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Clean Air ChallengeClean Air Challenge

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Sponsored BySponsor 1Sponsor 2

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Presented ByYour Name HereYour School Here

Presented ByYour Name HereYour School Here


•A multidisciplinary unit on urban air pollution

•Integrates current environmental information with alternative energy solutions

• With 14 lab focused activities

What you will receive

What you will receive

•DVD (VHS optional)•Teacher Companion•Laboratory Equipment•Data Logs•Case Study Booklets•Workshop Folder

Workshop FolderWorkshop Folder•Sponsor letter•Sample Data Log (DL)•Sample Case Study (CS)•Website and Passwords•Science Standards Correlations•Implementation Worksheet•Certificate of Participation

Four Primary Sources of Information

Four Primary Sources of Information

• Teacher’s Companion (TC) detailed instructions, explanations, time needed, answer keys and extension activities

• Case Study (CS) Tells the story of two interns assigned to address the problem and propose a solution for city air pollution

• Data Log (DL) to record lab results• DVD (VHS on request) a visual

representation of case study

Case Study: A Closer LookCase Study: A Closer Look• The blue booklet• Meet Andy & Lisa, Interns• Political science interns tasked with

solving the air pollution problem in their community

• The CS is a summary of their research and findings. Provides the data ….

• But your students analyze and make their own recommendations

Mobile FocusMobile Focus• Pollution sources are considered

“Mobile” (examples: cars and trains) or “Stationary” (examples: factories and power plants).

• Mobile sources are not well regulated, while stationary sources are regulated by the EPA.

• Clean Air Challenge directs students to look at mobile sources and individual choices.

Cherry PickingCherry Picking•You can’t do it all?!•The Implementation Worksheet is

designed to help you customize the curriculum as we go along

•We’ll be pausing occasionally to give you a chance to collaborate and reflect on your OWN customization

CAC Program has 5 partsCAC Program has 5 parts• ONE: Does Air Pollution Affect People? • TWO: What is Air Pollution? How is it

formed? • THREE: Can the amount of air

pollution be measured? Is air pollution a problem in our community?

• FOUR: Can we make better choices to clean up our air?

• FIVE: What conclusions can we draw from our study?

Sample Video ClipSample Video Clip•Internships and Research•Research in the State Pollution

Lab•Conversation with Dr Peters re:

Ozone•Brainstorming Ozone Reduction•Animation on Ozone Formation•Experiments with Ozone

Part 1: Does Air Pollution Affect

People?

Part 1: Does Air Pollution Affect

People?Health Effects of

Ozone & Particulate Matter

Health Effects of Ozone & Particulate

Matter

Part OnePart One•Does air pollution affect people?

– The first activity focuses students on WHY we care about air pollution.

– Look at the TC p. 12 •Time required—too much or too little•Required reading in CS•Pre-Lab questions and answers•Materials you will have to purchase•Sources of error•Cautions and adjustments•4 levels of assessment

FEV1 LabFEV1 Lab

• Forced Expiratory Volume (FEV1)

• Data log p 2• TC p 12• Please use

this time for a little break also

Clean Up!Clean Up!• Fill your jug ½ full of water and set aside

for future lab• Pour out the water in your tub and place

upside down in back of room to dry• Place the tubing in the graduated cylinder

and put both in the tub• Drape your towel over the tub• Place tubs in the rear of the room in a

single layer, please!• Thanks!

Is the model accurate?Is the model accurate?• If you would like more information

about spirometry, contact the Respiratory Institute at www.alphamedicainc.com which is part of GlaxoSmithKline for a copy of the booklet called Simple Office Spirometry by Thomas L Petty, MD Chairman of the National Lung Health Education Program

http://www.alphamedicainc.com/

“The Doctor in You”“The Doctor in You”•DL p6, TC p16

–“B” activities were designed and written for upper level students

•Lets students see how doctors use FEV1/FVC ratios

•Includes simple lung disease diagnoses

Sample Video ClipSample Video Clip

•Internships and Research•Research in the State Pollution



Implementation Worksheet Activity 1A & 1B

Implementation Worksheet Activity 1A & 1B

• What unit will I put this in?

