chap resources 21

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Glencoe Science

Chapter Resources

Our Impact onWater and Air

Includes:

Reproducible Student Pages

ASSESSMENT

Chapter Tests

Chapter Review

HANDS-ON ACTIVITIES

Activity Worksheets for each Student Edition Activity

Laboratory Activities

FoldablesReading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

Directed Reading for Content Mastery

Directed Reading for Content Mastery in Spanish

Reinforcement

Enrichment

Note-taking Worksheets

TRANSPARENCY ACTIVITY MASTERS

Section Focus Activity

Teaching Transparency Activity

Assessment Transparency Activity

Teacher Support and Planning

Content Outline for Teaching

Spanish Resources

Teacher Guide and Answers


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Student EditionTeacher Wraparound EditionInteractive Teacher Edition CD-ROMInteractive Lesson Planner CD-ROMLesson PlansContent Outline for TeachingDirected Reading for Content MasteryFoldables: Reading and Study SkillsAssessment

Chapter ReviewChapter TestsExamView Pro Test Bank SoftwareAssessment TransparenciesPerformance Assessment in the Science

ClassroomThe Princeton Review Standardized Test

Practice Booklet

Directed Reading for Content Mastery in SpanishSpanish ResourcesGuided Reading Audio Program

ReinforcementEnrichmentActivity WorksheetsSection Focus TransparenciesTeaching TransparenciesLaboratory ActivitiesScience Inquiry LabsCritical Thinking/Problem SolvingReading and Writing Skill ActivitiesCultural DiversityLaboratory Management and Safety in the Science

ClassroomMindJogger Videoquizzes and Teacher GuideInteractive Explorations and Quizzes CD-ROMVocabulary Puzzlemaker SoftwareCooperative Learning in the Science Classroom

Environmental Issues in the Science ClassroomHome and Community InvolvementUsing the Internet in the Science Classroom

Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United

States Copyright Act, no part of this publication may be reproduced or distributed in any form or by anymeans, or stored in a database or retrieval system, without the prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-825402-7Printed in the United States of America1 2 3 4 5 6 7 8 9 10 024 06 05 04 03 02 01

Glencoe Science

Photo CreditsSection Focus Transparency 1: IFAW/Jon Hrusa; Section Focus Transparency 2: SuperStock;Teaching Transparency: John Evans


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To the Teacher

Reproducible Student Pages Hands-On Activities

MiniLab Identifying Acid Rain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLab: Try At Home Examining the Content of Air. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity Elements in Water. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Activity: Design Your Own Experiment Whats in the air?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Laboratory Activity 1 Water Purification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Laboratory Activity 2 Air Pollution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Transparency Activity MastersSection Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Assessment Transparency Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TSpanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TTeacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T

Table of Contents

Additional Assessment Resources available with Glencoe Science:

ExamView Pro Test Bank Software

Assessment Transparencies Performance Assessment in the Science Classroom The Princeton Review Standardized Test Practice Booklet MindJogger Videoquizzes Vocabulary Puzzlemaker Software Interactive Explorations and Quizzes CD-ROM with Presentation Builder The Glencoe Science Web site at: science.glencoe.com An interactive version of this textbook along with assessment resources are available

online at: mhln.com


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CopyrightGlencoe/McGraw-Hill,adivisionoftheMcGraw-HillComp

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iv

This chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:

Reproducible pages for

Student Assessment Hands-on Activities Meeting Individual Needs (Extension and Intervention) Transparency Activity Masters

A teacher support and planning section including Content Outline of the chapter Spanish Resources Answers and teacher notes for the worksheets

Hands-On ActivitiesMiniLAB and Activity Worksheets: Each of these worksheets is an expanded version ofeach activity and MiniLAB found in the Student Edition. The materials lists, procedures,and questions are repeated so that students do not need their texts open during the lab.Write-on rules are included for any questions. Tables/charts/graphs are often included forstudents to record their observations. Additional lab preparation information is provided inthe Teacher Guide and Answers section.

Laboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimu-lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and

answers to all questions are provided in the Teacher Guide and Answers section.Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator, Dinah Zike, that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldablesworksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.

Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Masteryworksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.

To the Teacher


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Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Masteryis provided for those Spanish-speaking students who arelearning English.

Reinforcement: These worksheets provide an additional resource for reviewing the con-

cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcementworksheets are designed to focus primarily on science content and leson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they wibe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.

Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagramsto examine and analyze; or a simple activity or lab which students can complete in theclassroom or at home. Answers are provided in the Teacher Guide and Answers section.

Note-taking Worksheet: The Note-taking Worksheetmirrors the content contained in theteacher versionContent Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.

AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Reviewworksheets cover all major vocabulary, concepts, and objectives

of the chapter. The first part is a vocabulary review and the second part is a concept reviewAnswers and objective correlations are provided in the Teacher Guide and Answers section.

Chapter Test: The Chapter Testrequires students to use process skills and understand contenAlthough all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use highelevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recallstudents will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitionsand skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and opbjective correlations are provided in the Teacher Guide and Answers section.

Transparency Activity MastersSection Focus Transparencies: These transparencies are designed to generate interesand focus students attention on the topics presented in the sections and/or to assess

prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activitiessection. Theteacher material, located in the Teacher Guide and Answerssection, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.


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Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparencyfor each chapter. The TeachingTransparency Activityincludes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.

These masters are found in the Transparency Activitiessection. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answerssection.

Assessment Transparencies: An Assessment Transparencyextends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on stan-dardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answerssection.

Teacher Support and Planning

Content Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students Note-taking Worksheets.

Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-ties, and content overviews for each section of the chapter.


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Our Impact on Water and Air 1

ReproducibleStudent Pages

Reproducible Student Pages Hands-On Activities

MiniLab Identifying Acid Rain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLab: Try at Home Examining the Content of Air. . . . . . . . . . . . . 4Activity Elements in Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Activity: Design Your Own Experiment Whats in the air?. . . . . . . . . 7Laboratory Activity 1 Water Purification. . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2 Air Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13

Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Transparency ActivitiesSection Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . 38Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 43


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2 Our Impact on Water and Air

Hands-OnActivities


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Name Date Class

Identifying Acid Rain

Procedure1. Use a clean glass or plastic container to collect a sample of precipitation.

2. Use pH paper or apH computer probe to determine the acidity level ofyour sample. If you have collected snow, allow it to melt before measuringits pH.

3. Record the indicated pH of your sample and compare it with the results ofother classmates who have followed the same procedure. Record the pH ofyour sample in the top row of the table below. Record the pH levels of theother groups samples in the remaining rows.

Data and Observations

Analysis1. What is the average pH of the samples obtained from this precipitation?

2. Compare and contrast the pH of your samples with those of the substances shown on the pHscale in Figure 12 in your textbook.

Sample Acidity level


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Name Date Class

Examining the Content of AirUse caution when reaching high places. Students with dust allergies should not

perform this activity.

Procedure1. Find a high shelf or the top of a tall cabinet in your homesomeplace

that hasnt been cleaned for a while.

2. Using awhite cloth, thoroughly dust the surface.

3. Observe the cloth under a magnifying lens.

Analysis1. What did you see on your cloth? Where did these particles come from?

2. Explain what you think happens when you breathe in these particles.


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Name Date Class

Lab Preview

Directions: Answer these questions before you begin the Activity.1. Why is the glove safety symbol used in this activity?

2. Why is fertilizer added to only one beaker of water?

When you look at water, it is often clear and looks as if there is not much init. However, there are many compounds, microscopic organisms, and othersubstances that can be in the water, but arent easily visible. How can you

find out what else might be in the water? Can you also find out how muchof it is in the water?

