Lesson 4 | Air Quality
Student Labs and Activities
Page
64
Content Vocabulary
65
Lesson Outline
66
MiniLab
68
Content Practice A
69
Content Practice B
70
Math Skills
71
School to Home
72
Key Concept Builders
73
Enrichment
77
Challenge
78
Lab A
81
Lab B
84
Lab C
87
Chapter Key Concepts Builder
88
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Launch Lab
Earth’s Atmosphere
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Name
Date
Launch Lab
Class
LESSON 4: 20 minutes
How does acid rain form?
Vehicles, factories, and power plants release chemicals into the atmosphere. When these
chemicals combine with water vapor, they can form acid rain.
Procedure
1. Read and complete a lab safety form.
2. Half-fill a plastic cup with distilled
water.
3. Dip a strip of pH paper into the
water. Use a pH color chart to
determine the pH of the distilled water.
Record the pH in your Science Journal.
4. Use a dropper to add lemon juice
to the water until the pH equals that
of acid rain. Swirl and test the pH each
time you add 5 drops of the lemon
juice to the mixture.
Think About This
1. A strong acid has a pH between 0 and
2.
64
pH
Hydrochloric acid
0.0
Lemon juice
2.3
Vinegar
2.9
Tomato juice
4.1
Coffee (black)
5.0
Acid rain
5.6
Rainwater
6.5
Milk
6.6
Distilled water
7.0
Blood
7.4
Baking soda solution
8.4
Toothpaste
9.9
Household ammonia
11.9
Sodium hydroxide
14.0
Key Concept Why might scientists monitor the pH of rain?
Earth’s Atmosphere
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2. How does the pH of lemon juice
compare to the pH of other substances?
Is acid rain a strong acid?
Substances
Name
Date
Content Vocabulary
Class
LESSON 4
Air Quality
Directions: Use the clues and the terms listed below to complete the puzzle. NOTE: There is no empty square in
the puzzle between the words of two-word terms.
acid precipitation
air pollution
particulate matter
photochemical smog
1
2
3
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4
Clues
Across
2. results from an interaction of sunlight
and chemicals in the air
Down
1. includes the components smog and
particulates
3. rain that results from sulfur dioxide
and nitrogen oxide combining with
moisture in the atmosphere
4. a type of air pollution that consists of
chemicals and dust
Earth’s Atmosphere
65
Name
Date
Class
Lesson Outline
LESSON 4
Air Quality
A. Sources of Air Pollution
1.
is the contamination of air by harmful substances
including smoke and other gases.
a. Air pollution harms animals and humans by weakening the
and causing disease.
b. Air pollution
plants, including crops, and can reduce
food production.
2.
is pollution that comes from an identifiable source.
A natural source of this pollution is a(n)
3.
.
is pollution that comes from a widespread area.
A natural source of this pollution is
.
B. Causes and Effects of Air Pollution
1.
forms when sulfur dioxide and nitrogen oxides
combine with moisture in the atmosphere and create precipitation that has a pH
lower than that of normal rain water.
living in the water.
b. Acid precipitation can
buildings that are made of
stone.
c. One of the most common sources of pollutants that cause acid rain
is
2.
.
is air pollution that forms from the interaction between
chemicals in the air and sunlight.
a. Smog forms when
b.
from gasoline mixes with sunlight.
is the main gas in smog; at ground level, this gas can
harm the tissues of plants and animals.
C. Particulate Pollution
1.
is a mixture of dust, acids, and other chemicals that
can be harmful to human health.
2. The
particles are usually the most harmful because they
can be inhaled and can cause asthma and bronchitis and lead to heart attacks.
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Earth’s Atmosphere
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a. Acid precipitation falling in lakes and rivers can harm
Name
Date
Class
Lesson Outline continued
D. Movement of Air Pollution
1.
can carry air pollution from one place to another.
2. A(n)
can trap pollution in a valley for a number of
days.
E. Maintaining Healthful Air Quality
1. The
of 1970 allows the U.S. government to set limits
on levels of harmful pollutants, including carbon monoxide, lead, nitrogen oxides,
ozone, particulate matter, and sulfur dioxide.
2. Officials
air pollution levels in all major U.S. cities.
When pollution levels become high, they issue
and
recommend that people limit certain activities, such as exercising outside and
driving.
F. Air Quality Trends
1. Because of the Clean Air Act, levels of most air pollutants have
greatly in the past four decades.
2. The level of ground-level ozone has increased mainly because of the increased
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
number of
3.
.
air pollution can be 50 times stronger than
air pollution.
a. Sources of
include tobacco smoke, cleaning products,
and some carpets and upholstery.
b. The gas
, which escapes from some soil, enters
buildings through cracks in foundations.
Earth’s Atmosphere
67
Name
Date
MiniLab
Class
LESSON 4: 15 minutes
Can breathing in fresh air be harmful to your health?
Is your health going to be affected if you play tennis for a couple of hours, bike with your
friends, or even just lie on the beach? Even if you have no health problems related to your
respiratory system, you still need to be aware of the quality of air in your area of activity for
the day.
