Science 9
Science9311: Not In My Back Yard
Text Reference

Science Focus 9 pp. 236 to 252
Learner Outcomes
Students will:
Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances within an
environment

describe mechanisms for the transfer of materials through air, water and soil; and identify factors that
may accelerate or retard distribution

describe mechanisms for biodegradation, and interpret information on the biodegradability of different
materials comprehend and interpret information on the biological impacts of hazardous chemicals on
local and global environments

describe and evaluate methods used to transport, store and dispose of hazardous household chemicals

investigate and evaluate potential risks resulting from consumer practices and industrial processes, and
identify processes used in providing information and setting standards to manage these risks
What To Do
1. Read this information.
2. E-mail your answers only to Mrs. Sacher.
Do NOT e-mail this entire document – just your answers to these questions.
Background Information
In the past, pollution was a local problem. However, industrialization, the invention of
cars and trucks, the population explosion, and the increased demand for throwaway/disposable goods changed all of that. Today, humans are producing billions of
kilograms of waste products every year.
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Questions (Remember to answer the questions on a separate sheet of paper.)
1. What happens to this garbage?
2. There are two basic types of garbage shown in this picture–biodegradable and nonbiodegradable. From previous science courses, can you identify two pieces of
biodegradable and two pieces of non-biodegradable garbage shown in this picture?
Mobile Wastes
You are now familiar with acid deposition and how pollutants entering the atmosphere
travel great distances and then create environmental problems when they fall to the
ground.
In the past, volcanic eruptions, such as the one shown below, introduced “pollutants” into
the atmosphere.
Questions: (Remember to answer the
questions on a separate sheet of paper.)
3. Based on this photograph, what type of
pollutants do you think are pumped into
the atmosphere as a result of a volcanic
eruption?
Alberta scientist David Schindler went to the Columbia Icefields near Jasper. He
expected to find pristine (very clean) ice samples but that is not what they came back
with.
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Instead, they came back with ice samples that contained very toxic PCBs and
organochlorine levels higher than those found in the Great Lakes. Scientists hypothesized
that these pollutants ended up in glacier ice in much the same way as pollutants are
reaching the North Pole.
After hours in the lab, scientists
concluded how the
organochlorines ended up at the
North Pole.
The jet stream that passes over
the northern hemisphere dips into
the industrial areas of the world—
specifically North America,
Europe, and Asia.
The jet stream picks up pollution
particles from industries and then
drops them onto the North Pole
once it circles around.
Questions: (Remember to answer the questions on a separate sheet of paper.)
Read page 237 in your Science Focus 9 Textbook. Use this information to answer the
following questions.
4. Identify the two most common pollutant particles that are entering the atmosphere
today.
5. List three heavy-metal pollutants that are entering the atmosphere.
6. Summarize how these particles make their way to the North Pole.
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Biomagnification (Bioaccumulation)
The pollutants accumulate
in the food by the process
of biomagnification (also
called bioaccumulation).
This process can be
summarized:

Aquatic organisms eat
the tiny particles of
pollution. The pollutant
(chemical) is stored in
the bodies of these
organisms.

These aquatic organisms are eaten by fish and other water animals. The pollutant is
passed on from organism to organism.

The fish and animals are eaten by larger predators—including humans.