What Youll InvestigateWhat is the nitrate and phosphate contentof water?

Materialsbeakers (2)tap waterplant fertilizerspoon or other stirrernitrate test kitphosphate test kit

Goals Determine the nitrate and phosphate

content of two samples of water. Compare the levels and explain any

differences you find.

Safety PrecautionsNever eat or drink anything in the lab. Usegloves and goggles when handling fertilizer.

Procedure1. Half-fill two large beakers with tap water.

2. Add a teaspoon of plant fertilizer to one ofthe beakers and stir well.

3. Predict which beaker might have a greaterlevel of nitrate.

4. Using an appropriate kit, measure thenitrate content of each beaker of water.

5. Clean the test kit between measurements.Record your measurements in Table 1.

6. Predict which beaker might have a greaterlevel of phosphates.

7. Using an appropriate kit, measure the phos-phate content of each beaker of water. Besure to clean the kit between measurements.

Record your measurements in Table 1.

Elements in Water


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Name Date Class

Activity (continued)


Table 1

Communicating Your Data

Compare your results with those of others in your class. Discuss any differences found inyour measurements.

Nitrate and Phosphate Content of Water

Nitrate content Phosphate content

Beaker containing 1. 3.tap water only

Beaker containing 2. 4.tap water and fertilizer

Conclude and Apply1. Describeyour results. Were the levels of each compound you measured the same in both samples?

2. Were your predictions correct?

3. Explain any differences that you found.

4. Explain how the use of fertilizers can cause problems in lakes and streams.


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Name Date Class

Lab Preview

Directions: Answer these questions before you begin the Activity.1. Why should you wear a thermal mitt in this experiment?

2. What is the purpose of the plastic lids in this experiment?

When you dust items in your household, you are cleaning up particles thatsettled out of the air. How often do you have to dust to keep your furnitureclean? Just imagine how many pieces of particulate matter the air must hold.

Recognize the ProblemDo some areas of your environment havemore particulates than other areas?

Form a HypothesisBased on your knowledge of your neighbor-hood, hypothesize what kinds of particulatematter you will find in your environment. Willall areas in your community contain the sametypes and amounts of particulate matter?

Possible Materialssmall box of plain gelatin plastic lids (4)hot plate microscopepan or pot *hand lenswater *Alternatemarker materialsrefrigerator

Goals Design an experiment to collect and analyze

particulate matter in the air in your community. Observe and describe the particulate matter

you collect.

Safety PrecautionsWear a thermal mitt, safety goggles, and anapron while working with a hot plate andwhile pouring the gelatin from the pan or potinto the lids. Never eat anything in the lab.

Test Your Hypothesis

Plan1. As a group, agree upon your hypothesis

and decide how you will test it. Identifywhat results will confirm or refute thehypothesis.

2. List the steps you need to take to test yourhypotheses. Be specific. Describe exactlywhat you will do at each step. List your

materials.3. Prepare a data table to record your

observations.

4. Label your lids with the location where youdecide to place them.

5. Mix the gelatin according to the directionson the box. Carefully pour a thin layer ofgelatin into each lid. Use this to collect airparticulate matter.

6. Read over your entire experiment to makesure that all steps are in a logical order.

7. Identify any constants, variables, andcontrols of the experiment.

Design Your Own Experiment

Whats in the air?


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Name Date Class

Activity (continued)

Do1. Make sure your teacher approves your

plan.

2. Carry out the experiment as planned.

3. While the experiment is going on, recordany observations that you make andcomplete the data table below.


Number of particlesType of materialLid numberDescriptionof material

1

2

3

4

Communicating Your Data

Give an oral presentation to another class on air pollution in your community. Demonstrateyour experiment and graphically display the results.

Analyze Your Data1. Describe the types of materials you collected in each lid.

2. Calculate the number of particles on each lid.

3. What did you use as a control in this experiment?

4. What were your variables?

5. Graphyour results using a bar graph. Place the number of particulates on they-axis and the

test-site location on the x-axis.

Draw Conclusions1. Did the results support your hypothesis? Explain.

2. Explain why different sizes of particulate matter may be found at different locations.

3. Infer why some test-site locations showed more particulates than other sites did.


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Name Date Class

Water Purification

Pure water is essential to all life forms. But what about a situation in which you do not havepure water available? Life rafts on boats are equipped with an apparatus that can be used to distill

water from salt water. Desert safety survival rules provide another means to distill water.

StrategyYou will purify water by using a simple distillation process.You will discuss how this process could be used in an emergency situation.

Materials2 coat hangers, or bendable wire pen (felt-tip)sand (fine) or soil pan (larger than the circumference of the bag)water plastic bag (clear)cereal bowl sunlamp or bright sunshine

Procedure1. Bend the coat hangers into a frame. SeeFigure 1.

2. Mix the sand or soil into water in the cerealbowl. Mark the water level on the insidewith the pen.

3. Place the cereal bowl in the pan and placethe wire frame over it.

4. Pull the plastic bag over the frame until ittouches the pan. Record the appearance ofthe water.

5. Set the apparatus in direct sun or under asunlamp.

6. Allow the apparatus to stand undisturbed.After about 10 min and again after 30 min,observe and record your observations inTable 1.

Laboratory

Activity11

Water mark

Figure 1


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Laboratory Activity 1 (continued)

Name Date Class


Table 1

Questions and Conclusions1. What happened to the water level in the cereal bowl?

2. Why did water form on the inside of the plastic bag?

3. What two processes are involved in this activity? Identify the energy source.

4. How could you prove that the water that forms on the inside of the plastic bag is pure?

5. What equipment should you carry in a vehicle in order to have pure water if you are going tocross a desert?

Strategy Check

Can you observe the distillation of water by natural processes?

Can you understand how this process could be used in an emergency situation?

Time (min) Observations

1. 0

2. 10

3. 30

water level __________inside of plastic bag ___________________________________________




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Name Date Class

Air Pollution

The number of particles floating in the air has increased over the last 20 to30 years. Many of these particles contribute to the pollution of the air we

breathe. The United States has a standard method for reporting the degree ofpollution in the air. This is called the Air Quality Index (AQI). The indexmeasures the concentration of pollutants produced by industries, automobiles,and other urban activities. The weather section of a newspaper often states acitys AQI. Along with the AQI number, newspapers often report the majorpollutants such as ozone, nitrogen oxide, or particulate matter. It is especiallyimportant for elderly people and people who have breathing problems to beaware of this information so they can avoid spending too much time outside inpolluted air, which would increase the levels of toxic pollutants in their bodies.It is also important for everyone to know because when people exercise theybreathe quickly, and might take in too many pollutants through their lungs. In

this activity you will predict and graph air pollution levels in your region over ayears time. Then you will analyze your data.

Procedure1. Predict the quality of the air in the area

where you live. At what times of the yeardo you think it is the best? The poorest?

2. Your teacher has a list of air quality data

for the last year for your city or a city inyour area. Obtain the data from yourteacher.

3. Review the data. Then use graph paper tograph the data. On your graph, mark theair quality number for the 1st and 15th ofeach month as provided. Place the dates onthe horizontal axis and the index numberson the vertical axis.

4. When you have finished marking all thedata points on your graph, connect themwith a line. The line will help you see thechanges in air quality from month to

month.

