Download - Will the Air Be Clean Enough To Breathe?...This activity is part of a sequence of activities in the Will the Air Be Clean Enough to Breathe? lesson. The activities work best if used

1of40

lesson

WilltheAirBeCleanEnoughToBreathe?Whataretheinteractionsoffactorsthataffectaregion'sairquality?

ContentCreatedby

Activity1:MeasuringAirQuality|45minsDirections1.Activatestudents'priorknowledgeaboutairquality.

ShowtheHighlandParkOptimistClubbanquetin1954image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatbadairqualityhasanegativeeffectonhumanhealth.AirqualitywaspoorintheUnitedStatesbeforeCleanAirActregulationswentintoeffectin1970.Manyareasaroundtheworldstillexperienceverypoorairquality.Ask:

WhydoyouthinkairqualityisbetterintheUnitedStatestodaythanitwasbefore1970?(AirqualityisbetterbecausetheCleanAirActsetairqualitystandardsthatstatesandlocalitieshadtomeet.Theyreducedtheiremissionstomeetthestandards,andtheairqualityimproved.)

Whatcausespoorairqualityevents?(Therearemanycausesofpoorairqualityevents.Humanactions[burningfuelsandusingvolatileorganiccompounds]putpollutantsintotheair.Naturalevents[forestfiresandvolcaniceruptions]canalsoaffectairquality.)

Arehumanprocessestheonlycausesofairpollution?(Humansarenottheonlycausesofairpollution.Forestfiresandvolcaniceruptionsaretwonaturalcausesofpoorairquality.)

Tellstudentsthatairqualityismeasuredbytheairqualityindex.ShowstudentstheAirQualityIndex,andthenaccesstheAirNow:Today’sAQIForecastwebsiteandshowtheairqualityforecastmapfortheUnitedStates.Ask:

WhereistheairqualityforecasttobetheworstintheUnitedStatestoday?(Answerswillvarydependingontheday.)

WhatdoyouthinkisthecauseforthepoorairqualityintheUnitedStatestoday?(Dependingontheareaofthecountry,thepoorairqualitycouldbeduetofires,emissionsfrompowerplants

2of40

andfactories,and/oremissionsfromvehicles.Stagnantweatherpatternscancontributetopoorairqualityevents.)

Howdoyouthinkscientistsforecastairquality?(Scientistsusedatafromreal-timemonitoringstationstomeasurethelevelofpollutantsinparticularareasandweatherforecaststopredictwherewindwillblowpollutants(orleavepollutantsoveraparticularlocation).)

2.Discusstheroleofuncertaintyinthescientificprocess.

Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.ShowtheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:

Didtheforecastaccuratelypredictwhichareaswouldhavepoorqualityair?(Theforecastairqualityoverlapswithmanyofthepoorairqualityareas,butitdoesnotcoverallofthem.Theairqualityinsomeareas(NorthernCalifornia)ismuchworsethantheforecastpredicted.)

WhydoyouthinkscientistsdidnotaccuratelypredicttheairqualityformoreoftheUnitedStates?(Studentanswerswillvary.Theairqualityforecastisaffectedbyhumanactivitiesthatmaynotbeeasilypredicted.)

Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowtheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

3.HavestudentslaunchtheMeasuringAirQualityinteractive.

ProvidestudentswiththelinktotheMeasuringAirQualityinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentsthattheywillbeworkingthroughaseriesofpagesofdatawithquestionsrelatedtothedata.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.

TellstudentsthatthisisActivity1oftheWilltheAirBeCleanEnoughtoBreathe?lesson.

4.Discusstheissues.

3of40

Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:

Whatgroupsofpeoplearemostatriskfrompoorairquality?Peoplewhoworkoutdoorsaremostatrisk,followedbythosewithbreathingproblems,suchasasthma,emphysema,andCOPD(chronicobstructivepulmonarydisease).

Whatdoofficialssuggestpeopledowhenbadairqualityisforecast?(Whenbadairqualityisforecast,officialssuggestlimitingoutdooractivities.)

Whatmighthappentoairqualityifthepopulationcontinuestogrow?(Ifthepopulationcontinuestogrow,airqualitymightdecrease,especiallyinareasoftheworldwhereairqualityisalreadybadalotofthetime.)

