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Unit 4 VCE
Environmental Science
   Area of Study 1: Pollution
       Revision Lecture
   Saturday 17th November


                                S
The Exam – 90 minutes

S Starts 9.00am Monday 19th November

S 15 minutes reading time

S Section A: 20 multiple choice questions (each worth 1
  mark)

S Allow 20 minutes (1 minute per mark)

S Section B: 5 short answer questions (worth 70 marks)

S Allow 70 minutes (1 minute per mark)

S Finishes (Yay!)
Break down of marks

S Mercury/sulfur dioxide: 15 marks

S Definitions: 5 - 10 marks
                                52 marks/90 = about 58%
S Graphs/data: 5 marks

S Case study pollutant: 16 - 22 marks

S Environmental Project: 17 marks

S Evaluation of a project: 12 marks

S Ecotourism: 9 marks
Which are not pollutants?


S Milk             S Noise

S Hot water        S Light

S Carbon dioxide   S Food scraps

S Ozone            S Leaves

S Soil             S Chocolate
What is a pollutant?


S “The presence in or introduction into the
  environment of a substance or thing that has harmful
  or poisonous effects.”

S “The contamination of air, water, or soil by
  substances that are harmful to living organisms.
  Pollution can occur naturally, for example through
  volcanic eruptions, or as the result of human
  activities, such as the spilling of oil or disposal of
  industrial waste.”
Practice Question 1:


Which of the following statements about pollutants is
true :
    A. Pollutants are only harmful to humans
    B. Pollutants alter the environment in a negative
       way
    C. Pollutants refer specifically to toxic inorganic
       substances made by humans
    D. Pollutants are harmful organic substances that
       negatively effect plants and animals
Practice Question 2:


The following are all pollutants in the
atmosphere, with one exception. Choose the
exception:
   A. Carbon monoxide
   B. Nitrogen dioxide
   C. Nitrogen gas
   D. Ozone
AoS 1: Pollution and Health

S General characteristics of mercury and sulfur dioxide as
  pollutants
  S Point and diffuse sources of pollution and pollutant
    sinks
  S Transport mechanisms, including
    persistence, mobility, bioaccumulation
  S Environmental human health, health of the
    environment, environmental hazards
  S Exposure, dosage, chronic and acute
    toxicity, allergies, specificity and synergistic action.
Properties:                             Fate:
     • Solid /liquid /gas                      •Persistence
          • Volatility                         •Elimination
         • Flammability        Mobility:
          • Solubility          • Transport
                                mechanisms
                                                Impact:
              •Exposure                         •Effects on
Source                                          Organisms
              •Dosage                               and
              •Toxicity                        Environment

                            Strategies to
                            mitigate effects
Sources – match the terms

S Point           S Man-made

S Diffuse         S On the move

S Fugitive        S “Sneaking out” – difficult to locate

S Mobile          S Needs to be shaded on a map -
                    area
S Natural
                  S Can be pin-pointed on a map
S Anthropogenic
                  S Environmental sources – eg. rocks
Sources – match the terms

S Point           S Can be pin-pointed on a map

S Diffuse         S Needs to be shaded on a map -
                    area
S Fugitive
                  S “Sneaking out” – difficult to locate
S Mobile
                  S On the move
S Natural
                  S Environmental sources – eg. Rocks
S Anthropogenic
                  S Man-made
S
Point Sources

Pollutants released from specific points
that may be collected, treated or
controlled


 S domestic waste water
 S industrial wastes
 S sewage treatment effluent
 S chimneys releasing gaseous
    and particulate emissions
Practise question 3:


S Mercury particles are emitted from a smokestack at an
  industrial plant. The smokestack is an example of a

A. Point source

B. Diffuse source

C. Fugitive source

D. Transport mechanism
Diffuse Sources


Pollutants released from many
points that are difficult to
collect, treat or control
  S Oil spills
  S Rubbish tip leak
  S Fertiliser in run-off
  S Pesticide spraying
  Sometimes a matter of
  scale!
Practice Question 4:


Which one of the following is an example of
a diffuse source of pollution?

A. highway carrying heavy traffic
B. chimney stack
C. sewerage pipe
D. pipe discharging waste from a
manufacturing plant
Point and non-point sources


S Car exhaust pipes will
  be considered a point
  source on a small scale

S At a larger scale, many
  vehicles on a freeway
  will be mobile sources
  of diffuse emissions
Transport Mechanisms

S By air/wind (usually gaseous, liquid droplets or small
  particulates)
S By water (dissolves in precipitation, usually
  soluble, also heavy metals, sometimes volatile
  hydrocarbons – vaporises easily)
S By soil (erosion by wind or water can move soil-
  borne pollutants, as can heavy machinery and other
  anthropogenic activities)
S By organisms – bacteria, plants and animals
Sinks


S Where does the pollutant end up? Where does it spend
  significant amounts of time?

S Diluted in the air

S Diluted in water – swamps, wetlands, lakes and oceans

S Sediments in streams, rivers, estuaries, swamps etc

S In the soil
Types of pollution
                   Air pollutants
                           Smog
               Water pollutants
                  Heavy metals
 Endocrine disrupting chemicals

                                    S
Air pollutants


S Carbon monoxide and     S Particulate matter
  CO2
                          S Pollen, dust-mites and
S Nitrogen oxides (esp.     other allergens
  NO2)
                          S Radioactive compounds
S CFC’s
                          S Oxides of Sulphur (esp.
S Volatile Organic          SO2)
  Compounds

S Ammonia

S Odours
Smog – VOC‟s, NOx, O3 &
      particulates

            S A combination of
              pollutants and weather
              conditions can result in
              photo-chemical smog

            S Can cause asthma &
              allergies

            S Synergistic effects
What is synergy?


