Will the Air Be Clean Enough To Breathe?...This activity is part of a sequence of activities in the...

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

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.

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?

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

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)

•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.

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

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

ThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder

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

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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.)

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.

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

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Ifyouwanttosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.

InformalAssessment1.Checkstudents'comprehensionbyaskingthemthefollowingquestions:

Whatnaturalprocessremovespollutantsfromtheatmosphere?Howcanairqualityoveranareabepooreveniftherearenolocalemissions?Howdogeographicalbarriersaffectthepollutionlevelincities?

identifyfactorsthataffectairqualityoveragivenareadescribehowpollutantsmovethroughtheatmosphereexplainhowairmovementsaffecttheairqualityoveragivenareaexplainhowprecipitationcanimproveairqualityoveranarea

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•(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

•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:

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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.

MeasuringAirQuality

Speech Definition

intensity noun measureofmagnitude.

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model,computationalnoun

precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.

solarradiation noun lightandheatfromthesun.

Term PartofSpeech Definition

Partner

FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder

Partner

Activity3:VisibleandInvisiblePollutants|45minsDirections1.Activatestudents'priorknowledgeabouttypesofpollutants.

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Showthe1980MountSt.HelensEruptionphotograph.Tellstudentsthattherearetwotypesofpollutants:visiblepollutantsandinvisiblepollutants.Ask:

Whatkindofpollutantscanyouseeinthispicture?(Youcanseeashemitted,rockfragments,andgasclouds.)

Tellstudentsthattherearemanydifferenttypesofinvisible,orgaseous,pollutants.Letstudentsknowthattheywillbeexploringthesourcesofvisibleandinvisiblepollutantsandtheireffectsonhumanandenvironmentalhealthinthisactivity.

Tellstudentsthattheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowtheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

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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

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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.)

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Whataresomecommonvisibleandinvisiblepollutants?Whatistheeffectofparticulateemissionsonhumanhealth?Howdoinvisible(gaseous)pollutantsaffecttheenvironment?

identifycommonsourcesofparticulateandgaseouspollutantsexplainhowparticulateemissionsaffecthumanhealthexplainhowgaseousemissionscanresultinacidrainexplainhowhumanhealthisaffectedbygaseouspollutantssuchasVOCsandcarbonmonoxide

CriticalThinkingandProblemSolvingCriticalThinkingSkills

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•(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

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•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

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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.

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sulfurdioxide noun greenhousegasthatcancauseacidrain.

volatileorganiccompound(VOC) noun

gasreleasedfromsomesolidsorliquidsthatmaycauseharmtopeopleandtheatmosphere.

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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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Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowtheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions

Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknow

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thattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

5.HavestudentslaunchthePollutantsMakingMorePollutantsinteractive.

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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.)

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ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents,orasawholeclassactivity.Ifusingasawholeclassactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.

Whatenvironmentalcomponentaffectstheformationofsmog?Inwhatseasonissmogmostlikelytoform?Why?Howcanacidrainformthousandsofmilesfromapollutionsource?

describewhyintensesunlightcandecreaseairqualityinapollutioneventdescribetheeffectofsolarintensityontheformationofozoneexplaintheeffectofprecipitationontheconcentrationofpollutantsintheatmosphereexplainhowacidrainisformedfromprimarypollutants

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•(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

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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

•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.

MeasuringAirQualityMovementofPollutantsVisibleandInvisiblePollutants

Speech Definition

acid nounchemicalcompoundthatreactswithabasetoformasalt.Acidscancorrodesomenaturalmaterials.AcidshavepHlevelslowerthan7.

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carbonmonoxidenoun

Carbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.

ozone noun formofoxygenthatabsorbsultravioletradiation.

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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.)

Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Letstudentsknowthattheycanseeexamplesofscientists'uncertaintyinforecastingairquality.

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

Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictions.Letstudentsknowthattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeir

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answers,andencouragethemtodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

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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.)

Whatisathermalinversion?Whatconditionsleadtoathermalinversion?Howdopollutioncontroldeviceswork?

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describehowathermalinversionoccursandisdissipatedexplainhowpollutioncontroldevicesreduceemissionsofpollutantsfromvehiclesandsmokestackscomparemethodsoftransportationfortheirabilitytoprevent/reducethenumberofbadairqualitydays

•(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

•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

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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

Speech Definition

acid nounchemicalcompoundthatreactswithabasetoformasalt.Acidscancorrodesomenaturalmaterials.AcidshavepHlevelslowerthan7.

carbonmonoxidenounCarbonmonoxideisacolorless,odorless,andtastelessgasthatisslightlylessdensethanair.Itcanbetoxictohumans.

inversion noun actorcircumstanceofbeingupside-down.

scrubber noun deviceormethodusedtoremoveairpollutantsfromindustrialexhaust.

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Will the Air Be Clean Enough To Breathe?...This activity is part of a sequence of activities in the...

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