• What modifications or support will I need?

• Notes for successful implementation…

• TC p. 14 Post Lab Guiding Questions for 1A




• TC p. 14 Post Lab Guiding Questions for 1A

Part 2: What is Air Pollution?Part 2: What is Air Pollution?

Chemistry and Formation of Ozone &

Particulate Matter

Chemistry and Formation of Ozone &

Particulate Matter

Part 2Part 2•What is Air Pollution?

–Case Study gives air standards for six Criteria Pollutants: Carbon Monoxide, Lead, Nitrogen Dioxide, Ozone, PM10, PM2.5 and Sulfur Dioxide.

–See pp 4-7 for EPA’s National Ambient Air Quality standards

ParticulatesParticulates• “Particulates” refers to any solids or

liquid droplets suspended in the air• The suspension can last from

minutes (for large particles) to days (for microscopic particles)

• Elemental carbon present in some particulates absorbs pollutants and acts as a delivery system to the body

• CS p11-13

Particles Come in Different Shapes and Sizes

Particles Come in Different Shapes and Sizes

Blood cells are 6-8 microns across

Particulate SourcesParticulate Sources• Combustion

– Smoke, soot, ashes• Friction

– Metal pieces, tire & other road particles• Wind

– Sea salt, soil, dust• Life

– Skin cells, pollen, mites• Common student exposures include diesel

school buses, ambient air pollution, cigarette smoke (as user or second hand), fireplaces & BBQs, and living near busy roads

http://upload.wikimedia.org/wikipedia/commons/7/79/Diesel-smoke.jpg

PM Sources and Formation

PM Sources and Formation

Primary Particles(directly emitted)

Secondary Particles(from precursor gases)

Other(sea salt)

Other(sea salt)

Crustal(soil,dust)

Crustal(soil,dust)

Carbon(Soot)

Carbon(Soot)

MetalsMetals

NOx

Ammonia

VOCsOrganicCarbon

OrganicCarbon

SO2

AmmoniumSulfate

AmmoniumSulfate

AmmoniumNitrate

AmmoniumNitrate

Composition of PM tells us about Composition of PM tells us about the sources and formation processesthe sources and formation processes

Gas

Particle

Getting Rid of PMGetting Rid of PM• Sedimentation (settling out) only works

for Coarse particles (above 2.5 μm)– Residence time: seconds to one day

• Condensation (via rain, fog, etc) works for Fine (2.5 μm) and larger particles– Residence time: days to weeks

• Coagulation (clumping to form larger particles) is the only thing that works for ultrafine particles– Residence time: weeks to …?

Before we continue…Before we continue…•Turn to page 11 in your DL•Let’s collect particles to analyze

later—we will leave them outside for one hour but at school you choose–Get a Card put your name on it– ClearTape—no fingerprints

•Ozone collection if weather permits–P. 22 in DL—time one hour how to do this on a regular school day?

More Activities on Particulates

More Activities on Particulates

•CS 11-13: Making sense of the size

•DL p 9, TC p18: Particles & You•DL p14, TC p23: Understanding

Research Results

Health Effects of Particulates

Health Effects of Particulates

• Exposure to fine particulates can cause up to a 20% permanent decrease in lung capacity

• Living in heavily polluted areas is just as hazardous as living with a smoker

• Death rates among sick, frail, elderly and infants increase on high particulate days

Research courtesy of Dr. Peters, UC Riverside

Implementation Worksheet Activity 2, 3A & 3B

Particles

Implementation Worksheet Activity 2, 3A & 3B

Particles







Part 3: Measuring Air PollutionPart 3: Measuring Air Pollution

Concentration, Units

Concentration, Units

Defining ConcentrationDefining Concentration• Air is 21% oxygen. That means in every

100 parts of air, 21 parts are oxygen.• The concentration of pollutants in air are

much smaller than one part per hundred. They are measured in parts per million (ppm)

• Some pollutants are found in parts per billion (ppb).

