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Trinity Western University *
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12
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Chemistry
Date
Nov 24, 2024
Type
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6
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Section
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Specific
Expectations
In
this
section,
you
will
m
compare
the
efficiency
and
environmental
impact
of
conventional
and
alternative
sources
of
energy
m
communicate
your
under-
standing
of
the
following
terms:
non-renewable,
renewable
The
energy
that
Canadians
use
comes
from
a
variety
of
sources.
What
factors
account
for
the
changes
you
can
see
in
this
graph?
How
do
you
think
energy
use
has
changed
since
19967
Energy
Sources
Canadians
depend
on
energy
sources,
such
as
those
listed
in
Figure
5.18,
to
power
vehicles,
light
and
heat
buildings, and
manufacture
products
that
support
our
lives
and
lifestyles.
As society’s
needs
for
energy
and
energy-using
products
grow,
scientists
and
technologists
search
for
more
economical
and
environmentally
responsible
ways
to
meet
these
needs.
In
this
section,
you
will
compare
energy
sources
based
on
their
efficiency
and
environmental
impact.
Primary
Energy
by
Source,
Canada,
1871
to
1996
(Percent
of
Energy
Consumption)
Percent
0
-
T
T
1871
1895
1915
1935
1955
1975
T
T
T
1
1996
=
Wood
—
Coal
=
Petroleum
-
Hydro
—
Gas
Nuclear
Energy
and
Efficiency
When
you
think
about
energy
efficiency,
what
comes
to
mind?
You
may
think
about
taking
the
stairs
instead
of
the
elevator,
choosing
to
drive
a
small
car
instead
of
a
sport
utility
vehicle,
or
turning
off
lights
when
you
are
not
using
them.
What,
however,
does
efficiency
really
mean?
How
do
you
quantify
it?
There
are
several
ways
to
define
efficiency.
One
general
definition
says
that
energy
efficiency
is
the
ability
to
produce
a
desired
effect
with
minimum
energy
expenditure.
For
example,
suppose
that
you
want
to
bake
a
potato.
You
can
use
a
microwave
oven
or
a
conventional
oven.
Both
options
achieve
the
same
effect
(baking
the
potato), but
the
first
option
uses
less
energy.
According
to
the
general
definition
above,
using
the
microwave
oven
is
more
energy-efficient
than
using
the
conventional
oven.
The
general
definition
is
useful, but
it
is
not
quantitative.
Another
definition
of
efficiency
suggests
that
it
is
the
ratio
of
useful
energy
produced
to
energy
used
in
its
production,
expressed
as
a
percent.
This
definition
quantitatively
compares
input and
output
of
energy.
When
you
use
it,
however,
you
need
to
be
clear
about
what
you
mean
by
“energy
used.”
Figure
5.19
shows
factors
to
consider
when
calculating
efficiency
or
analyzing
efficiency
data.
256
MHR
-
Unit
3
Energy
Changes
and
Rates
of
Reaction
"Useful
energy”
is
m
energy
delivered
to
consumer
in
usable
form
=
actual
work
done
1
Useful
energy
produced
Efficiency
=
X
100%
Energy
used
"Energy
used”
could
include
=
ideal
energy
content
of
fuel
T
=
energy
used
to
extract
and
transport
fuel
m
solar
energy
used
to
create
fuel
(e.g.
biomass)
=
energy
used
to
build
and
maintain
power
plant
GIMZXAL)
Efficiency
is
expressed
as
a
percent.
Always
It
is
often
difficult
to
determine
how
much
energy
is
used
to
produce
specify
what
is
included
in
the
useful
energy.
Often
an
efficiency
percent
only
takes
into
account
the
“energy
used”
part
of
the
ratio.
“ideal”
energy
output
of
a
system,
based
on
the
energy
content
of
the
fuel.
Efficiency
and
Natural Gas
When
discussing
the
efficiency
of
a
fuel
such
as
natural
gas,
you
need
to
specify
how
that
fuel
is
being
used.
Consider,
for
example,
natural
gas.
Natural
gas
is
primarily
methane.
Therefore,
you
can
estimate
an
ideal
value
for
energy
production
using
the
enthalpy
of
combustion
of
methane.
CHy(g)
+
203()
>
COgg
+
2H;0ry)
AH"
=-802
k]
In
other
words,
16
g
of
methane
produces
802
k]
of
heat
(under
constant
pressure
conditions).
When
natural
gas
is
used
directly
in
cooking
devices,
its
efficiency
can
be
as
high
as
90%.
