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C. Chemistry: Chemical Reactions · Chemical Reactions

Using Chemistry to Solve Environmental Challenges

C1.2 C3.6 C3.4 A2.1 A2.2 A1.10 A1.11About 75 minutes
Learning goals
  • I can explain how neutralization is used to clean up acid spills and acidified lakes and soils.
  • I can describe how scrubbers remove sulfur dioxide from smokestack gases, with equations.
  • I can explain how understanding phosphorus chemistry has helped renew the Great Lakes.
  • I can describe careers that use chemical reactions and the contributions of Canadian scientists and water protectors.

Words to know

acid rain
Rain or snow made more acidic than normal by sulfur and nitrogen oxides in the air.
scrubber
Equipment that removes pollutants, such as sulfur dioxide, from smokestack gases.
algal bloom
A rapid overgrowth of algae, often caused by too many nutrients such as phosphorus.
liming
Adding crushed limestone or lime to neutralize acidic soil or water.
wastewater treatment
Cleaning used water (sewage) before it is returned to lakes and rivers.
hazmat
Short for hazardous materials.

Chemistry to the rescue

In the last lesson you saw how chemical reactions can create safety and environmental problems. But understanding the properties of substances and their reactions is also how we solve environmental problems. Expectation C1.2 gives three examples: renewing the Great Lakes, neutralizing acid spills and scrubbing smokestack emissions. In this lesson you will look at the chemistry of each, the Canadians who helped, and the careers that do this work today (A2.1, A2.2).

Neutralizing acid spills

When a truck or a factory spills an acid, it must be cleaned up quickly before it burns people, damages property or flows into a river. Responders use neutralization: they add a base to turn the acid into a salt and water.

They usually choose a weak, mild base, such as sodium hydrogen carbonate (baking soda), sodium carbonate (soda ash) or lime (calcium hydroxide or calcium carbonate), rather than a strong base like sodium hydroxide. A mild base is safer to handle, and adding too much of it does not create a new dangerous spill. The fizzing of carbon dioxide also shows workers when the acid has been used up.

H₂SO₄(aq) + 2NaHCO₃(s) → Na₂SO₄(aq) + 2H₂O(l) + 2CO₂(g)

Hazardous materials (hazmat) teams, firefighters and environmental emergency responders carry spill kits for exactly this job, and they follow the Safety Data Sheet for each chemical.

Scrubbing smokestack emissions and fighting acid rain

When coal is burned or when sulfide ores are processed (for example, the nickel and copper ores of the Sudbury area), sulfur is released as sulfur dioxide gas, SO₂. In the air, SO₂ reacts with oxygen and water to form sulfuric acid, which falls as acid rain. Around Sudbury, decades of emissions killed vegetation over large areas and acidified many lakes.

Scrubbers remove SO₂ from smokestack gases. In a common type, the gas passes through a spray of limestone (calcium carbonate) mixed with water:

CaCO₃(s) + SO₂(g) → CaSO₃(s) + CO₂(g)

The calcium sulfite is then reacted with oxygen to make calcium sulfate (gypsum), which can be used to make drywall:

2CaSO₃(s) + O₂(g) → 2CaSO₄(s)

Smelters can also capture SO₂ and turn it into sulfuric acid to sell, instead of releasing it. Since the 1970s, SO₂ emissions from Sudbury's smelters have been cut dramatically, and a community regreening program has spread crushed limestone on acidic soils (a neutralization) and planted millions of trees. Many lakes in the area have partly recovered.

CaSO₄ (gypsum)dirty flue gaswith SO₂limestone slurryCaCO₃ + watercleaner gas outCaCO₃ + SO₂ → CaSO₃ + CO₂2CaSO₃ + O₂ → 2CaSO₄gypsum can be usedto make drywall
A simplified limestone scrubber. Sulfur dioxide in the flue gas reacts with limestone, and the product is turned into gypsum. Note that this process releases some carbon dioxide.

Renewing the Great Lakes

In the 1960s, Lake Erie was covered by thick algal blooms. When the algae died and decayed, the decay used up dissolved oxygen, and fish died. Scientists argued about the cause: was it carbon, nitrogen or phosphorus?

Canadian scientist David Schindler and his team answered the question at the Experimental Lakes Area in northwestern Ontario. In 1973 they divided a whole lake (Lake 226) in two with a plastic curtain. They added carbon and nitrogen to both halves, but phosphorus to only one half. Only the half with phosphorus grew a huge algal bloom. Phosphorus was the key nutrient.