Inuit people living in the high Arctic have higher concentrations of PCDs in their
blood than any other population. These highly toxic organic chemicals result from
industrial fires and are know to bioaccumulate in the food change.
Questions: (Remember to answer the questions on a separate sheet of paper.)
7. Summarize how wastes accumulate in the food chain.
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Ozone Layer
Ozone at Earth’s surface is an
irritating toxin.
However, in the stratosphere (upper
atmosphere) ozone prevents
damaging ultraviolet radiation from
reaching the Earth’s surface.
Without the protection of ozone,
biological organisms can suffer cell
damage such as skin cancer.
Chlorofluorocarbans (CFCs) are
chemical pollutants that were used
in Styrofoam™, propellants in
aerosol cans, and as coolants in air
conditioners and refrigerators.
Destruction of Ozone Layer
In the stratosphere, CFCs react with ultraviolet light to produce chloride ions. The
chloride ions act as catalysts for the break down of ozone (O3(g)) gas to normal oxygen
(O2(g)). The CFCs are destroying the protective ozone layer which is allowing more
ultraviolet radiation to reach the Earth’s surface.
The photograph shows a “hole” in the ozone layer that formed over the Antarctic. This
hole is thought to have been caused by CFC pollutants.
Questions: (Remember to answer the questions on a separate sheet of paper.)
8. Why is the ozone layer so important?
9. What pollutant is destroying the ozone layer?
10. List three sources of organic chlorofluorocarbons.
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Controlling Water Pollution in Surface Waters
Most countries in the world have now enacted legislation to control the dumping of waste
products into surface waters. Most pollutants in water come from several different
sources and are called Non-Point Source pollution. As water flows, it picks up and
carries contaminants. This polluted water ends up in streams, lakes and the ocean by
flowing directly in or by going through untreated storm drains. Water also carries
pollutants into underground drinking water as it soaks into the ground.
Questions: (Remember to answer the questions on a separate sheet of paper.)
Go to the following web site that describes non-point source pollution.
http://www.protectingwater.com/
11. List four non-point sources of water pollution.
Water Treatment Plants
The average Canadian produces about 238 L of waste water per day for personal uses,
such as showers, laundry, and flushing toilets.
The liquid and solid waste carried away from homes in underground pipes is known as
sewage. In many rural and suburban areas, waste-water and sewage from houses runs
into a septic tank. Each septic tanks requires a large area beside each house to slowly
dispose of the wastes. Most cities do not have enough space for septic tanks and have
built sewage treatment plants.
Sewage is taken by pipes
to sewage treatment
plants where the
impurities are removed.
Sewage treatment may
involve up to three
stages.
(1) Primary treatment: is
a physical process –
filtering wastes and then
settling. Waste water
flows through screens
that can trap the solids.
The water then enters
into a tank where the
waste material settles out
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as sludge. After some more treatment, the sludge in some areas is spread on farmland as
fertilizer. The remaining water is treated with chlorine to kill harmful bacteria and
viruses. The water may be returned to the environment as effluent.
(2) Secondary Sewage Treatment: This is a biological process. The waste water is held in
tanks where bacteria and other microorganisms decompose much of the remaining
biodegradable wastes. Oxygen is needed for this process. Most biodegradable waste is
removed by primary or secondary treatment.
(3) Tertiary Sewage Treatment: This is designed to remove dissolved nitrates,
phosphates, and remaining suspended undissolved solids from the effluent. This is mostly
done by a series of chemical processes.
Questions: (Remember to answer the questions on a separate sheet of paper.)
12. Briefly describe primary, secondary, and tertiary sewage treatment processes.
13. Define the term effluent.
14. In the previous lesson, the citizens of Rapid City were concerned about the phosphate
levels entering the Rapid River. Which type of sewage treatment plant would they need
to build in order to remove this pollutant before the effluent entered the Rapid River?
Ground Water Pollution
Most people think that only surface waters —oceans, lakes, and rivers—when they think
of water pollution. However, a very important source of water (Ground Water) is being
polluted. Ground water is the water that filters down through soil and fills the spaces
between particles of rock and soil. An aquifer is ground water that collects in areas.
Water wells are often drilled into aquifers and this water is used by humans.
Pollutants are starting to accumulate in aquifers. Study the next illustration and then
answer the questions that follow. (See page 241 in Science Focus 9 if you cannot read
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this photograph).
Questions: (Remember to answer the questions on a separate sheet of paper.)
15. List four sources of pollution in this photograph that might affect the shallow water
aquifer.
Read the following news article from CBC News
“We have a terrible tragedy here.”
With those words, Ontario Premier Mike Harris waded into the Walkerton, Ontario water
crisis on Friday, May 26, 2000. He addressed a crowd of reporters and residents in the
normally quiet town in the heart of Ontario's rural heartland; a part of the province that
normally gears up for a flood of fun seekers at this time of year.
Instead, Walkerton began the transition into the town "where those kids died from E.
coli". It's not what anyone wanted, but it was the end result. Reporters from around North
America descended on the area, trying to get to the bottom of what's being described as
Canada's worst-ever outbreak of E. coli contamination. Seven people died from drinking
contaminated water. Hundreds suffered from the symptoms of the disease, not knowing if
they too would die.
E. coli is a type of bacteria commonly found in the intestines of animals and humans. E.
coli is short for Escherichia coli. According to the U.S. Environmental Protection
Agency, the presence of E. coli in water is a strong indication of recent sewage or animal
waste contamination. There are different kinds of E. coli, some harmful to humans and
some not harmful.
The following is a list of point sources of pollution that can contaminate ground water.
Point sources

