will the air be clean enough to breathe?...this activity is part of a sequence of activities in the...
TRANSCRIPT
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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
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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.
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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?
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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
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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)
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•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.
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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
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ThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
Partner
Activity2:MovementofPollutants|45minsDirections1.Activatestudents'priorknowledgeaboutairmovementsintheatmosphere.
ShowtheAirPollutionFromaPowerPlantphotograph.Tellstudentsthatpollutantsemittedintotheatmospheredonotstayintheatmosphereorevendirectlyabovethepollutingsourceforever.Theymovethroughouttheatmosphereandaremovedandremovedbynaturalprocesses.Ask:
Whatnaturalprocesscausespollutantstomoveawayfromthepollutionsource?(Windwillcausepollutantstomoveawayfromthesource.)
Whatnaturalprocesswouldremovepollutantsfromtheatmosphere?(Precipitationwouldremovepollutantsfromtheatmosphere.)
2.Discusstheroleofuncertaintyinthescientificprocess.
Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.TellstudentsthatairqualityismeasuredbytheAirQualityIndex.ShowstudentstheAirQualityIndex,whichincludesexplanationsoftherangesusedintheairqualityindex.ThenprojecttheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:
Didtheforecastaccuratelypredictwhichareaswouldhavepoorqualityair?(Theforecastairqualityoverlapswithmanyofthepoorairqualityareas,butitdoesnotcoverallofthem.Theairqualityinsomeareas[NorthernCalifornia]ismuchworsethantheforecastpredicted.)
WhydoyouthinkscientistsdidnotaccuratelypredicttheairqualityformoreoftheUnitedStates?(Studentanswerswillvary.Theairqualityforecastisaffectedbyhumanactivitiesthatmaynotbeeasilypredicted.)
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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.
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5.HavestudentslaunchtheMovementofPollutantsinteractive.
ProvidestudentswiththelinktotheMovementofPollutantsinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheinteractiveintheirgroups,discussingandrespondingtoquestionsastheygo.
TellstudentsthatthisisActivity2oftheWilltheAirBeCleanEnoughtoBreathe?lesson.
6.Discusstheissues.
Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:
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
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Ifyouwanttosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.
TipTeacherTipThisactivityispartofasequenceofactivitiesintheWilltheAirBeCleanEnoughtoBreathe?lesson.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents.Itmayalsobemodifiedforawhole-classformat.Ifusingasawhole-classactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.Turnembeddedquestionsintoclassdiscussions.Uncertaintyitemsallowforclassroomdebatesovertheevidence.
InformalAssessment1.Checkstudents'comprehensionbyaskingthemthefollowingquestions:
Whatnaturalprocessremovespollutantsfromtheatmosphere?Howcanairqualityoveranareabepooreveniftherearenolocalemissions?Howdogeographicalbarriersaffectthepollutionlevelincities?
2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
LearningObjectivesStudentswill:
identifyfactorsthataffectairqualityoveragivenareadescribehowpollutantsmovethroughtheatmosphereexplainhowairmovementsaffecttheairqualityoveragivenareaexplainhowprecipitationcanimproveairqualityoveranarea
TeachingApproachLearning-for-use
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TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting
SkillsSummaryThisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolving21stCenturyThemes
GlobalAwarenessCriticalThinkingSkills
AnalyzingEvaluatingUnderstanding
NationalStandards,Principles,andPractices
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)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardF-1:Personalandcommunityhealth•(9-12)StandardF-2:
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Populationgrowth•(9-12)StandardF-4:Environmentalquality•(9-12)StandardF-5:Naturalandhuman-inducedhazards
CommonCoreStateStandardsforEnglishLanguageArts&Literacy
•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
ISTEStandardsforStudents(ISTEStandards*S)
•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking
NextGenerationScienceStandards
•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept4:Systemsandsystemmodels•CrosscuttingConcept5:
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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.
PriorKnowledge[]RecommendedPriorActivities
MeasuringAirQuality
VocabularyTerm Partof
Speech Definition
airquality noun measurementofpollutantsandotherharmfulmaterialsintheair.
atmosphere noun layersofgasessurroundingaplanetorothercelestialbody.
intensity noun measureofmagnitude.
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model,computationalnoun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
particulate adjective,noun
microscopicsolidorliquidparticle,oftensuspendedintheatmosphereaspollution.
pollutant noun chemicalorothersubstancethatharmsanaturalresource.
precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.
smog nountypeofairpollutioncommoninmanufacturingareasorareaswithhightraffic.
solarradiation noun lightandheatfromthesun.
system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.
