AAir Pollution Near You By Alyssa Dehn...
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1 AAir Pollution Near You By Alyssa Dehn Topic: Local sources of potential air pollution Grade: 7th Michigan Standard: E.ES.07.42 Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere, (car exhaust, industrial emissions, acid rain, and natural sources), and how pollution impacts habitats, climatic change, threatens or endangers species. Scientific Background (Attached) Objectives: • The students will learn about the potential sources of air pollution in their local area • Students will be able to describe some of the variables that may lead to increased levels of air pollution. • The students will learn which sources produce the most air pollution in their area. • The students will explain possible ways to reduce the amount of air pollution particles in their area. • The students will learn how air pollution impacts humans, other living organisms, and the environment. Materials and Setup: • Index cards (several per student or group) • Petroleum jelly • Plastic spoons • Popsicle sticks • Duct tape or masking tape • Scissors • One plastic sandwich bag (control) • Magnifying glass 1. Label each index card with the location where it will be placed 2. Draw a circle about 2 inches wide on the index card 3. Tape index card to popsicle stick 4. Smear petroleum jelly within the circle on the index card using the plastic spoon. 5. Place in locations to collect air pollution particles Safety: If students are placing their experiments along a road, students should remain on the side of the road and aware of cars on the road. The petroleum jelly should not be consumed or touched to the eyes. Misconception: • If the air smells alright or looks clear, it isn’t polluted • Air pollution is a result of human activity, not natural sources Requisite Knowledge/skills for students: • Scientific method • Some knowledge about the layers of Earth’s atmosphere • What clean air is composed of
Transcript of AAir Pollution Near You By Alyssa Dehn...
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AAirPollutionNearYouByAlyssaDehnTopic:LocalsourcesofpotentialairpollutionGrade:7thMichiganStandard:E.ES.07.42Describetheoriginsofpollutionintheatmosphere,geosphere,andhydrosphere,(carexhaust,industrialemissions,acidrain,andnaturalsources),andhowpollutionimpactshabitats,climaticchange,threatensorendangersspecies.ScientificBackground(Attached)Objectives:
• Thestudentswilllearnaboutthepotentialsourcesofairpollutionintheirlocalarea• Studentswillbeabletodescribesomeofthevariablesthatmayleadtoincreased
levelsofairpollution.• Thestudentswilllearnwhichsourcesproducethemostairpollutionintheirarea.• Thestudentswillexplainpossiblewaystoreducetheamountofairpollution
particlesintheirarea.• Thestudentswilllearnhowairpollutionimpactshumans,otherlivingorganisms,
andtheenvironment.MaterialsandSetup:
• Indexcards(severalperstudentorgroup)• Petroleumjelly• Plasticspoons• Popsiclesticks• Ducttapeormaskingtape• Scissors• Oneplasticsandwichbag(control)• Magnifyingglass1. Labeleachindexcardwiththelocationwhereitwillbeplaced2. Drawacircleabout2incheswideontheindexcard3. Tapeindexcardtopopsiclestick4. Smearpetroleumjellywithinthecircleontheindexcardusingtheplasticspoon.5. Placeinlocationstocollectairpollutionparticles
Safety:Ifstudentsareplacingtheirexperimentsalongaroad,studentsshouldremainonthesideoftheroadandawareofcarsontheroad.Thepetroleumjellyshouldnotbeconsumedortouchedtotheeyes.Misconception:
• Iftheairsmellsalrightorlooksclear,itisn’tpolluted• Airpollutionisaresultofhumanactivity,notnaturalsources
RequisiteKnowledge/skillsforstudents:
• Scientificmethod• SomeknowledgeaboutthelayersofEarth’satmosphere• Whatcleanairiscomposedof
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Engage:Theteacherwillshowanimageviaprojectorofsmogoveracityandhavestudentswritedownwhatcomestomind.Studentscansharetheirideas.Theteacherwillaskthestudentsaboutwhereairpollutionmightcomefromintheircommunityandhowtheyknowitispresent.SuggestedQuestions:
• Doyouthinkthereisairpollutioninourarea?• Wheredoyouthinkthepollutioncomesfrom?• Howdoesairpollutionaffecthumans?Animals?Theenvironment?