Howmighthumansmitigatebadairqualityeventsinthefuture?(Humansmightbeabletomitigatebadairqualityeventsthroughtechnology.Technologycouldbedevelopedthatremovesmoreemissionsfromcars,factories,andpowerplants.Technologycouldalsochangesothatmanufacturingandtransportationmethodsdon'trequireburningoffuelsthatreleasepollutantsintotheair.)

TipTeacherTipIfyouwanttosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.

TipTeacherTipThisactivityispartofasequenceofactivitiesintheWilltheAirBeCleanEnoughtoBreathe?lesson.Theactivitiesworkbestifusedinsequence.

ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents.Itmayalsobemodifiedforawhole-classformat.Ifusingasawhole-classactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.Turnembeddedquestionsintoclassdiscussions.Uncertaintyitemsallowforclassroomdebatesovertheevidence.

InformalAssessment1.Checkstudents'comprehensionbyaskingstudentsthefollowingquestions:

Whatfactorscontributetopoorairqualityevents?Whateffectscanairpollutionregulationshaveonairquality?

4of40

Whatcanbedonetoreduceormanagepollutantemissions?

2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.

ObjectivesSubjects&DisciplinesScience

EarthscienceGeneralscience

LearningObjectivesStudentswill:

explainthelinkbetweenhumanandecosystemhealthandairpollutiondescribenaturalandanthropogenicsourcesofairpollution

TeachingApproachLearning-for-use

TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting

SkillsSummaryThisactivitytargetsthefollowingskills:

21stCenturyStudentOutcomesInformation,Media,andTechnologySkills

Information,Communications,andTechnologyLiteracyLearningandInnovationSkills

CriticalThinkingandProblemSolving21stCenturyThemes

GlobalAwarenessCriticalThinkingSkills

AnalyzingEvaluatingUnderstanding

NationalStandards,Principles,andPractices

5of40

NationalScienceEducationStandards

•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardF-1:Personalhealth•(5-8)StandardF-4:Risksandbenefits•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardF-1:Personalandcommunityhealth•(9-12)StandardF-2:Populationgrowth•(9-12)StandardF-4:Environmentalquality•(9-12)StandardF-5:Naturalandhuman-inducedhazards

CommonCoreStateStandardsforEnglishLanguageArts&Literacy

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3

ISTEStandardsforStudents(ISTEStandards*S)

6of40

•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking

NextGenerationScienceStandards

•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•CrosscuttingConcept7:Stabilityandchange•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationPoorairqualitycannegativelyaffecthumanandenvironmentalhealth.Airqualitycansufferduetobothnaturalandanthropogenic(human-caused)events.Anthropogenicemissionscanbecontrolled.AirqualityhasimprovedintheUnitedStatessincethepassageofthefirstCleanAirActin1970.

TheCleanAirActsetnationalambientairqualitystandardsforsixcommonpollutants:particulates,ozone,sulfurdioxide,nitrogenoxides,carbonmonoxide,andlead.Stateswererequiredtodevelopplanstoachievegoodairstandardsandtocontrolemissionsdriftingacrossstatelines.Pollutioncontroldevicesweredevelopedforstationary(powerplant,factory)andmobile(vehicle)pollutionsources.TheCleanAirActhasbeenupdatedseveraltimessincetheinitiallawwaspassedin1970.

7of40

Asaresult,airqualityintheUnitedStatesisbettertodaythanithasbeeninthepast50years.Poorairqualityeventsarestillcommoninmanyothercountriesaroundtheworld.GlobalairmovementscanbringpollutantsfromothercountriestotheUnitedStates.Asystemoflocalairmeasurementstationsprovidesareal-timelookatairqualityaroundtheUnitedStates.Basedonthesemeasurementsandonweatherforecasts,scientistscanprovideairqualityforecasts.YoucanseethecurrentandforecastairqualityatAirNow.gov.Airqualityisdefinedintosixcategories:Good,Moderate,UnhealthyforSensitiveGroups(USG),Unhealthy,VeryUnhealthy,andHazardous.(SeetheAirQualityIndex(AQI)chartfromtheEnvironmentalProtectionAgency(EPA)intheresourcecarousel.)