• For example: If you dropped six aspirin tablets into an Olympic size swimming pool, the concentration of aspirin would be about 1 ppb.

ConcentrationConcentration

• This simple lab with food coloring helps to explain ppm and ppb

• DL p19 TC p25

Particulate PollutionParticulate PollutionChicago Aug 16, 2000`PM2.5 < 10 ug/m3

Chicago, August 26, 2000PM2.5 = 35 ug/m3

Glacier National Park PM2.5 7.6 ug/m3

Glacier National Park PM2.5 21.7 ug/m3

Source: www.mwhazecam.net and Introduction to Visibility, Malm

Implementation WorksheetActivity 4

Concentration


Concentration







Background Ozone Information

Background Ozone Information

• A colorless gas. • “Good up high, bad nearby” CS p. 10• Be sure to check for misunderstandings

about ozone and global warming

• Ozone (O3) is an allotrope of “normal” oxygen (O2). Another example of an allotrope: graphite and diamond are both made of pure carbon.

• Ozone is considered a “Secondary Pollutant” because it is made from other pollutants, not emitted directly.

Nitrogen (N2)Nitrogen (N2)

•Another colorless, odorless gas•78% of the atmosphere•In high temperature combustion

such as engines and incinerators, the “air” N2 + O2 NO2

•Nitrogen dioxide is a NOX gas

Ozone (O3) ChemistryOzone (O3) Chemistry• Pages 8-10 Case Study• Ozone formation occurs in the

presence of nitrogen dioxide (NO2)• NO2 + Sunlight NO + O• O + O2 O3

• Ozone destruction occurs in the presence of NO

• NO + O3 NO2 + O2

• This natural cycle creates a balanced amount of ozone. (Steady State)

Ozone (O3) ChemistryOzone (O3) Chemistry

•VOC converts NO back to NO2.

•NO NO2

•As NO levels drop, Ozone accumulates

•NO + O3 NO2 + O2

• Compare to other natural cycles. For instance, what would happen to the photosynthesis cycle if all the plants or animals disappear?

Summary reactions for ozone O3Summary reactions for ozone O3

• High Temperatures (internal combustion engines)

N2(g) + 2O2(g) → 2NO2(g)

• Sunlight reaction forming ozone *Reversible*

NO2(g) + O2(g) <—> NO(g) + O3(g)

• VOC’s remove NO and Ozone remains *Non-reversible*

NO2(g) + O2(g) → NO(g) + O3(g)

Fuel Vapors in IRFuel Vapors in IR

AQI: Air Quality IndexAQI: Air Quality Index0-50 Good Go outside

and play!

51-100 Moderate Very sensitive people

101-150 Unhealthy for Some

Asthma, lung disease

151-300 Unhealthy for all

Reduce hard work or exercise

301-400 Very unhealthy

Don’t exercise or do hard work

401-500 Hazardous Don’t go out at all

Go to airnow.gov for the math

Modeling Ozone FormationModeling Ozone Formation

• Your kit will include enough wooden balls (nitrogen and oxygen) and spring bonds to model ozone formation

• There is an activity in the Data Log (p 26) that uses Legos or other similar toys to simulate the ozone cycle (TC p 31)

