TVO ILC

SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric

Assessment for feedback and grade: Gases and

atmospheric chemistry
Student name: ________________________________________ Date: ______________________

Unit Unit title Level/Mark Percentage of term work

4 Gases and atmospheric ___________/12.5%

chemistry

This unit has three overall expectations:

• I can demonstrate an understanding of the laws that explain the behaviour of gases.
• I can investigate gas laws that explain the behaviour of gases, and solve related
problems.
• I can analyze the cumulative effects of human activities and technologies on air
quality, and describe some Canadian initiatives to reduce air pollution, including
ways to reduce my own carbon footprint.

You will be assessed based on your understanding of these overall expectations

which are equally weighted. Your teacher will provide you with an achievement level
for each overall expectation, and give you feedback about your strengths, needs, and
next steps.

Overall expectation 1: I can demonstrate an understanding of the laws that explain the
behaviour of gases.
1.
a) Compare a solid and a gas with respect to the arrangement of their molecules. Use this
comparison to explain how solids exert pressure and how gases exert pressure.

In solid , the molecules are closely packed together in a regular pattern . The attractive force
between them is great . In contrast , the gas molecules are very distant from each other because
the attractive force is weak . Because of its molecular arrangement , solid is hard and rigid . It
only exerts pressure downward on the surface of the container due to gravity . In the case of
gasses , it exerts pressure when the molecules move faster and collide with each other to create a
force . Gas pressure is created when the gas molecules hit the walls of the container . The more
the collisions happen , the greater the pressure .
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

b) Describe condensation (the change from gas to liquid) in terms of the kinetic
molecular theory (KMT).

According to the kinetic molecular theory , when the temperature decreases , the speed of the
gas molecules will also decrease ; this is how condensation takes place . The intermolecular
forces between molecules will increase , and result in the molecules coming closer to each other ,
but they can still move from place to place . When the gas molecules are closer to each other ,
they start to become liquid .

c) Explain, using the KMT, why a gas is compressible and a liquid is not.

The KMT states that gasses are compressible because there is a lot of empty space between each
individual molecule . The volume of a gas is determined by its container , while a liquid has its
own volume . Since the volume of a gas is composed of large amounts of empty space , that 's
what makes it compressible . In their natural state , the gas molecules can still come closer
together when the pressure increases , while liquid molecules are not greatly affected by
pressure .

2. Driving a car causes the tires to get hot from friction. If you want to check to see if your
tires need air, the service manual of your car warns you against checking the tire
pressure when the tire is hot. Explain why, using your understanding of KMT.

With my understanding of KMT , I know that the speed of the molecules increases when
the temperature increases . In this case , when the tire is hot , that means the
molecules are moving very quickly inside the tire . They are not stable . Not only the
speed is great , the pressure also increases when the molecules collide with each
other . As a result , when you check the pressure when the tire is hot , it will not give
you the accurate reading . It is better when you wait for it to cool down and then check
the pressure .

3. Explain how and why the number of moles of gas affects the volume of that gas,
assuming that the container volume can change. Is the relationship between number of
moles and volume direct or indirect?

Volume adjusts in accordance with variations in temperature or molecular abundance,

although pressure only slightly shifts. The ratio PV/nT will always have the same value, as
shown by the Combined Gas Law, therefore if the number of moles were not changing, they
could be canceled out on both sides of the equation.
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

4. Explain how the molar volume of a gas would change as the temperature increases.

The molar volume of a gas would increase as the temperature increases . The molar volume is
the volume of one mole of gas at a specific temperature and pressure . When the gas is heated up
, the molecules move faster and spread out to increase the volume of gas in general . Since the
volume of gas increases , the molar volume will also increase as a part of the general volume .

Overall expectation 2: I can investigate gas laws that explain the behaviour of gases, and
solve related problems.
1. A steel container of compressed gas with an initial pressure of 369 kPa is heated from
15.0°C to 42.5°C because of storage in a sunny area. Calculate the new pressure in
the container. Remember that temperature needs to be in Kelvin when working with the
gas laws!

𝑃1 = 369 𝑘𝑃𝑎
◦
𝑇115. 0 = 15 + 273 = 288 𝐾
◦
𝑇2 = 42. 5 = 42. 5 + 273 = 315. 5 𝐾

𝑃2 = ?