Explore:PartOneThestudentswilldiscoverthesourcesofpollutionintheirarea(GrandRapidsforexample)usingthefollowingwebsite:“EPA2013ToxicReleaseInventoryFactsheet:City–GrandRapids,MI”http://iaspub.epa.gov/triexplorer/tri_factsheet.factsheet?&pstate=MI&pcity=Grand%20Rapids&pyear=2013(Ifthestudentsdon’thaveaccesstocomputers,thefactsheetcanbeprintedout)ThisisafactsheetthatreviewstheToxicReleaseInventory(TRI)ofacity(ex.GrandRapids,MI).TheTRItracksthemanagementofcertaintoxicchemicalsthatmayposeathreattohumanhealthandtheenvironment.Industriesmustreportannuallyhowmuchofeachchemicalisrecycled,combustedforenergyrecovery,treatedfordestruction,anddisposedoforotherwisereleasedon-andoff-site.Theteacherwillstartthestudentsoffbypointingoutthegraphsandinformationtheyshouldbepayingattentiontoandhowtolookatthosegraphsbeforethestudentsbeginansweringtheprovidedquestionsandposingtheirownquestions.PartTwoAftercompletingtheworksheetthatfollowsthefactsheet,theteacherwillprojectthemapoftheTRIfacilitiesinthecityareaandaskstudentstolookcarefullyatthemap,pointoutwheretheschoolislocatedandhavethemthinkaboutwheretheyliveinrelationtothefacilities.SuggestedDiscussionQuestions:
• Arethereanyfacilitiesclosetoourschool?• Arethereanyfacilitiesclosetoyourhome?• Whichfacilitiesposethebiggestthreatstothearea?• Arethereanyconcernsweshouldhave?• Whatsources,otherthantheindustrialfacilitiesonthemap,couldproduceair
pollution?o Possibleanswers:Cars,trains,gasstations.
PartThreeUsingtheideasfrom“ScienceBuddies”website,studentswillperformclassresearchonwhichlocationsintheirtownhavethemostpollutionusingairpollutionparticlecatcher.
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Afterreviewingthemapandthinkingaboutothersourcesofairpollution,studentswillbedividedintogroupsof3or4andaskedtohypothesizewhereintowntheythinkproducesthemostpollutionandwheretheremightbelesspollution.Eachgroupwillchoosethreedifferentlocationstotesttheirairpollutionparticlecatchersandwritethemdownintheirsciencejournalortheprovidedhandout.Theywillwritetheirhypothesisforeachlocation.Possiblelocationsinclude:
• Atatruckstop• Byagasstation• Nearabusyroad• Nexttoafactory• Byrailroadtracks• Inaparkoryard• Cornfield• Nexttoatree• Schoolgrounds
Acontrolshouldalsobemadewiththesameprocess,butplacedwithinaforest.Theteachercanthenplacesomeoftheindexcardsintheirlocationsafterschool,sincetheymightbetoofarfromtheschoolforthestudentstogoto.Thestudentscanplaceotherindexcards,suchastheonethatisontheschoolgrounds,inapark,ornexttoatree.Studentscandeterminewhenobservationsoftheirindexcardsshouldbemade,whetherit’severytwodaysfortwoweeksoronceeachweekforthreeweeks.Whenstudentsmaketheirobservations,theycanuseamagnifyingglassormicroscopetoexaminethenumberofparticlesattachedtothepetroleumjelly.Eachtimethestudentsobservetheirindexcard,theywillcountandrecordthenumberofparticlesattachedtothepetroleum.Thecontrolshouldalsobeobservedtocompare.Theywillrecordthedataintheirsciencejournalorprovidedhandout.Attheendofthedesignateddatacollectiontime,theindexcardsarecollectedforfurtheranalysis.Theyshouldbeabletodeterminewhichoftheircardshasthemostsolid,airpollutionparticlesonit.Studentswillthenreflectontheirhypothesesanddetermineifitwascorrect.Theycanwritedowntheresultsoftheexperimentandtheirownreflectionsintheirsciencejournalsoronthehandout.Exampleofairpollutionparticlecatcher:
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Explain:Theteacherwillfacilitateaclassdiscussiongoingovereachgroup’sresultsfromtheexperiment.Afterdiscussion,theteacherwillintroducethepaperthestudentswillwritefortheirevaluation.SuggestedQuestions:
• Whatparticlesdidyouobserve?Wasthatexpected?• Whichlocationsshowedmoreairpollution?Lesspollution?• Whydosomelocationshavemorepollutionthanothers?• Werethereanyproblemswiththeexperimentthatmightaffecttheresults?• Basedonyourresults,shouldwebeconcernedaboutthelocalsourcesofair
pollution?Whichlocalsourcesareofmostconcern?• Whatcanwedotoreduceairpollution?Possibleanswers:
o Conserveenergyo Limitdriving-carpooling,usingpublictransportation,bikingandwalkingo ShowEPAwebpagefor“WaystoReduceAirPollution”