Laboratory

Activity22

Air Quality Index050 = Good51100 = Moderate101150 = Unhealthy for sensitive groups151200 = Unhealthy201300 = Very unhealthy

StrategyYou will predict the times of year the air quality is best and worst.

You will graph the AQI data for your area during this past year.You will observe trends and analyze the data.

Materialslist of data from teachergraph paper


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Laboratory Activity 2 (continued)

Name Date Class

Data and Observations1. What is the highest number on your air quality index graph? In what month does it occur?

2. What is the lowest number on your air quality index graph? In what month does it occur?

3. Do you see a trend? Explain.

Questions and Conclusions1. During what season was the air quality the best? How do you know?

2. During what season was the air quality the poorest? How do you know?

3. How can you explain your results in terms of the Suns energy?

4. Many people take vacations during the summer months. Might this affect air quality? Explainyour answer.

5. In what parts of the country would you expect the air quality to be the best? The poorest?Explain your answer.

6. In the Air Quality Index, what people do you think make up the sensitive groups?

7. Overall, how would you rate the air quality of your region or city? Explain your answer.

Strategy Check

Can you predict what times of year the air quality is poorest?

Can you graph the years AQI data for your area?

Can you observe how air quality changes from month to month?


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Our Impact on Water and Air

Directions: Use this page to label your Foldable in the Before You Readat the beginning of the chapter.

Water Pollution

Both

Air Pollution

Conserving can help

reduce pollution.

National and internationalcooperation is neededto reduce the pollution.

Natural conditions canaffect the level of pollution.

Pollution can affectyour health.

Pollution can come froma point source or anonpoint source.

Pollution comes fromrunoff of pesticides and

fertilizers, industrialrunoff, and water fromyour home.

Pollution comes fromvehicle exhaust, powerplants, fires, and volcanoes.

Name Date Class


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Meeting IndividualNeeds


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Name Date Class


OverviewOur Impact on Water and Air

Directions: Complete the concept map using the terms in the list below.

pesticide runoff carbon monoxide sulfurous smog Clean Air Act

photochemical smog untreated sewage metal release Clean Water Act

Directed Reading for

Content Mastery

2.

1.

3.

5. 6.

7.

4. 8.

Air pollution Water pollution

burning fossil fuels

households,

farms, andindustries

acid rain

polluted runoff

Safe Water Drink-

ing Act

from

regulated by the

from

results in

regulated by the

results in

and the


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Name Date Class


Section 1 Water Pollution

Directions: Use the terms and clues below to complete the crossword puzzle.

sediment point source acid rain algae lead

water pollution Clean Water Act sewage


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Across

2. A danger to streams and lakes

5. Largest source of water pollution

6. A law to protect our water

8. A water pollutant that can damage the nervous system

Down

1. Pollution from a specific location

3. Can decrease the pH of lakes and streams4. Household wastes that often pollute water

7. Can grow too much when fertilizers are present


Content Mastery

1

4

7

2

6

3

5

8


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Name Date Class


Key TermsOur Impact on Water and Air

Directions: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct termin the blank at the left.

Column I

1. substance with a pH above seven

2. chemical used by farmers andhomeowners

3. fine solids in the air that irritate anddamage the lungs

4. removes sulfur by dissolving gasesin water

5. pollution entering water froma specific location

6. substance with a pH lower then seven

7. pollution entering water over alarge area

8. water containing human waste

9. pollution that can corrode buildingsand lower the pH of lakes and streams

10. a gas you cant see or smell thatreplaces oxygen in the blood

11. forms when nitrogen and oxygencompounds react with the helpof sunlight

12. passed by the United States Congressin 1990 to address problems of airpollution

13. By 1999, 184 countries had signedthis agreement made during a meetingin Canada.


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Column II

a. acid rain

b. scrubber

c. sewage

d. nonpoint source

pollution

e. acid

f. pesticide

g. carbon monoxide

h. base

i. photochemical smog

j. point source pollution

k. particulate matter

l. Montreal Protocol

m. Clean Air Act


Content Mastery


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Nombre Fecha Clase

Nuestro impacto sobre el agua y el aire 19

SinopsisNuestro impacto sobre elagua y el aire

Instrucciones: Completa el mapa conceptual usando los trminos de la lista.

aguas negras sin tratar monxido de carbono escorrenta de pesticidas

smog fotoqumico smog sulfuroso Ley para el Control de la Contaminacin del Agua

Ley para el Control de la Contaminacin del Aire emisin de metalese

Lectura dirigida para

Dominio del contenidio

2.

1.

3.

5. 6.

7.

4. 8.

La contaminacin

del aire

La contaminacin

del agua

combustibles

fsileshogares, fincas e

industrias

lluvia cida

escorrenta conta-

minada

Ley sobre la

Seguridad del

Agua Potable

proveniente de la quema de

regulada por el(la)

proveniente de

resulta en

regulada por el(la)

resulta en

y la


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Nombre Fecha Clase

20 Nuestro impacto sobre el agua y el aire

Seccin 1 Contaminacindel agua

Instrucciones: Usa los trminos y pistas para completar el crucigrama.

sedimentos puntual lluvia cida algas plomo

contaminacin del agua Contra la Contaminacin del Agua aguas negras


anies,Inc.

Horizontales

3. Contaminante del agua que puede causar daos al sistema nervioso

4. Contaminacin que proviene de una localidad especfica

5. Fuente ms grande de contaminacin del agua.

6. Desechos caseros que con frecuencia contaminan el agua

7. Puede hacer que baje el pH de lagos y corrientes

8. Ley para el Control _________, que protege nuestras aguas

Verticales

1. Un peligro para las corrientes y los lagos

3. Pueden crecer demasiado cuando abundan los fertilizantes



8

4

7

6

2

5

3

1


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Nombre Fecha Clase

Nuestro impacto sobre el agua y el aire 21

Seccin 2 Contaminacindel aire

Instrucciones: Explica cmo cada una de las situaciones aumenta la contaminacin del aire.

1. En una carretera atestada, cada auto lleva slo al conductor.

2. Una comunidad permite que los residentes quemen las hojas en hogueras al airelibre.

3. Ocurre una inversin de temperatura y el aire clido atrapa al aire fro cerca delsuelo.

4. Una planta de energa quema carbn de alto contenido de azufre.

Instrucciones: Explica cmo cada una de las siguientes situaciones reduce la contaminacin del aire.

5. La gente que vive cerca de su trabajo va en bicicleta cuando hace buen tiempo.

6. Una fbrica usa molinos de viento para producir parte de su energa.

7. Una planta de energa hace que el humo pase por un depurador.

8. Los pases que firman el Protocolo de Montreal se ponen de acuerdo para dejarde producir cloroflurocarburos.




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Nombre Fecha Clase

22 Nuestro impacto sobre el agua y el aire

Trminos clavesNuestro impacto sobre elagua y el aire

Instrucciones: Aparea los trminos de la Columna II con las descripciones de la Columna I. Escribe la letra del

trmino correcto en el espacio en blanco a la izquierda.Columna I

1. sustancia con un pH por encima de siete

2. qumico que usan los agricultores ylos propietarios de casas

3. slidos finos en el aire que irritan ydaan los pulmones

4. elimina el azufre al disolver los gasesen agua

5. contaminacin que llega al agua desdeuna situacin especfica

6. sustancias con un pH de menos de siete

7. contaminacin que llega al agua desdeuna rea extensa

8. agua que contiene desechos humanos

9. contaminacin que puede corroer losedificios y bajar el pH de lagos y corrientes

10. gas que no puedes ver u oler quereemplaza al oxgeno en la sangre

11. se forma cuando compuestos que tienennitrgeno u oxgeno reaccionan conayuda de la luz solar

12. fue aprobada por el Congreso deEstados Unidos en 1990 para controlarproblemas de contaminacin del aire

13. para 1999, 184 pases haban firmado elacuerdo hecho durante una reuninen Canad.


anies,Inc.