S When the effect of both pollutants together is greater than
  the sum of the effects of each pollutant by itself.

S When 1 + 1 = 3 !

S Includes each pollutant acting on their own AND any
  reactions between the pollutants

S Photochemical smog is the classic example of this.
Water pollutants


S Soluble chemicals such as fluoride, phosphates, various
  salts
S Sediments, contributing to turbidity (restricts light)

S Oil and other volatile hydrocarbons

S Heavy metals (mercury, arsenic, cadmium etc)

S Physical contaminants (litter, leaves)

S Biological contaminants ( E.coli )

S Can hot water be considered a pollutant?
Heavy metals

S Mercury, chromium, arsenic, cadmium, lead and
  manganese.
S Characterised by high atomic weight

S Persistent, tend to bioaccumulate and biomagnify

S Allergic reactions (e.g., beryllium, chromium)

S Neurotoxicity – affects nervous system (e.g. mercury &
  lead)
S Nephrotoxicity – affects kidneys (e.g. mercuric chloride)

S Cancer
Types of Mercury


      Elemental mercury            Inorganic mercury          Organic mercury
      Silver in color, stable,   Water soluble salts (eg.     Methyl mercury is fat
          liquid at room           Mercuric chloride)         soluble (and therefor
    temperature, fat-soluble                                 insoluble in water),but
      and bioaccumulates.         Inorganic mercury is      found in waterways and
                                   converted to methyl          bioaccumulates.
     Vapourises easily and        mercury by bacteria.
       can be absorbed
          dermally.

“Students needed to understand the different forms of mercury
    and the characteristics of each” Examiners report, 2009
Practise question 5:


S Methyl mercury can be absorbed over a long period of
   time if a person experiences

A. Acute toxicity

B. It‟s direct effects

C. Acute absorption

D. Chronic exposure
Practise question 6:


Elemental Mercury can vapourise at room temperature.
This increases the likelihood of
A. Bioremediation by plant roots

B. Exposure of humans to elemental mercury

C. Waterborne transport of elemental mercury

D. High persistence of elemental mercury at a particular
   site.
Practise question 7:


S Which one of the following forms of mercury is most likely
  to be involved in bioaccumulation, with the correct
  reason?

A. Methyl mercury, as it is soluble in fat

B. Elemental mercury, as it is persistent

C. Methyl mercury, as it is soluble in water

D. Oxides of mercury, as they are soluble in water
Case study of a pollutant

Characteristics of a specific pollutant including:
  S Physical and chemical characteristics
  S Sources, transport mechanisms and sinks
  S Does it bioaccumulate or biomagnify?
  S Environmental health effects (hazardous
    quantities)
  S Human health effects (direct and indirect –
    dosage)
  S Strategies that reduce the risk of pollutants
    affecting human health and the environment
What is your case study?


S Phosphorus

S Oxides of nitrogen

S Fluoride

S Lead

S Arsenic
Physical & chemical
              characteristics
         Mercury                  Sulphur dioxide
S Very heavy metal, liquid at   S Colourless gas, denser than
   room temp.                      air at room temp.

S Silver-white, odourless       S Strong, suffocating odour

                                S Non-flammable
S Dissolves in fats &
   oils, insoluble in water     S SO2 + O2         SO3
S Methyl mercury is also        S SO3 + H2O            H2SO3
   insoluble in water
                                S Acts synergistically with
S Forms alloys with other          smog
   metals
Natural sources

      Mercury          Sulphur dioxide
S Rocks and ores      S Geothermal activity

S Evaporates from     S Natural decay of
  soils                 vegetation on
                        land, in wetlands
S Volcanic activity
                        and oceans
Anthropogenic sources

       Mercury               Sulphur dioxide
S Burning of fossil fuels   S Burning of fossil fuels

S Precious metal mining     S Wood pulping & paper
                              manufacture
S Compact fluorescent
  globes                    S Metal refining and
                              smelting
S Felt & hat making
Transport mechanisms

         Mercury                     Sulphur dioxide
S From fossil fuel stations and    S From vehicles and industrial
   mining sites, mercury may         sites, pollutants like sulphur
   be carried by wind and            dioxide may be carried by
                                     wind primarily in the
   rainfall moving over and          direction of the prevailing
   through the ground.               wind.
S Sediments are deposited in       S As it moves it may react with
   lakes, rivers, wetlands, coas     oxygen and then water
   tal waters                        resulting in sulphuric acid
                                     which falls to the ground
S Plants and animals absorb          with acid rain burning plants
   and ingest the pollutant and      (our food) and acidifying our
   it ends up in the food chain      water
Persistence & Sinks