http://www3.epa.gov/airquality/peg_caa/reduce.htmlTheteacherwillthendescribefurtherbackgroundinformationaboutairpollutionsuchasparticulatecontaminants,primaryandsecondarypollutants,andsourcesofairpollution.Also,factorsthataffectairqualityincludingtopography,weather,andphysicalandchemicalpropertiesofpollutants.Elaborate:Theteacherwillaskthestudentsifairpollutionisthesameallaroundthestate/country/world.Thestudentswillusethefollowingwebsite,titledMyEnvironment,fromtheEPA,toresearchenvironmentalinformationbasedontheirlocation.http://www3.epa.gov/enviro/myenviro/Theteacherwillintroducethewebsitebymodelingwhatthestudentsshouldbelookingatandpointingoutthegraphstopayattentionto.Theywillenterthecityandstate(ex.GrandRapids,MI)ontheentrypage,thengoto“MyAir.”He/sheshouldpointoutdifferentpiecesofinformationincludingtheHistoricalAirQualityIndexandCurrentParticulateMatter.Thisisjustasourceofinformationforstudentstoknowtheactualqualityoftheirairandwhethertheyshouldhaveanyconcerns.Usingtheirowndevices,studentscanusethesamesitetolookuptheircityandcompareitwiththequalityofairinothercitiesinthestateorcountry.Theteachercansharethefollowingwebsitethatgoesoverthe10smoggiestcitiesintheU.S.http://www.cbsnews.com/pictures/top-10-smoggiest-cities-in-us/
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Evaluate:Studentswillwriteashortpaperontheirconclusionsandreflectionsoftheexperiment.Theywillthinkaboutwhysomeofthecardscollectedmorepollutionthanothers,whatevidenceprovesthatsomeareashavemorepollutionthanothers,whatfactorsmightaffecttheamountofairpollutioninthedifferentlocations(population,sizeofcity,numberofindustrialfacilities),whatconcernstheymayhaveaboutairpollutionintheircity,andwhattheycandotochangetheamountofairpollutionparticlesinthearea.Holisticrubric:
15 10 5 0Thestudenthaswrittenathoroughunderstandingabouttheirconclusionsandreflectionsoftheexperiment,includingtheirhypothesis,procedure,andevidence.Theyhavereflectedonwhysomelocationscreatemorepollutionthanothersandwhatmaycausethatpollution.Thestudenthasincludedhealthconcernspeopleshouldhaveintheirtown.Lastly,thestudenthasconsideredpossiblesolutionstoreducingairpollution.
Thestudenthaswrittenasomewhatthoroughunderstandingabouttheirconclusionsandreflectionsoftheexperiment.Thehypothesis,procedure,andevidencearepresentbutnotclearorcomplete.Thestudentsomewhatreflectedonwhysomelocationscreatemorepollutionthanothersandwhatmaycausethatpollution.Thestudenthasattemptedtoincludehealthconcernsbutisnotclear.Thestudentpartiallyconsideredpossiblesolutionstoreducingairpollution
Thestudenthasnotwrittenathoroughunderstandingabouttheirconclusionsandreflectionsoftheexperiment.Theydidnotincludehypothesis,procedure,orevidence,oronlyincludedoneofthethree.Thestudentdidnotreflectonwhysomelocationscreatemorepollutionthanothers.Thestudentdidnotincludehealthconcernspeopleshouldhaveintheirtown.Thestudentdidnotconsiderpossiblesolutionstoreducingairpollution.
Thestudentdidnotcompletetheassignment
References:Airpollutionexperiment:http://www.sciencebuddies.org/science-fair-projects/project_ideas/EnvSci_p009.shtmlMyEnvironment:http://www3.epa.gov/enviro/myenviro/EPATRIHomepage:http://www2.epa.gov/toxics-release-inventory-tri-program
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TRIFactsheetforGrandRapids,MI:http://iaspub.epa.gov/triexplorer/tri_factsheet.factsheet?&pstate=MI&pcity=Grand%20Rapids&pyear=201310SmoggiestCitiesintheU.S.:http://www.cbsnews.com/pictures/top-10-smoggiest-cities-in-us/Backgroundinformationofairpollution:http://www.nps.gov/shen/learn/nature/airpollution.htmhttp://www.bcairquality.ca/101/air-quality-factors.htmlEPA“WaystoReduceAirPollution”:http://www3.epa.gov/airquality/peg_caa/reduce.htmlMisconceptions:http://acta.tums.ac.ir/index.php/acta/article/viewFile/4406/4596
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Name:Date:
Toxic Release Inventory (TRI) for Grand Rapids, MI
Thetoxicreleaseinventory(TRI)tracksthemanagementofcertaintoxicchemicalsthatmayposeathreattohumanhealthandtheenvironment.Industriesmustreportannuallyhowmuchofeachchemicalisrecycled,combustedforenergyrecovery,treatedfordestruction,anddisposedoforotherwisereleasedon-andoff-site.GotothefollowingwebsitetoreviewtheTRIfactsheetforGrandRapids,MI:http://iaspub.epa.gov/triexplorer/tri_factsheet.factsheet?&pstate=MI&pcity=Grand%20Rapids&pyear=2013Lookoverthedataandinformation,andthenanswerthefollowingquestions:
1. Mostoftheon-sitedisposalofemissionsgoeswhere?Howmanypoundsofemissionsarereleasedintothisplace?
2. Michiganisranked________outof56states/territoriesnationwidebasedon
_______________________________________________.
3. Whatisthemitigationusedtoreducewastegeneratedandmovingtowardsaferwastemanagementmethods.
4. Describethetrendofthebargraph,“Production-relatedwastemanagedinGrand
Rapids,MI,2003-2013.”WhatarethemostcommonwastemanagementpracticesforGrandRapidsfacilities?
5. Describethetrendofthebargraph,“TotalOn-SiteReleasesbyEnvironmentalMediuminGrandRapids,MI,2003-2013.”Whyhasitdeclined?
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6. Fromthebargraph,“TopFiveFacilitiesbyTotalOn-SiteDisposalorOtherReleasesGrandRapids,MI,2013”chooseoneofthefacilitiesandanswerthequestions.
a) Facilityname:
b) Typeofinindustry:
c) Disposaltypes:
d) Totalon-sitedisposaland/orotherreleases(lbs):
e) Otherobservations:
7. WhatwasthetopfivechemicalsreleasedtotheairinGrandRapids,MIin2013?
8. Chooseoneofthefivechemicals,clickonit,andanswerthequestions.
a) Nameofchemical:
b) Percentoftotalchemicals:
c) HealthEffects:
10.LookatthemapofTRIFacilitiesinGrandRapids,MI.Arethereanyfacilitiesnearyourhome?Whatarethey?
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Name:AnswerKeyDate:
Toxic Release Inventory (TRI) for Grand Rapids, MI
Thetoxicreleaseinventory(TRI)tracksthemanagementofcertaintoxicchemicalsthatmayposeathreattohumanhealthandtheenvironment.Industriesmustreportannuallyhowmuchofeachchemicalisrecycled,combustedforenergyrecovery,treatedfordestruction,anddisposedoforotherwisereleasedon-andoff-site.GotothefollowingwebsitetoreviewtheTRIfactsheetforGrandRapids,MI:http://iaspub.epa.gov/triexplorer/tri_factsheet.factsheet?&pstate=MI&pcity=Grand%20Rapids&pyear=2013Lookoverthedataandinformation,andthenanswerthefollowingquestions:
1. Mostoftheon-sitedisposalofemissionsgoeswhere?Howmanypoundsofemissionsarereleasedintothisplace?Air;126.2thousandpounds
2. Michiganisranked__25__outof56states/territoriesnationwidebasedon
_totalreleasespersquaremile__.
3. Whatisthemitigationusedtoreducewastegeneratedandmovingtowardsaferwastemanagementmethods.Thepreferredmanagementmethodisrecycling,followedbyenergyrecovery,treatment,andasalastresort,disposingoforreleasingthewaste.
4. Describethetrendofthebargraph,“Production-relatedwastemanagedinGrand
Rapids,MI,2003-2013.”WhatarethemostcommonwastemanagementpracticesforGrandRapidsfacilities?Theamountofwastemanagedincreasedin2004and2005,andthendecreasedinto2009.Itincreasedagainuntil2012,anddecreasedalittleinto2013.Themostcommonwastemanagementpracticesarerecyclingandtreatment.
5. Describethetrendofthebargraph,“TotalOn-SiteReleasesbyEnvironmentalMediuminGrandRapids,MI,2003-2013.”Whyhasitdeclined?Thegraphshowsasharpdecreasefrom2006to2007,andhasremainedlowsincethen.Facilitieshaveusedbetterwastemanagementpractices,suchasrecycling.
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6. Fromthebargraph,“TopFiveFacilitiesbyTotalOn-SiteDisposalorOtherReleasesGrandRapids,MI,2013”chooseoneofthefacilitiesandanswerthequestions.
f) Facilityname:PaulstraCRCCorp
g) Typeofinindustry:PlasticandRubber
h) Disposaltypes:On-siteair;off-sitedisposal
i) Totalon-sitedisposaland/orotherreleases(lbs):Air-27,799lbs;Other-
3,391lbs.Total-31,190lbs
j) Otherobservations:Producedthemostwaste
7. WhatwasthetopfivechemicalsreleasedtotheairinGrandRapids,MIin2013?
TolueneNitricAcidMethylIsobutylKetoneN-HexaneXylene.
