Fontes, reatividade e quantificação de metanol e etanol na atmosfera

In the last two decades, the use of oxygenated fuels, like methanol and ethanol, pure or in mixture with gasoline, has been growing due to benefits introduced into the air quality. In Brasil, the fraction of light duty vehicles powered by pure hydrated ethanol is estimated at about 4 million, while the remaining vehicles actually utilize a mixture (22:78 v/v) of ethanol:gasoline. As a consequence, there's a need for the availability of methods that can provide the evaluation of possible impacts of alcohol emissions in the formation of chemical species in the atmosphere, as ozone, aldehydes, carboxylic acids and so on. In this paper, methanol and ethanol are discussed in their general aspects, as well as their atmospheric sources, chemical reactivity and available methods of analysis.

Reações de ozonólise de olefinas em fase gasosa

Biogenic emissions of volatile organic compounds play a fundamental role in the atmospheric chemistry, vegetation being one of their major sources. Amongst the VOCs emitted by plants, olefins and terpenoids are the most abundant. These compounds, due to the presence of two or more double bonds and other structural features, are very reactive in the atmosphere and act as precursors of the photochemical smog and aerosols. This article presents a review of the reactions of olefins and terpenoids with ozone, in the gas phase, with emphasis toward the mechanisms and kinetic aspects.

Química atmosférica do enxofre (IV): emissões, reações em fase aquosa e impacto ambiental

The oxidation process of sulfur(IV) species by oxygen, ozone and nitrogen oxides, catalysed by trace metal ions, can play an important role in atmospheric chemistry processes like acid rain, visibility degradation and health hazard. An overview of the more relevant investigations on emissions sources, aqueous phase conversion process and environmental impact is presented.

O método das trajectórias clássicas: colisões coplanares do tipo A+BC

The general methodology of classical trajectories as applied to elementary chemical reactions of the A+BC type is presented. The goal is to elucidate students about the main theoretical features and potentialities in applying this versatile method to calculate the dynamical properties of reactive systems. Only the methodology for two-dimensional (2D) case is described, from which the general theory for 3D follows straightforwardly. The adopted point of view is, as much as possible, that of allowing a direct translation of the concepts into a working program. An application to the reaction O(¹D)+H2->O+OH with relevance in atmospheric chemistry is also presented. The FORTRAN codes used are available through the web page www.qqesc.qui.uc.pt.

Uma análise do coeficiente de remoção de poluentes em função do espectro de gotas de chuva em diferentes localidades no Brasil e Alemanha

The pollutant transference among reservoirs atmosphere-hydrosphere, relevant to the atmospheric chemistry, depends upon scavenging coefficient (Λ) calculus, which depends on the raindrop size distribution as well as on the rainfall systems, both different to each locality. In this work, the Λ calculus will be evaluated to gas SO2 and particulate matter fine and coarse among five sites in Germany and two in Brazil. The results show three possible classifications in function of Λ, comparable to literature, however with a greater range due to the differences of rainfall system sites. This preliminary study supports future researches

A química atmosférica no Brasil de 1790 a 1853

Atmospheric chemistry in Brazil from 1790 to 1853. Scarcely any mention is made today of investigations carried out in Brazil during the period above on the science of the atmosphere. Yet the study of these cases reveals much about the milieu of a few devoted men who laboured to pursue a scientific career. That such an arcane topic has been the concern of investigators at such an early date may come as a surprise to many. The subject was an oddity as a field of study anywhere at the time, and its history deserves the attention of present-day chemists.

The use of mini-projects in an undergraduate laboratory course in chemistry

This paper reports the results of a three-year study of the effectiveness of mini-projects in a first year laboratory course in chemistry at a Scottish university. A mini-project is a short, practical problem which requires for its solution the application of the knowledge and skills developed in previously completed set experiments. A number of recommendations have been made about the most appropriate ways of introducing mini-projects into undergraduate laboratory course. The main hypothesis of this survey was concerned with the value of mini-projects in laboratory courses formulated within the context of Information Processing Theory.

Designing an undergraduate laboratory course in general chemistry

From an analysis of a learning model based on the theory of information processing four hypothesis were developed for improving the design of laboratory courses. Three of these hypotheses concerned specific procedures to minimise the load on students' working memories (or working spaces) and the fourth hypothesis was concerned with the value of mini-projects in enhancing meaningful learning of the knowledge and skills underpinning the set experiments. A three-year study of a first year undergraduate chemistry laboratory course at a Scottish university has been carried out to test these four hypotheses. This paper reports the results of the study relevant to the three hypotheses about the burden on students' working spaces. It was predicted from the learning model that the load on students working space should be reduced by appropriate changes to the written instructions and the laboratory organisation and by the introduction of prelab-work and prelab-training in laboratory techniques. It was concluded from research conducted over the three years period that all these hypothesised changes were effective both in reducing the load on students' working spaces and in improving their attitudes to the laboratory course.