       Mercury              Sulphur dioxide
S Highly persistent        S Low/medium
                             persistence
S Exposure via ingestion
                           S Exposure via inhalation
S Bioaccumulates
                           S Wetlands, lakes,
S Sinks are sediments        oceans
  and organisms            S Absorbed by soils and
                             plants
Human health effects
             Mercury                       Sulphur dioxide
S   Eating fish or shellfish which have  S Combines with oxygen and
    been exposed to mercury - Drinking     water vapour to form sulfuric
    water or eating foods that contain     acid and has synergistic effects
    traces of mercury - Being exposed      in smog with oxides of nitrogen.
    to mercury from dental work and        Strong, acrid odour and can
    medical treatments - Breathing         cause respiratory
    contaminated air - Working at, or      problems, especially in people
    living near, factories where mercury   with impaired lung function
    is produced or used, such as fossil    (asthmatics, babies and the
    fuel plants or cement                  elderly).
    manufacturers.
    http://www.abc.net.au/news/2012-
    08-25/the-bitter-dispute-over-the-
    toxic-legacy-of/4222392
Human Health Effects

             Mercury                          Sulphur dioxide
S   Fat soluble, so can impair brain   S   10-50 ppm causes eye, nose
    function and cause neurological        and throat irritation, choking
    damage.                                and coughing.

                                       S   At higher levels, causes
S   Irritability, tremors and „mad-
                                           inflammation of the respiratory
    hatter‟ syndrome                       tract, wheezing and lung
                                           damage.
S   Water soluble compounds
    cause kidney damage.               S   Most severe impacts on infants,
                                           the elderly and people with
                                           respiratory problems such as
                                           allergies and asthma.
Environmental health effects

          Mercury                           Sulphur dioxide
S   Bioaccumulates in                   S   Combines with oxygen and
    organisms, especially methyl-           water vapour to form sulfuric
    mercury, as it is found in water        acid, which results in acid rain.
    and absorbed by aquatic                 This can cause decreased pH
    organisms. As it builds up in the       (acidification) of waterways,
    food chain, (biomagnifies)              plant death and therefor impact
    organisms higher up are more            aquatic food chains.
    affected.
Practise question 8:

S Mercury can be particularly hazardous to human and
  animal health because of bioaccumulation.
  Bioaccumulation

A. Is caused by excessive exposure to mercury in the air

B. Occurs because the person or animal is allergic to
   mercury

C. Is due to synergism between mercury and another
   pollutant in the ecosystem

D. Occurs because the rate of intake exceeds the rate at
   which the body can remove it.
Practise question 9:

S Bioaccumulation of mercury is most likely to occur in

A. Aquatic organisms

B. Animals high up in the food chain

C. Sediment in lakes containing mercury

D. Animals that are low in fat, and so are unable to store
   the mercury, which is fat soluble.
Management strategies

       Mercury                  Sulphur dioxide
S Minimise use in extracting   S Use low-sulphur coal
  & smelting
                               S Change extraction process
S Replace with alternatives
                               S Reduce fugitive emissions
S Reduce fugitive
  emissions                    S Control devices
                                 (scrubbers, tall
S Pollution control devices?
                                 stacks, acid-plants)
Endocrine disrupting
            chemicals

S “emerging issues in human health”

S Endocrine disruptors are chemicals that
  interfere with endocrine (or hormone
  system) in animals, including humans.

S Can cause cancerous tumours, birth
  defects, and other developmental
  disorders.

S Pesticides (such as DDT), PCB‟s,
  Bisphenol A (BPA), Polybrominated
  diphenyl ethers (PBDE)Pthalates and
Section B: Short answer


S A power station fuelled by coal can produce sulfur
  dioxide, leading to the formation of acid rain.
S Describe why a power station can generate SO2 (2
  marks)
S List 4 characteristics of Sulfur dioxide (2 marks)

S Describe the effect on human health of exposure to high
  concentrations of SO2 (2 marks)
S 2 + 2 + 2 + 2 + 2 = 10 marks 10/90 = 11% of exam
Section B: Short answer


S Describe the processes involved in the formation of acid
  rain due to the emissions of SO2 from the chimney of a
  power station, including the likely transport mechanisms.
  (2 marks)

S Describe two methods by which the power station owners
  could reduce the sulfur dioxide produced by their station.
  (2 marks)
Samples are taken at
each of locations A, B, C
and D.
Each sample is tested for
three pollutants I, II, and
III.
Pollutant I        Pollutant II       Pollutant III
   Site A             Low                Low                 Low
  (water)
   Site B               Low                High             Medium
  (water)
   Site C            Medium             Medium              Medium
    (air)
   Site D              High                High               High
    (air)

What evidence is there that the pollutants are coming from the factory?
Which pollutant is most likely to be sulphur dioxide and mercury? Explain.
What pollutant could III be. Explain.
Human Health Effects
          Methods of exposure
         Pathways of pollutants
                        Dosage
             Toxicity and LD50


                                  S
Exposure :                  Dosage : the                     Toxicity : a
How much of a               amount of a                      measure of the
pollutant an                chemical            influenced
                                                     by      harm a
organism is exposed         absorbed per                     substance can
to over a specific          unit body                        cause an
period of time.             weight.                          organism.
                      influences
   Ingestion                       influenced
                                        by


   Inhalation               Respiration rate
                            Hazard concentration
   Dermal                   Frequency of exposure
   absorption               Length of exposure
                            Properties of the chemical         Impact
                            Body size
                            Allergies
Methods of Exposure


S “Routes of entry”
S Ingestion - Via mouth to digestive system (usually
  liquids and solids in food)
S Inhalation - Via nose & mouth to respiratory
  system (usually gases, droplets or small
  particulates)
S Absorption – Via skin (dermally – usually liquids
  or gases)
Unit 4 Exam Revision Lecture - VCE Environmental Science - Area of Study 1 - Pollution
Measuring pollutants


