Worksheet 3.2

ENVIRONMENTAL SCIENCE PUBLISHED FOR EVERYBODY ROUND THE EARTH


1. The main oxidants in the troposphere and how we observe them
Oxidation in the Atmosphere
Night-time conditions and chemistry
Measurement techniques - spectroscopy
Worksheet 1.1
Worksheet 1.2
2. Radiation, greenhouse gases and the Greenhouse Effect
The Earth's radiation budget and the Greenhouse Effect
The Greenhouse gases - carbon dioxide and methane
Water vapour and clouds
Worksheet 2.1
Worksheet 2.2
3. More on ozone and fire
Why is ozone dangerous?
Understanding tropospheric ozone abundance
Fire chemistry and its global importance
Worksheet 3.1
Worksheet 3.2
Worksheet 3.3
4. Gases in our atmosphere
Distribution & concentration (1)
Distribution & concentration (2)
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A model experiment on photochemical smogs
Some chemicals used in this experiment are harmful. Take care and use protective equipment!
Figure 1: Model experiment on photosmog.
©Tausch, von Wachtendonk: Chemie 2000+; Buchner Verlag, Bamberg 2001
E1 |
Irradiation: (demonstration experiment, work in a fume hood and use aluminium foil to protect everyone from ultra-violet radiation). |
E2 |
Extraction, filtration: (group experiment) |
E3 |
Thin layer chromatography: (group experiment) |
In this model experiment the results you obtain will depend on the type of leaves you use and how long you irradiate the solution. Nevertheless your results will be very similar to those shown in Figure 2.
Figure 2: Thin layer chromatogram of extracts produced from non-irradiated (A) and irradiated (B) leaves. [1: point of application; 2,3,4: xanthophylls; 5: chlorophyll a ; 6: chlorophyll b; 7 ß-carotene]
© 2004 Seesing, Tausch; Universität-Duisburg-Essen, Duisburg
- T1
Which pigments have been damaged or destroyed?
How can you recognise this?
- T2
The experiment on leaf damage (E1) is a model experiment for processes that can also occur in nature. The conditions inside the reactor are, however, rather more extreme than the conditions in the troposphere and the stratosphere. Add suitable keywords in the table below (e.g. higher, lower, shorter, longer, different, almost the same, etc.) comparing the processes in the troposphere and stratosphere with the experiment:
troposphere |
stratosphere |
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gas pressure |
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composition of the gas mixture |
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time of irradiation |
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periodicity of the irradiation (day/night rhythm) |
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wavelength of the |
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open / closed system |
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dynamics of the gases |
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temperature of the gas mixture |
Figure 3: Predicted changes in the total ozone column with time as a function of geographic latitude (left) and predicted changes in the vertical ozone distribution over time (right). [Lit.: G. Mégie, Ozon, Springer, Berlin 1989]. © 2004 Seesing, Tausch; Universität-Duisburg-Essen, Duisburg.
T3 |
Interpret the predicted changes in ozone levels shown in Figure 3. Which is more alarming, the change in the total ozone column or the vertical distribution? Give reasons for your answer. |
T4 |
Look at the vertical distribution of ozone in 60 years shown in Figure 3.(right). Which phenomenon is represented by the model experiment? |
T5 |
ß-carotene has a weak point in its structure that can be attacked very easily by ultra-violet radiation. Figure 4. shows some possible reactions, which of these might have happened in experiment E1? Give reasons for your answer. |
Figure 4: possible reactions of ß-carotene
© 2004 Schmidt, Seesing, Tausch; Universität-Duisburg-Essen; Duisburg