Copper Cu Mercury Hg Silver Ag Platinum Pt Note: this list could be shorter or longer depending upon the number of metals you wish to consider. As I have mentioned above, all the elements that have been combined with the chloride ions to form the chloride compounds are transition metals. This means that the reactions that will take place may not be in any obvious order e.g. in order of reactivity, thus I will have to investigate and find out in what order they will react. Transition Metals. Transition metals have the following properties in common: - > The metals have higher melting

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  • Level: GCSE
  • Subject: Science
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Is an increase in traffic pollution the

Tanushri Gukhool 11a Is an increase in traffic pollution the cause of asthma? Contents Page Introduction & pollution................................................pg 2 What is Asthma, the causes, symptoms and attacks.............pg 3 Signs & Symptoms of Asthma...............................................pg 4 Can air pollution harm people? ............................................pg 4 For Argument... The Lancet Asthma Study.......................................................pg 5 Children's Health Study............................................................pg 7 Against Argument... The Association of British Drivers Study..................................pg 9 Particulates - PM10..................................................................pg 10 Carbon Monoxide - CO...........................................................pg 11 Sulphur Dioxide - SO2 ...........................................................pg 13 Nitrogen Oxide - Nox.............................................................pg 14 Evaluation...............................................................................pg 15 Bibliography............................................................................pg 16 Pg 1 Introduction: In this Chemistry Case Study I will be investigating whether traffic pollution really causes asthma. There are many for's and against this

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  • Level: GCSE
  • Subject: Science
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Investigating the effect of the temperature of hydrochloric acid on its rate of reaction with marble

SC1 Investigation 6/10/06 Investigating the effect of the temperature of hydrochloric acid on its rate of reaction with marble. Christopher Lewis Candidate number: 2670 SC1 Investigation Investigating the effect of the temperature of hydrochloric acid on its rate of reaction with marble. . Planning ) Investigating the effect of the temperature of hydrochloric acid on its rate of reaction with marble. 2) Background Information The chemical equation for the reaction between hydrochloric acid and marble is: CaCO3 + 2HCl CaCl2 + H2O + CO2 This ionic equation for this reaction is: 2H+ + CO32- H2O + CO2 The word equation for the reaction is: Marble + hydrochloric acid = calcium chloride + water + carbon dioxide I believe that the temperature of hydrochloric acid will have a significant effect the amount of carbon dioxide and water given off by this experiment, and therefore on the rate of reaction. Rate of reaction can be measured by the volume of carbon dioxide produced divided by the time taken to do so, thus: vol/time. Particles move all the time as a result of Brownian motion - random movement at any temperature above 0 K. The rate of reaction depends on a number of variables. This is in relation to particle kinetic theory, which states that if there is more heat, for example, there will be faster particle movement, and therefore

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  • Level: GCSE
  • Subject: Science
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Investigation to show how the amount of electric current affects the amount of copper deposited at the electrodes during the electrolysis of copper sulphate solution using copper electrodes.

Investigation to show how the amount of electric current affects the amount of copper deposited at the electrodes during the electrolysis of copper sulphate solution using copper electrodes by Mohammed Bakir Aim: I aim to investigate how the amount of electrical current affects the amount of copper deposited in the electrolysis of copper sulphate solution using copper electrodes. Hypothesis: Electrolysis is the decomposition of a molten or aqueous compound by electricity. The compound decomposed during electrolysis is called an electrolyte. The energy which causes the chemical changes during electrolysis is provided by an electric current. It is important to remember that an electric current is simply a flow of electrons. When an electric current passes through the electrolyte, electrolysis takes place. During electrolysis: * a metal or hydrogen forms at the negative cathode. This confirms that metals and hydrogen have positive ions. These ions are called cations because they are attracted to the cathode. * a non-metal (except hydrogen) forms at the positive anode. This confirms that non-metals (except hydrogen) have negative ions. These ions are called anions because they are attracted to the anode. The experiment which I am to carry out involves an electrolyte of copper sulphate solution and electrodes made of pure copper. I am to investigate how the amount of

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  • Level: GCSE
  • Subject: Science
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