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Name Date Class

LESSON 4: 20 minutes

How does acid rain form?Vehicles, factories, and power plants release chemicals into the atmosphere. When thesechemicals combine with water vapor, they can form acid rain.

Procedure1. Read and complete a lab safety form.

2. Half-fill a plastic cup with distilledwater.

3. Dip a strip of pH paper into thewater. Use a pH color chart todetermine the pH of the distilled water.Record the pH in your Science Journal.

4. Use a dropper to add lemon juiceto the water until the pH equals thatof acid rain. Swirl and test the pH eachtime you add 5 drops of the lemonjuice to the mixture.

Think About This1. A strong acid has a pH between 0 and

2. How does the pH of lemon juicecompare to the pH of other substances?Is acid rain a strong acid?

2. Key Concept Why might scientists monitor the pH of rain?

64 Earth’s Atmosphere

Substances pHHydrochloric acid 0.0

Lemon juice 2.3

Vinegar 2.9

Tomato juice 4.1

Coffee (black) 5.0

Acid rain 5.6

Rainwater 6.5

Milk 6.6

Distilled water 7.0

Blood 7.4

Baking soda solution 8.4

Toothpaste 9.9

Household ammonia 11.9

Sodium hydroxide 14.0

Launch Lab

Name Date Class

LESSON 4

Air QualityDirections: Use the clues and the terms listed below to complete the puzzle. NOTE: There is no empty square inthe puzzle between the words of two-word terms.

acid precipitation air pollution particulate matter photochemical smog

CluesAcross

2. results from an interaction of sunlightand chemicals in the air

3. rain that results from sulfur dioxideand nitrogen oxide combining withmoisture in the atmosphere

4. a type of air pollution that consists ofchemicals and dust

Down1. includes the components smog and

particulates

Earth’s Atmosphere 65

Content Vocabulary

Name Date Class

LESSON 4

Air QualityA. Sources of Air Pollution

1. is the contamination of air by harmful substancesincluding smoke and other gases.

a. Air pollution harms animals and humans by weakening the

and causing disease.

b. Air pollution plants, including crops, and can reducefood production.

2. is pollution that comes from an identifiable source.

A natural source of this pollution is a(n) .

3. is pollution that comes from a widespread area.

A natural source of this pollution is .

B. Causes and Effects of Air Pollution

1. forms when sulfur dioxide and nitrogen oxidescombine with moisture in the atmosphere and create precipitation that has a pHlower than that of normal rain water.

a. Acid precipitation falling in lakes and rivers can harm

living in the water.

b. Acid precipitation can buildings that are made ofstone.

c. One of the most common sources of pollutants that cause acid rain

is .

2. is air pollution that forms from the interaction betweenchemicals in the air and sunlight.

a. Smog forms when from gasoline mixes with sunlight.

b. is the main gas in smog; at ground level, this gas canharm the tissues of plants and animals.

C. Particulate Pollution

1. is a mixture of dust, acids, and other chemicals thatcan be harmful to human health.

2. The particles are usually the most harmful because theycan be inhaled and can cause asthma and bronchitis and lead to heart attacks.


Lesson Outline

Name Date Class

Lesson Outline continued

D. Movement of Air Pollution

1. can carry air pollution from one place to another.

2. A(n) can trap pollution in a valley for a number ofdays.

E. Maintaining Healthful Air Quality

1. The of 1970 allows the U.S. government to set limitson levels of harmful pollutants, including carbon monoxide, lead, nitrogen oxides,ozone, particulate matter, and sulfur dioxide.

2. Officials air pollution levels in all major U.S. cities.When pollution levels become high, they issue and recommend that people limit certain activities, such as exercising outside anddriving.

F. Air Quality Trends

1. Because of the Clean Air Act, levels of most air pollutants have

greatly in the past four decades.

2. The level of ground-level ozone has increased mainly because of the increased

number of .