8. Chooseoneofthefivechemicals,clickonit,andanswerthequestions.
d) Nameofchemical:Toluene
e) Percentoftotalchemicals:51%
f) HealthEffects:Neurological-impairedsensoryandmotorsignaling;Ocular-eyeirritation,itchingandimpairedvision;Renal-decreasedfilteringcapacity/efficiency,bloodintheurineand/orincreased/decreasedbloodpressure;Respiratory-inflammationofthelungs,increased/decreasedbreathingrate,respiratoryfailure.
10.LookatthemapofTRIFacilitiesinGrandRapids,MI.Arethereanyfacilitiesnearyourhome?Whatarethey?
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Name:
Data Table for Air Pollution Experiment
Hypothesis:Whichindexcardlocationwillcollectthemostparticles?Why?Conclusion:Basedonyourdata,whichindexcardlocationcollectedthemostparticles?Whydoyouthinkthismaybe?
Card Location
Particle Count for each location Date:
Date:
Date:
Date:
TOTAL
Average
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ScientificBackgroundAirpollutionoccursinmanyformsbutistypicallythoughtofasgaseousandparticulatecontaminatesthatarepresentinEarth’satmosphere.TheGaseouspollutantsincludesulfurdioxide(SO2),nitrogenoxides(NOx),ozone(O3),carbonmonoxide(CO),volatileorganiccompounds(VOC),hydrogensulfide(H2S),hydrogenfluoride(HF),andvariousgaseousformsofmetals.Thesepollutantsareemittedfromlargestationarysources,suchasfossilfuelfiredpowerplantsandmanufacturingfacilities,aswellasfrommobilesources.Theycanbecorrosivetovariousmaterials,whichcausedamagetoculturalresources,andcauseinjurytoecosystemsandorganisms,aggravaterespiratorydiseases,andreducevisibility.Particulatescomeinbothlargeandsmallor“fine”solidforms.Largeparticulatesincludedust,asbestosfibers,andlead.Fineparticulatesincludesulfates(SO4)andnitrates(NO3).Toxicairpollutantsareaclassofchemicals,whichmaypotentiallycausehealthproblemsinasignificantway.Sourcesincludepowerplants,industries,pesticideapplication,andcontaminatedwindblowndust.Primarypollutantsarethoseemitteddirectlyintotheairfrompollutionsources.Secondarypollutantsareformedwhenprimarypollutantsundergochemicalchangesintheatmosphere(ex.Ozone=smog;notthegoodozoneinthestratosphere).Stationarysourcereferstoanemissionsourcethatdoesnotmove,alsoknownasapointsource.Examplesincludefactories,powerplants,anddrycleaners.Areasourcedescribesmanysmallsourcesofairpollutionlocatedtogetherwhoseindividualemissionsmaybebelowconcern,butwhosecollectiveemissionscanbesignificant.Canbethoughtofasnon-pointsources.Examplesincluderesidentialwoodburners,landfills,orconstructionofhousingdevelopments.Mobilesourcesrefertoasourcethatiscapableofmovingunderitsownpower.Thisincludesvehiclessuchascars,sportutilityvehicles,andbuses.Alsoincludes“off-road”category,whichreferstolawnmowers,boats,farmandconstructionequipment,planes,andtrains.Naturalsourcesof“pollution”includewildfires,duststorms,andvolcanicactivity,whichalsocontributegasesandparticulatestoouratmosphere.Airtransportreferstothemechanismbywhichairpollutionmovesfromanemissionssourcetoareceptor.Theatmosphereitsselfisatransporterofpollutantsthroughwindcurrents.Windspeedcontributestohowquicklypollutantsarecarriedawayfromtheiroriginalsource.Oncepollutantsareemittedintotheair,theweatherlargelydetermineshowwelltheydisperse.Turbulencemixespollutantsintothesurroundingair.Hotairrisingresultsinvigorousmixing,whilecoolerairnearthesurfaceisheavierandwon’twanttomoveuptomixwiththewarmerairaboveit(temperatureinversion).Anypollutantsreleasednearthesurfacewillgettrappedandbuildupinthecoolerlayerofairnearthesurface.Temperatureinversioniscommoninmountainvalleysbecausetheinversionandvalleywallscantrapthepollution(imagetotheright).