Term PartofSpeech Definition
Partner
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
Partner
Activity3:VisibleandInvisiblePollutants|45minsDirections1.Activatestudents'priorknowledgeabouttypesofpollutants.
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Showthe1980MountSt.HelensEruptionphotograph.Tellstudentsthattherearetwotypesofpollutants:visiblepollutantsandinvisiblepollutants.Ask:
Whatkindofpollutantscanyouseeinthispicture?(Youcanseeashemitted,rockfragments,andgasclouds.)
Tellstudentsthattherearemanydifferenttypesofinvisible,orgaseous,pollutants.Letstudentsknowthattheywillbeexploringthesourcesofvisibleandinvisiblepollutantsandtheireffectsonhumanandenvironmentalhealthinthisactivity.
2.Discusstheroleofuncertaintyinthescientificprocess.
Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.TellstudentsthatairqualityismeasuredbytheAirQualityIndex.ShowstudentstheAirQualityIndex,whichincludesexplanationsoftherangesusedintheairqualityindex.ThenprojecttheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:
Didtheforecastaccuratelypredictwhichareaswouldhavepoorqualityair?(Theforecastairqualityoverlapswithmanyofthepoorairqualityareas,butitdoesnotcoverallofthem.Theairqualityinsomeareas[NorthernCalifornia]ismuchworsethantheforecastpredicted.)
WhydoyouthinkscientistsdidnotaccuratelypredicttheairqualityformoreoftheUnitedStates?(Studentanswerswillvary.Theairqualityforecastisaffectedbyhumanactivitiesthatmaynotbeeasilypredicted.)
Tellstudentsthattheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowtheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.
3.Introducetheconceptofstocksandflowsinasystem.
Tellstudentsthatmaterialsflowintoandoutofsystems.Theflowofthematerialsovertimecanchangeandcanbeinfluencedbymanydifferentfactorsandinteractingparts.Scientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofastockandflowinasystem,asdescribedinthescenariobelow.
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Thereisabathtubwithwaterflowinginfromthefaucetandwaterleavingthroughthedrain.Ask:
Whenthedrainisplugged,whathappenstothelevelofwaterinthebathtub?(Thewaterlevelwillincreasebecausetheoutflowofwaterisstopped,butwaterkeepscominginfromthefaucet.)
Whenthefaucetisturnedoff,whathappenstothelevelofwaterinthebathtub?(Thewaterlevelwilldecreasebecausetheinflowofwaterisstopped,butthewaterkeepsleavingthroughthedrain.)
Howcanthelevelofwaterinthebathtubbekeptatthesamelevel?(Thewaterinthebathtubcanbekeptatthesamelevelbymakingtheinflowequaltotheoutflow.Then,thewaterthatcomesinthroughthefaucetwillbeoffsetbythewaterthatleavesthroughthedrain.)
Tellstudentstheywillbefollowingtheflowofmaterials,inthiscasetheamountofairpollution,inthesystem.Letstudentsknowtheywillbeexploringsomeenvironmentalandhumanfactorsthatcontributetochangesintheamountofpollutionbeingaddedtoandremovedfromthemodeledsystem.
4.HavestudentslaunchtheVisibleandInvisiblePollutantsinteractive.
ProvidestudentswiththelinktotheVisibleandInvisiblePollutantsinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentsthattheywillbeworkingthroughaseriesofpagesofdatawithquestionsrelatedtothedata.Askstudentstoworkthroughtheinteractiveintheirgroups,discussingandrespondingtoquestionsastheygo.
TellstudentsthatthisisActivity3oftheWilltheAirBeCleanEnoughtoBreathe?lesson.
5.Discusstheissues.
Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:
Whattypesofparticulatepollutantsareproducednaturally,andwhattypesareproducedthroughhumanactions?(Somenaturalparticulatesincludesandandsaltparticles,aswellasashandsootfromforestfires.Ashandsootarealsoproducedthroughhumanactionsasmaterialsareburnedforfuelintransportation,heating,andelectricityproduction.Humanscausesomeforestfires,makingthose“natural”sourcesreallyanthropogenicsources.)
Howdoinvisible(gaseous)pollutantsaffecttheenvironment?(InvisiblepollutantssuchasSO2
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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.)
TipTeacherTipIfyouwanttosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.
TipTeacherTipThisactivityispartofasequenceofactivitiesintheWilltheAirBeCleanEnoughtoBreathe?lesson.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents.Itmayalsobemodifiedforawhole-classformat.Ifusingasawhole-classactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.Turnembeddedquestionsintoclassdiscussions.Uncertaintyitemsallowforclassroomdebatesovertheevidence.
