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Ideal Gases-The Anthropogenic N2 cycle: Gas Phase Reactions Essential to Food and Life

Ideal Gases-The Anthropogenic N2 cycle: Gas Phase Reactions Essential to Food and Life
Contributors
Associate Teaching Professor | Northeastern University
Saint Mary's College of California
Portfolio Manager for Education ACSGCI | American Chemical Society Green Chemistry Institute (ACS GCI)
Associate Professor | Radford University
Learning Objets
Summary
The ACS green chemistry education module consists of 3 units (including lectures, activities and homework assignments) that uses the anthropogenic N2 cycle, focusing on the Haber-Bosch process, to teach students to ideal gas concepts. Students also practice visualizing the life cycle impacts of chemicals by drawing a Systems Oriented Concept Map Extension diagram (SOCME) of the anthropogenic nitrogen cycle.

Using the Haber-Bosch process as the core subsystem, students explore the impacts of ammonia and ammonia-derived fertilizers in the environment and the hazards they present when not properly managed. Students will also explore alternative scenarios using renewable feedstocks for the production of ammonia. This module focuses on three out of the 12 guiding principles of green chemistry: prevent waste, use renewable feedstocks, and accident prevention.

The learning object link takes you to the ACS GCI website to download the learning materials. Once there, use the Module Overview document to guide you through using these impactful learning materials.

This module was developed by Amy Chu and Vaso Lykourinou for the green chemistry educational module project with the American Chemical Society Green Chemistry Institute.
Learning Goals/Student Objectives
Students will learn the physical properties of gasses and become capable of implementing the ideal gas laws to derive the temperature, pressure, volume, and moles of gas samples in specified conditions. These skills will culminate in students’ ability to assess environmental consequences, hazards, and risks of chemical reactions involving gas phase components.

Learning objectives addressed and assessed in the module:
1. Define system, subsystems, stock, flow, and understand the definitions and purpose of SOCME.
2. Construct a SOCME (using a template) that details a core subsystem, input subsystems and output subsystems.
3. Define green chemistry and use three principles: reduce waste, use renewables, and prevent accidents.
4. Define the property of pressure and convert between different units of pressure.
5. Define ideal gas.
6. Use the four mathematical laws that ideal gasses obey.
7. Can incorporate thinking of hazards and risks when designing reactions involving gas phase substances.
8. Understand the importance of H2 and natural gas in society.
9. Use Dalton’s law of partial pressure
10. Use the ideal gas law to compute the values of various gas properties under specified conditions
11. Perform stoichiometric calculations involving gaseous substances.
12. Describe the interactions between subsystems in a SOCME and use green chemistry principles for improvement.
Object Type
Lecture or course slides/notes (e.g., PPT, Prezi, PDF)
Activities/Technology (e.g., in-class activities, online games, hands-on activities/manipulatives, outreach, virtual tools, etc.)
Assessments
Audience
High School (Secondary School)
Introductory Undergraduate
Green Chemistry Principles
Waste Prevention
Use of Renewable Feedstocks
Safer Chemistry for Accident Prevention
U.N. Sustainable Development Goals (SDGs)
Good Health and Well-Being
Clean Water and Sanitation
Affordable and Clean Energy
Reduced Inequalities
Sustainable Cities and Communities
Responsible Consumption and Production
Climate Action
Safety Precautions, Hazards, and Risk Assessment
N/A
Teacher Recommendations or Piloting Data (if available)
The Module Overview Document includes detailed suggestions for timeline and implementation of the learning materials and comments from two pilot studies.

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