Thus,
for
every
16
g
of
gas
burned,
you
get
about
720
k]
(0.90
x
802
kJ)
of
usable
energy
as
heat
for
cooking.
This
is
a
much
higher
fuel
efficiency
than
you
can
get
with
appliances
that
use
electrical
energy
produced
in
a
power
plant
that
runs
on
a
fuel
such
as
coal.
If
natural
gas
is
used
to
produce
electricity
in
a
power
plant,
however,
the
efficiency
is
much
lower—around
37%.
Why?
The
heat
from
the
burning
natural
gas
is
used
to
boil
water.
The
kinetic
energy
of
the
result-
ing
steam
is
transformed
to
mechanical
energy
for
turning
a
turbine.
The
turbine
generates
the
electrical
energy.
Each
of
these
steps
has
an
associated
efficiency
that
is
less
than
100%.
Thus,
at
each
step,
the
overall
efficiency
of
the
fuel
decreases.
Thinking
About
the
Environment
Efficiency
is
not
the
only
criterion
for
selecting
an
energy
source.
Since
the
1970s,
society
has
become
increasingly
conscious
of
the
impact
of
energy
technologies
on
the
environment.
Suppose
that
you
want
to
analyze
the
environmental
impact
of
an
energy
source.
You
can
ask
the
following
questions:
e
Are
any
waste
products
or
by-products
of
the
energy
production
process
harmful
to
the
environment?
For
example,
any
process
in
which
a
hydrocarbon
is
burned
produces
carbon
dioxide.
Carbon
dioxide
is
a
known
greenhouse
gas,
which
contributes
to
global
warming.
Any
com-
bustion
process
provides
the
heat
required
to
form
oxides
of
nitrogen
from
nitrogen
gas.
Nitrogen
oxides
contribute
to
acid
precipitation.
e
Is
obtaining
or
harnessing
the
fuel
harmful
to
the
environment?
For
example,
oil
wells
and
strip
coal
mines
destroy
habitat.
Natural
gas
GTMTXET]
This
gas
pipeline
pipelines,
shown
in
Figure
5.20,
are
visually
unappealing.
They
also
harms
the
ecosystem
by
splitting
split
up
habitat,
which
harms
the
ecosystem.
up
habitat.
Chapter
5
Energy
and
Change
«
MHR
257
e
Will
using
the
energy
source
permanently
remove
the
fuel
from
the
environment?
A
non-renewable
energy
source
(such
as
coal,
oil,
or
natural
gas)
is
effectively
gone
once
we
have
used
it
up.
Non-renewable
energy
sources
take
millions
of
years
to
form.
We
use
them
up
at
a
much
faster
rate
than
they
can
be
replenished.
An
energy
source
that
is
clearly
renewable
is
solar
energy.
The
Sun
will
continue
to
radiate
energy
toward
Earth
over
its
lifetime—many
millions
of
years.
A
some-
what
renewable
energy
source
is
wood.
Trees
can
be
grown
to
replace
those
cut
down.
It
takes
trees
a
long
time
to
grow,
however,
and
habitat
is
often
destroyed
in
the
meantime.
Comparing
Energy
Sources
Both
efficiency
and
environmental
impact
are
important
factors
to
con-
sider
when
comparing
energy
sources.
In
the
following
ThoughtLab,
you
will
research
and
compare
alternative
and
conventional
energy
sources.
Comparing
Energy
Sources
In
this
ThoughtLab,
you
will
work
as
a
class
to
fuels
back
to
solar
energy
that
powered
the
.
compare
two
different
energy
sources.
photosynthesis
in
the
plants
that
eventually
became
the
fossil
fuel.
Write
a
brief
outline
of
Procedure
your
findings.
1.
On
your
own,
or
with
a
group,
choose
an
energy
6.
Your
teacher
will
pair
you
(or
your
group)
with
source
from
the
following
list.
Other
energy
another
student
(or
group)
that
has
researched
a
sources
may
be
discussed
and
added
in
class.
different
energy
source.
Work
together
to
analyze
solar
(radiant)
energy
wood
the
comparative
merits
and
drawbacks
of
the
two
petroleum
biomass
energy
sources,
based
on
your
research.
hydrogen
fuel
cell
LI
EEY
R0
1.
Write
a
conclusion
that
summarizes
the
benefits
nz?tural
gas
fuel
cell
natural
gas
and
risks
of
both
energy
sources,
in
terms
of
Lol
EEETY
Bkl
their
efficiency
and
environmental
impact.
hydroelectric
power
tar
sands
geothermal
energy
8.