PriorKnowledge[]RecommendedPriorActivities

None

VocabularyTerm Partof

Speech Definition

airquality noun measurementofpollutantsandotherharmfulmaterialsintheair.

atmosphere noun layersofgasessurroundingaplanetorothercelestialbody.

model,computationalnoun

amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.

particulate adjective,noun

microscopicsolidorliquidparticle,oftensuspendedintheatmosphereaspollution.

pollutant noun chemicalorothersubstancethatharmsanaturalresource.

smog nountypeofairpollutioncommoninmanufacturingareasorareaswithhightraffic.

system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.

Partner

Funder

8of40

ThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder

GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.

Partner

Activity2:MovementofPollutants|45minsDirections1.Activatestudents'priorknowledgeaboutairmovementsintheatmosphere.

ShowtheAirPollutionFromaPowerPlantphotograph.Tellstudentsthatpollutantsemittedintotheatmospheredonotstayintheatmosphereorevendirectlyabovethepollutingsourceforever.Theymovethroughouttheatmosphereandaremovedandremovedbynaturalprocesses.Ask:

Whatnaturalprocesscausespollutantstomoveawayfromthepollutionsource?(Windwillcausepollutantstomoveawayfromthesource.)

Whatnaturalprocesswouldremovepollutantsfromtheatmosphere?(Precipitationwouldremovepollutantsfromtheatmosphere.)


Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.TellstudentsthatairqualityismeasuredbytheAirQualityIndex.ShowstudentstheAirQualityIndex,whichincludesexplanationsoftherangesusedintheairqualityindex.ThenprojecttheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:

Didtheforecastaccuratelypredictwhichareaswouldhavepoorqualityair?(Theforecastairqualityoverlapswithmanyofthepoorairqualityareas,butitdoesnotcoverallofthem.Theairqualityinsomeareas[NorthernCalifornia]ismuchworsethantheforecastpredicted.)


9of40

Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowthattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

3.Introducetheconceptofstocksandflowsinasystem.

Tellstudentsthatmaterialsflowintoandoutofsystems.Theflowofthematerialsovertimecanchangeandcanbeinfluencedbymanydifferentfactorsandinteractingparts.Scientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofastockandflowinasystem,asdescribedinthescenariobelow.

Thereisabathtubwithwaterflowinginfromthefaucetandwaterleavingthroughthedrain.Ask:

Whenthedrainisplugged,whathappenstothelevelofwaterinthebathtub?(Thewaterlevelwillincreasebecausetheoutflowofwaterisstopped,butwaterkeepscominginfromthefaucet.)

Whenthefaucetisturnedoff,whathappenstothelevelofwaterinthebathtub?(Thewaterlevelwilldecreasebecausetheinflowofwaterisstopped,butthewaterkeepsleavingthroughthedrain.)

Howcanthelevelofwaterinthebathtubbekeptatthesamelevel?(Thewaterinthebathtubcanbekeptatthesamelevelbymakingtheinflowequaltotheoutflow.Then,thewaterthatcomesinthroughthefaucetwillbeoffsetbythewaterthatleavesthroughthedrain.)

Tellstudentstheywillbefollowingtheflowofmaterials,inthiscasetheamountofairpollution,inthesystem.Letstudentsknowtheywillbeexploringsomeenvironmentalandhumanfactorsthatcontributetochangesintheamountofpollutionbeingaddedtoandremovedfromthemodeledsystem.

4.Introduceanddiscusstheuseofcomputationalmodels.

Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.ProjecttheNOAAWeatherForecastModel,whichprovidesagoodexampleofacomputationalmodel.Tellstudentsthatscientistsusemodelstopredictfutureconditionsbasedoncurrentinformationabouttheenergyandmoistureintheatmosphere.Scientistsuseatmosphericmodels,suchasthese,toforecastwhereandwhenairqualitymaybebad.

10of40

5.HavestudentslaunchtheMovementofPollutantsinteractive.

ProvidestudentswiththelinktotheMovementofPollutantsinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheinteractiveintheirgroups,discussingandrespondingtoquestionsastheygo.


6.Discusstheissues.


Whatconditionsallowforthebestairqualityoverthecityinthemodel(Model2:Cross-SectionofaCity:WithGraph)?(Inthecityinthemodel,thebestairqualityisachievedwhenthewindisblowingtowardthewaterorwhenitrainsfrequently.)

Howdidyougetpoorairqualityoverthecityinthemodel(Model2:Cross-SectionofaCity:WithGraph)?(Poorairqualitycanresultwhenthewindisblowingtowardsthemountains,whenthereisinfrequentrain,andwhenthereisinfrequentrainandintensesunlight.)