Columna II

a. luvia cida

b. depurador

c. aguas negras

d. contaminacin no

puntual

e. cidos

f. pesticidas

g. monxido de carbono

h. base

i. smog fotoqumico

j. contaminacin de

fuente puntual

k. macropartculas

l. Protocolo de Montreal

m. Ley para el Control

de la Contaminacin

del Aire




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Name Date Class


Directions: Classify each of the following as point source or nonpoint sourcepollution.

1. sediment from widespread deforestation washes into rivers

2. acid rain reduces the pH of a lake

3. a factory releases waste water containing lead

4. runoff from farms and lawns containing fertilizer

Directions: Complete the following sentences using the correct terms.

5. Most water pollution is caused by _______________________________________________.

6. Harmful organisms in the water can come from ____________________________________.

7. Pesticides and herbicides in the water come from ___________________________________.

8. Factories pollute water by ______________________________________________________.

Directions: Answer the following questions on the lines provided.

9. How do the 1996 Safe Drinking Water Act Amendments help reduce pollution?

10. How does conserving water help reduce pollution?

11. If you wanted to dispose of hazardous materials, such as household chemicals or used oilfrom the car, where would you get information about their proper disposal?

12. How does acid rain link air pollution and water pollution?

Water PollutionReinforcement11


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Name Date Class

Air Pollution

Directions: Use the clues below to complete the crossword puzzle.

Reinforcement22

Across1. Type of alternative power that uses the sun

3. Used in smokestacks to reduce air pollution

6. Colorless, odorless gas that replaces oxygenin the blood (2 words)

9. Pollutants from air conditioners andrefrigerators (abbreviation)

11. Landforms and temperature inversionsare _____ conditions that contribute toair pollution.

13. The Montreal Protocol has been signed by184 different ______.

14. Passed in 1990 to attack problems ofautomobile exhaust, factory pollution,destruction of the ozone, and acid rain(3 words)

15. Type of smog formed from fossil fuelpollutants with the aid of light

Down2. Substances with a pH lower than 7

4. Combination of smoke and fog

5. ______ from buses and trucks containsparticulate matter.

7. The burning of ______ for energy addspolluting chemicals to the air. (2 words)

8. Pollutant created when sulfur dioxidefrom coal-burning power plants combineswith moisture in the air to form sulfuricacid (2 words)

10. Measures whether a substance is an acidor a base

12. Breathing ozone and other smogdamages peoples lungs, making themmore susceptible to pneumonia, flus,and ______.

8

6

3 4

1

5

2

7

9

13

10

14

15

11 12


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A. Clean water is important to maintain all _____________.

B. _____________________ pollution comes from a specific location;

C. ________________________ pollution enters water from large, or multiple, areas.More than

_________________ percent of water pollution in the United States is from nonpoint sources.

D. Types of pollution

1. _________________the largest source of water pollution in the United States; makes

water cloudy, blocks light from plants, and interferes with organisms that live in water

2. ___________________ substances, which destroy pests, could also harm people and

other organisms.

3. ____________________ add too much nitrogen and phosphorus to water sourcescauses

algae to multiply, using up oxygen that fish and other organisms need to live.

4. _______________ can contain detergents, bacteria, chemicals, and human waste.

5. _______________ pollute waters for many years and remain in the environment for a

long time.

6. ____________ and _________________ can leak from tanks and wash off roads,

contaminating water supplies____________ gallon of gasoline can make an entire water

supply unsafe for drinking.

7. _______________ water released from industrial activities can reduce the oxygen available

for organisms or change the water temperature they need to survive.

E. Reducing water pollution

1. ______________ water and remove pollutants before returning the water to the environment.

2. Countries can __________________ to reduce pollution as the U.S. and Canada have done

with the Great Lakes.

3. ___________________ and industry efforts are needed.

a. Hazardous wastes such as paint or motor oil should be _________________ of safely.

b. _________________ water, using only what is needed.

Note-taking

Worksheet


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Section 2 Air Pollution

A. _______________ pollution sources include burning fuel, factories, electricity generation,

burning trash, dust from fields and other locations, radon,and gases from volcanoes and fires.

B. _____________urban pollution, resembling a yellowish-brown haze, caused by cars,

factories, and power plants

1. ______________________ smogforms from a chemical reaction between car exhaust

and sunlight.

2. __________________ such as mountains or atmospheric conditions such as

temperature ___________ can contribute to urban smog.

C. Coal burning power plants and car exhaust can form __________________ which corrodes

structures, damages vegetation, and harms animals.

1. Amount of acid is measured using the _________________.

2. A pH lower than 7 indicates ______________.

3. A pH above 7 indicates ______________.

4. The ________________ pH for lakes and streams is between 6 and 8; acidic rain may

decrease the ___________ in bodies of water, making it impossible for some organisms to

live.

D. _____________, or chlorofluorocarbons, can destroy the Earths protective ozone layer.

E. Some city dwellers have to avoid the outdoors during high smog levels to avoid health problems.

1. Smog compounds can cause ____________ irritation.

2. ______________ can burn the nose and throat, cause headaches, and damage lung tissue.

3. Even small amounts of ________________________ can be dangerous because it replaces

oxygen in the blood.

4. __________________ can damage lungs and increase infections.

5. ____________________matter such as dust, pollen, mold, and soot can irritate and

damage the lungs.

Note-taking Worksheet (continued)


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F. _________________ air pollution

1. International ____________________ can help reduce air pollution.

2. The ______________________ of 1990 regulates car emissions, energy production, and

other industries.

3. Sulfur dioxide from coal-burning power plants can be removed with a

__________________ which dissolves smoke gases in water, removing some sulfur.

4. Electric power plants can use an ______________________ separator to reduce particulates.

5. ____________________ can change their lifestyles and reduce their driving to help reduce

air pollution from cars.

Note-taking Worksheet (continued)


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Assessment


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Name Date Class


Chapter

Review


Part A. Vocabulary Review

Directions: Write the term that matches each description below on the spaces provided. The boxed letters willspell the answer to question 11.

1. pollution that enters a body of water from a large area

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___

2. chemicals that help plants grow ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

3. hazy, yellowish smog that forms with the help of sunlight

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

4. pollution that enters water from a particular location

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

5. substance with a pH lower than 7 ___ ___ ___

6. consists of fine solids and liquid droplets

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

7. Sulfur dioxide can be removed fromsmoke by passing it through a ______. ___ ___ ___ ___ ___ ___ ___

8. human waste and household materialsthat go into drains ___ ___ ___ ___ ___

9. acidic moisture that falls to earth ___ ___ ___ ___ ___ ___ ___

10. substances that destroy pests ___ ___ ___ ___ ___ ___ ___ ___ ___

11. What Act passed by the United States Congress in 1990 addressed some air pollution problemsby regulating emissions from cars, energy production, and other industries?

________________ ________________ ________________

Part B. Concept Review

Directions: Match the actions in the first column with their goals in Column II. Write the letter of the correctstatement in the blank at the left.

1. Safe Drinking Water Act

2. Clean Water Act

3. Clean Air Act

4. Water quality agreements

a. Canada and the United States helped to stop thesewage problem in Lake Erie.

b. This law ensures that drinking water in ourcountry is safe.

c. It set goals for reducing point and nonpointpollution sources.

d. Its goals include reduction of auto exhaust.