Present
your
findings
to
the
class.
2.
Before
beginning
your
research,
record
your
cur-
Analysis
rent
ideas
about
the
efficiency
and
environmental
)
1.
Discuss
the
presentations
as
a
class.
impact
of
your
chosen
energy
source.
(a)
Decide
which
energy
sources
are
most
3.
Research
the
efficiency
and
environmental
efficient.
Also
decide
which
energy
sources
impact
of
your
energy
source.
If
possible,
are least
damaging
to
the
environment.
determine
what
the
efficiency
data
means.
For
example,
suppose
that
a
source
tells
you
that
natural gas
is
90%
efficient.
Is
the
source
referring
to
natural
gas
burned
directly
for
heat
or
for
cooking?
Is
the
energy
being
converted
from
heat
to
electricity
in
a
power
plant?
Be
as
specific
as
possible.
(b)
Decide
which
energy
source
is
best
overall
in
terms
of
both
efficiency
and
environmental
impact.
2.
Could
the
“best
overall”
energy
source
be
used
to
provide
a
significant
portion
of
Canada’s
energy
needs?
What
obstacles
would
need
to
be
overcome
for
this
to
happen?
4,
Ensure
that
you
use
a
variety
of
sources
to
find
your
data.
Be
aware
of
any
bias
that
might
be
present
in
your
sources.
3.
Besides
efficiency
and
environmental
impact,
what
other
factors
are
involved
in
developing
and
delivering
an
energy
source
to
consumers?
5.
Trace
the
energy
source
as
far
back
as
you
can.
For
example,
you
can
trace
the
energy
in
fossil
|
|
e
SE———
e
e
—
|
258
MHR
-
Unit
3
Energy
Changes
and
Rates
of
Reaction
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Nuclear
Safety
Supervisor
CE
=
=
_
Jennifer
Noronha
In
some
ways,
nuclear
power
is
an
appealing
power
source.
Nuclear
reactions
create
large
amounts
of
energy
from
minimal
material,
and
they
generate
none
of
the
carbon
dioxide
and
other
emissions
that
cause
acid
rain
and
global
warming.
The
products
and
reactants
of
nuclear
reactions,
however,
are
dangerously
radioactive.
Therefore,
special
meas-
ures
are
needed
to
protect
nuclear
power
station
employees
from
daily
exposure
to
radiation.
That
is
where
Jennifer
Noronha
comes
in.
Noronha
is
the
supervisor
of
Radiological
Services
at
Darlington.
Employee
safety—especially
from
high
radiation
doses—is
her
first
priority.
The
Darlington
Nuclear
Generating
Station
is
located
70
km
east
of
Toronto.
It
uses
a
fuel
of
natural
uranium
to
produce
enough
electricity
to
provide
power
for
a
city
the
size
of
Toronto.
Noronha
and
her
radiation
protection
team
plan
and
implement
safety
programs
that
minimize
dose
rates,
or
the
amount
of
radiation
that
station
employees
are
exposed
to.
Station
employees
must
undergo
four
weeks
of
radiation
protection
training.
This
training
was
designed
by
Noronha’s
department,
based
on
an
extensive
investigation
of
radiation
fields
within
the
station,
as
well
as
a
thorough
evaluation
of
past
safety
programs
and
approaches.
Through
this
training,
employees
learn
how
to
measure
existing
dose
rates
with
survey
equipment,
assess
what
kinds
of
tools
and
protective
clothing
are
needed,
and
take
appropriate
action
to
lower
radiation
doses.
For
example:
e
Airborne
hazards,
such
as
tritium
(present
in
radiated
water
vapour),
can
be
reduced
by
running
the
station’s
dryer
system.
The
dryer
system
catches
the
radiated
vapour
and
dries
it
out
of
the
air.
e
Non-airborne
radiation
can
be
countered
by
shielding
the
affected
area
with
lead
blankets
or
sheeting
material.
Noronha’s
strong
mathematics
skills
were
evident
from
an
early
age.
When
she
moved
to
Canada
from
Kenya
at
age
11,
she
was
immediately
put
ahead
a
grade.
Her
mathematics
skills
and
her
father’s
engi-
neering
profession
were what
propelled
her
toward
engineering.
Noronha
earned
her
engineering
physics
degree
from
McMaster
University.
Her
courses
included
general
chemistry,
biomedical
theory,
and
nuclear
theory.