𝑃1 𝑃2
𝑇1
= 𝑇2
𝑃1
𝑃2 = 𝑇1
× 𝑇2
369
𝑃2 = 288
× 315. 5 = 404 𝑘𝑃𝑎

= 404 𝑘𝑃𝑎
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

2. What would the volume of air inside a 40.0 L tire under 218 kPa of pressure occupy if it
all escaped into a balloon at 101.3 kPa?

𝑃1 = 218 𝑘𝑃𝑎
𝑃2 = 101. 3 𝑘𝑃𝑎
𝑉1 = 40. 0 𝐿
𝑉2 = ?

𝑃1𝑉1 = 𝑃 − 22𝑉2
𝑉2 = 𝑃1𝑉1/𝑃2
𝑉2 = 218 × 40/101. 3 = 86. 1𝐿

In conclusion: the volume of air inside a 40.0L tire under 218 kPa of pressure would
occupy 86.1 L if it all escaped into a balloon at 101.3 kPa

3. As a car is driven, the tires heat up and the volume and the pressure change. Calculate
the new pressure of a 30.0 L tire initially at 255 kPa that expands to 32.3 L when it
heats up from 17.0°C to 41.0°C.

𝑃1 = 255 𝑘𝑃𝑎
𝑉1 = 30. 0 𝐿
𝑉2 = 32. 3 𝐿
◦
𝑇1 = 17. 0 = 17 + 273 = 290 𝐾
◦
𝑇2 = 41. 0 𝐶 = 41 + 273 = 314𝐾
𝑃2 = ?

𝑃1𝑉1 𝑃2𝑉2
𝑛1𝑇1
= 𝑛2𝑇2

𝑃1𝑉1 𝑃2𝑉2
𝑇1
= 𝑇2

𝑃1𝑉1𝑇2 = 𝑃2𝑉2𝑇1
𝑃2 = 𝑃1𝑉1𝑇2/𝑉2𝑇1 = 255 × 30. 0 × 314/32. 3 × 290 = 256 𝑘𝑃𝑎
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

In conclusion:the new pressure of a 30.0 L tire initially at 255 kPa that expands to 32.3
L when it heats up from 17.0°C to 41.0°C is 256 kPa

4. Calculate the partial pressure of oxygen in the air at 100 kPa if nitrogen has a partial
pressure of 82 kPa and carbon dioxide and water combined have a partial pressure
of 0.77 kPa.

𝑃𝑇 = 𝑃𝑂2 + 𝑃𝑁2 + 𝑃𝐶𝑂2+𝐻2𝑂

𝑃𝑂2 = 𝑃𝑇 − 𝑃𝑁2 − 𝑃𝐶𝑂2+𝐻2𝑂

𝑃𝑂2 = 100 − 82 − 0. 77 = 17. 23 𝑘𝑃𝑎 = 17 𝑘𝑃𝑎

𝐼𝑛 𝑐𝑜𝑛𝑐𝑙𝑢𝑠𝑖𝑜𝑛: 𝑡ℎ𝑒 𝑝𝑎𝑟𝑡𝑖𝑎𝑙 𝑝𝑟𝑒𝑠𝑠𝑢𝑟𝑒 𝑜𝑓 𝑜𝑥𝑦𝑔𝑒𝑛 𝑖𝑛 𝑡ℎ𝑒 𝑎𝑖𝑟 𝑎𝑡 100 𝑘𝑃𝑎 𝑖𝑠 17 𝑘𝑃𝑎

5. A container of compressed helium has in it 15.0 L pressurized to about 2250 kPa at

24.5°C. How many moles of helium are in the container?

𝑃 = 2250 𝑘𝑃𝑎

𝑉 = 15. 0𝐿

◦
𝑇 = 24. 5 𝐶 = 24. 5 + 273 = 297. 5𝐾

𝑅 = 8. 31 𝑘𝑃𝑎 · 𝐿/𝑚𝑜𝑙 · 𝐾

𝑛 =?

𝑃𝑉 = 𝑛𝑅𝑇

𝑛 = 𝑃𝑉/𝑅𝑇 = 2250 × 15. 0/8. 31 × 297. 5 = 13. 7𝑚𝑜𝑙

 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

6. Determine the volume of oxygen gas required to completely combust 5.5 mol of propane
(C3H8) in a barbecue at 101.3 kPa and 28.0°C.