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Name Date Class

Chapter Review (continued)


Directions: Answer the following questions using complete sentences.

5. How have human activities added to pollutants in the air?

6. What are some of the effects of air pollution on health?

7. What are some of the effects of acid rain?

8. What actions can people take to help reduce acid rain?

9. Do you think the cost of reducing sulfur dioxide emissions should be paid for by the regionthat produces the emissions? Explain.

10. Give one example of point source pollution and one example of nonpoint source pollution.

11. What are three ways you can help reduce water pollution?


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Chapter

Test


I. Testing Concepts

Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.

1. One cause of air pollution is ______.a. acid rain c. water pollutionb. burning fossil fuels d. bases

2. A combination of smoke and fog is ______.a. oxygen b. acid rain c. fossil fuels d. smog

3. A brown smog formed with the aid of sunlight is ______ smog.a. nitrogen b. photochemical c. natural gas d. oxygen

4. In the US, ______ are responsible for 60 percent of the makeup of smog.a. cars b. factories c. farms d. fertilizers

5. Burning fossil fuels in electrical power plants helps create ______.a. ozone c. sulfurous smogb. ultraviolet radiation d. trapped air layers

6. Smog development is affected naturally by ______.a. the pH scale c. landformsb. the greenhouse effect d. all of these

7. Sunlight reacts with waste gases to form ______.a. carbon dioxide c. ozoneb. ultraviolet radiation d. none of these

8. Acid rain is created when emissions from coal-burning power plants combine withmoisture to form ______.a. sulfur dioxide c. cooler airb. sulfuric acid d. photochemical smog

9. A consequence of acid rain is ______.a. damage to buildings c. damage to forestsb. lower pH in lakes and streams d. all of these

10. A measure of the strength of an acid can be obtained using ______.a. an acid b. a base c. a pH scale d. all of these

11. Air pollution affects peoples ______.a. lungs b. eyes c. hearts d. all of these

12. Diplomats from around the world have focused on eliminating the use of ______.a. fossil fuels c. sulfur dioxideb. chlorofluorocarbons d. none of these


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Chapter Test (continued)


13. Ways to support the Clean Air Act include ______.a. using less electricityb. driving more frequentlyc. cutting down on public transportationd. developing more coal-burning power plants

14. Mountains may contribute to smog formation by ______.a. emitting sulfurous compounds c. blocking air circulationb. blocking clouds d. limiting water runoff

15. Air pollution can be controlled by ______.a. permitting more storm water runoffb. burning more coalc. eliminating hard waterd. putting scrubbers on power plants

16. A way for individuals to reduce water pollution is to ______.

a. plant forests c. drive everywhereb. reduce electricity use d. add to the acidity of garden soil

17. Inhaling the humid air of acid rain can ______.a. damage your lungs c. cause a headacheb. sting your eyes d. interfere with oxygen absorption

18. A way for individual citizens to improve air quality is to ______.a. reduce industrial pollution c. burn trashb. take fewer showers d. use public transportation

19. Some coal contains a high amount of ______.a. oxygen b. nitrogen c. sulfur d. none of these

20. Acid rain is more of a problem in ______.a. the desert b. cities c. humid areas d. rural areas

21. Water pollutants include ______.a. bacteria c. runoff from minesb. oil and gasoline d. all of these

22. Farms often pollute water through the use of ______.a. pesticides and fertilizers c. motor oilb. hospital waste d. all of these

23. An example of a polluted water source that has improved because of cooperationbetween the United States and Canada is ______.a. the Colorado River c. the Atlantic Oceanb. Lake Erie d. the Mississippi River


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II. Understanding Concepts

Skill: Concept Mapping

Directions: Complete the concept map using the terms in the list below.

coal gasoline ozone

sunlight nitrogen oxygen

1.

6.

5.

4.

3.

2.

health problems

Fossil fuels

cars, buses,

trucks, and planesfactories and

power plants

in the form of

which is burned in

which may cause

to produce

which react with

and

release compounds of

which is burned in


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Skill: Using Tables

Directions: Complete the table below that shows the goals of the 1990 Clean Air Act using the terms below.

acid rain airborne toxins urban air pollution ozone-depleting chemicals

III. Applying Concepts

Writing Skills

Directions: Answer the following questions using complete sentences.

1. Why is it dangerous to pour hazardous wastes onto the ground?

2. How does nature play a role in the development of smog?

3. What are some of the effects of acid rain?

4. Is it easier to control point source or nonpoint source pollution? Why?

nitrogen oxide emissions reduced in

new cars by 60 percent of 1990 levels

limit emissions of 200 compoundsthat cause cancer/birth defects

reduce sulfur dioxide emissionsby 2000

immediately cease production in 1996

Type of pollution Goal

7.

8.

9.

10.


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TransparencyActivities



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Section Focus

Transparency Activity11Water pollution can have a devastating impact on animals. For

example, this oil spill off the coast of South Africa affected forty-four

percent of the worlds African penguins. The oil spilled when thefreighter Treasuresank about six miles out from Cape Town,South Africa.

Oil Disaster

1. How do oil spills endanger wildlife?

2. What other kinds of water pollution can you name?

3. How can you help prevent water pollution?


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Name Date Class

Section Focus

Transparency Activity22A lot of pollution comes from people, but there are other sources as

well. This is a photo of the May 18, 1980 eruption of Mount St. Helens

in Washington. The force of the eruption sent ash several kilometersinto the sky. Wind carried some of the ash all the way to Oklahoma.

Mountain of Ash

1. How are the smoke and ash released by Mount St. Helens similarto pollution generated by people?

2. In what ways is it different?

3. What can people do to reduce air pollution?


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Name Date Class


Teaching Transparency

Activity22Air Pollution


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Name Date Class

Teaching Transparency Activity (continued)

1. How does photochemical smog form?

2. What substance protects us from ultraviolet radiation when found high in the atmosphere, butis a major component of smog when found near Earth?

3. What natural sources can add to air pollution?

4. What are some health problems caused by air pollution?

5. What materials might you find in particulate matter?

6. What are some ways you can help reduce air pollution?


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Assessment

Transparency Activity

Directions: Carefully review the graph and answer the following questions.

Our Impact on Waterand Air

1. According to the graph, which heavy metal had the highestconcentration?

A Chromium B Copper C Lead D Mercury2. About how much higher was the concentration of copper than that

of cadmium?F 30 g/L G 200 g/L H 240 g/L J 440 g/L

3. The graph shows the concentration of heavy metals at a certainpoint of the Mississippi River. A reasonable hypothesis based onthese data is that if these levels of heavy metals are considered tobe acceptable, then ____.A the Mississippi River is very pollutedB there must be a factory near that locationC the people who live in that area must have developed a tolerance

for these heavy metalsD the heavy metals chromium and copper are not very toxic to

humans

Heavy Metals Released into the Mississippi River

MercuryCadmium Chromium Copper Lead

50

0

150

250

350

450

100

200

300

400

500

Concentration

(g/L)

Dissolved Heavy Metal


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Our Impact on Water and Air T1

Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Teacher Supportand Planning


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T2 Our Impact on Water and Air


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Our Impact on Waterand Air


A. Clean water is important to maintain all life.

B. Point source pollution comes from a specific location;nonpoint sourcepollution enters water from large, or multiple, areas;

C. More than 75 percent of water pollution in the United States is from nonpoint sources.

D. Types of pollution

1. Sedimentthe largest source of water pollution in the United States; makes water cloudy,

blocks light from plants, and interferes with organisms that live in water

2. Pesticides, substances, which destroy pests, could also harm people and other organisms.

3. Fertilizers, add too much nitrogen and phosphorus to water sourcescauses algae to

multiply, using up oxygen that fish and other organisms need to live.