• It can also be done with a few decks of cards and some paperclips


•Internships and Research•Research in the State Pollution



Collecting ParticlesCollecting Particles

• DL p 9, TC p18 go get your cards & ozone• Examine with a magnifier or scope• It just takes an index card and CLEAR

tape• Hole punch, X-Acto knife• Other methods?• Vaseline, fixatives• Save slides from

other locations

If the weather is warm Measuring Ozone: Ecostrips

If the weather is warm Measuring Ozone: Ecostrips•Read

the color in PPB

•DL p22•TC p27• KI paper

TC p.102

Do It Yourself OzoneDo It Yourself Ozone• Tesla Coil (ask the

Physics teacher!)• Erlenmeyer flask

(stopper, nail)• 18 gauge copper wire

(naked)• Aluminum foil, clip

leads, nail• Citrus peels (for VOC)• Balloon, glove,

rubber band, etc.• TC p 100

Flask filled with ozone – approximately 1000+ ppb!

Insert rubber band into ozone-laden flask

Rubber band cracks due to oxidation by ozone within five minutes

Ozone reacting in a bottle….

Converting gas (Ozone, VOC) to particles…

An orange serves as the volatile organic compound (terpenes)

Ozone gas in the bottle with no particles

Inserting a scored orange peel adds VOCs that react with ozone to form particles

Implementation WorksheetActivity 5 & 6

Ozone strips and modeling ozone


Ozone strips and modeling ozone







Weather & Air BasinsWeather & Air Basins

• Two activities in the DL (7A and 7B)• These are graphing and/or

interpretation exercises. See p 28.• A sample packet of data for 7A is in

your folder for reference• Available on-line at:

www.clean-air-challenge.com/data

http://www.clean-air-challenge.com/data

Have students compare watersheds and air basins to help with understanding.

Implementation WorksheetActivity 7A & 7B

Graphing pollution & weather

Implementation WorksheetActivity 7A & 7B

Graphing pollution & weather







Part 4: Making ChoicesPart 4: Making Choices

Alternative Fuels and Background ChemistryAlternative Fuels and

Background Chemistry

Alternative FuelsAlternative Fuels

• Biodiesel• Electricity• Hybrids• Ethanol• Diesel• Compressed Natural

Gas• Liquefied Petroleum

Gas• Reformulated Gasoline• Hydrogen & Fuel Cells• Plug-in Hybrids

Toyota Prius

Chevrolet Volt

Energy by Mass vs Energy by Volume

Energy by Mass vs Energy by Volume

•The classic “Calories in a Candle” lab with a twist

•Also a good lunch break for us!

Conducting the Energy by Mass and Energy by Volume Lab

Conducting the Energy by Mass and Energy by Volume Lab

Measure the masses of the candle & paraffin.

Measure the volume of the paraffin block.

Data log p35

TC p 38

Heat 50 mL of water until the candle has been burned completely.

Be sure to measure the temperature of the water before AND after burning the candle!

Calculate the Energy by Mass and Energy by Volume of the Candle.

For extra: burn other fuels (alcohol or make sterno TC p. 103)

Clean UpClean Up

•Throw away hanger, toothpicks and play-doh.

•Place foil dish, graduated cylinder, thermometer, matches and soda can (if not sooty) back in baggie.

•If sooty recycle!•Place baggie in bin.

Implementation WorksheetActivity 8- Candle lab

Implementation WorksheetActivity 8- Candle lab

•What unit will I put this in?

•What modifications or support will I need?

•Notes for successful implementation…

•What unit will I put this in?

•What modifications or support will I need?

•Notes for successful implementation…

Compare the Energy by Mass & Energy by Volume for different

fuels (DL p55)

Compare the Energy by Mass & Energy by Volume for different

fuels (DL p55)Fuel

E by Mass (J/g)

E by Volume (J/mL)

Diesel (C12H23) 47,000 35,700

RFG (C8H18) 41,300 31,300

Biodiesel 42,000 30,000

LPG (C3H8) 46,100 24,000

Ethanol (E85) (C2H5OH) 29,100 22,700

LNG (CH4) 48,000 18,600

CNG (CH4) 50,000 8,300

Paraffin (C20H42) 7,900 7,100

Hydrogen 120,000 5,000

Producing A FuelProducing A Fuel• Yeast Fermentation• Great chance to discuss “Experimental vs

Control”• Good as either demo or experiment

•DL p 41•TC p 42

DistillationDistillation• Formal distillation

setups can be intimidating…

• A simple distillation apparatus can be constructed from a funnel and some tubing.