S Grams (or mg) per unit volume (air or water)

S For example, g/litre or mg/litre or g/m3

S Gases measured in ppm or ppb

S Emissions can also be measured per unit time (eg.
  g/min)

S Check for SALT on your graphs
  (Scale, Axes, Labels, Title)
Unit 4 Exam Revision Lecture - VCE Environmental Science - Area of Study 1 - Pollution
Practise question 10:


S The mass of mercury contained in a 350g sample of soil
  collected from a distance of 600m from the plant chimney
  would be closest to:

A. 80 mg

B. 280 mg

C. 350 mg

D. 600 mg
Unit 4 Exam Revision Lecture - VCE Environmental Science - Area of Study 1 - Pollution
Practise question 11:


S What percentage of measurements were within the
  government‟s target concentration (less than 0.012ppm)
  for the pollutant gas?

A. 14%

B. 33%

C. 67%

D. 100%
Practise question 12:


S Angie spent different periods at each location making her
  measurements. Which of the following represents her
  greatest exposure to the pollutant gas?

A. 2 minutes at 6 km south

B. 3 minutes at 1 km south

C. 4 minutes at 1 km north

D. 5 minutes at 8 km north
Pathways of pollutants

S Risk to organisms and the environment depends upon
  how the pollutant is transported through the
  environment.
S Particles or compounds that can be dispersed by air /
  wind currents are likely to be inhaled, absorbed
  through dermal contact and ingested.
S Compounds that dissolve in and are dispersed by
  water are likely to be ingested, absorbed through
  dermal contact but are less likely to be inhaled by
  terrestrial organisms.
S Compounds that are fat soluble are likely to
  biomagnify and therefore pass through the food web
Dosage
The dosage someone receives will depend on the:

S Rate of respiration/ingestion/absorption

S Length of exposure

S Frequency of exposure

S Concentration of pollutant

S Physical, chemical and biological properties of the
  pollutant

http://www.biology.arizona.edu/chh/problem_sets/toxicology/t
oxicology.html
Toxicity


Which pollutant is more harmful?

S LD50 of 60mg

S LD50 of 35mg

S LD50 of 10mg

S LD50 of 5mg
Environmental health
             effects
                           Acid rain
                        Acidification
                      Eutrophication
  Bioaccumulation & Biomagnification


                                        S
Acidification
Acid rain




                                         http://www.abc.net.au/science/artic
http://en.wikipedia.org/wiki/Acid_rain   les/2010/06/28/2938845.htm
Unit 4 Exam Revision Lecture - VCE Environmental Science - Area of Study 1 - Pollution
Bioaccumulation &
 Biomagnification
Section B: Case study


S Name a pollutant you have studied this year

S Describe a precise geographical location where you would find
   this pollutant (2 marks)
S Explain how the concentration of this pollutant is measured -
   equipment and units (2 marks)
S Consider the life cycle of this pollutant, naming it‟s source
   (point or diffuse?), transport mechanism and major sink
S (2 + 2 + 3 + 2 = 9 marks)
Section B: Case study


S Identify a specific human or animal population affected by
  this pollutant , including method of exposure. (2 marks)
S State the dosage of the pollutant required to cause
  significant harm to an individual of the population. (2
  marks)
S Describe a strategy that has been used to reduce the
  pollutant or the impact on human or animal health. (2
  marks)
Section B: Case study


S Evaluate the effectiveness of this strategy using
  evidence. (3 marks)



TOTAL for your case study

2 + 2 + 3 + 2 + 2 + 2 + 2 + 3 = 18 marks/90

20% of the exam
Unit 4 Exam Revision Lecture - VCE Environmental Science - Area of Study 1 - Pollution
Monitoring is not a strategy!


S Monitoring or measuring the pollutant is NOT a strategy
  that reduces emissions or exposure
S Research, by itself, cannot reduce emissions or
  exposure
S Education, by itself cannot reduce emissions or
  exposure
S These actions may be part of a plan to reduce human
  and environmental health but when asked for a strategy
  to reduce impact you need to discuss the ACTIONS
  that control emissions at their source and/or reduce
Exam Preparation
           Preparing yourself
   Materials you should take
     Using your reading time
          Writing time begins
Marks are a guide to answers
                                S
Preparing yourself

S get enough rest and sleep

S eat sensibly, don't skip meals or try to fill up on snacks -
  active brains need a balanced diet

S check on the starting time and allow plenty of time to get
  to your examination centre

S check that you have everything you need - make yourself
  a list
Materials you should take

S one or two highlighters - you can use these to highlight 'action
    words' that guide you in how to answer each question, key
    information and data in each question or questions that you
    know you may want to come back to during your 5 minutes
    checking time
S clear (transparent) ruler

S   two pencils (with extra lead or a sharpener)
S   eraser
S    scientific calculator (either with new batteries or a back up
    scientific calculator)
Using your reading time


S One strategy that works for many students during the 15
  minutes of reading time is to:

S Spend the first minute or two simply 'flicking through' the
  examination paper to gain a snapshot of the length of the
  paper, layout of questions, occurrence of figures such as
  graphs, tables and drawings.