WheredidyouputfactoriesinModel3sothatallthecitieshadgoodairquality(Model3:SatelliteViewofaCity)?(Factoriesshouldbeplacedsouthofthenortheastern-mostmountainssothatthewindwon'tblowthepollutantstoCityA.Thewindfromthenortheastoreastwillnotblowpollutantsintoanycitywhenthefactoriesarelocateddirectlysouthofthenortheastern-mostmountains.)

HowcanpollutionfromAsiaaffectNorthAmerica?(ThewindblowsprimarilyfromtheWest.PollutedairoverAsiacanbeblownacrosstheoceantoaffectcitiesinNorthAmerica.)

Howcouldtallbuildingsaffectacity'sairquality?(Tallbuildingscouldformabarriertopollutants'escapefromthearea.Thisisdependentonthewinddirection.)

MexicoCity,Mexicoissurroundedbymountainsonallsides.Howdoesthisaffecttheregion'sairquality?(Theairqualitycouldbeaffectedbythemountainsbecausethepollutionmightnotbeabletoriseupoverthemountainsandblowaway.Thiscouldmaketheairqualityinthecityquitepoor.)

TipTeacherTip

11of40

Ifyouwanttosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.



InformalAssessment1.Checkstudents'comprehensionbyaskingthemthefollowingquestions:

Whatnaturalprocessremovespollutantsfromtheatmosphere?Howcanairqualityoveranareabepooreveniftherearenolocalemissions?Howdogeographicalbarriersaffectthepollutionlevelincities?





identifyfactorsthataffectairqualityoveragivenareadescribehowpollutantsmovethroughtheatmosphereexplainhowairmovementsaffecttheairqualityoveragivenareaexplainhowprecipitationcanimproveairqualityoveranarea


12of40










•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardF-1:Personalhealth•(5-8)StandardF-4:Risksandbenefits•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardF-1:Personalandcommunityhealth•(9-12)StandardF-2:

13of40

Populationgrowth•(9-12)StandardF-4:Environmentalquality•(9-12)StandardF-5:Naturalandhuman-inducedhazards


•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3




•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept4:Systemsandsystemmodels•CrosscuttingConcept5:

14of40

Energyandmatter:Flows,cycles,andconservation•CrosscuttingConcept7:Stabilityandchange•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice2:Developingandusingmodels•ScienceandEngineeringPractice3:Planningandcarryingoutinvestigations•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationAirqualityisaffectedbynaturalprocesses.Windcanmovepollutantsfromtheirsourcetofar-awaylocations.Precipitationcanremovepollutantsfromtheatmosphere.

Scientistsusecomputationalmodelstopredictthemovementofpollutantsfromtheirsourcesandtheformationofsecondarypollutants.Satellitescanmonitorthemovementsofvisiblepollutantsacrosslongdistances.Anetworkofairqualitymonitorsonthegroundmeasureslocalconcentrationsofpollutantstoprovidemoredetailedforecastsofairquality.


MeasuringAirQuality


Speech Definition



intensity noun measureofmagnitude.

15of40

model,computationalnoun





precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.


solarradiation noun lightandheatfromthesun.


Term PartofSpeech Definition

Partner

FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder


Partner

Activity3:VisibleandInvisiblePollutants|45minsDirections1.Activatestudents'priorknowledgeabouttypesofpollutants.

16of40

Showthe1980MountSt.HelensEruptionphotograph.Tellstudentsthattherearetwotypesofpollutants:visiblepollutantsandinvisiblepollutants.Ask:

Whatkindofpollutantscanyouseeinthispicture?(Youcanseeashemitted,rockfragments,andgasclouds.)

Tellstudentsthattherearemanydifferenttypesofinvisible,orgaseous,pollutants.Letstudentsknowthattheywillbeexploringthesourcesofvisibleandinvisiblepollutantsandtheireffectsonhumanandenvironmentalhealthinthisactivity.





Tellstudentsthattheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowtheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.



17of40






4.HavestudentslaunchtheVisibleandInvisiblePollutantsinteractive.

ProvidestudentswiththelinktotheVisibleandInvisiblePollutantsinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentsthattheywillbeworkingthroughaseriesofpagesofdatawithquestionsrelatedtothedata.Askstudentstoworkthroughtheinteractiveintheirgroups,discussingandrespondingtoquestionsastheygo.