Air Quality Index
(AQI Values)
Levels of Health Concern
0 to 50
Good
51 to 100
Moderate
101 to 150
Unhealthful for Sensitive Groups
151 to 200
Unhealthful
201 to 300
Very Unhealthful
301 to 500
Hazardous
Analyze and Conclude
1. Which values on the AQI indicate that the air quality is good?
respiratory disorders?
3. Which values would be considered as warnings of emergency conditions?
4.
68
Key Concept The quality of air in different areas changes throughout the day.
Explain how you can use the AQI to help you know when you should limit your
outdoor activity.
Earth’s Atmosphere
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2. At what value is the air quality unhealthful for anyone who might have allergies and
Name
Date
Class
Content Practice A
LESSON 4
Air Quality
Directions: Circle the term in parentheses that correctly completes each sentence.
1. Air pollution can cause several (neurological/respiratory) diseases.
2. All the cars in a city are an example of a (point/nonpoint) source of pollution.
3. When chemicals in the air interact with sunlight, (smog/acid rain) can develop.
4. The compound (sulfur dioxide/carbon dioxide) is a corrosive pollutant.
5. Natural sources of methane include (forest vegetation/marsh bacteria).
6. A cubic centimeter of air typically contains more than one (thousand/million) solid or
liquid particles.
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7. The (smallest/largest) particles we breathe in are the most hazardous to our health.
8. A temperature (conversion/inversion) can lead to a buildup of air pollution.
9. The (Clean Air/Air Quality) Act of 1970 has led to improved air quality in the United
States.
10. On the Air Quality Index, the most dangerous air conditions are symbolized by the
color (red/maroon).
Earth’s Atmosphere
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Name
Date
Class
Content Practice B
LESSON 4
Air Quality
Directions: Answer each question or respond to each statement on the lines provided.
1. Explain what point and nonpoint sources of air pollution are. Give an example
of each.
2. Why is ozone considered to be a beneficial gas in the stratosphere but a pollutant at
ground level?
3. How is smog produced?
5. What are the six levels of air quality on the Air Quality Index, and which colors
represent them? (It is not necessary to give the numerical values.)
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Earth’s Atmosphere
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4. Why do cities located in valleys often have serious air pollution problems?
Name
Date
Class
Math Skills
LESSON 4
Use Graphs
The graph below shows the percent change in four different pollution factors from 1970 to
2006. Each pollution factor is given the value of 0 percent in 1970.
200
Air Quality Trends
Vehicle miles traveled
Energy consumption
Population
Air pollution
Change (%)
150
100
50
0
-50
19
70
19
80
19
90
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
-100
Year
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
What was the percent change in vehicle miles traveled from 1970 to 2001?
Step 1 Find the needed information on
the graph. First find the year on
the bottom, horizontal axis. Then
find the corresponding percent on
the left, vertical axis.
1970 = 0%
2001 = 150%
Step 2 Subtract to solve the problem.
150% - 0% = 150%
The vehicle miles traveled increased
150% from 1970 to 2001.
Practice
1. What was the percent change in
vehicle miles traveled between 1990
and 2001?
2. What was the approximate percent
change in air pollution between 1970
and 1995?
Earth’s Atmosphere
3. What was the approximate percent
change in air pollution between 1995
and 2006?
4. What was the percent change in
energy consumption between 1970
and 2006?
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Name
Date
Class
School to Home
LESSON 4
Air Quality
Directions: Use your textbook to answer each question or respond to each statement.
1. The contamination of air by harmful substances is called pollution.
Contrast point-source and nonpoint-source air pollution. Give an example of each.
2. Air pollution can harm people, plants, and structures.
How does acid precipitation form? How does it harm living things and structures?
Contrast the way strong winds and weak winds can impact air pollution.
4. The Clean Air Act of 1970 is an important environmental law.
What does this legislation require? What effect has it had on air quality?
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Earth’s Atmosphere
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3. The strength of winds can affect pollution and weather.
Name
Date
Key Concept Builder
Class
LESSON 4
Air Quality
Key Concept How do humans impact air quality?
Directions: On the line before each air pollution source listed below, write P if it is a point source or N if it is a
nonpoint source.
1. large city
2. coal-burning power plant
3. erupting volcano
4. swamp microorganisms
5. old factory
6. busy highway
7. airplanes
8. open furnace where trash is burned
Directions: Answer each question on the lines provided.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9. What type of precipitation is often formed when chemicals in the atmosphere combine
with water vapor?
10. What are three lung diseases that can be caused by air pollution?
Earth’s Atmosphere
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Name
Date
Class
Key Concept Builder
LESSON 4
Air Quality
Key Concept How do humans impact air quality?
Directions: Complete this compare-and-contrast matrix by putting a check mark in each box that applies to the
numbered item at the left.
Acid Precipitation
Smog
Particulate
Pollution
1. a result of sunlight acting
on gasoline exhaust
2. a mixture of dust, soot, and
chemicals
3. harmful to human health
4. most harmful to plants
5. contains ozone
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. creates a brownish haze
7. can damage stone
Directions: Answer each question on the lines provided.
