Outcomes:
Part 1 – ES20-AS1 – Assess the impact of air quality on human
and environmental health and the need for regulations and
mitigating technologies.
Part 2 – ES20-AS2 – Analyze current and potential future effect
of global climate change on Earth and humans, including the
need for adaptation and mitigation strategies
AIR QUALITY
*
* Would we live as successfully or fully without a furnace in
Saskatchewan's winters?
* With this in mind, we need to ask ourselves what parts of air pollution
are necessary or inevitable?
* Humans exhale CO2 (a greenhouse gas), and vehicles emit harmful
chemicals into the air we breathe, but can we escape this?
* What are some of the most polluted places in the world, and why?
* What caused the pollution (release of damaging matter or energy into
the environment) there?
* And what are some of the cleanest places in the world, and why? Is
pollution always man-made (molds and airborne pathogens)?
* Regulations – news article – your thoughts?
http://www.theglobeandmail.com/news/politics/saskatchewanpremier-brad-wall-rejects-ottawas-carbon-pricingplan/article28808667/
* Atmosphere – thin layer of gases surrounding Earth.
* Layers of the atmosphere (apple analogy)
Troposphere
_______-_______ km
Stratosphere (ozone layer – O3) – _______-_______km
Ozone is not good in the troposphere? Free radical good or bad?
Bottle of water anyone?
Mesosphere – _______-_______km
Thermosphere – _______-_______km
* Atmosphere is ~78% nitrogen gas (N2) and 21% oxygen gas (O2). Also
contains water vapour. These are the three most important.
Remaining 1% are other gases.
Temperature (Heat) affects how much water (H2O) the air can hold
(humidity). The percentage indicates how much of its max it can hold.
* Air pressure – force exerted by air on the area below it. (Higher above
sea level = less pressure) Swimming pool - analogy.
* Condensation – dew and frost.
* Cloud formation – surface or particle for air to
condense.
* Heat (energy) transfer drives air movement.
Heat transfer via - Radiation (energy through
space – sun heating the earth)
conduction (contact – of molecules as well),
convection (through fluids). Sinking of cool air
(dense), rising warm air (molecules move away
faster - less dense).
* Air mass is a large body of air with a similar
property of temp, pressure, and humidity).
Boundary between them are fronts (warm and
cold).
Warm, moist air hits cold, dry air (dry skin in
winter?)
https://www.youtube
.com/watch?v=gS1RIy
R6uW8
Condensation.
Convection Currents
https://www.youtub
e.com/watch?v=7xW
WowXtuvA
Bath tub?
*
* Pollution – introduction of contaminants (which
negatively affects or impedes the regular or healthy Fun fact –
Toronto has a
functioning of what it was introduced to).
“congestion
charge”.
Where are the most polluted places on earth?
http://list25.com/the-25-most-polluted-places-onearth/
* Is air pollution necessary/natural? * Check SK or another location
We exhale a pollutant so yes kind of! Canada – www.airhealth.ca/
But maybe we can make it not so
- http://www.lung.ca/protectpronounced.
protegez/pollution-pollution/indoorinterieur/school-ecole_e.php
* Local sources of air pollution?
Cars, mines, refinery
States -
http://www.airnow.gov/
- http://www.stateoftheair.org/#
* What is the ozone layer? Where is
the ozone layer? Where is the
stratosphere?
* How did it get depleted? What
does it do for us?
* How would this affect human
health?
* Air Pollutant/contaminant – release of damaging materials into the
atmosphere or air.
- radon – floor level gas causing lung cancer.
- carbon monoxide – odourless gas that deprives cells of oxygen by
binding with hemoglobin in the blood.
- mold/allergens – dander, pollen, and allergens made possible by
moisture indoors (keep humidity below 50%) – cough, sneezing, congestion,
respiratory, eye irritation
- volatile organic compounds – carbon-containing chemicals fumes
such as methane, propane, benzene, and butane found in cleaning products
– can cause cancer and can react to produce ozone in the troposphere.
- particulates – soot, dust, tiny bits of metals, damage lungs and
affect breathing
* Are you at risk?
http://www.lung.ca/protect-protegez/pollutionpollution/indoor-interieur/home-chezvous_e.php
* Where is the troposphere again?
* Ozone Carbon Monoxide Nitrogen dioxide Lead – can last for a long time and
travel through air and get into
groundwater – causes neurological
problems dominantly in children.
Sulphur Dioxide – irritates lungs and
contributes to acid precipitation
* How do they affect human
health and the environment?
* Acid deposition (deposit) – acid rain
which reacts and affects water
quality. – eyes burning when soap
gets in them example.
* List 3 common indoor air contaminants, 3
common outdoor air contaminants, describe
them and their effects on humans. Format
below.
Contaminant
Description
Effect on
Human/Organism
Health
*
* AQHI - www.airhealth.ca/
* NAAQO -
http://www.ec.gc.ca/default.asp?lang=En&n=5
6D4043B-1&news=A4B2C28A-2DFB-4BF4-8777ADF29B4360BD
Particulate matter?
Pollutants
PM2.5 Annual
PM2.5 for 24hour
Ozone for 8hour
Old Standards New Standards
2015
2020
10 µg/m³
8.8 µg/m³
30 µg/m³
28 µg/m³
27 µg/m³
65 parts per
billion
63 parts per
billion
62 parts per
billion
* How can we create a process to find out
our air quality?
* Lab – Air Quality
* Perform experiment.
* The next three slides are part of the
assignment as are the indicators associated
with them.
*
* In small groups you will be given one of the following
technologies to research (use your phones):
Air Scrubber
Baghouse Filter
Electrostatic Precipitator
Catalytic Converter
Then answer the following:
What is it? What is it used with? When was it developed?
What contaminant does it reduce (and what would this contaminants
normally cause)?
How does it reduce contaminants?
You will present this information to the class.
* In small groups you will be given one of the following
locations and asked to research processes that manage and
improve air quality within them (use your phones):
Residential
Commercial
Industrial
Then answer the following:
What is it? What is it used with? When was it developed?
What contaminant does it reduce (and what would this contaminants
normally cause)?
How does it reduce contaminants?
You will present this information to the class.
Graphing – create a graph using the information below, then
combine the graphs on excel showing whether or not there is
any correlation between human population
Prediction?
Based on this Canada is more likely to have better or worse air
quality?
CLIMATE CHANGE
*
What is Global Warming?
What is Climate?
What is Climate Change?
Anthropogenic Effect Reading skill – when have we heard “anthro”
before?
Brainstorm – how might environmental science aid
in our understanding of humanity's impact (think
about what we've discussed thus far in Part 1).
*
Northern vs Equatorial Latitudes
Does our world naturally heat and cool?
TED Talk – evidence for and against global warming.
Indicators of increasing global temperatures?
*
Satellite Imagery -
Ice Core Samples -
Dendrology -
*
SK -
*
Mitigation Strategies for Climate Change
Do 15.3 – Montreal Protocol, Clean Air Act
*
Brainstorm with a partner! Get creative, yet educated!
In a three-part response to share with the class - illustrate a climate
change-caused event, why it occurs, where it would likely occur and
how you believe humanity would respond to it. Provide an educated
idea on how we may overcome it or how we would fall victim to it.
Possible Scenarios –
Sea Level Rise – where? Over how long?
Extreme Weather Events (Hurricanes, Tornados) – where?
Water Shortages – where?
Increase Spread of Disease –
Flooding -