Module 7 Intro

Module 7—Chemical Analysis

Reflect and Connect

In this lesson you will develop Parts 1 and 2 of the Module Assessment. After you have completed both parts, save your work to your course folder. You will complete Part 3 of the Module Assessment later in this module. After you complete all three parts, you will submit the Module Assessment to your teacher.

Module Assessment (Part 1)—Using Stoichiometry to Save the Apollo 13 Astronauts

The solution to the problem of carbon dioxide accumulating in the Apollo 13 spacecraft required the development of a new way to use equipment already aboard the spacecraft. In the living environment of the Apollo 13 spacecraft, there was not enough LiOH(s) available to fully react with all of the CO2(g) produced by the astronauts. The ingenious design that used scrubbers intended for one part of the spacecraft to be used in another part allowed the NASA engineers to ensure the safety of the astronauts.

How did NASA determine the quantity of lithium hydroxide necessary to operate the carbon dioxide scrubber system? Was a knowledge of stoichiometry required?

The carbon dioxide scrubbers used in the Apollo missions were canisters containing lithium hydroxide. Air in the spacecraft was circulated through the cylinders, allowing a reaction between lithium hydroxide and carbon dioxide to take place.

2 LiOH(s) + CO2(g) → Li2CO3(s) + H2O(l)

Use the following information to determine the mass of lithium hydroxide necessary for the duration of the mission:

• An average adult at rest exhales 0.50 L of air with each breath and takes approximately 15 breaths per minute.
  
  

• Approximately 4.5% of exhaled air is carbon dioxide.
  
  

• Assume that conditions in the Apollo 13 lunar module were at SATP.
  
  

• The Apollo 13 mission lasted for 3.7 days after the oxygen tank exploded.
  
  

• Assume lithium hydroxide reacts completely with carbon dioxide gas.

As you develop your answer, provide details explaining how you used this information and how it impacted the answer you calculated.

Module Assessment (Part 2)—The Nature of Scientific Research and Apollo 13

Read “The Nature of Scientific Research” on pages 794 and 795 of your textbook.

1. Identify the terms and concepts listed in each of the following categories that the engineers working on the Apollo 13 mission may have utilized when developing a workable CO2 scrubber. Provide a justification for each of the terms and concepts you select.
   
   

   • Types of Studies

   • Design Factors

   • Nature of Evidence and Results

   • Reporting Research

   • STS Issues

   • Scientific Attitudes
     
     

2. In the discussion posting at the beginning of this lesson, you identified skills and attitudes NASA engineers might possess that help them do their job. Consider the final list of skills and attitudes you prepared with the list of terms and concepts identified in your answer to question 1 above. Identify and explain any correlations you see between these two lists.
   
   

3. Identify one other profession, apart from engineering, where a similar set of skills and attitudes is required. Provide a justification for your choice by considering the terms and concepts listed on pages 794 and 795 of the textbook.

Assessment

Submit the following items to your teacher:

• Module 7: Lesson 1 Assignment

• Discuss

Save copies of the following items in your course folder:

• Module Assessment (Part 1)—Using Stoichiometry to Save the Apollo 13 Astronauts
  
  

• Module Assessment (Part 2)—The Nature of Scientific Research and Apollo 13

At the end of Lesson 3, you will submit all parts of the Module Assessment to your teacher.