InformalAssessment1.Checkstudents'comprehensionbyaskingstudentsthefollowingquestions:
x
x x
x
2 x
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Whataresomecommonvisibleandinvisiblepollutants?Whatistheeffectofparticulateemissionsonhumanhealth?Howdoinvisible(gaseous)pollutantsaffecttheenvironment?
2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
LearningObjectivesStudentswill:
identifycommonsourcesofparticulateandgaseouspollutantsexplainhowparticulateemissionsaffecthumanhealthexplainhowgaseousemissionscanresultinacidrainexplainhowhumanhealthisaffectedbygaseouspollutantssuchasVOCsandcarbonmonoxide
TeachingApproachLearning-for-use
TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting
SkillsSummaryThisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolvingCriticalThinkingSkills
AnalyzingEvaluatingUnderstanding
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NationalStandards,Principles,andPractices
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)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
CommonCoreStateStandardsforEnglishLanguageArts&Literacy
•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
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•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3
ISTEStandardsforStudents(ISTEStandards*S)
•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking
NextGenerationScienceStandards
•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
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withpre-existinglungconditionssuchasasthmaoremphysema.
Inadditiontoposingathreattohumanhealth,nitrogenoxidesandsulfurdioxideareirritatingtoplants.Plants'leavescanbeburnedbydrydepositsofnitrogenoxidesandsulfurdioxide.Whenthesepollutantscombinewithwaterinclouds,theyformacidprecipitation.Theacidicprecipitationcancauseplantdamageanddestructionofaquatichabitatsasthewatersbecomemoreacidic.
PriorKnowledge[]RecommendedPriorActivities
MeasuringAirQualityMovementofPollutants
VocabularyTerm Partof
Speech Definition
airquality noun measurementofpollutantsandotherharmfulmaterialsintheair.
atmosphere noun layersofgasessurroundingaplanetorothercelestialbody.
carbonmonoxidenounCarbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.
emission noun dischargeorrelease.
intensity noun measureofmagnitude.
model,computational noun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
nitrogenoxide nounoneofmanychemicalcompoundsmadeofdifferentcombinationsofnitrogenandoxygen.
particulate adjective,noun
microscopicsolidorliquidparticle,oftensuspendedintheatmosphereaspollution.
pollutant noun chemicalorothersubstancethatharmsanaturalresource.
precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.
smog nountypeofairpollutioncommoninmanufacturingareasorareaswithhightraffic.
solarradiationnoun
lightandheatfromthesun.
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sulfurdioxide noun greenhousegasthatcancauseacidrain.
system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.
volatileorganiccompound(VOC) noun
gasreleasedfromsomesolidsorliquidsthatmaycauseharmtopeopleandtheatmosphere.
Term PartofSpeech Definition
Partner
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
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.)
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Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.TellstudentsthatairqualityismeasuredbytheAirQualityIndex.ShowstudentstheAirQualityIndex,whichincludesexplanationsoftherangesusedintheairqualityindex.ThenprojecttheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:
Didtheforecastaccuratelypredictwhichareaswouldhavepoorqualityair?(Theforecastairqualityoverlapswithmanyofthepoorairqualityareas,butitdoesnotcoverallofthem.Theairqualityinsomeareas[NorthernCalifornia]ismuchworsethantheforecastpredicted.)
WhydoyouthinkscientistsdidnotaccuratelypredicttheairqualityformoreoftheUnitedStates?(Studentanswerswillvary.Theairqualityforecastisaffectedbyhumanactivitiesthatmaynotbeeasilypredicted.)
Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowtheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions
2.Discusstheroleofuncertaintyinthescientificprocess.
Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.TellstudentsthatairqualityismeasuredbytheAirQualityIndex.ShowstudentstheAirQualityIndex,whichincludesexplanationsoftherangesusedintheairqualityindex.ThenprojecttheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:
Didtheforecastaccuratelypredictwhichareaswouldhavepoorqualityair?(Theforecastairqualityoverlapswithmanyofthepoorairqualityareas,butitdoesnotcoverallofthem.Theairqualityinsomeareas[NorthernCalifornia]ismuchworsethantheforecastpredicted.)
WhydoyouthinkscientistsdidnotaccuratelypredicttheairqualityformoreoftheUnitedStates?(Studentanswerswillvary.Theairqualityforecastisaffectedbyhumanactivitiesthatmaynotbeeasilypredicted.)
Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknow
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thattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,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.
5.HavestudentslaunchthePollutantsMakingMorePollutantsinteractive.