This evidence helped Canada and the United States limit phosphates in laundry detergents in the 1970s and reduce phosphorus from sewage under the Great Lakes Water Quality Agreement (first signed in 1972). Today, many wastewater treatment plants remove phosphate with a precipitation reaction: they add iron or aluminium compounds, which form insoluble phosphates that settle out:

Fe³⁺(aq) + PO₄³⁻(aq) → FePO₄(s)

Algal blooms have returned to parts of Lake Erie since the 2000s, largely because of phosphorus washing off farmland, so this work continues.

plastic curtaincarbon + nitrogen + phosphorusalgae bloomcarbon + nitrogen onlywater stayed clear
The Lake 226 experiment (simplified, not to scale). Only the half of the lake that received phosphorus grew an algal bloom, showing that phosphorus was the nutrient to control.

Water protectors

For many First Nations, protecting water is a responsibility. In Anishinaabe teachings, women have a special responsibility to care for water. Anishinaabe Grandmother Josephine Mandamin (1942 to 2019), from Wiikwemkoong Unceded Territory on Manitoulin Island, co-founded the Mother Earth Water Walk. Beginning with a walk around Lake Superior in 2003, she walked the shorelines of all five Great Lakes over the following years, carrying a copper pail of water, to call attention to protecting water. Others carry on Water Walks today. Indigenous knowledge of local waters, built over many generations, and Western science are increasingly used together in monitoring and protecting the Great Lakes.

CareerWhat they do with reactionsTypical education
Water or wastewater treatment operatorDisinfects drinking water (e.g. chlorination), adjusts pH, removes phosphateCollege program or on-the-job training, plus an Ontario operator's licence
Chemical technician / technologistRuns tests and analyses samples in labs, mines and factoriesCollege diploma (2 to 3 years)
Environmental chemistMeasures pollutants and designs ways to remove themUniversity degree in chemistry or environmental science
Chemical or environmental engineerDesigns scrubbers, treatment plants and safer processesUniversity engineering degree; licensed as a Professional Engineer (P.Eng.)
Metallurgist / corrosion specialistProtects metals from corrosion; extracts metals from oresUniversity degree or college technologist diploma
Hazmat responder / firefighterContains and neutralizes chemical spillsFirefighter training plus hazardous materials certification
Most of these paths begin with Grade 11 and 12 chemistry. Many also offer co-op placements in high school.

Canadian scientists in chemistry

  • David Schindler (1940 to 2021): showed that phosphorus causes algal blooms, which changed laws on detergents and sewage.
  • John Polanyi (born 1929): University of Toronto chemist who shared the 1986 Nobel Prize in Chemistry for research on the dynamics of chemical reactions, studying the faint infrared light given off by molecules as they react.
  • Gerhard Herzberg (1904 to 1999): worked at the National Research Council of Canada and won the 1971 Nobel Prize in Chemistry for his studies of the structure of molecules using light (spectroscopy).
Worked example

Example 1: Choosing a neutralizer

A tanker spills hydrochloric acid on a highway. Responders have sodium hydroxide and sodium carbonate. Which should they use? Write the balanced equation for your choice.

  1. Both are bases and would neutralize the acid.
  2. Sodium hydroxide is a strong, corrosive base; its reaction gives off a lot of heat, and any excess would leave a new hazardous spill.
  3. Sodium carbonate is milder, and the fizzing shows when the acid is used up.
  4. Equation: acid + carbonate → salt + water + carbon dioxide. Na₂CO₃ gives 2 Na⁺, so 2HCl: 2HCl(aq) + Na₂CO₃(s) → 2NaCl(aq) + H₂O(l) + CO₂(g).

Sodium carbonate. 2HCl + Na₂CO₃ → 2NaCl + H₂O + CO₂. Check: Na 2, Cl 2, H 2, C 1, O 3 on each side.

Worked example

Example 2: Evaluating a solution

Limestone scrubbers remove SO₂ but produce CO₂. Is this a good trade-off? Analyse.

  1. Benefit: SO₂ causes acid rain and breathing problems; removing it protects lakes, forests, buildings and health. The gypsum product can be used.
  2. Cost: the reaction CaCO₃ + SO₂ → CaSO₃ + CO₂ releases carbon dioxide, a greenhouse gas; limestone must be mined and transported; the equipment is expensive.
  3. Compare: for each SO₂ molecule removed, one CO₂ molecule is released. SO₂ causes severe local harm, while the extra CO₂ is small compared with the CO₂ from burning the fuel itself.

A reasonable conclusion: scrubbers are worthwhile because they prevent serious acid rain damage, but they do not solve climate change. Reducing the burning of sulfur-rich fuels addresses both problems. A strong answer states the benefit, the cost and a justified judgement.

Hands-on activity

Lime a model lake, then research a career

Part A: neutralize an "acid lake". You need: eye protection, red cabbage indicator (or pH strips), white vinegar, water, a clear bowl or large glass, a piece of chalk made of calcium carbonate (check the package; plain blackboard chalk is often calcium carbonate or calcium sulfate) or a crushed calcium carbonate antacid tablet, a spoon.