She
worked
as
a
commissioning
engineer
at
Darlington
during
its
start-up.
She
tested
the
station’s
safety
shut-down
systems
and
helped
to
bring
the
station’s
first
reactor
on-line.
“It
was
pretty
amazing,”
Noronha
says.
“At
the
time,
it
was
still
relatively
new
technology,
and
it
was
Canadian
technology.”
Noronha
got
her
MBA
from
the
University
of
Toronto
in
1998.
Soon
after,
she
moved
to
her
current
position,
which
allows
her
to
combine
her
people
skills
and
technical
expertise.
Making
Career
Connections
1.
Are
you
interested
in
the
different
safety
con-
cerns
related
to
Canadian
nuclear
reactors,
and
the
steps
that
are
being
taken
to
counter
these
concerns?
Contact
the
Canadian
Nuclear
Safety
Commission
(CNSC)
or
explore
their
web
site.
(The
CNSC
is
the
Ottawa-based
government
watchdog
for
the
use
of
nuclear
energy
in
Canada.)
2.
To
learn
more
about
the
wide
variety
of
careers
in
nuclear
power
generation,
Ontario
Power
Generation
is
a
good
place
to
start.
Their
web
site
has
a
helpful
career
page
that
lists
opportuni-
ties
for
students
and
recent
graduates,
as
well
as
experienced
professionals.
Chapter
5
Energy
and
Change
*
MHR
259
Chemistry
Bulletin
EIET)
XN
EEEET)
Hot
Ice
When
engineers
first
began
extending
natural
gas
pipelines
through
regions
of
bitter
cold,
they
noticed
that
their
lines
plugged
with
a
dangerous
slush
of
ice
and
gas.
The
intense
pressure
of
the
lines,
combined
with
the
cold,
led
to
the
formation
of
methane
hydrates,
a
kind
of
gas-permeated
ice.
More
than
a
mere
nuisance,
methane
hydrate
plugs
were
a
potential
threat
to
pipelines.
The
build-up
of
gas
pressure
behind
a
methane
hydrate
plug
could
lead
to
an
explosion.
Now,
however,
this
same
substance
may
hold
the
key
to
a
vast
fuel
supply.
Methane
hydrates
form
when
methane
molecules
become
trapped
within
an
ice
lattice
as
water
freezes.
They
can
form
in
very
cold
conditions
or
under
high-pressure
conditions.
Both
of
these
conditions
are
met
in
deep
oceans
and
in
permafrost.
In
Canada,
hydrates
have
already
been
found
in
large
quantities
in
the
Canadian
Arctic.
Methane
hydrate
has
a
number
of
remarkable
properties.
For
example,
when
brought
into
an
oxygen
atmosphere,
the
methane
fumes
can
be
ignited,
making
it
appear
that
the
ice
is
burning!
Methane
releases
25%
less
carbon
dioxide
per
gram
than
coal,
and
it
emits
none
of
the
oxides
of
nitrogen
and
sulfur
that
contribute
to
acid
precipitation.
Therefore,
using
methane
in
place
of
other
fossil
fuels
is
very
desirable.
Methane
hydrates
seem
to
be
an
ideal
and
plentiful
“pre-packaged”
source
of
natural
gas.
Estimates
of
the
exact
amount
of
methane
stored
in
hydrates
suggest
there
could
be
260
MHR
-
Unit
3
Energy
Changes
and
Rates
of
Reaction
l':mrfrr.nmr:r:.’J
enough
to
serve
our
energy
needs
anywhere
from
350
years
to
3500
years,
based
on
current
levels
of
energy
consumption.
This
would
con-
stitute
a
significant
source
of
fossil
fuels,
if
we
can
find
a
way
to
extract
the
gas
safely
and
economically.
Unfortunately,
hydrates
become
unstable
when
the
pressure
or
temperature
changes.
Even
small
changes
in
these
conditions
can
cause
hydrates
to
degrade
rapidly.
Methane
hydrates
are
stable
at
ocean
depths
greater
than
300
m,
but
offshore
drilling
at
these
depths
has
been
known
to
disturb
the
hydrate
formations,
causing
large,
uncontrolled
releases
of
flamma-
ble
methane
gas.
Also,
methane
hydrates
often
hold
sediment
layers
together.
Therefore,
in
addition
to
the
danger
of
a
gas
explosion,
there
is
the
danger
of
the
sea
floor
collapsing
where
drilling
occurs.
Methane
is
a
significant
greenhouse
gas.
A
massive
release
of
methane
could
cause
catastrophic
global
climate
change.
