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Atmospheric Pollution
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Exam Weighting: 7-10% Clas periods: 11-12
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Topic #TopicEU #Enduring UnderstandingsLO #Learning ObjectiveEK #Essential KnowledgePacing SuggestionActivities
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7.1Introduction to Air PollutionSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.AIdentify the sources and effects of air pollutants.STB-2.A.1Coal combustion releases air pollutants including carbon dioxide, sulfur dioxide, toxic metals, and particulates.1 day - I pair this with 7.6 and 7.4 I introduce this with Speed Dating. I either assign this as homework the day before (test day for Unit 6), OR, I assign this on day 1 give them 1/2 a period to research, go over unit 6 test for second half of period, and then carry out on day 2.
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STB-2.A.2The combustion of fossil fuels releases nitrogen oxides into the atmosphere. They lead to the production of ozone, formation of photochemical smog, and convert to nitric acid in the atmosphere, causing acid rain. Other pollutants produced by fossil fuel combustion include carbon monoxide, hydrocarbons, and particulate matter.
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STB-2.A.3Air quality can be affected through the release of sulfur dioxide during the burning of fossil fuels, mainly diesel fuels.
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STB-2.A.4Through the Clean Air Act, the Environmental Protection Agency (EPA) regulated the use of lead, particularly in fuels, which dramatically decreased the amount of lead in the atmosphere.
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STB-2.A.5Air pollutants can be primary or secondary pollutants.
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7.2Photochemical SmogSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.BExplain the causes and effects of photochemical smog and methods to reduce it.STB-2.B.1Photochemical smog is formed when nitrogen oxides and volatile organic hydrocarbons react with heat and sunlight to produce a variety of pollutants.2-3 days
I pair 7.2 and 7.3 for 2-3 days 		Lecture along with chalk drawings - I don't give a writeup. I usually leture on day 1 with lots of Kagan structures built in to get students talking (I use smedes notes). I be sure to emphasize 7.3 and 7.6 in this lecture.
The next day they come in. I hand out makers, and I saw, draw photochemical smog formation and ecological and human health impacts. They do this without notes at first, but then if they are struggling, they can get out textbooks to help them - not their notes I want them to read and look at their diagrams.
Then students rotate desks. They identify any errors. I ask them to put on a post-it - 1 grow and 1 glow.
Then they rotate again. I ask them one remediation strategy. Why does this work
Then they rotate again. I ask them - what would happen if I change....
They rotate a final time... Again I ask... what would happen if I change...
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STB-2.B.2Many environmental factors affect the formation of photochemical smog.
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STB-2.B.3Nitrogen oxide is produced early in the day. Ozone concentrations peak in the afternoon and are higher in the summer because ozone is produced by chemical reactions between oxygen and sunlight.
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STB-2.B.4Volatile Organic Compounds (VOCs), such as formaldehyde and gasoline, evaporate or sublimate at room temperature. Trees are a natural source of VOCs.
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STB-2.B.5Photochemical smog often forms in urban areas because of the large number of motor vehicles there.
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STB-2.B.6Photochemical smog can be reduced through the reduction of nitrogen oxide and VOCs.
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STB-2.B.7Photochemical smog can harm human health in several ways, including causing respiratory problems and eye irritation.
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7.3Thermal InversionSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.CDescribe thermal inversion and its relationship with pollution.STB-2.C.1During a thermal inversion, the normal temperature gradient in the atmosphere is altered as the air temperature at the Earth’s surface is cooler than the air at higher altitudes.see abovesee above
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STB-2.C.2Thermal inversion traps pollution close to the ground, especially smog and particulates.
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7.4Atmospheric CO2 and ParticulatesSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.DDescribe natural sources of CO2 and particulates.STB-2.D.1CO2 appears naturally in the atmosphere from sources such as respiration, decomposition, and volcanic eruptions.Cover with 7.1 or move to unit 9 Car Particulates lab here is common, but sounds like a way for a kid to get hurt so I don't do it.
Lots of them are found on Facebook or a google search
I've heard that you really need older cars for this to work well - consider doing a school bus!
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STB-2.D.2There are a variety of natural sources of particulate matter.
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7.5Indoor Air PollutantsSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.EIdentify indoor air pollutants.STB-2.E.1Carbon monoxide is an indoor air pollutant that is classified as an asphyxiant.1-2 days Shapiro lab
Lab on Teachingapscience
New College Board lab on AP Classroom
Radon case study on Science Outside
Indoor Air Pollution scavenger hunt
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STB-2.E.2Indoor air pollutants that are classified as particulates include asbestos, dust, and smoke.