Safety: eye protection on. The antacid stays with a grown-up; do not swallow anything.

  1. Make a model acidic lake: 2 cups of water + 2 tablespoons of vinegar + enough indicator to give a clear colour. Note the colour (pink means acidic).
  2. Add the crushed chalk or antacid a little at a time, stirring. Watch for fizzing and colour change.
  3. Stop when the colour reaches purple (about neutral). Record how much you added.
  4. Write the word equation: acetic acid + calcium carbonate → calcium acetate + water + carbon dioxide.

What to look for: fizzing (carbon dioxide) and the colour moving from pink toward purple as the acid is neutralized. This models how crushed limestone is added to acidified lakes and soils. Calcium sulfate chalk does not neutralize acids, so if nothing happens, check what your chalk is made of: that is a useful result too.

Part B: career research (A2.1). Choose one career from the table. Use at least two reliable sources (for example, an Ontario college or university program page and a government job information site). Find: what the job involves, the education and training needed, which high school courses lead there, and how it uses chemical reactions. Share your findings in a one-page summary or a 2-minute talk, and list your sources.

Just for fun

In 1973 scientists settled an argument about laundry detergent by hanging a giant plastic curtain across an entire lake. The half that got phosphorus turned green with algae. Sometimes, to solve a problem in science, you really do have to draw the curtain.

Your turn

1

Why do spill responders prefer a mild base such as sodium hydrogen carbonate to neutralize an acid spill?

2

Write the balanced equation for limestone removing sulfur dioxide in a scrubber.

3

What useful product can scrubbers make?

4

What nutrient did David Schindler's experiment identify as the cause of algal blooms?

5

How do many wastewater treatment plants remove phosphate? Name the type of reaction.

6

Name two careers that use neutralization or precipitation reactions to protect the environment.

7

Name a Canadian scientist who won a Nobel Prize in Chemistry and what it was for.

More practice: warm-up

1

What gas causes most acid rain from smelters?

2

What is spread on acidic soils and lakes to neutralize them?

3

Which lake had huge algal blooms in the 1960s?

4

What agreement between Canada and the United States protects the Great Lakes?

5

Who began the Water Walks around the Great Lakes?

More practice: on your own

1

Balance: HNO₃ + CaCO₃ → Ca(NO₃)₂ + H₂O + CO₂

2

Explain why decaying algae can cause fish to die.

3

Why was the Lake 226 experiment more convincing than lab experiments in flasks?

4

Write the equation for sulfur dioxide becoming sulfuric acid in two steps (with oxygen, then water).

5

A student says liming a lake permanently fixes acid rain damage. Evaluate this claim.

Challenge

1

Write the balanced equation for the precipitation of phosphate from wastewater using aluminium sulfate, Al₂(SO₄)₃, and sodium phosphate, Na₃PO₄. (Aluminium phosphate is insoluble.)

2

Some people argue that environmental decisions should rely only on scientific data. Others say Indigenous knowledge of local lands and waters should be included. Using the Great Lakes as an example, explain how both can contribute.

3

A city must choose between adding more iron compounds at its treatment plant to remove phosphorus, or paying farmers to reduce fertilizer runoff. List one advantage and one disadvantage of each, and say what extra information you would want.

Check your understanding

Quiz

1.

Which base is the best choice for neutralizing an acid spill on a road?

2.

What do limestone scrubbers remove from smokestack gases?

3.

What did the Lake 226 experiment show?

4.

Which reaction type removes phosphate at many wastewater treatment plants?

5.

Which Canadian chemist shared the 1986 Nobel Prize in Chemistry for research on the dynamics of chemical reactions?

6.

Why must liming of acidified lakes often be repeated?

For parents and teachers

Big idea: C1.2 asks students to analyse how understanding chemical substances and reactions can solve environmental challenges; the curriculum's examples are renewing the Great Lakes, neutralizing acid spills and scrubbing smokestack emissions. A2.1 and A2.2 ask students to explore related careers and the contributions of scientists, including Canadians. The lesson also shows how First Nations water protectors contribute to caring for the Great Lakes.

Common difficulties:

  • Seeing solutions as perfect. Every solution has trade-offs (scrubbers release CO₂; liming must be repeated). Encourage "benefit, cost, judgement".
  • Forgetting the chemistry when discussing an issue: ask for the equation behind each solution.

How to help: the model-lake activity is safe with eye protection and supervision of the antacid. For the career research, help your teen find Ontario college and university program pages, and if you know anyone who works in water treatment, a lab, mining, engineering or emergency response, a short conversation with them is an excellent source.