𝑔𝑖𝑣𝑒𝑛:

𝑚𝑜𝑙 𝐶3𝐻8 = 5. 5 𝑚𝑜𝑙

𝑃 = 101. 3 𝑘𝑃𝑎

◦
𝑇: 28. 0

𝐶 = 304. 15 𝐾

𝑘𝑃𝑎·𝐿
𝑅 = 8. 31 𝑚𝑜𝑙·𝐿

𝑟𝑒𝑎𝑐𝑡𝑖𝑜𝑛: 𝐶3𝐻8 + 502 → 3𝐶𝑂2 + 4𝐻20

𝑛𝑜2 = 𝑚𝑜𝑙 𝑂2 =
5.0 𝑚𝑜𝑙 𝑂
(5. 5𝑚𝑜𝑙 𝐶3𝐻8)( 1.00 𝑚𝑜𝑙 𝑂2 )
2

𝑛𝑜2 = 𝑚𝑜𝑙 𝑂2 = 27. 5𝑚𝑜𝑙 𝑂2

𝑃𝑉 = 𝑛𝑅𝑇
𝑛𝑂2𝑅𝑇
𝑉𝑂2 = 𝑃
𝑘𝑃𝑎·𝐿
(27.5 𝑚𝑜𝑙)(8.31 𝑚𝑜𝑙·𝑘 )(301.15𝐾)
𝑉𝑂2 = 101.3𝑘𝑃𝑎
𝑉𝑂2 = 679. 2 𝐿
𝑉𝑂2 = 679 𝐿

Answer: The volume of oxygen required to combust 5.5mol of propane is 679L.

 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

7. What mass of helium would be required to fill a balloon to 6.8 L at 100 kPa and 25°C?

𝑉 = 6. 8𝐿
𝑃 = 100 𝑘𝑃𝑎
◦
𝑇 = 25 𝐶 = 25 + 273 = 298 𝐾
𝑅 = 8. 31 𝑘𝑃𝑎 · 𝐿/𝑚𝑜𝑙 · 𝑘
𝑛𝐻𝑒 = ?

𝑢𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑖𝑑𝑒𝑎𝑙 𝑔𝑎𝑠 𝑙𝑎𝑤:

𝑃𝑉 = 𝑛𝑅𝑇
𝑛ℎ𝑒 = 𝑃𝑎𝑉? 𝑅𝑇 = 100 × 6. 8/8. 31 × 298 = 0. 27𝑚𝑜𝑙
𝑚𝐻𝑒 = 𝑛 × 𝑚 = 0. 27 × 4. 003 = 1. 1𝑔

In conclusion: 1.1g of helium would be required to fill the balloon.

 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

Overall expectation 3: I can analyze the cumulative effects of human activities and
technologies on air quality, and describe some Canadian initiatives to reduce air pollution,
including ways to reduce my own carbon footprint.
1. During this unit you learned about some of the actions that governments have taken to
help reduce the negative impact of human activity on the atmosphere. The Montreal
Protocol and the Paris Agreement are two examples of global initiatives related to
humans’ influence on the atmosphere.

a) For each global initiative, briefly summarize the problem being addressed, the

resulting actions that governments have taken, and the consequent effects on
individuals.
Global Major Actions that Effect of global initiative
initiative atmospheric governments and on individuals (like you!)
problem being industry have taken
addressed

Montreal Ozone hold (or 1. Government banned The Montreal Protocol has a
Protocol ozone depletion) the use of CFCs (the tremendous effect on
chemicals that individuals because the ozone
contribute to ozone layer is essential for life on
depletion) from all Earth. It protects us from the
products and processes radiation from the sun. Since
that used them by the the ozone layer is getting
end of 1995 thinner, the UVB radiation will
easily get through and
damage our skin; that is why
we need sunscreen to protect
2. Industries now use us from the sun rays. The
the new refrigerants Montreal Protocol states that
when manufacturing car the ozone laven will recover
air conditioners and by 2050. When this happens,
refrigerators. The new the skin cancer rate will
refrigerants are called reduce. We will experience
HFC-134a. They are less sunburn and suntan.
eco-friendly because
they don't contain
chloride like the old
refrigerants Freon
(CCLF)