On-site septic systems

Leaky tanks or pipelines containing petroleum products
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Leaks or spills of industrial chemicals at manufacturing facilities
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Underground injection wells (industrial waste)
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Municipal landfills
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Livestock wastes
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Leaky sewer lines
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Chemicals used at wood preservation facilities
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Mill tailings in mining areas
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Fly ash from coal-fired power plants
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Sludge disposal areas at petroleum refineries

Land spreading of sewage or sewage sludge
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Graveyards
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Road salt storage areas

Wells for disposal of liquid wastes
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Runoff of salt and other chemicals from roads and highways
Spills related to highway or railway accidents
Coal tar at old coal gasification sites
Asphalt production and equipment cleaning sites
16. What pollutant caused so many people in Walkerton to get sick or die?
17. From the list of potential point sources of pollution, identify four possible sources of
E. coli that could have contaminated the ground water in Walkerton.
Biodegradable
Biodegradable substances are those organic compounds (natural or synthetic) that can be
broken down by bacteria, fungi, and other simple organisms into carbon dioxide and
water.
Questions: (Remember to answer the questions on a separate sheet of paper.)
Read page 242 in your Science Focus 9 textbook.
18. List two problems that are associated with products labeled “biodegradable.”
19. How many years does it take an aluminum pop can to break down in the
environment?
20. List two biodegradable items listed in Table 3.6 on page 242 of your text.
21. List two products on this list that you would not consider to be biodegradable.
Hazardous Wastes
A hazardous waste is any discarded material that contains substances that are know to be
poisonous, toxic, corrosive, flammable, or explosive. Homes are a source of hazardous
wastes.
A solvent is any substance that can be used to dissolve another substance. Water is the
most important solvent. Paint thinners, nail polish remover, and paint contain solvents.
Questions: (Remember to answer the questions on a separate sheet of paper.)
Read page 244 in your Science Focus 9 textbook.
22. Identify five hazardous wastes that are found in your house or in your school.
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The 4 Rs
Questions: (Remember to answer the questions on a separate sheet of paper.)
Read page 247 and 248 in your Science Focus 9 textbook.
23. List the four Rs associated with the environmental movement.
24. How can recycling even one aluminum pop have a positive impact on the
environment?
Landfill Construction
A considerable amount of solid waste (garbage) is dumped into landfill sites everyday
around the world.
A sanitary landfill is a short-term solution to the garbage problem.
A sanitary landfill is covered each day to avoid windblown litter and attracting
scavengers.
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Most sanitary landfills incorporate a clay liner that prevents fluids from filtering down
into ground water supplies. Leachate, the liquid that results as wastes decompose and
rainwater filters down through the landfill, is collected and sent to waste treatment plants.
The anaerobic conditions created by burying organic wastes results in the production of
methane gas and carbon dioxide. Methane gas is explosive and has to be burned to
prevent it from entering the environment.
Questions: (Remember to answer the questions on a separate sheet of paper.)
25. What is leachate and how do many landfills attempt to prevent this contaminated
material from entering ground water?
Bioremediation
Bioremediation uses living organisms (bacteria or plants) to help clean up toxic wastes.
Questions: (Remember to answer the questions on a separate sheet of paper.)
Read page 252 in your textbook.
26. List three organisms that have been used in bioremediation.
What To Do
Remember that Mrs. Sacher sacherm@rvvs.com does not want you to e-mail her
this entire booklet. Only email her the answers to the 26 questions in this lesson.
Make sure that your name and the assignment number of clear on your answer
page. Also, make sure that you have clearly numbered each question.
Label and save your assignment as ‘Science9311lastname’
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