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ProvidestudentswiththelinktothePollutantsMakingMorePollutantsinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentstheywillbeworkingthroughaseriesofpagesofdatawithquestionsrelatedtothedata.Askstudentstoworkthroughtheinteractiveintheirgroups,discussingandrespondingtoquestionsastheygo.
TellstudentsthatthisisActivity4oftheWilltheAirBeCleanEnoughtoBreathe?lesson.
6.Discusstheissues.
Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:
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.)
TipTeacherTipIfyouwanttosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.
x
2 2
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TipTeacherTipThisactivityispartofasequenceofactivitiesintheWilltheAirBeCleanEnoughtoBreathe?lesson.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents,orasawholeclassactivity.Ifusingasawholeclassactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.
InformalAssessment1.Checkstudents'comprehensionbyaskingstudentsthefollowingquestions:
Whatenvironmentalcomponentaffectstheformationofsmog?Inwhatseasonissmogmostlikelytoform?Why?Howcanacidrainformthousandsofmilesfromapollutionsource?
2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
LearningObjectivesStudentswill:
describewhyintensesunlightcandecreaseairqualityinapollutioneventdescribetheeffectofsolarintensityontheformationofozoneexplaintheeffectofprecipitationontheconcentrationofpollutantsintheatmosphereexplainhowacidrainisformedfromprimarypollutants
TeachingApproachLearning-for-use
TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting
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SkillsSummaryThisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolving21stCenturyThemes
GlobalAwarenessCriticalThinkingSkills
AnalyzingEvaluatingUnderstanding
NationalStandards,Principles,andPractices
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)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
CommonCoreStateStandardsforEnglishLanguageArts&Literacy
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•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
ISTEStandardsforStudents(ISTEStandards*S)
•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking
NextGenerationScienceStandards
•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept4:Systemsandsystemmodels•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•CrosscuttingConcept7:Stabilityandchange•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice2:Developingandusingmodels•ScienceandEngineeringPractice3:
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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.
PriorKnowledge[]RecommendedPriorActivities
MeasuringAirQualityMovementofPollutantsVisibleandInvisiblePollutants
VocabularyTerm Partof
Speech Definition
acid nounchemicalcompoundthatreactswithabasetoformasalt.Acidscancorrodesomenaturalmaterials.AcidshavepHlevelslowerthan7.
airquality noun measurementofpollutantsandotherharmfulmaterialsintheair.
atmosphere noun layersofgasessurroundingaplanetorothercelestialbody.
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carbonmonoxidenoun
Carbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.
intensity noun measureofmagnitude.
model,computational noun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
nitrogenoxide nounoneofmanychemicalcompoundsmadeofdifferentcombinationsofnitrogenandoxygen.
ozone noun formofoxygenthatabsorbsultravioletradiation.
particulate adjective,noun
microscopicsolidorliquidparticle,oftensuspendedintheatmosphereaspollution.
pollutant noun chemicalorothersubstancethatharmsanaturalresource.
precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.
smog nountypeofairpollutioncommoninmanufacturingareasorareaswithhightraffic.
solarradiation noun lightandheatfromthesun.
sulfurdioxide noun greenhousegasthatcancauseacidrain.
system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.
volatileorganiccompound(VOC) noun
gasreleasedfromsomesolidsorliquidsthatmaycauseharmtopeopleandtheatmosphere.
Term PartofSpeech Definition
Partner
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedin
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thismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
Activity5:PreventingBadAirDays|45minsDirections1.Introducestudentstotheenvironmentalfactorsthataffectairquality.
Letstudentsknowthatenvironmentalfactorsaffecttheseverityanddurationofpollutionevents.ShowtheNewBridgeinBratislavaonClearDayphotographandtheNewBridgeinBratislavawithTemperatureInversionphotograph.(Downloadtheimagebyclickingonthedownarrowinthelowerrightcornerofthemediacarouselwindow.)Tellstudentsthatthetemperatureoftheatmosphereaffectsthemovementofpollutants.Ask:
Whathappenedtothetemperatureoftheairbetweenthefirstpictureandthesecondpicture?(Thereisatemperatureinversioninthesecondpicture.Theairiscooleratthesurfacethanitisabovethesurface.Normally,theaircoolswithincreasingelevation.)
Whathappenedtochangethetemperatureoftheatmosphere?(Atemperatureinversioncanbecausedbycoolairatthesurfacebecauseofsnow/iceonthesurfaceorbycoolerairblowinginoffacolderbodyofwater.)
2.Discusstheroleofuncertaintyinthescientificprocess.
Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.