Paris Agreement Climate Change 1. The govemments The Paris Agreement is a

from 175 UN countries global initiative that will help
join together and aim to to save lives. Climate change
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

reduce the global is a serious issue because it

temperature rise in this
century by 2°C. They
will strengthen the
countries' ability to deal
with climate change by
helping with appropriate
financial flows and new
technology frameworks.
2. The Canadian
government also
charges "carbon tax" on
some provinces like
Quebec, British
Columbia, Alberta,
Ontario, Manitoba, and
Nova Scotia
can cause many severe
long-term consequences.
Some of them include
flooding in coastal areas,
increasing the severity of
hurricanes and storms,
causing drought in some
areas due to irregular rain
patterns, and declining water
supplies. These
consequences will affect the
economy, environment,
health, and agriculture. If the
Paris Agreement does not
help with climate change.
many people will die due to
lack of water and extreme
heat. As a result, the Earth
will become an uninhabitable
place.

3. Industries have tried

to reduce the amount of
greenhouse gases like
sulfur dioxides being
released into the
atmosphere by adding
scrubbers to their
smokestacks and
relying less on coal as a
burning fuel.

b) Some people argue that global issues like this are things that individuals do not
have the power to change. Do you think that the actions of individuals can create
meaningful change? Choose a position and defend it. Your response should be no
more than three sentences long.

Even though global issues are hard to solve as an individual , actions of individuals can create
meaningful change . We can help with a global issue like climate change by driving less , using
less electricity , planting more trees , and reducing reliance on fossil fuels . These actions
would contribute to reducing the amount of greenhouse gasses being released into the
atmosphere .

c) Make a list of five actions that an individual (like you!) could take to reduce CO2
emissions.
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

- Biking or walking instead of taking public transportation

- Planting more trees in the garden
- Stop eating beef and drinking dairy
- Turning the lights off when unnecessary
- Using household appliances that are water - efficient

d) Consider the actions you listed in part (c). Rank them from 1 to 5: 1 is for the action
you would personally be most likely to take, while 5 is for the action you would be least
likely to take.

Rank :

1 ) Planting more trees in the garden

2 ) Turning the lights off when unnecessary
3 ) Biking or walking instead of taking public transportation
4 ) Using the household appliances that are water - efficient
5 ) Stop eating beef and drinking dairy

e) For the action you would be most likely to take, write a brief statement explaining
the reasons why it is an attractive option for you.

Planting more trees in the garden is the action that I would be most likely to take because I am
in love with nature. I inherited the passion to plant trees from my grandfather. He is a
wonderful woman, and his garden is always colorful and beautiful. He has taught me so many
gardening techniques since I was a child .

2. The Air Quality Health Index is used to inform Canadian citizens about potential health
threats related to the current conditions of the air. There are many people who are not
aware of, or have little interest in, consulting the AQHI, but as you can see in the following
table, even healthy individuals should pay attention to these health advisories.
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

Health Air Health Messages for Health messages for General

Risk Quali At-Risk Population Population
ty
Healt
h
Index

Low 1-3 Enjoy your usual outdoor Ideal air quality for outdoor activities.
activities.

Moderate 4-6 Consider reducing or No need to modify your usual

rescheduling strenuous outdoor activities unless you
activities outdoors if you are experience symptoms such as
experiencing symptoms. coughing and throat irritation.

High 7-10 Reduce or reschedule Consider reducing or rescheduling

strenuous activities outdoors.
Children and the elderly
should also take it easy.
Very high Above Avoid strenuous activities
10 outdoors. Children and the
elderly should also avoid
outdoor physical exertion.
strenuous activities outdoors if you
experience symptoms such as
coughing and throat irritation.
Reduce or reschedule strenuous
activities outdoors, especially if you
experience symptoms such as
coughing and throat irritation.