3. air pollution can be 50 times stronger than

air pollution.

a. Sources of include tobacco smoke, cleaning products,and some carpets and upholstery.

b. The gas , which escapes from some soil, entersbuildings through cracks in foundations.


Name Date Class

LESSON 4: 15 minutes

Can breathing in fresh air be harmful to your health?Is your health going to be affected if you play tennis for a couple of hours, bike with yourfriends, or even just lie on the beach? Even if you have no health problems related to yourrespiratory system, you still need to be aware of the quality of air in your area of activity forthe day.

Air Quality Index(AQI Values) Levels of Health Concern

0 to 50 Good

51 to 100 Moderate

101 to 150 Unhealthful for Sensitive Groups

151 to 200 Unhealthful

201 to 300 Very Unhealthful

301 to 500 Hazardous

Analyze and Conclude1. Which values on the AQI indicate that the air quality is good?

2. At what value is the air quality unhealthful for anyone who might have allergies andrespiratory disorders?

3. Which values would be considered as warnings of emergency conditions?

4. Key Concept The quality of air in different areas changes throughout the day.Explain how you can use the AQI to help you know when you should limit youroutdoor activity.


MiniLab

Name Date Class

LESSON 4

Air QualityDirections: Circle the term in parentheses that correctly completes each sentence.

1. Air pollution can cause several (neurological/respiratory) diseases.

2. All the cars in a city are an example of a (point/nonpoint) source of pollution.

3. When chemicals in the air interact with sunlight, (smog/acid rain) can develop.

4. The compound (sulfur dioxide/carbon dioxide) is a corrosive pollutant.

5. Natural sources of methane include (forest vegetation/marsh bacteria).

6. A cubic centimeter of air typically contains more than one (thousand/million) solid orliquid particles.

7. The (smallest/largest) particles we breathe in are the most hazardous to our health.

8. A temperature (conversion/inversion) can lead to a buildup of air pollution.

9. The (Clean Air/Air Quality) Act of 1970 has led to improved air quality in the UnitedStates.

10. On the Air Quality Index, the most dangerous air conditions are symbolized by thecolor (red/maroon).


Content Practice A

Name Date Class

LESSON 4

Air QualityDirections: Answer each question or respond to each statement on the lines provided.

1. Explain what point and nonpoint sources of air pollution are. Give an exampleof each.

2. Why is ozone considered to be a beneficial gas in the stratosphere but a pollutant at ground level?

3. How is smog produced?

4. Why do cities located in valleys often have serious air pollution problems?

5. What are the six levels of air quality on the Air Quality Index, and which colors represent them? (It is not necessary to give the numerical values.)


Content Practice B

Name Date Class

LESSON 4

Use GraphsThe graph below shows the percent change in four different pollution factors from 1970 to2006. Each pollution factor is given the value of 0 percent in 1970.

What was the percent change in vehicle miles traveled from 1970 to 2001?

Step 1 Find the needed information onthe graph. First find the year onthe bottom, horizontal axis. Thenfind the corresponding percent onthe left, vertical axis.1970 = 0%2001 = 150%

Step 2 Subtract to solve the problem.150% - 0% = 150%The vehicle miles traveled increased150% from 1970 to 2001.

Practice1. What was the percent change in

vehicle miles traveled between 1990and 2001?

2. What was the approximate percentchange in air pollution between 1970and 1995?

3. What was the approximate percentchange in air pollution between 1995and 2006?

4. What was the percent change inenergy consumption between 1970and 2006?


Math Skills

Name Date Class

LESSON 4

Air QualityKey Concept How do humans impact air quality?

Directions: On the line before each air pollution source listed below, write P if it is a point source or N if it is anonpoint source.

1. large city

2. coal-burning power plant

3. erupting volcano

4. swamp microorganisms

5. old factory

6. busy highway

7. airplanes

8. open furnace where trash is burned

Directions: Answer each question on the lines provided.

9. What type of precipitation is often formed when chemicals in the atmosphere combinewith water vapor?

10. What are three lung diseases that can be caused by air pollution?


Key Concept Builder

Name Date Class

LESSON 4

Air QualityKey Concept How do humans impact air quality?

Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term isused only once.

chemistry methane nitrogen dioxide ozone

sulfur dioxide sunlight temperature wind

1. Marshes and volcanoes are natural sources of .

2. The patterns in an area can influence the buildup ofpollutants in the air.

3. A major contributor to smog is from gasoline exhaust.

4. Acid precipitation affects the of rivers and lakes.

5. Although is beneficial in the upper atmosphere, it is apollutant at ground level.

6. Bacteria in swamps release into the air.

7. Smog forms when chemicals in the air interact with .

8. The of different air layers can determine how polluted thelower atmosphere becomes.


Key Concept Builder

Name Date Class

LESSON 4

Air QualityKey Concept Why do humans monitor air quality standards?

Directions: On the line before each statement, write T if the statement is true or F if the statement is false.

1. The Clean Air Act became law in 1970.

2. Levels of particulate matter in the air have decreased in U.S. cities during thepast 35 years.

3. A problem that persists is unhealthful levels of ground-level ozone in manycities.

4. Many lakes and rivers are still being harmed by smog.

5. Carpets and cleaning products are examples of indoor air pollutants.

6. The color maroon on the Air Quality Index means that air conditions aremoderate.

7. The color orange on the Air Quality Index means that air conditions areunhealthful for sensitive groups.

8. When air pollution levels are high, authorities might advise people to limitoutdoor activities.


Key Concept Builder

Name Date Class

40 minutes

Radiant Energy AbsorptionThe Sun is the source of all energy for Earth. Energy from the Sun is absorbed or reflectedfrom different surfaces as it radiates toward Earth. Light, bright surfaces reflect energy, anddark surfaces absorb energy. Land and sea surfaces absorb radiant energy from the Sun, andair that is in contact with these warm surfaces is warmed through conduction.

Ask a QuestionWhich surfaces on Earth absorb the most energy from the Sun?

Materialsthermometer potting soillamp 500-mL beakerspoon paper towelssand claystopwatch

Safety

Make Observations1. Read and complete a lab safety form.

2. Use the data table below to record your observations of energy transfer.

Type of Surface Temperature BeforeHeating

Temperature AfterHeating

Sand

Clay

Topsoil

3. Half-fill a 500-mL beaker with sand. Place a thermometer in the sand and carefullyadd enough sand to cover the thermometer bulb––about 2 cm deep. Keep the bulbunder the sand for 1 minute. Record the temperature in the data table.

4. Place the beaker under the light source. Record the temperature after 10 minutes.

5. Repeat steps 3 and 4 using soil and water.


Lab A

Name Date Class

Form a Hypothesis6. Use the data in your table to form a hypothesis about which surfaces on Earth, such

as forests, wheat fields, lakes, snowy mountaintops, and deserts, will absorb the mostenergy from the Sun.

Test Your Hypothesis7. Decide which materials could best act like the surfaces on Earth from your hypothesis.

8. Repeat the experiment with materials approved by the teacher to test your hypothesis.

9. Examine your data. Do they support your hypothesis? Why or why not?

Analyze and Conclude10. Infer which types of areas on Earth absorb the most energy from the Sun. Use the

areas listed in step 5 as examples.

11. Think Critically How might changing the surface of Earth, such as paving large areas,cutting down forests, or draining lakes, affect how the Sun’s energy is absorbed orreflected?

How might changing the surface of Earth affectconduction and convection in the atmosphere?


Lab A continued

Name Date Class

12. The Big Idea How does the absorption and reflection of thermal energy fromthe Sun on Earth’s surface relate to keeping conditions in the atmosphere suitablefor life?

Communicate Your ResultsDisplay data from your initial observations to compare your findings with your classmates’findings. Explain your hypothesis, experiment results, and conclusions to the class.

Lab Tips• If possible, use leaves, straw, shaved ice, and other natural materials to test your

hypothesis.


Lab A continued

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