TellstudentsthatairqualityismeasuredbytheAirQualityIndex.ShowstudentstheAirQualityIndex,whichincludesexplanationsoftherangesusedintheairqualityindex.ThenprojecttheForecastofAirQualityonDecember10,2013imageandAirQualityonDecember10,2013image.(Clickonthelinkinthemediacarouselaboveanddownloadusingthearrowinthelowerrightcornerofthewindow.)Tellstudentsthatthesearesnapshotsoftheairqualityforecastandthereal-timeairqualityintheUnitedStatesonDecember10,2013.Ask:
Didtheforecastaccuratelypredictwhichareaswouldhavepoorqualityair?(Theforecastairqualityoverlapswithmanyofthepoorairqualityareas,butitdoesnotcoverallofthem.Theairqualityinsomeareas[NorthernCalifornia]ismuchworsethantheforecastpredicted.)
WhydoyouthinkscientistsdidnotaccuratelypredicttheairqualityformoreoftheUnitedStates?(Studentanswerswillvary.Theairqualityforecastisaffectedbyhumanactivitiesthatmaynotbeeasilypredicted.)
Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowthattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeir
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answers,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.
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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.
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Pollutantsfromotherpowerplants/factoriescouldblowintothisarea;onlyasmallportionoftheEarthismodeledinthismodel.)
Howcantechnologymakeadifferenceinairquality?(Technologycanbedevelopedthatcanlowertheemissionsofcars,powerplants,andfactories.Technologycanalsoincreasetheefficiencyofthepollutingsources,meaningthattherewouldbelesspollutionpermiletraveled/unitofelectricitygenerated/productmanufactured.Technologycanalsocreatemorepollutionasasideeffectofmoremanufacturingandmoredemandforproductsthatpollute.)
TipTeacherTipIfyouwanttosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.
TipTeacherTipThisactivityispartofasequenceofactivitiesintheWilltheAirBeCleanEnoughtoBreathe?lesson.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents.Itmayalsobemodifiedforawhole-classformat.Ifusingasawhole-classactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.Turnembeddedquestionsintoclassdiscussions.Uncertaintyitemsallowforclassroomdebatesovertheevidence.
InformalAssessment1.Checkstudents'comprehensionbyaskingstudentsthefollowingquestions:
Whatisathermalinversion?Whatconditionsleadtoathermalinversion?Howdopollutioncontroldeviceswork?
2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
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LearningObjectivesStudentswill:
describehowathermalinversionoccursandisdissipatedexplainhowpollutioncontroldevicesreduceemissionsofpollutantsfromvehiclesandsmokestackscomparemethodsoftransportationfortheirabilitytoprevent/reducethenumberofbadairqualitydays
TeachingApproachLearning-for-use
TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting
SkillsSummaryThisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolving21stCenturyThemes
GlobalAwarenessCriticalThinkingSkills
AnalyzingEvaluatingUnderstanding
NationalStandards,Principles,andPractices
NationalScienceEducationStandards
•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardF-1:
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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
CommonCoreStateStandardsforEnglishLanguageArts&Literacy
•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
ISTEStandardsforStudents(ISTEStandards*S)
•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking
NextGenerationScienceStandards
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•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
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[]RecommendedPriorActivities
MeasuringAirQualityMovementofPollutantsPollutantsMakingMorePollutantsVisibleandInvisiblePollutants
VocabularyTerm Partof
Speech Definition
acid nounchemicalcompoundthatreactswithabasetoformasalt.Acidscancorrodesomenaturalmaterials.AcidshavepHlevelslowerthan7.
airquality noun measurementofpollutantsandotherharmfulmaterialsintheair.
atmosphere noun layersofgasessurroundingaplanetorothercelestialbody.
carbonmonoxidenounCarbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.
intensity noun measureofmagnitude.
inversion noun actorcircumstanceofbeingupside-down.
model,computational noun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
nitrogenoxide nounoneofmanychemicalcompoundsmadeofdifferentcombinationsofnitrogenandoxygen.
particulate adjective,noun
microscopicsolidorliquidparticle,oftensuspendedintheatmosphereaspollution.
pollutant noun chemicalorothersubstancethatharmsanaturalresource.
precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.
scrubber noun deviceormethodusedtoremoveairpollutantsfromindustrialexhaust.
smog nountypeofairpollutioncommoninmanufacturingareasorareaswithhightraffic.
solarradiation noun lightandheatfromthesun.
sulfurdioxide noun greenhousegasthatcancauseacidrain.
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system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.
volatileorganiccompound(VOC) noun
gasreleasedfromsomesolidsorliquidsthatmaycauseharmtopeopleandtheatmosphere.
Term PartofSpeech Definition
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FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
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