5.Discusstheissues.


Whattypesofparticulatepollutantsareproducednaturally,andwhattypesareproducedthroughhumanactions?(Somenaturalparticulatesincludesandandsaltparticles,aswellasashandsootfromforestfires.Ashandsootarealsoproducedthroughhumanactionsasmaterialsareburnedforfuelintransportation,heating,andelectricityproduction.Humanscausesomeforestfires,makingthose“natural”sourcesreallyanthropogenicsources.)

Howdoinvisible(gaseous)pollutantsaffecttheenvironment?(InvisiblepollutantssuchasSO2

18of40

andNO cancombinewithwatertoformacidicprecipitation.Theacidicprecipitationcanharmplantsandanimals.VOCsandCOareharmfultoanimals'healthaswellashumanhealth.)

Whyareparticulatepollutantshazardoustohumanhealth?(Particulatescanbeinhaleddeepintothelungsandcrossoverintothebloodstream.Thentheycantravelaroundthebody,causingeffectstomanyorgansystems.)

ShowtheNO Emissions,2008piechart(page6oftheinteractive).HowmanyoftheNOemissionsarefromhumansources?(AlmostalloftheNO emissionsareanthropogenic.Upto1%[miscellaneousandfires]couldbefromnaturalsources.)

Whattypesofmaterialscancauseindoorairpollution?(Carpets,perfumes,hairsprays,furniture,andpoorlyventilatedheating/cookingdevicescancauseindoorairpollution.)

Whyisindoorpollutionmorehazardoustohumanhealththanmostoutdoorpollution?(Indoorpollutioncannotbeblownawaybythewindorprecipitatedoutoftheairbyrainorsnow.Itcanbemoreconcentratedbecausethereislessdilutionwithcleanairthanispossibleoutdoors.)

Howcanincreasingfuelefficiencyreducetheemissionsofgaseouspollutants(SO ,NO ,CO)?(Increasingfuelefficiencycanreducetheemissionsofgaseouspollutantsbecauselessfuelneedstobeburnedtogothesamedistance[inavehicle]orproduceelectricity[inapowerplant].Iflessfuelisused,therewillbefeweremissions.)





x

x x

x

2 x

19of40

Whataresomecommonvisibleandinvisiblepollutants?Whatistheeffectofparticulateemissionsonhumanhealth?Howdoinvisible(gaseous)pollutantsaffecttheenvironment?





identifycommonsourcesofparticulateandgaseouspollutantsexplainhowparticulateemissionsaffecthumanhealthexplainhowgaseousemissionscanresultinacidrainexplainhowhumanhealthisaffectedbygaseouspollutantssuchasVOCsandcarbonmonoxide






CriticalThinkingandProblemSolvingCriticalThinkingSkills


20of40



•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardF-1:Personalhealth•(5-8)StandardF-4:Risksandbenefits•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardF-1:Personalandcommunityhealth•(9-12)StandardF-2:Populationgrowth•(9-12)StandardF-4:Environmentalquality•(9-12)StandardF-5:Naturalandhuman-inducedhazards


•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4

21of40

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3




•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept7:Stabilityandchange•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationAirpollutantemissionshaveaneffectonhumanandenvironmentalhealth.Particulateemissions(thevisiblepollutants)canbeinhaledintothenoseandlungs.Thesmallestparticlescancrossthealveolus-capillarybarrierandmaketheirwayintothebloodstream.

Invisiblepollutants(nitrogenoxides,sulfurdioxide,volatileorganiccompounds,carbonmonoxide)alsoposeathreattohealth.Carbonmonoxidedisplacesoxygeninredbloodcells,leadingquicklytodeathifthecarbonmonoxideconcentrationishigh.Nitrogenoxides,sulfurdioxide,andvolatileorganiccompoundsirritatethesensitivetissuesoftheairway;theyareparticularlyirritatingtopeople

22of40

withpre-existinglungconditionssuchasasthmaoremphysema.

Inadditiontoposingathreattohumanhealth,nitrogenoxidesandsulfurdioxideareirritatingtoplants.Plants'leavescanbeburnedbydrydepositsofnitrogenoxidesandsulfurdioxide.Whenthesepollutantscombinewithwaterinclouds,theyformacidprecipitation.Theacidicprecipitationcancauseplantdamageanddestructionofaquatichabitatsasthewatersbecomemoreacidic.