• The other equipment is simply a hot plate, two beakers, a test tube and some ice.

Implementation WorksheetActivity 9 yeast

Implementation WorksheetActivity 9 yeast







Fuel Environmental ConcernsFuel Environmental Concerns

• What else do we need to consider when choosing a new fuel?

• How does it effect the rest of the environment?

• What if it spills?• How volatile is it?• How soluble is it?

Non-polar papers help clean up an oil spill on water. Kitty litter is good on garage floors.

PolarityPolarity• Why do things dissolve? Polarity!• Polarity is caused by certain bonds within the

molecule.• Water, glass, ceramic are polar• Oil, plastic are non-polar• Most alcohols are a little of both• “Like dissolves like”• The more polar a spilled fuel is, the more

soluble it is, and the bigger the threat to the water supply

• The less polar a spilled fuel is, the more volatile it is, and the bigger the threat to the air quality

SolubilitySolubility• Using cooking oil,

pure alcohol and water to test solubilities of different dyes

• Be careful with this lab – the “mess potential” is VERY high!

• DL p 48 be sure to complete p. 49 #1-3

• TC p 48

Clean UpClean Up

• Place dyes and dropper bottles back into small baggie.

• Dump all liquids into shop towel and wipe off the spot plate as much as possible

• Wrap up shop towel with disposable pipettes and toothpicks and place in trash

• Place small supply baggie in bin• Place spot plate in communal bag for

washing

VolatilityVolatility• You can do

this with either a balance or just by observation

• Try this one on an overhead projector!

•DL p 51•TC p 52


Solubility & Volatility


Solubility & Volatility







•Which fuels do you favor? –DL p54-55

•Extended reading TC p92-93•Write an essay as Lisa or Andy

with your recommendations•Write a letter or essay to your own

local politician with your suggestions, ideas, recommendations

Cross-Curricular ActivitiesCross-Curricular Activities

Climate ChangeClimate Change•Case Study

pages 14-15

•Extended version TC 94-97

•Basics of Greenhouse Effect

Sample Student Projects: TC p59

Sample Student Projects: TC p59

• Have sport utility vehicles increased total motor vehicle emissions?

• How does traveling by private car compare with mass transit?

• Where can you buy alternative fuels?

This station in Las Vegas is used to fuel gov’t vehicles and completely solar powered.

Schoolbus ProjectsSchoolbus Projects• CNG, Diesel, Biodiesel, or…?• Local Air District Grants

What to do with dirty diesels?

What to do with dirty diesels?

•www.epa.gov/cleanschoolbus• Anti-Idling Initiatives• Re-wire buses

• Retrofit– Catalytic converters for exhaust– Engine conversions to cleaner fuel

Do Trees Help or Hurt?TC page 77

Do Trees Help or Hurt?TC page 77

Black Walnut

< 1 gram VOC per tree per day

Blue Gum Eucalyptus

72 grams VOC per tree per day

Grow Your Own Fresh AirGrow Your Own Fresh Air

•Check out www.TED.com•Specifically, search for “Kamal” to see an intriguing video on how to landscape your home or office interior to maximize fresh air.

http://www.ted.com/

Now you will work with a Hydrogen Fuel Cell Car to explore

how hydrogen can be used to create electricity.

Now you will work with a Hydrogen Fuel Cell Car to explore

how hydrogen can be used to create electricity.

• Whether or not hydrogen becomes the fuel of the future, the chemistry behind it is worth investigating.

• Your car comes with both a battery pack and a solar cell to perform electrolysis to make the hydrogen.

• The car has a smart wheel that makes it turn when it runs into things.