4. Sewage can contain detergents, bacteria, chemicals, and human waste.

5. Metals pollute waters for many years and remain in the environment for a long time.

6. Oil and gasoline can leak from tanks and wash off roads, contaminating water supplies

one gallon of gasoline can make an entire water supply unsafe for drinking.

7. Heated water released from industrial activities can reduce the oxygen available for

organisms or change the water temperature they need to survive.

E. Reducing water pollution

1. Treat water and remove pollutants before returning the water to the environment.

2. Countries can cooperate to reduce pollution as the U.S. and Canada have done with the

Great Lakes.

3. Individual and industry efforts are needed.

a. Hazardous wastes such as paint or motor oil should be disposed of safely.

b. Conserve water, using only what is needed.

DISCUSSION QUESTION:What kinds of damage can occur due to sediment pollution? Water gets dirty looking which

prevents plants and animals from getting the light and oxygen they need to live.

Underlined words and

phrases are to be filled

in by students on the

Note-taking Worksheet.

Content Outline

for Teaching


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Section 2 Air Pollution

A. Air pollution sources include burning fuel, factories, electricity generation, burning trash, dust

from fields and other locations, radon, and gases from volcanoes and fires.

B. Smogurban pollution, resembling a yellowish-brown haze, caused by cars, factories, and

power plants

1. Photochemical smogforms from a chemical reaction between car exhaust and sunlight.

2. Landforms such as mountains or atmospheric conditions such as temperature inversions

can contribute to urban smog.

C. Coal burning power plants and car exhaust can form acid rain which corrodes structures,

damages vegetation, and harms animals.

1. Amount of acid is measured using the pH scale.

2. A pH lower than 7 indicates acids.

3. A pH above 7 indicates bases.

4. The natural pH for lakes and streams is between 6 and 8; acidic rain may decrease the pH in

bodies of water, making it impossible for some organisms to live.

D. CFCs, or chlorofluorocarbons, can destroy the Earths protective ozone layer.

E. Some city dwellers have to avoid the outdoors during high smog levels to avoid health problems.

1. Smog compounds can cause eye irritation.

2. Ozone can burn the nose and throat, cause headaches, and damage lung tissue.

3. Even small amounts ofcarbon monoxide can be dangerous because it replaces oxygen in

the blood.

4. Acid rain can damage lungs and increase infections.

5. Particulate matter such as dust, pollen, mold, and soot can irritate and damage the lungs.

Content Outline for Teaching (continued)


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F. Reducing air pollution

1. International cooperation can help reduce air pollution.

2. The Clean Air Act of 1990 regulates car emissions, energy production, and other industries.

3. Sulfur dioxide from coal-burning power plants can be removed with a scrubber, which dis-

solves smoke gases in water, removing some sulfur.

4. Electric power plants can use an electrostatic separator to reduce particulates.

5. Individuals can change their lifestyles and reduce their driving to help reduce air pollution

from cars.

DISCUSSION QUESTION:What are some health problems that can result from air pollution? Breathing disorders, lung andheart damage, increased respiratory infections, and reduced oxygen levels

Content Outline for Teaching (continued)


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Nuestro impacto sobre el agua y el aire T5

Spanish

Resources

Nuestro impacto sobreel agua y el aire

Contaminacin del aguaLo que aprenders A identificar los tipos de contaminantes del

agua y sus efectos. A comentar maneras para reducir la conta-

minacin de agua. A enumerar maneras en las que tpuedas

ayudar a reducir la contaminacin del agua.

Vocabulariopoint-source pollution / contaminacin de

fuente puntual: contaminacin provenientede una fuente especfica que penetra en elagua y que puede controlarse o tratarse antes

de que entre a una masa de agua.nonpoint-source pollution / contaminacinde fuente no puntual: contaminacin prove-niente de un rea extensa que penetra en elagua y que no puede rastrearse a una solalocalidad.

pesticide / pesticida: sustancia que se utilizapara evitar que los insectos y la malezadestruyan las cosechas y los cspedes.

fertilizer / fertilizante: sustancia qumica queayuda en el crecimiento de plantas y otrosorganismos.

sewage / aguas negras: agua que se va por lasalcantarillas y que contiene residuoshumanos, detergentes caseros y jabones.

Por qu es importanteTodos los organismos sobre la Tierra depen-den del agua para vivir.

Elementos en el agua

Cuando observas el agua, frecuentemente esclara y parece como si no hubiera muchascosas en ella. Sin embargo, existen muchoscompuestos, organismos microscpicos yotras sustancias que pueden estar en el aguapero no ser visibles fcilmente. Cmo puedesaveriguar qupudiera haber en el agua?Puedes averiguar tambin la cantidad que hayen el agua?

Lo que investigars

Cul es el contenido de nitrato y de fosfatodel agua?

Materialesvasos de precipitados (2)agua corriente equipo de prueba del fosfatofertilizante de plantascuchara u otro agitadorequipo de prueba del nitrato

Metas Determinar el contenido de nitrato y de fos-

fato en dos muestras de agua. Comparar los niveles y explicar cualquier

diferencia.

Medidas de seguridad

Nunca comas o bebas nada en el laboratorio.Usa guantes y gafas protectoras cuando mane-

jes fertilizantes.

Procedimiento1. Llena hasta la mitad dos vasos de precipita-

dos grandes con agua corriente.2. Aade una cucharadita de fertilizante de

plantas a uno de los recipientes y revuelve

bien.3. Predice qurecipiente pudiera tener unmayor nivel de nitratos.

4. Usando un equipo apropiado, mide el con-tenido de nitrato de cada recipiente.

5. Limpia el equipo de prueba entre lasmediciones. Anota tus mediciones.

6. Predice qurecipiente pudiera tener unnivel mayor de fosfatos.

7. Usando un equipo apropiado mide el con-tenido de fosfato de cada recipiente.Asegrate de limpiar el equipo entremediciones. Anota tus mediciones.

Concluye y aplica1. Describe tus resultados. Fueron iguales los

niveles de cada compuesto que mediste enambas muestras?

2. Fueron correctas tus predicciones?3. Explica cualquier diferencia.


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T6 Nuestro impacto sobre el agua y el aire


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Spanish Resources (continued)

4. Explica cmo el uso de fertilizantes puedecausar problemas en lagos y arroyos.

Contaminacin del aire

Lo que aprenders A enumerar las diferentes fuentes de conta-

minacin del aire. A describir cmo la contaminacin afecta a

las personas y al medio ambiente. A comentar sobre cmo reducir la contami-

nacin del aire.