MeasuringAirQualityMovementofPollutants


Speech Definition



carbonmonoxidenounCarbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.

emission noun dischargeorrelease.


model,computational noun


nitrogenoxide nounoneofmanychemicalcompoundsmadeofdifferentcombinationsofnitrogenandoxygen.






solarradiationnoun

lightandheatfromthesun.

23of40

sulfurdioxide noun greenhousegasthatcancauseacidrain.


volatileorganiccompound(VOC) noun

gasreleasedfromsomesolidsorliquidsthatmaycauseharmtopeopleandtheatmosphere.


Partner



Activity4:PollutantsMakingMorePollutants|45minsDirections1.Activatestudents'priorknowledgeaboutsecondarypollutants.

Reviewwithstudentsthetermspollutants,particulatepollutants,andgaseouspollutants.Tellstudentsthatprimarygaseouspollutantscaninteractwithenvironmentalcomponentstomakesecondarypollutants.Tellstudentsthattwocommonsecondarypollutantsareozone,acomponentofsmog,andacidprecipitation.Askstudentstothinkaboutwhereandwhensmogandacidrainform.Ask:

Whatdoyouthinkishappeningintheenvironment(wind,precipitation,temperature)whentherearesmogevents?(Studentsmaymentionthatsmogeventsaremostcommonincitiesinthesummermonths.Studentsshouldstatethatsmogeventsarerarewhenthewindisblowing[barringgeographicbarriers]orwhenthereisregularprecipitation.)

Howdoyouthinkacidprecipitationformsintheatmosphere?(Studentsmaymentionthatpollutantscombinewithwaterinthecloudstomaketheprecipitationacidic.)

24of40




Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowtheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions





Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknow

25of40

thattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.










5.HavestudentslaunchthePollutantsMakingMorePollutantsinteractive.

26of40

ProvidestudentswiththelinktothePollutantsMakingMorePollutantsinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentstheywillbeworkingthroughaseriesofpagesofdatawithquestionsrelatedtothedata.Askstudentstoworkthroughtheinteractiveintheirgroups,discussingandrespondingtoquestionsastheygo.


6.Discusstheissues.


ShowtheAirPollutionModel2.Whatenvironmentalconditionsledtoahighconcentrationofsecondarypollutantsinthemodel?(Windblowingfromthewaterblowspollutantsagainstthemountainsotheyaretrappedoverthecity.Littlerainmeansthatthepollutantsarenotwashedoutoftheair.Intensesunlighthelpsprimarypollutantscreatesecondarypollutants.)

Whatconditionsarebestforformingasmogevent?(Lowwinds,orwindblowingtowardsageographicbarrier,lowprecipitation,andhighsunlightwillhelptheformationofsmog.)

Iftherearemorepeopleinacity,willtherebemoresmog?(Thatdependsonwhatthepeoplearedoinginthecity.IftheyarenotcreatingalotofNO orVOCs,therewillbelittleozoneformed.Whenthereislessozone,thereislessofachanceofsmog.)

Wouldrequiringeveryoneincitiestouseelectriccarspreventpoorairqualityevents?(Itmightpreventsmogeventsiftheelectricityisgeneratedfaroutsidethecityorifelectricitycomesonlyfromsolar,wind,nuclear,orhydroelectricplants.Ifthepowerplantsarelocatedinthecity[orthewindblowstowardsthecity],pollutantsfromburningcoal,naturalgas,orbiomasscouldblowintothecity.Withelectriccars,thepollutionisjustpushedtoanotherregion.)

Isthereawaytostopallacidrainevents?(No,butacidraineventscanbelimitedbylimitingtheamountsofSO emittedbypowerplants.SomeSO isemittednaturally,sotherewillalwaysbesomeacidrain,particularlydownwindfromvolcanoes.)


x

2 2

27of40


ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents,orasawholeclassactivity.Ifusingasawholeclassactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.