Your New Car!Your New Car!

•Case Study p31-33 •There is a teacher demonstration

in the Data Log, p44 (TC p45)•It is an effective way to utilize

your hydrogen car with a full class of students

•Be sure your car is assembled and primed first!

Hydrogen Fuel CellsHydrogen Fuel Cells

A fuel cell consists of two electrodes and an electrolyte. Oxygen passes over the cathode and hydrogen over the anode, generating electricity, water and heat.

–Thanks to Trevor MacDuff at www.nfcep.org

HYDROGEN

OXYGEN

Fuel Cell BasicsFuel Cell Basics

A reversible fuel cell can accomplish "hydrolysis" through the supply of electricity to the cell and a supply of water to the cathode. This splits water into hydrogen and oxygen.

Making H2Making H2

H2 Electricity“Reverse Hydrolysis”

H2 Electricity“Reverse Hydrolysis”

HYDROGEN

OXYGEN

Electrochemical Reactions of Fuel CellElectrochemical Reactions of Fuel Cell

-Anode half reaction (oxidation): 2H2 4H+ + 4e-

-Cathode half reaction (reduction): O2 + 4H+ + 4e- 2H2O

-Overall reaction: 2H2 + O2 2H2O

There is a CD-ROM with your car with lots of background

information

There is a CD-ROM with your car with lots of background

information


Hydrogen fuel cell car


Hydrogen fuel cell car







Sustainable electricity is possible

Sustainable electricity is possible

Solar Cell

Wind

Micro Hydro

Electrolyzer

Water Water

FuelCell

Oxygen

Oxygen

Wind

Part 5: ConclusionsPart 5: Conclusions

Analyze collected and presented data. Make

conclusions about local issues. Plan future

actions.

Analyze collected and presented data. Make

conclusions about local issues. Plan future

actions.

• Case Study Pages 34-39 are expansions beyond the atmospheric focus of the Clean Air Challenge curriculum

• Topics include transportation issues, goods movement, “well to wheels” and personal choices

Going BeyondGoing Beyond

Comparing Fuels for Cars, Planes, Ships and Trucks

Comparing Fuels for Cars, Planes, Ships and Trucks

• Energy by volume• Energy by mass• Solubility• Volatility• Vehicle

Modifications• Ozone potential• Particulate

potential

Drawing ConclusionsDrawing Conclusions

•Activity 13 Which fuels do you favor?– DL p54-55 Chart for comparison– TC p55

•Activity 14 Presenting your case– DL p56– TC p57– CS p34


• Internships and Research• Research in the State Pollution Lab• Conversation with Dr Peters re: Ozone• Brainstorming Ozone Reduction• Animation on Ozone Formation• Experiments with Ozone

• $900 in material courtesy of our generous sponsors

• Please go to www.myuseofcac.com to take the survey after you have used at least 5 activities of the program

• When you complete the survey, you have fulfilled your obligations to earn the stipend

Now What?Now What?

http://www.myuseofcac.com/

• Our sponsors are interested in knowing– That you were able to use the labs in

the same calendar year that you received the training

– How your students reacted to the labs

– Will you continue to use the Clean Air Challenge curriculum?

Why the Follow-Up?Why the Follow-Up?

• You can go to www.clean-air-challenge.com to get copies of this PowerPoint, other student-centered PowerPoints, various worksheets, read about our exciting adventures abroad, and more.

• Your kit contains a supply list and instructions for refills.

More Follow-UpMore Follow-Up

http://www.clean-air-challenge.com/


Produced By

Enterprise for Education

Santa Monica, California

Produced By

Enterprise for Education

Santa Monica, California

http://www.pge.com/campaigns/2008/p3/careers01-about.html

http://www.sce.com/sc3/

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Documents

ozone slide

air pollution problem

customization slide

urban air pollution

clean air challenge

city air pollution data

levels of assessment

mobile focus pollution