Vocabulariophotochemical smog / smog fotoqumico:

capa de smog brumoso y de color cafamar-

illento que se presenta sobre las ciudades; seforma con la ayuda de la luz solar, contieneozono cerca de la superficie terrestre y puededaar los pulmones y las plantas.

acid rain / lluvia cida: humedad cida, cuyopH es inferior a 5.6, que cae a la Tierra comolluvia o nieve y puede causar daos abosques, perjudicar organismos y corroer lasestructuras.

pH scale / escala del pH: escala utilizada paramedir el grado de acidez o basicidad de algo.

acid / cido: sustancia cuyo pH es inferior a 7.

base / base: sustancia cuyo pH es superior a 7.carbon monoxide / monxido de carbono:

gas incoloro e inodoro que disminuye el con-tenido de oxgeno en la sangre, se encuentraen los gases de escape de los vehculos y con-tribuye a la contaminacin del aire.

particulate matter / macropartculas: slidosfinos como el polen, el polvo, el moho, laceniza y el holln como tambin las gotitaslquidas del aire que pueden irritar y daarlos pulmones cuando se aspiran.

scrubber / depurador: dispositivo que reducelas emisiones sulfricas de las plantas quequeman carbn.

Por qu es importanteLa contaminacin del aire puede afectaradversamente tu salud y la salud de otros.

Disea tu propio experimentoQu hay en el aire?

Cuando sacudes artculos en tu casa, limpiaspartculas del aire que se asentaron. Con qufrecuencia debes sacudir para mantener losmuebles limpios? Imagnate la cantidad demacropartculas que contiene el aire!

Reconoce el problemaTienen ciertas reas de tu medio ambientems macropartculas que otras reas?

Formula una hiptesisBasado en tu conocimiento de tu vecindario,formula una hiptesis sobre qutipo demacropartculas encontrars en l. Con-tendrn todas las reas en tu comunidad elmismo tipo y cantidad de macropartculas?

Metas Disear un experimento para recoger y

analizar macropartculas del aire en tucomunidad.

Observar y describir las macropartculas querecogiste.

Medidas de seguridad

Usa un guante trmico, gafas de seguridad ydelantal cuando trabajes con la hornilla ymientras viertes la gelatina de la cacerola uolla a las tapas. Nunca comas nada en el labo-ratorio.


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Nuestro impacto sobre el agua y el aire T7


Materiales posibles

caja pequea de gelatina sin saborhornillacacerola u ollaagua

marcadorrefrigeradortapas de plstico (4)microscopio*lupa*Materiales alternativos

Usa mtodos cientficosPrueba tu hiptesis

Planifica

1. Como grupo, ponte de acuerdo sobre lahiptesis y decide cmo probarla. Identificaquresultados confirmarn o refutarn lahiptesis.

2. Enumera los pasos que necesitas seguir paraprobar la hiptesis. Debes ser especfico ydescribe exactamente lo que hars en cadapaso. Enumera los materiales.

3. Prepara una tabla de datos en tu Diario deciencias que registre las observaciones.

4. Rotula las tapas con el sitio en donde

decidiste ponerlas.5. Mezcla la gelatina segn las instrucciones enla caja. Vierte cuidadosamente una capa del-gada de gelatina en cada tapa. salas pararecoger macropartculas del aire.

6. Lee todo tu experimento para asegurarte deque todos los pasos estn en orden lgico.

7. Identifica las constantes, las variables y loscontroles del experimento.

Realiza

1. Asegrate de que tu maestro apruebe tu

plan.2. Lleva a cabo el experimento como lo

planeaste.3. Mientras el experimento esten curso, regis-

tra cualquier observacin que hagas y com-pleta la tabla de datos en tu Diario deciencias.

Analiza tus datos1. Describe los tipos de materiales que reco-

giste en cada tapa.2. Calcula el nmero de partculas en cada

tapa.3. Quusaste como control en este experi-

mento?4. Cules son tus variables?5. Grafica tus resultados usando una grfica d

barras. Coloca el nmero de macropartcu-las en el ejeyel sitio de prueba en el eje x.

Saca conclusiones1. Respaldan los resultados tu hiptesis?2. Explica por quen diferentes sitios se

encuentran diferentes tamaos demacropartculas.

3. Infiere por qualgunos sitios de pruebamostraron ms macropartculas que otros.

Gua de estudio

Refirete a las figuras de tu libro de texto.

Seccin 1 Contaminacin del agua

1. La contaminacin del agua proviene de lasdescargas industriales, escorrenta de pesticdas, herbicidas y fertilizantes de cspedes ygranjas y del agua de tu casa. Cmo puedecontaminar un estanque el goteo de aceite enel pavimento?

2. La cooperacin nacional e internacional esnecesaria si se va a reducir la contaminacidel agua. En Estados Unidos, la Ley para elControl de la Contaminacin del Agua de1990 estableciestndares para los mediosde tratamiento de aguas negras y aguas dedesecho y para la escorrenta desde camino

y granjas.3. Conservar agua en tus actividades diarias

puede ayudar a reducir la contaminacin dagua. Cmo se puede conservar agua y elec-tricidad cuando se lava ropa slo en cargascompletas?

Repasa las ideas principales


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4. La calidad del agua de muchos lagos y rosen Estados Unidos estmejorando.

Seccin 2 Contaminacin del aire1. Los gases de escape de los vehculos conta-

minan el aire. Otras fuentes de contami-nacin del aire incluyen plantas de energa,incendios y volcanes.

2. Condiciones naturales como accidentesgeogrficos e inversiones trmicas puedenafectar la calidad del aire.

3. El aire contaminado afecta la salud humana.Respirar partculas, ozono y lluvia cidapuede daar los pulmones.

4. Los contaminantes del aire no tienen fron-teras. Cruzan estados y pases. La coop-

eracin nacional e internacional es necesariapara reducir el problema. Qutipo de conta-minacin del aire puede daar estructurascomo por ejemplo, las estatuas?


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Teacher Guide

& Answers

Hands-On ActivitiesMiniLab (page 3)

1. Samples should have reasonably similar pH levels.

The acidity of the precipitation will depend onlocation and the prevailing wind direction.

2. Have students use the pH scale (Fig. 12) todetermine which substance has a pH closest tolocal precipitation.

MiniLab: Try at Home (page 4)1. Students should see dust particles. They came

from sources inside and outside the home andwere carried through the air to the shelf.

2. They move into the lungs, where they may causeirritation.

Activity (page 5)Lab Preview1. Students need to wear gloves because lab

substances could irritate their skin.2. The beaker without fertilizer is the control. By

keeping one beaker without fertilizer, students willbe able to measure the changes caused by addingfertilizer to tap water.

Conclude and Apply1. Answers will vary.2. Answers will vary.3. Answers will vary.4. Possible answer: Runoff from fertilized land can

raise the phosphate and nitrate level in lakes andstreams.

Activity: Design Your Own Experiment (page 7)Lab Preview1. The hot plate and the pan or pot will become hot

enough that a thermal mitt will be necessary toprotect your hand as you work with the hot items.

2. The plastic lids are for the collection of particulatematter in the air.

Analyze Your Data1. Possible materials: dust particles, soot, paint chips,

plant seeds, pieces of leaves and twigs, smallinsects

2. Answers will vary depending on actual number ofparticles collected.

3. the plastic lids with gelatin before placement inthe environment

4. Possible answers: direction of the wind; proximityto factories, tress, and other particulate sources

5. Graphs will vary depending on materialscollected.

Draw Conclusions1. Answers will vary and are based on the students

individual research.2. The size of the particles will depend on their source.

3. Some locations were closer to sources ofparticulates.

Laboratory Activity 1 (page 9)Lab Note: The distillation apparatus is availablefrom some garden catalogs and plant stores.


TableStudents answer will vary

Questions and Conclusions1. it decreased2. The drops of water condensed from the water

vapor inside the plastic bag.3. evaporation, condensation; heat from the sun or

sunlamp4. use various tests: litmus for acids, phenolph-

thalein for carbonates5. clean plastic, shovel, clean container

Laboratory Activity 2 (page 11)Data and Observations1. Students answers will vary.2. Students answers will vary.3. Students answers will vary. Accept all reasonable

answers.