S Check all pages and questions are present as described on
  the front cover of the examination booklet
Using your reading time


S Follow this up with scanning each question very
  briefly to determine its focus; for example, is the
  question related to Pollution or Applied
  Environmental Science and ask yourself whether
  the question requires a definition, analysis of
  data, evaluation with evidence or is another type of
  question. (This may only require 6-8 seconds per
  question, and sometimes less.) It is not necessary at
  this stage to begin solving for the answers but simply
  allow your brain to begin processing the
  information.
Writing time begins…

S Once writing time begins, try to stay calm. You will have
  90 minutes to complete the exam. You might like to start
  with a question that you feel is straightforward. Use your
  highlighter to identify the 'action words' (such
  as name/nominate, describe, explain, outline,
  evaluate, justify)

S Don‟t list or describe more examples than asked for in a
  particular question - if you think of a better quality
  response than you first wrote, clearly identify (by
  highlighting, underlining or circling) the examples you
  wish the examiner to assess.
Marks are a guide to
              answers

S Check how many marks each question is worth – 3 marks
  means three key points.

S If you find yourself writing much more than the lines and
  space provide for in a particular question, then it is possible
  that you are writing too much and you should consider
  using dot points. It is important that you allow yourself
  sufficient time. Attempt all questions, even if you are not
  entirely confident of your answers - examiners cannot
  award marks to empty spaces.

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Unit 4 Exam Revision Lecture - VCE Environmental Science - Area of Study 1 - Pollution