(Source: https://www.canada.ca/en/environment-climate-change/services/air-quality-health-index/understanding-messages.
html)

a) The AQHI takes into account three major pollutants: ground-level ozone (O 3),
nitrogen dioxide (NO2), and fine particulate matter (which may include sulphate
and nitrate particles, elemental and organic carbon, and soil). Some sources of
these pollutants are listed in the following table.
Pollutant Common sources

ground-level ozone (O )3 Formed when nitrogen oxides (from coal or gasoline burning)
react with volatile organic compounds (from combustion of
gasoline and wood or the evaporation of liquid fuels and
solvents) in the sunlight.

nitrogen dioxide (NO2) Produced by fuel combustion, mostly from transportation

(cars, trucks, and so on) and from the oil and gas industry.

sulphate particles SO2 from fuel emissions is converted to sulphate in

the atmosphere.

elemental carbon Incomplete combustion of fuels, particularly diesel.

organic carbon Burning of biomass (for example, wood, brush) and fossil fuels.

soil Any form of soil, but particularly in cases where agricultural

activity or deforestation has exposed soil over large areas.

Using the information in the table above, evaluate the relative risk for poor outside air quality
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

for the following pairs of locations in terms of the pollutant sources. Which one do you think
would have better air quality? Why?

i) small village vs. large city

A small village will have better air quality than a large city . In small villages , people do not rely
on cars , trucks , and buses for transportation a lot as in large cities . Therefore , less nitrogen
dioxide will be produced in small villages . Moreover , large cities have many industries that use
fossil fuels . The combustion of these fuels will emit a great amount of sulfate dioxide , nitrogen
dioxide , and carbon dioxide into the atmosphere . Also , there are more trees in small villages ,
so more oxygen will be available to perform complete combustion . In large cities , covered with
buildings , incomplete combustion can happen and produce carbon monoxide that can worsen
the air quality .

ii) cabin in a forest with a wood-burning stove vs. farmhouse in the middle of the
prairies

A cabin in a forest with a wood - burning stove will have better air quality than a
farmhouse in the middle of the prairies . Because there are many trees in the forest , they
will help by taking in carbon dioxide from the air and soil and release oxygen by
performing photosynthesis . The trees will help to clean the carbon dioxide that is released
by the wood - burning stove . In contrast , a farmhouse in the middle of the prairies will
have bad air quality because the livestock will release carbon dioxide and methane into the
atmosphere . There will be no trees around to help clean the air . Moreover , due to
agricultural activity , soil pollution will also affect the air quality .

b) A family with small children lives in an area where the AQHI is 7 or greater for most of
the year. The family is aware of the risks and follows the government’s advice
regarding outside activity during these times. What implications does following these
guidelines have for the children’s health? What advice would you give the family
about their children’s long-term health?

By following the government 's guidelines , the children can avoid being exposed to toxic air . If
the AQGI is 7 or greater for most of the year , it can cause serious problems like lung disease and
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

other respiratory problems . Not as adults , children are more sensitive to air pollution and they
spend most of their time outdoors . If they do not reduce strenuous activities outdoors , they will
take into their bodies a lot of polluted air and it could result in cancer and death . If I could give
the family some advice , I would tell them to move to a different area with better air quality . It is
for the sake of their children because they might not be able to live until the air in their area
improves .

Rubric
Before submitting your tasks, review the rubric below to self-assess. Look at each criterion
that your teacher will follow to assess your work. Using the description, which level is your
work meeting? What can you do to improve your work? Take the time now to make any
improvements to your work before submitting it. Review this Rubric Deconstruction for help
understanding rubrics or levels.
Overall expectation 1: I can demonstrate an understanding of the laws that explain the
behaviour of gases.
Success criteria Related questions Level assigned Comments
L4: 80–100 High
degree L3: 70–79
Considerable L2:
60–69 Some
L1: 50–59 Limited
Less than 50

Explain the 1, 2 � L4: 80–100 High

molecular nature degree
of solids, liquids, � L3: 70–79
and gases Considerable
according to the
KMT and � L2: 60–69 Some
list their common � L1: 50–59 Limited
properties with
� Less than 50
logic and
accuracy (A,C)

Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
5
TVO ILC chemistry
SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric

 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

Describe Boyle’s 3 � L4: 80–-100 High

Law, Charles’s degree
Law, and � L3: 70–79
Gay-Lussac’s Considerable
Law and apply
your � L2: 60–69 Some
understanding of � L1: 50–59 Limited
these laws to the
� Less than 50
behaviour of
gases with
accuracy and
relevance (A)