Whatenvironmentalcomponentaffectstheformationofsmog?Inwhatseasonissmogmostlikelytoform?Why?Howcanacidrainformthousandsofmilesfromapollutionsource?





describewhyintensesunlightcandecreaseairqualityinapollutioneventdescribetheeffectofsolarintensityontheformationofozoneexplaintheeffectofprecipitationontheconcentrationofpollutantsintheatmosphereexplainhowacidrainisformedfromprimarypollutants



28of40









•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardF-1:Personalhealth•(5-8)StandardF-4:Risksandbenefits•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardF-1:Personalandcommunityhealth•(9-12)StandardF-2:Populationgrowth•(9-12)StandardF-4:Environmentalquality•(9-12)StandardF-5:Naturalandhuman-inducedhazards


29of40

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3




•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept4:Systemsandsystemmodels•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•CrosscuttingConcept7:Stabilityandchange•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice2:Developingandusingmodels•ScienceandEngineeringPractice3:

30of40

Planningandcarryingoutinvestigations•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationPrimaryairpollutantscanbeconvertedintosecondarypollutants,suchasozoneandacidrain,byinteractingwithenvironmentalcomponents.Whennitrogenoxidesandsulfurdioxidecombinewithwaterinclouds,theyformacidprecipitation.Theacidicprecipitationcancauseplantdamageanddestructionofaquatichabitatsasthewatersbecomemoreacidic.

Whennitrogenoxidesandvolatileorganiccompoundsmixinthepresenceofsunlight,asecondarypollutant–ozone–canbeproduced.Ozoneisapowerfulirritanttothehumanrespiratorysystemandplants'leavesalike.Becauseozoneiscreatedasaresultofthechemicalreactionsbetweennitrogenoxidesandvolatileorganiccompoundsinthepresenceofsunlight,itiscalledaphotochemicalpollutant.Smogthatresultsfromsuchozoneiscalledphotochemicalsmog.


MeasuringAirQualityMovementofPollutantsVisibleandInvisiblePollutants


Speech Definition

acid nounchemicalcompoundthatreactswithabasetoformasalt.Acidscancorrodesomenaturalmaterials.AcidshavepHlevelslowerthan7.



31of40

carbonmonoxidenoun

Carbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.





ozone noun formofoxygenthatabsorbsultravioletradiation.












Partner


GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedin

32of40

thismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.

Activity5:PreventingBadAirDays|45minsDirections1.Introducestudentstotheenvironmentalfactorsthataffectairquality.

Letstudentsknowthatenvironmentalfactorsaffecttheseverityanddurationofpollutionevents.ShowtheNewBridgeinBratislavaonClearDayphotographandtheNewBridgeinBratislavawithTemperatureInversionphotograph.(Downloadtheimagebyclickingonthedownarrowinthelowerrightcornerofthemediacarouselwindow.)Tellstudentsthatthetemperatureoftheatmosphereaffectsthemovementofpollutants.Ask:

Whathappenedtothetemperatureoftheairbetweenthefirstpictureandthesecondpicture?(Thereisatemperatureinversioninthesecondpicture.Theairiscooleratthesurfacethanitisabovethesurface.Normally,theaircoolswithincreasingelevation.)

Whathappenedtochangethetemperatureoftheatmosphere?(Atemperatureinversioncanbecausedbycoolairatthesurfacebecauseofsnow/iceonthesurfaceorbycoolerairblowinginoffacolderbodyofwater.)


Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.

TellstudentsthatairqualityismeasuredbytheAirQualityIndex.ShowstudentstheAirQualityIndex,whichincludesexplanationsoftherangesusedintheairqualityindex.ThenprojecttheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:



Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowthattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeir

33of40

answers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.










34of40

5.HavestudentslaunchthePreventingBadAirDaysinteractive.

ProvidestudentswiththelinktothePreventingBadAirDaysinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstobeabletoshareacomputerworkstation.Tellstudentstheywillbeworkingthroughaseriesofpagesofquestionsrelatedtothemodelsintheactivity.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.

TellstudentsthisisActivity5oftheWilltheAirBeCleanEnoughtoBreathe?lesson.

6.Discusstheissues.

Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthequestionsbelow.

NOTE:Theanswersprovidedarethecorrectanswers;however,studentsshouldbeencouragedtofindtheseanswersbyusingthemodelsintheactivity.

WhatconditionscreatedathermalinversioninModel4(Model4:Cross-SectionofaCity:WithThermalInversion)?(Thewindhastobecomingfromthewater.Thewateriscoolerthantheland.Thebreezecomingoffthewatercoolsthesurfaceofthelandsoitiscolderthanthelayerofairdirectlyaboveit.)