  • 1. Unit 4 VCE Environmental Science Area of Study 1: Pollution Revision Lecture Saturday 17th November S
  • 2. The Exam – 90 minutes S Starts 9.00am Monday 19th November S 15 minutes reading time S Section A: 20 multiple choice questions (each worth 1 mark) S Allow 20 minutes (1 minute per mark) S Section B: 5 short answer questions (worth 70 marks) S Allow 70 minutes (1 minute per mark) S Finishes (Yay!)
  • 3. Break down of marks S Mercury/sulfur dioxide: 15 marks S Definitions: 5 - 10 marks 52 marks/90 = about 58% S Graphs/data: 5 marks S Case study pollutant: 16 - 22 marks S Environmental Project: 17 marks S Evaluation of a project: 12 marks S Ecotourism: 9 marks
  • 4. Which are not pollutants? S Milk S Noise S Hot water S Light S Carbon dioxide S Food scraps S Ozone S Leaves S Soil S Chocolate
  • 5. What is a pollutant? S “The presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects.” S “The contamination of air, water, or soil by substances that are harmful to living organisms. Pollution can occur naturally, for example through volcanic eruptions, or as the result of human activities, such as the spilling of oil or disposal of industrial waste.”
  • 6. Practice Question 1: Which of the following statements about pollutants is true : A. Pollutants are only harmful to humans B. Pollutants alter the environment in a negative way C. Pollutants refer specifically to toxic inorganic substances made by humans D. Pollutants are harmful organic substances that negatively effect plants and animals
  • 7. Practice Question 2: The following are all pollutants in the atmosphere, with one exception. Choose the exception: A. Carbon monoxide B. Nitrogen dioxide C. Nitrogen gas D. Ozone
  • 8. AoS 1: Pollution and Health S General characteristics of mercury and sulfur dioxide as pollutants S Point and diffuse sources of pollution and pollutant sinks S Transport mechanisms, including persistence, mobility, bioaccumulation S Environmental human health, health of the environment, environmental hazards S Exposure, dosage, chronic and acute toxicity, allergies, specificity and synergistic action.
  • 9. Properties: Fate: • Solid /liquid /gas •Persistence • Volatility •Elimination • Flammability Mobility: • Solubility • Transport mechanisms Impact: •Exposure •Effects on Source Organisms •Dosage and •Toxicity Environment Strategies to mitigate effects
  • 10. Sources – match the terms S Point S Man-made S Diffuse S On the move S Fugitive S “Sneaking out” – difficult to locate S Mobile S Needs to be shaded on a map - area S Natural S Can be pin-pointed on a map S Anthropogenic S Environmental sources – eg. rocks
  • 11. Sources – match the terms S Point S Can be pin-pointed on a map S Diffuse S Needs to be shaded on a map - area S Fugitive S “Sneaking out” – difficult to locate S Mobile S On the move S Natural S Environmental sources – eg. Rocks S Anthropogenic S Man-made
  • 12. S
  • 13. Point Sources Pollutants released from specific points that may be collected, treated or controlled S domestic waste water S industrial wastes S sewage treatment effluent S chimneys releasing gaseous and particulate emissions
  • 14. Practise question 3: S Mercury particles are emitted from a smokestack at an industrial plant. The smokestack is an example of a A. Point source B. Diffuse source C. Fugitive source D. Transport mechanism
  • 15. Diffuse Sources Pollutants released from many points that are difficult to collect, treat or control S Oil spills S Rubbish tip leak S Fertiliser in run-off S Pesticide spraying Sometimes a matter of scale!
  • 16. Practice Question 4: Which one of the following is an example of a diffuse source of pollution? A. highway carrying heavy traffic B. chimney stack C. sewerage pipe D. pipe discharging waste from a manufacturing plant
  • 17. Point and non-point sources S Car exhaust pipes will be considered a point source on a small scale S At a larger scale, many vehicles on a freeway will be mobile sources of diffuse emissions
  • 18. Transport Mechanisms S By air/wind (usually gaseous, liquid droplets or small particulates) S By water (dissolves in precipitation, usually soluble, also heavy metals, sometimes volatile hydrocarbons – vaporises easily) S By soil (erosion by wind or water can move soil- borne pollutants, as can heavy machinery and other anthropogenic activities) S By organisms – bacteria, plants and animals
  • 19. Sinks S Where does the pollutant end up? Where does it spend significant amounts of time? S Diluted in the air S Diluted in water – swamps, wetlands, lakes and oceans S Sediments in streams, rivers, estuaries, swamps etc S In the soil
  • 20. Types of pollution Air pollutants Smog Water pollutants Heavy metals Endocrine disrupting chemicals S
  • 21. Air pollutants S Carbon monoxide and S Particulate matter CO2 S Pollen, dust-mites and S Nitrogen oxides (esp. other allergens NO2) S Radioactive compounds S CFC’s S Oxides of Sulphur (esp. S Volatile Organic SO2) Compounds S Ammonia S Odours
  • 22. Smog – VOC‟s, NOx, O3 & particulates S A combination of pollutants and weather conditions can result in photo-chemical smog S Can cause asthma & allergies S Synergistic effects
  • 23. What is synergy? S When the effect of both pollutants together is greater than the sum of the effects of each pollutant by itself. S When 1 + 1 = 3 ! S Includes each pollutant acting on their own AND any reactions between the pollutants S Photochemical smog is the classic example of this.
  • 24. Water pollutants S Soluble chemicals such as fluoride, phosphates, various salts S Sediments, contributing to turbidity (restricts light) S Oil and other volatile hydrocarbons S Heavy metals (mercury, arsenic, cadmium etc) S Physical contaminants (litter, leaves) S Biological contaminants ( E.coli ) S Can hot water be considered a pollutant?
  • 25. Heavy metals S Mercury, chromium, arsenic, cadmium, lead and manganese. S Characterised by high atomic weight S Persistent, tend to bioaccumulate and biomagnify S Allergic reactions (e.g., beryllium, chromium) S Neurotoxicity – affects nervous system (e.g. mercury & lead) S Nephrotoxicity – affects kidneys (e.g. mercuric chloride) S Cancer
  • 26. Types of Mercury Elemental mercury Inorganic mercury Organic mercury Silver in color, stable, Water soluble salts (eg. Methyl mercury is fat liquid at room Mercuric chloride) soluble (and therefor temperature, fat-soluble insoluble in water),but and bioaccumulates. Inorganic mercury is found in waterways and converted to methyl bioaccumulates. Vapourises easily and mercury by bacteria. can be absorbed dermally. “Students needed to understand the different forms of mercury and the characteristics of each” Examiners report, 2009
  • 27. Practise question 5: S Methyl mercury can be absorbed over a long period of time if a person experiences A. Acute toxicity B. It‟s direct effects C. Acute absorption D. Chronic exposure
  • 28. Practise question 6: Elemental Mercury can vapourise at room temperature. This increases the likelihood of A. Bioremediation by plant roots B. Exposure of humans to elemental mercury C. Waterborne transport of elemental mercury D. High persistence of elemental mercury at a particular site.