Explain the 4 � L4: 80–100 High

concept of molar degree
volume as it � L3: 70–79
relates to gases Considerable
with clarity and
relevance (K) � L2: 60–69 Some
� L1: 50–59 Limited
� Less than 50

Describe the 5 � L4: 80–100 High

difference in degree
behaviour of � L3: 70–79
real gases vs. Considerable
ideal
gases with � L2: 60–69 Some
accuracy and � L1: 50–59 Limited
logic (K,C)
� Less than 50

Feedback

Strengths Areas for improvement Next steps

� Incomplete
� Repeat

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6
TVO ILC chemistry
SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric

Overall expectation 2: I can investigate gas laws that explain the behaviour of gases, and
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

solve related problems.

Success criteria Related Level assigned Comments
questions L4: 80–100 High
degree L3: 70–79
Considerable L2:
60–69 Some
L1: 50–59 Limited
Less than 50

Apply Boyle’s Law, 1, 2 � L4: 80–100 High

Charles’s Law, and degree � L3: 70–79
Gay Lussac’s Law to
solve Considerable � L2:
problems related to gases 60–69 Some
with accuracy and
relevance (K,A) � L1: 50–59 Limited
� Less than 50

Use the Combined Gas 3 � L4: 80–100 High

Law to solve problems degree � L3: 70–79
related to gases that
involve a change in more Considerable � L2:
than one variable 60–69 Some
with accuracy (K, A)
� L1: 50–59 Limited
� Less than 50

Apply the Law of Partial 4 � L4: 80–100 High

Pressures to determine degree � L3: 70–79
the pressure
contributions of different Considerable � L2:
gases in a mixture with 60–69 Some
accuracy (K, A)
� L1: 50–59 Limited
� Less than 50

Use the Ideal Gas Law to 5 � L4: 80–100 High

determine pressure, degree � L3: 70–79
volume, temperature, or
amount of a gas, given Considerable � L2:
other known variables 60–69 Some
with accuracy (K, A)
� L1: 50–59 Limited
� Less than 50

Apply my knowledge 6 � L4: 80–100 High

of both the Ideal Gas degree � L3: 70–79
Law and
stoichiometry to Considerable � L2:
solve problems related to 60–69 Some
chemical reactions
involving gases with � L1: 50–59 Limited
accuracy (K, A) � Less than 50
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
7
TVO ILC chemistry
SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric

Use molar volume to 7 � L4: 80–100 High

solve problems related degree � L3: 70–79
to gas laws with
accuracy (K,T) Considerable � L2:
60–69 Some
� L1: 50–59 Limited
� Less than 50

Feedback

Strengths Areas for Next steps

improvement

� Incomplete
� Repeat

Overall expectation 3: I can analyze the cumulative effects of human activities and
technologies on air quality, and describe some Canadian initiatives to reduce air pollution,
including ways to reduce my own carbon footprint.
Success criteria Related questions Level assigned Comments
L4: 80–100
High degree
L3: 70–79
Considerable
L2: 60–69
Some L1:
50–59 Limited
Less than 50

Identify the 1, 2 � L4: 80–100

human activities High degree
responsible for � L3: 70–79
adding Considerable
unwanted
compounds � L2: 60–69
into Some
the atmosphere � L1: 50–59
with fluency, Limited
significance,
 TVO ILC
SCH3U Learning Activity 22
Assessment for feedback and grade: Gases and atmospheric

and logic (K,T, � Less than 50

A,C)

Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
8
TVO ILC chemistry
SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric

Explain the 1 � L4: 80–100

specific threat High degree
that CFCs � L3: 70–79
presented to the Considerable
atmosphere,
and describe � L2: 60–69
how Some
decisive action by � L1: 50–59
governments Limited
helped to mitigate
� Less than 50
this
threat with clarity
and relevance (K,
T, A, C)

Describe how the Air � L4: 80–100

2 Quality Health Inde High degree
is used to keep the � L3: 70–79
public informed Considerable
about air quality,
and explain why � L2: 60–69
this is important Some
with fluency, � L1: 50–59
relevance, and Limited
logic (K, T, A, C)
� Less than 50

Feedback

Strengths Areas for Next steps

improvement

� Incomplete
� Repeat

Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved.
9