Whyaresmogeventslonger-lastingwhenthereisatemperatureinversion?(Smogeventsarelongerlastingwhenthereisatemperatureinversionbecausethetemperatureinversionpreventstheairfromrisingthroughtheatmosphereanddissipatingoveralargerarea.)

Canthermalinversionsbeprevented?(No,thermalinversionscannotbeeasilyprevented.Thermalinversionsarenaturalevents.Theyarecreatedwhenthesurfaceiscoolerthantheairabove.Thiscanhappenwhenthereissnowontheground,coolingtheground,whiletheSunwarmstheairaboveit.Theycanalsohappenwhencoolerairblowsoffalargebodyofwaterontothewarmerland.Theseabreeze[orlakebreeze]coolsthelowerlayerofairbelowthetemperatureoftheairabove.

Isitmoreimportanttolimitthepollutionfromcarsorfrompowerplantsandfactories(Model5:Cross-SectionofaCity:WithPollutionControl)?(Thedatafromthismodelindicatethatlimitingvehiclepollutionismoreimportanttoairqualitythanlimitingpowerplant/factorypollution.Thismayormaynotapplyintherealworld;themodel'spredictivepowerislimitedbecauseallcaremissionsaretreatedasthesame,justasallpowerplant/factoryemissionsaretreatedasthesame.Thedifferenttypesofpollutantsemittedbythedifferentpollutionsourcesarenotmodeledwiththismodel.Theeffectofweatherisnotmodeledwellenoughtomakelong-termpredictionsaboutwhichpollutiontypehasthebiggesteffectontheoverallcitypollutionlevel.

35of40

Pollutantsfromotherpowerplants/factoriescouldblowintothisarea;onlyasmallportionoftheEarthismodeledinthismodel.)

Howcantechnologymakeadifferenceinairquality?(Technologycanbedevelopedthatcanlowertheemissionsofcars,powerplants,andfactories.Technologycanalsoincreasetheefficiencyofthepollutingsources,meaningthattherewouldbelesspollutionpermiletraveled/unitofelectricitygenerated/productmanufactured.Technologycanalsocreatemorepollutionasasideeffectofmoremanufacturingandmoredemandforproductsthatpollute.)





Whatisathermalinversion?Whatconditionsleadtoathermalinversion?Howdopollutioncontroldeviceswork?




36of40


describehowathermalinversionoccursandisdissipatedexplainhowpollutioncontroldevicesreduceemissionsofpollutantsfromvehiclesandsmokestackscomparemethodsoftransportationfortheirabilitytoprevent/reducethenumberofbadairqualitydays











•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardF-1:

37of40

Personalhealth•(5-8)StandardF-4:Risksandbenefits•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardF-1:Personalandcommunityhealth•(9-12)StandardF-2:Populationgrowth•(9-12)StandardF-4:Environmentalquality


•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1




38of40

•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept4:Systemsandsystemmodels•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•CrosscuttingConcept7:Stabilityandchange•HS.Earth'sSystems:HS-ESS3-4.Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystems.•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice2:Developingandusingmodels•ScienceandEngineeringPractice3:Planningandcarryingoutinvestigations•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice5:Usingmathematicsandcomputationalthinking•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationThetemperatureprofileoftheatmosphereplaysanimportantroleinthelevelofpollutantsintheairaboveagivenlocation.Thermalinversionscantrappollutantsinanareaforalongperiodoftime,leadingtobadairquality.Theseeventscanbeforecastandpeoplecanchangetheiractionstopreventorreducethenumberofbadairqualitydays.Withtheseforecasts,peoplecanplantheiractivitiestominimizetheirexposuretopoorqualityair.

PriorKnowledge

39of40

[]RecommendedPriorActivities

MeasuringAirQualityMovementofPollutantsPollutantsMakingMorePollutantsVisibleandInvisiblePollutants


Speech Definition

acid nounchemicalcompoundthatreactswithabasetoformasalt.Acidscancorrodesomenaturalmaterials.AcidshavepHlevelslowerthan7.



carbonmonoxidenounCarbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.


inversion noun actorcircumstanceofbeingupside-down.








scrubber noun deviceormethodusedtoremoveairpollutantsfromindustrialexhaust.




Download - Will the Air Be Clean Enough To Breathe?...This activity is part of a sequence of activities in the Will the Air Be Clean Enough to Breathe? lesson. The activities work best if used

Top Related