Some
researchers
believe
that
the
drastic
climate
change
that
occurred
during
the
Pleistocene
era
was
due
to
methane
hydrate
destabilization
and
widespread
methane
release.
Nonetheless,
Canada,
Japan,
the
United
States,
and
Russia
all
have
active
research
and
exploration
programs
in
this
area.
As
global
oil
supplies
dwindle,
using
methane
hydrates
might
increasingly
be
seen
as
worth
the
risk
and
cost.
Making
Connections
1.
Compare
using
methane
from
natural
gas
with
using
methane
from
methane
hydrates
in
terms
of
environmental
impact
and
effi-
ciency.
You
will
need
to
do
some
research
to
find
out
extraction
methods
for
each
source
of
methane.
2.
On
the
Internet,
research
one
possible
struc-
ture
of
methane
hydrate.
Create
a
physical
model
or
a
three-dimensional
computer
model
to
represent
it.
Use
your
model
to
explain
why
methane
hydrates
are
unstable
at
temperatures
that
are
warmer
than
0°C.
Emerging
Energy
Sources
In
the
Thoughtl.ab
on
page
258,
you
probably
noticed
that
all
energy
sources
have
drawbacks
as
well
as
benefits.
Scientists
and
engineers
are
striving
to
find
and
develop
new
and
better
energy
sources.
One
energy
source
that
engineers
are
trying
to
harness
is
nuclear
fusion.
As
you
learned
in
section
5.1,
nuclear
fusion
provides
a
great
deal
of
energy
from
readily
available
fuel
(isotopes
of
hydrogen).
In
addition,
nuclear
fusion
produces
a
more
benign
waste
product
than
nuclear
fission
(helium).
Unfortunately,
fusion
is
not
yet
practical
and
controllable
on
a
large
scale
because
of
the
enormous
temperatures
involved.
Chemists
are
also
striving
to
find
new
sources
for
existing
fuels
that
work
well.
The
Chemistry
Bulletin
on
the
facing
page
discusses
a
new
potential
source
of
methane.
Section
Summary
In
this
section,
you learned
about
efficiency.
You
learned
how
it
can
be
defined
in
different
ways
for
different
purposes.
You
used
your
understanding
of
processes
that
produce
energy
to
investigate
the
efficiency
and
environmental
impact
of
different
energy
sources.
In
Chapter
5,
you learned
about
the
energy
that
is
associated
with
chemical
reactions.
You
used
a
calorimeter
to
measure
heat
changes,
and
you
used
these
heat
changes
to
write
thermochemical
equations.
You
probably
already
realize
that
adding
heat
to
reactants
often
speeds
up
a
reaction.
In
other
words,
raising
the
temperature
of
a
system
consisting
of
a
chemical
reaction
often
increases
the
speed
of
the
reaction.
A
familiar
example
is
cooking.
You
increase
the
temperature
of
a
heating
element
to
speed
up
the
reactions
that
are
taking
place
in
the
food
as
it
cooks.
How
does
increasing
temperature
speed
up
a
reaction?
Is
the
enthalpy
of
a
reaction
related
to
its
speed?
Chapter
6
addresses
these
questions.
Section
Review
©
O
Your
friend
tells
you
about
an
energy
source
that
is
supposed
to
be
46%
efficient.
What
questions
do
you
need
to
ask
your
friend
in
order
to
clarify
this
claim?
©
O
Efficiency
and
environmental
concerns
are
not
always
separate.
In
fact,
they
are
often
closely
linked.
Give
three
examples
of
energy
sources
in
which
changes
in
efficiency
affect
environmental
impact,
or
vice
versa.
©
O
Design
an
experiment
to
determine
the
efficiency
of
a
laboratory
burner.
You
will
first
need
to
decide
how
to
define
the
efficiency,
and
you
will
also
need
to
find
out
what
fuel
your
burner
uses.
Include
a
complete
procedure
and
safety
precautions.
©
D
Some
high-efficiency
gas
furnaces
can
heat
with
an
efficiency
of
up
to
97%.
These
gas
furnaces
work
by
allowing
the
water
vapour
pro-
duced
during
combustion
to
condense.
Condensation
is
an
exothermic
reaction
that
releases
further
energy
for
heating.
Use
the
information
in
this
section
to
demonstrate
the
increased
heat
output,
using
Hess’s
law.
The
enthalpy
of
condensation
of
water
is
44
kJ/mol.
Chapter
5
Energy
and
Change
-
MHR
261
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