Questions and Conclusions1. Students answers will vary, but will tend to

indicate winter months.2. Students answers will vary, but will tend to indi-

cate summer months.3. The energy of the Sun can cause chemical

reactions in certain air pollutants, producingsmog. The Suns energy is most direct uponEarths surface in the summer months.

4. Vacations during the summer months contributeto poor air quality. As more drivers are on theroad, more pollutants are released into the air.

5. Student answers will vary. Accept all reasonableanswers.

6. People with allergies, asthma, immune systemdisorders, and upper respiratory disorders mightmake up part of the sensitive group. Children andthe elderly might be in this group as well.

7. Students answers will vary.

Meeting Individual NeedsDirected Reading for Content Mastery (page 15)

Overview1. carbon monoxide2. sulfurous smog3. photochemical smog4. Clean Air Act5. pesticide runoff6. untreated sewage


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Teacher Guide & Answers (continued)

7. metal release8. Clean Water Act

Section 1

Section 21. One person per car means more fuels are

needed to move each person and more exhaustis produced.2. Outdoor fires add smoke to the air.3. This situation causes pollutants to accumulate

because there is less mixing of air.4. The sulfur will be released into the atmosphere,

where it can combine with moisture to formsulfuric acid. The result is acid rain.

5. Not using cars to travel cuts down on use offossil fuels.

6. Alternate energy sources cut down on pollutantsproduced by burning fossil fuels.

7. Most sulfur dioxide comes from coal-burningpower plants. This contributes to acid rain.

Passing smoke through a scrubber dissolves thesmoke in water, which removes some of thesulfur.

8. CFCs are air pollutants which may remain inthe atmosphere for decades. In the atmosphere,CFCs can destroy the protective ozone layer.

Key Terms1. h2. f3. k4. b5. j6. e7. d

8. c9. a

10. g11. i12. m13. l

Lectura dirigida para Dominio del contenido (pg. 19)Sinopsis1. monxido de carbono2. smog sulfuroso3. smog fotoqumico4. Ley para el Control de la Contaminacin del Aire5. pesticide runoff6. untreated sewage7. metal release8. Ley para el Control de la Contaminacin del Agua

Seccin 1

Seccin 21. Una persona por carro significa que se requiere

ms combustible para transportar a cada per-sona y entre ms carros se usen, ms gases deescape se liberan a la atmsfera.

2. Las hogatas al aire libre aaden humo al aire.3. Esta situacin causa la acumulacin de contami-

nantes porque el aire se mezcla menos.

4. Se liberarazufre a la atmsfera, en donde sepuede combinar con la humedad para formarcido sulfrico. El resultado es la lluvia cida.

5. El no usar carros para viajar disminuye el uso decombustibles fsiles.

6. Las fuentes alternas de energa disminuyen loscontaminantes que producen los combustiblesfsiles.

7. El dixido de azufre proviene de las plantas quegeneran electricidad mediante el uso del carbn.Esto contribuye a la lluvia cida. Cuando se pasaa travs de un depurador, el humo se disuelve enagua, lo cual elimina parte del azufre.

8. Los CFCs son contaminantes del aire que

pueden permanecer en la atmsfera durantedcadas. En la atmsfera, los CFCs puedendestruir la capa protectora de ozono

Trminos claves1. h 2. f3. k 4. b5. j 6. e7. d 8. c9. a 10. g

11. i 12. m13. l

1

4

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E A

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C L N W A T E R A C T

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G

L

A D

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T

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U

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E

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C

A P L O M O

P U N T U A L N

G T

A A

S E D I M E N T O S

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A G U A S N E G R A S

AL L U V I A A C I D A

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C O N T A M I N A C I O N D E L A G U A8

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Reinforcement (page 23)Section 1

1. nonpoint source2. nonpoint source3. point source4. nonpoint source5. sediment from erosion6. raw sewage7. farms and lawns8. illegally dumping toxic materials into the water9. The 1996 Safe Drinking Water Act Amendments

strengthen health standards for drinking waterand protect rivers, lakes, and streams that aresources of drinking water.

10. Conservation reduces the need for water treat-ment and reduces water pollution because thereis less wastewater.

11. Read labels on containers. Call sewage office,water office, or garbage disposal service forinformation.

12. Acid rain results from pollutants released intothe air that when combined with moisture, formacids. When these acids fall to Earth as rain orsnow, the pH of lakes and streams can belowered.

Section 2

Enrichment (page 25)Section 11. A tributary from a mine region flows into Shenks

Creek between Sties 9 and 10.2. Ricky Creek flows into Shenks Creek and dilutes

the concentrations.3. Jones River might dilute the concentrations.4. Yes. The mine near Site 17 has no settling pond;

its concentrations are higher than those at Site 18,which has one.

Section 21. Asthma is a condition often caused by allergic

reactions in which the construction of thebronchioles causes difficulty breathing.

2. Certain forms of air pollution, including cigarettesmoke, spray paints, dyes, and chemical emissions

from cars, are reasons why children developasthma

3. Other people who might be at risk forpollution-induced asthma are the elderly.

4. Student answers will vary, but might includereducing exposure to air pollution, spray paints,

allergens, and cigarette smoke.

Note-taking Worksheet (page 27)Refer to Teacher Outline, student answers areunderlined.

AssessmentChapter Review (page 31)

Part A. Vocabulary Review1. nonpoint source pollution (1/1)2. fertilizers (1/1)3. photochemical smog (4/2)4. point source pollution (1/1)

5. acid (6/2)6. consists of fine solids and liquid droplets 4/27. scrubber (1/1)8. sewage (1/1)9. acid rain (1/1)

10. pesticides (4/2)11. Clean Air Act (6/2)

Part B. Concept Review1. b (3/1)2. c (3/1)3. d (6/2)4. a (2/1)5. Industries generate dust and chemicals. Cars,

buses, trucks, trains, and planes burn fossilfuels. Smoke from burning trash and dust fromplowed fields, construction sites, and minespollute the air. 4/2

6. Breathing ozone and other smog damagespeoples lungs and irritates the eyes, nose, andthroat, Carbon monoxide can kill people.Inhaled air from acid rain causes lung irritation,reduces ability to fight respiratory infections,interferes with oxygen circulation, and putsstress on the heart. 5/2

7. Acid rain increases the acidity of streams, rivers,and lakes, killing organisms that live in thewater. It damages the surfaces of buildings and

cars. It also damages forests. 5/28. Students should list at least two of the following:Better emission control devices on cars will help,as will using car pools and public transportation.Coal-burning power plants can wash coal toremove sulfur and can run the smoke through ascrubber. We can switch to other fuels. 6/2

9. Answers will vary. Some students might arguethat the cost should be shared by all because thebenefits as well as the problems are usuallyshared by people out of the area. Other students

8

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1

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S C R

FC

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U B B E R S

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H

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ITN O N S

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O N M O N O X

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I D E

L E A N A I R A C T

P H O T O C H E M I C A L

A S

H E

S F

A L

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might feel that the cost should be paid by theregion since industry employs people from aregion. 6/2

10. Answers will vary. Point source includes drain-pipes and ditches from factories. Nonpointsource includes runoff from farms and lawns,

sediment from erosion, and acid rain. 1/111. Answers might include: Dont dump wastes into

the water. Dont include hazardous waste intrash. Recycle when possible. Conserve water. 3/1

chap resources 21

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