  • 29. Practise question 7: S Which one of the following forms of mercury is most likely to be involved in bioaccumulation, with the correct reason? A. Methyl mercury, as it is soluble in fat B. Elemental mercury, as it is persistent C. Methyl mercury, as it is soluble in water D. Oxides of mercury, as they are soluble in water
  • 30. Case study of a pollutant Characteristics of a specific pollutant including: S Physical and chemical characteristics S Sources, transport mechanisms and sinks S Does it bioaccumulate or biomagnify? S Environmental health effects (hazardous quantities) S Human health effects (direct and indirect – dosage) S Strategies that reduce the risk of pollutants affecting human health and the environment
  • 31. What is your case study? S Phosphorus S Oxides of nitrogen S Fluoride S Lead S Arsenic
  • 32. Physical & chemical characteristics Mercury Sulphur dioxide S Very heavy metal, liquid at S Colourless gas, denser than room temp. air at room temp. S Silver-white, odourless S Strong, suffocating odour S Non-flammable S Dissolves in fats & oils, insoluble in water S SO2 + O2 SO3 S Methyl mercury is also S SO3 + H2O H2SO3 insoluble in water S Acts synergistically with S Forms alloys with other smog metals
  • 33. Natural sources Mercury Sulphur dioxide S Rocks and ores S Geothermal activity S Evaporates from S Natural decay of soils vegetation on land, in wetlands S Volcanic activity and oceans
  • 34. Anthropogenic sources Mercury Sulphur dioxide S Burning of fossil fuels S Burning of fossil fuels S Precious metal mining S Wood pulping & paper manufacture S Compact fluorescent globes S Metal refining and smelting S Felt & hat making
  • 35. Transport mechanisms Mercury Sulphur dioxide S From fossil fuel stations and S From vehicles and industrial mining sites, mercury may sites, pollutants like sulphur be carried by wind and dioxide may be carried by wind primarily in the rainfall moving over and direction of the prevailing through the ground. wind. S Sediments are deposited in S As it moves it may react with lakes, rivers, wetlands, coas oxygen and then water tal waters resulting in sulphuric acid which falls to the ground S Plants and animals absorb with acid rain burning plants and ingest the pollutant and (our food) and acidifying our it ends up in the food chain water
  • 36. Persistence & Sinks Mercury Sulphur dioxide S Highly persistent S Low/medium persistence S Exposure via ingestion S Exposure via inhalation S Bioaccumulates S Wetlands, lakes, S Sinks are sediments oceans and organisms S Absorbed by soils and plants
  • 37. Human health effects Mercury Sulphur dioxide S Eating fish or shellfish which have S Combines with oxygen and been exposed to mercury - Drinking water vapour to form sulfuric water or eating foods that contain acid and has synergistic effects traces of mercury - Being exposed in smog with oxides of nitrogen. to mercury from dental work and Strong, acrid odour and can medical treatments - Breathing cause respiratory contaminated air - Working at, or problems, especially in people living near, factories where mercury with impaired lung function is produced or used, such as fossil (asthmatics, babies and the fuel plants or cement elderly). manufacturers. http://www.abc.net.au/news/2012- 08-25/the-bitter-dispute-over-the- toxic-legacy-of/4222392
  • 38. Human Health Effects Mercury Sulphur dioxide S Fat soluble, so can impair brain S 10-50 ppm causes eye, nose function and cause neurological and throat irritation, choking damage. and coughing. S At higher levels, causes S Irritability, tremors and „mad- inflammation of the respiratory hatter‟ syndrome tract, wheezing and lung damage. S Water soluble compounds cause kidney damage. S Most severe impacts on infants, the elderly and people with respiratory problems such as allergies and asthma.
  • 39. Environmental health effects Mercury Sulphur dioxide S Bioaccumulates in S Combines with oxygen and organisms, especially methyl- water vapour to form sulfuric mercury, as it is found in water acid, which results in acid rain. and absorbed by aquatic This can cause decreased pH organisms. As it builds up in the (acidification) of waterways, food chain, (biomagnifies) plant death and therefor impact organisms higher up are more aquatic food chains. affected.
  • 40. Practise question 8: S Mercury can be particularly hazardous to human and animal health because of bioaccumulation. Bioaccumulation A. Is caused by excessive exposure to mercury in the air B. Occurs because the person or animal is allergic to mercury C. Is due to synergism between mercury and another pollutant in the ecosystem D. Occurs because the rate of intake exceeds the rate at which the body can remove it.
  • 41. Practise question 9: S Bioaccumulation of mercury is most likely to occur in A. Aquatic organisms B. Animals high up in the food chain C. Sediment in lakes containing mercury D. Animals that are low in fat, and so are unable to store the mercury, which is fat soluble.
  • 42. Management strategies Mercury Sulphur dioxide S Minimise use in extracting S Use low-sulphur coal & smelting S Change extraction process S Replace with alternatives S Reduce fugitive emissions S Reduce fugitive emissions S Control devices (scrubbers, tall S Pollution control devices? stacks, acid-plants)
  • 43. Endocrine disrupting chemicals S “emerging issues in human health” S Endocrine disruptors are chemicals that interfere with endocrine (or hormone system) in animals, including humans. S Can cause cancerous tumours, birth defects, and other developmental disorders. S Pesticides (such as DDT), PCB‟s, Bisphenol A (BPA), Polybrominated diphenyl ethers (PBDE)Pthalates and
  • 44. Section B: Short answer S A power station fuelled by coal can produce sulfur dioxide, leading to the formation of acid rain. S Describe why a power station can generate SO2 (2 marks) S List 4 characteristics of Sulfur dioxide (2 marks) S Describe the effect on human health of exposure to high concentrations of SO2 (2 marks) S 2 + 2 + 2 + 2 + 2 = 10 marks 10/90 = 11% of exam
  • 45. Section B: Short answer S Describe the processes involved in the formation of acid rain due to the emissions of SO2 from the chimney of a power station, including the likely transport mechanisms. (2 marks) S Describe two methods by which the power station owners could reduce the sulfur dioxide produced by their station. (2 marks)
  • 46. Samples are taken at each of locations A, B, C and D. Each sample is tested for three pollutants I, II, and III.
  • 47. Pollutant I Pollutant II Pollutant III Site A Low Low Low (water) Site B Low High Medium (water) Site C Medium Medium Medium (air) Site D High High High (air) What evidence is there that the pollutants are coming from the factory? Which pollutant is most likely to be sulphur dioxide and mercury? Explain. What pollutant could III be. Explain.
  • 48. Human Health Effects Methods of exposure Pathways of pollutants Dosage Toxicity and LD50 S