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STB-2.E.3Indoor air pollutants can come from natural sources, human-made sources, and combustion.
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STB-2.E.4Common natural source indoor air pollutants include radon, mold, and dust.
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STB-2.E.5Common human-made indoor air pollutants
include insulation, Volatile Organic Compounds
(VOCs) from furniture, paneling and carpets;
formaldehyde from building materials, furniture,
upholstery, and carpeting; and lead from paints.
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STB-2.E.6Common combustion air pollutants include carbon monoxide, nitrogen oxides, sulfur dioxide, particulates, and tobacco smoke.
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STB-2.E.7Radon-222 is a naturally occurring radioactive gas that is produced by the decay of uranium found in some rocks and soils.
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STB-2.FDescribe the effects of indoor air pollutants.STB-2.F.1Radon gas can infiltrate homes as it moves up through the soil and enters homes via the basement or cracks in the walls or foundation. It is also dissolved in groundwater that enters homes through a well.
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STB-2.F.2Exposure to radon gas can lead to radoninduced lung cancer, which is the second leading cause of lung cancer in America.
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7.6Reduction of Air PollutantsSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.GExplain how air pollutants can be reduced at the source.STB-2.G.1Methods to reduce air pollutants include regulatory practices, conservation practices, and alternative fuels.1/2 period - I sometimes couple this with 7.1 and speed dating I wish I had something great! I pretty much just cover this with a lecture/class discussion. We do discuss things that they have seen at the gas station, the local coal power plant, etc.

This Catalytic converter lab was shared by Holly H on the facebook, I've never done it but seems cool.
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STB-2.G.2A vapor recovery nozzle is an air pollution control device on a gasoline pump that prevents fumes from escaping into the atmosphere when fueling a motor vehicle.
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STB-2.G.3A catalytic converter is an air pollution control
device for internal combustion engines
that converts pollutants (CO, NOx, and
hydrocarbons) in exhaust into less harmful
molecules (CO2, N2, O2, and H2O).
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STB-2.G.4Wet and dry scrubbers are air pollution control devices that remove particulates and/or gases from industrial exhaust streams.
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STB-2.G.5Methods to reduce air pollution from coalburning power plants include scrubbers and electrostatic precipitators.
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7.7Acid RainSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.HDescribe acid deposition.STB-2.H.1Acid rain and deposition is due to nitrogen oxides and sulfur oxides from anthropogenic and natural sources in the atmosphere.2-3 days Students need to know exact chemistry.
I sometimes have done an acid rain lab - I have also heard that the Acid Rain in a bag lab from Flinn is also good.
I don't always opt for the acid rain lab - I sometimes feel that this lab and an ocean acidification lab in a few units (unit 9) are too much of a similar lab, but I waiver from year to year.
Students also practice chalk drawings with causes, environmental, and human health impacts. See description of chalk drawings above.
There is lots of great data in the EPA Alumni's half century of progress Air Pollution report - wouold be great for practicing practice 5 - data analysis.
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STB-2.H.2Nitric oxides that cause acid deposition come from motor vehicles and coal-burning power plants. Sulfur dioxides that cause acid deposition come from coal-burning power plants.
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STB-2.IDescribe the effects of acid deposition on the environment.STB-2.I.1Acid deposition mainly affects communities that are downwind from coal-burning power plants.
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STB-2.I.2Acid rain and deposition can lead to the acidification of soils and bodies of water and corrosion of human-made structures.
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STB-2.I.3Regional differences in soils and bedrock affect the impact that acid deposition has on the region—such as limestone bedrock’s ability to neutralize the effect of acid rain on lakes and ponds.
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7.8Noise PollutionSTB-2Human activities have physical, chemical, and biological consequences for the atmosphereSTB-2.JDescribe human activities that result in noise pollution and its effects.STB-2.J.1Noise pollution is sound at levels high enough to cause physiological stress and hearing loss.1/2 period I sometimes just lead a discussion and also include light pollution even though it isn't in the CED.
This CER was shared with me last year
Right whale case study from Science outside
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STB-2.J.2Sources of noise pollution in urban areas include transportation, construction, and domestic and industrial activity.
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STB-2.J.3Some effects of noise pollution on animals in ecological systems include stress, the masking of sounds used to communicate or hunt, damaged hearing, and causing changes to migratory routes.