  • 49. Exposure : Dosage : the Toxicity : a How much of a amount of a measure of the pollutant an chemical influenced by harm a organism is exposed absorbed per substance can to over a specific unit body cause an period of time. weight. organism. influences Ingestion influenced by Inhalation Respiration rate Hazard concentration Dermal Frequency of exposure absorption Length of exposure Properties of the chemical Impact Body size Allergies
  • 50. Methods of Exposure S “Routes of entry” S Ingestion - Via mouth to digestive system (usually liquids and solids in food) S Inhalation - Via nose & mouth to respiratory system (usually gases, droplets or small particulates) S Absorption – Via skin (dermally – usually liquids or gases)
  • 52. Measuring pollutants S Grams (or mg) per unit volume (air or water) S For example, g/litre or mg/litre or g/m3 S Gases measured in ppm or ppb S Emissions can also be measured per unit time (eg. g/min) S Check for SALT on your graphs (Scale, Axes, Labels, Title)
  • 54. Practise question 10: S The mass of mercury contained in a 350g sample of soil collected from a distance of 600m from the plant chimney would be closest to: A. 80 mg B. 280 mg C. 350 mg D. 600 mg
  • 56. Practise question 11: S What percentage of measurements were within the government‟s target concentration (less than 0.012ppm) for the pollutant gas? A. 14% B. 33% C. 67% D. 100%
  • 57. Practise question 12: S Angie spent different periods at each location making her measurements. Which of the following represents her greatest exposure to the pollutant gas? A. 2 minutes at 6 km south B. 3 minutes at 1 km south C. 4 minutes at 1 km north D. 5 minutes at 8 km north
  • 58. Pathways of pollutants S Risk to organisms and the environment depends upon how the pollutant is transported through the environment. S Particles or compounds that can be dispersed by air / wind currents are likely to be inhaled, absorbed through dermal contact and ingested. S Compounds that dissolve in and are dispersed by water are likely to be ingested, absorbed through dermal contact but are less likely to be inhaled by terrestrial organisms. S Compounds that are fat soluble are likely to biomagnify and therefore pass through the food web
  • 59. Dosage The dosage someone receives will depend on the: S Rate of respiration/ingestion/absorption S Length of exposure S Frequency of exposure S Concentration of pollutant S Physical, chemical and biological properties of the pollutant http://www.biology.arizona.edu/chh/problem_sets/toxicology/t oxicology.html
  • 60. Toxicity Which pollutant is more harmful? S LD50 of 60mg S LD50 of 35mg S LD50 of 10mg S LD50 of 5mg
  • 61. Environmental health effects Acid rain Acidification Eutrophication Bioaccumulation & Biomagnification S
  • 63. Acid rain http://www.abc.net.au/science/artic http://en.wikipedia.org/wiki/Acid_rain les/2010/06/28/2938845.htm
  • 66. Section B: Case study S Name a pollutant you have studied this year S Describe a precise geographical location where you would find this pollutant (2 marks) S Explain how the concentration of this pollutant is measured - equipment and units (2 marks) S Consider the life cycle of this pollutant, naming it‟s source (point or diffuse?), transport mechanism and major sink S (2 + 2 + 3 + 2 = 9 marks)
  • 67. Section B: Case study S Identify a specific human or animal population affected by this pollutant , including method of exposure. (2 marks) S State the dosage of the pollutant required to cause significant harm to an individual of the population. (2 marks) S Describe a strategy that has been used to reduce the pollutant or the impact on human or animal health. (2 marks)
  • 68. Section B: Case study S Evaluate the effectiveness of this strategy using evidence. (3 marks) TOTAL for your case study 2 + 2 + 3 + 2 + 2 + 2 + 2 + 3 = 18 marks/90 20% of the exam
  • 70. Monitoring is not a strategy! S Monitoring or measuring the pollutant is NOT a strategy that reduces emissions or exposure S Research, by itself, cannot reduce emissions or exposure S Education, by itself cannot reduce emissions or exposure S These actions may be part of a plan to reduce human and environmental health but when asked for a strategy to reduce impact you need to discuss the ACTIONS that control emissions at their source and/or reduce
  • 71. Exam Preparation Preparing yourself Materials you should take Using your reading time Writing time begins Marks are a guide to answers S
  • 72. Preparing yourself S get enough rest and sleep S eat sensibly, don't skip meals or try to fill up on snacks - active brains need a balanced diet S check on the starting time and allow plenty of time to get to your examination centre S check that you have everything you need - make yourself a list
  • 73. Materials you should take S one or two highlighters - you can use these to highlight 'action words' that guide you in how to answer each question, key information and data in each question or questions that you know you may want to come back to during your 5 minutes checking time S clear (transparent) ruler S two pencils (with extra lead or a sharpener) S eraser S scientific calculator (either with new batteries or a back up scientific calculator)
  • 74. Using your reading time S One strategy that works for many students during the 15 minutes of reading time is to: S Spend the first minute or two simply 'flicking through' the examination paper to gain a snapshot of the length of the paper, layout of questions, occurrence of figures such as graphs, tables and drawings. S Check all pages and questions are present as described on the front cover of the examination booklet
  • 75. Using your reading time S Follow this up with scanning each question very briefly to determine its focus; for example, is the question related to Pollution or Applied Environmental Science and ask yourself whether the question requires a definition, analysis of data, evaluation with evidence or is another type of question. (This may only require 6-8 seconds per question, and sometimes less.) It is not necessary at this stage to begin solving for the answers but simply allow your brain to begin processing the information.
  • 76. Writing time begins… S Once writing time begins, try to stay calm. You will have 90 minutes to complete the exam. You might like to start with a question that you feel is straightforward. Use your highlighter to identify the 'action words' (such as name/nominate, describe, explain, outline, evaluate, justify) S Don‟t list or describe more examples than asked for in a particular question - if you think of a better quality response than you first wrote, clearly identify (by highlighting, underlining or circling) the examples you wish the examiner to assess.
  • 77. Marks are a guide to answers S Check how many marks each question is worth – 3 marks means three key points. S If you find yourself writing much more than the lines and space provide for in a particular question, then it is possible that you are writing too much and you should consider using dot points. It is important that you allow yourself sufficient time. Attempt all questions, even if you are not entirely confident of your answers - examiners cannot award marks to empty spaces.

Editor's Notes

  1. 80mg/100g x 350 = 80 x 3.5 = 280 mg
  2. 14/21 = 67%of measurements were below 0.12ppm
  3. C is the correct answer 4 minutes x 0.1 = 0.40