8. What are the four kinds of acid precipitation?
9. Which compounds combine with water vapor to form acid precipitation?
10. Which two groups of people are most likely to suffer health problems from breathing
particulate pollution?
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Earth’s Atmosphere
Name
Date
Class
Key Concept Builder
LESSON 4
Air Quality
Key Concept How do humans impact air quality?
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
chemistry
methane
nitrogen dioxide
ozone
sulfur dioxide
sunlight
temperature
wind
1. Marshes and volcanoes are natural sources of
2. The
.
patterns in an area can influence the buildup of
pollutants in the air.
3. A major contributor to smog is
from gasoline exhaust.
4. Acid precipitation affects the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. Although
of rivers and lakes.
is beneficial in the upper atmosphere, it is a
pollutant at ground level.
6. Bacteria in swamps release
into the air.
7. Smog forms when chemicals in the air interact with
8. The
.
of different air layers can determine how polluted the
lower atmosphere becomes.
Earth’s Atmosphere
75
Name
Date
Class
Key Concept Builder
LESSON 4
Air Quality
Key Concept Why do humans monitor air quality standards?
Directions: On the line before each statement, write T if the statement is true or F if the statement is false.
1. The Clean Air Act became law in 1970.
2. Levels of particulate matter in the air have decreased in U.S. cities during the
past 35 years.
3. A problem that persists is unhealthful levels of ground-level ozone in many
cities.
4. Many lakes and rivers are still being harmed by smog.
5. Carpets and cleaning products are examples of indoor air pollutants.
6. The color maroon on the Air Quality Index means that air conditions are
7. The color orange on the Air Quality Index means that air conditions are
unhealthful for sensitive groups.
8. When air pollution levels are high, authorities might advise people to limit
outdoor activities.
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Earth’s Atmosphere
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moderate.
Name
Date
Enrichment
Class
LESSON 4
Tar Sands and Air Pollution
As part of an ongoing search for new
sources of oil, U.S. refineries are planning to
use crude oil extracted from Canadian tar
sands. Tar sands are a combination of clay,
sand, water, and bitumen, a heavy black
viscous oil. Extracting usable oil from the
sands is more complex than conventional oil
recovery. In the extraction process, about 200
kg of tar sands and several barrels of water
are required to produce one barrel (160 L) of
oil. In addition to the large amounts of water
and energy required for processing the tar
sands, the heavy crude oil produced holds
more toxic substances than conventional oil
holds, including higher levels of carbon
dioxide, heavy metals, and sulfur.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Oil Refinery Emissions
To prepare existing facilities for the
process of refining the crude oil from tar
sand, an oil company located in the
Midwest is planning a major expansion and
modernization of its plant. The oil company
has stated publicly that, as a result of the
expansion, emissions of several air pollutants
will increase by more than 20 percent. Levels
of increase considered to be major elsewhere
range from 600 kg to 100,000 kg per year.
The projected emission levels at this refinery
are shown in the table.
Pollutant
Emission Level
Nitrogen dioxide
456,700 kg/y
Carbon dioxide
541,000 kg/y
Particulates
216,700 kg/y
Sulfuric acid mist
12,700 kg/y
Nitrogen dioxide can irritate the cells of
the eyes, nose, throat, and respiratory tract.
Sulfuric acid mist causes mutations of lung
and laryngeal cells, resulting in cancer.
Urban air pollution in some countries
caused as many as 230 million deaths in
the year 2000. An oil refinery manager
denied that the increased emissions would
lead to health risks.
Residents of a neighborhood near the
refinery (who decided to appeal the
construction permit) collected air samples
and discovered five hazardous substances
that can increase the risk of cancer by
causing cell mutations.
State officials approved the permit, stating
that the expansion was good for the state’s
economy and that the state environmental
agency’s goal was to “increase the personal
income of all citizens of the state, while
maintaining and improving environmental
quality without unnecessary requirements.”
Applying Critical-Thinking Skills
Directions: Respond to each statement.
1. Some environmental groups maintain that the state agency gives priority to economic
development even when it conflicts with the state’s core mission of protecting human
health and the environment. Weigh the evidence to decide whether, under this
administration, this statement is true.
2. The following is from a letter to the editor at a Canadian newspaper: “The only way tar
sands will work is for Alberta to invest in nuclear power for the tar sands operations—
thus making them greener.” Evaluate that statement.
Earth’s Atmosphere
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Name
Date
Class
Challenge
LESSON 4
Clean Air Act
Work with a small group of classmates to identify a clean air problem in your school,
community, or state. Write a local, clean air regulatory document to address the problem.
1. Research the texts of the clean air regulatory documents of several states. Note the
documents’ formats.
• Title, such as “Rules and Regulations Pertaining to the Arkansas Clean Indoor Air Act
of 2006”
• Purpose
• Definitions
• Prohibitions or requirements
• Signs and equipment necessary for encouraging compliance
• Public education
• Violations and penalties
• Other
2. Become familiar with the documents and describe the functions of the major sections.
3. Survey your class or members of the community to identify a problem that is
4. Conduct a classroom hearing at which students and other interested parties might
propose solutions to the problem.
5. Prepare a clean air regulatory document that outlines the actions that citizens must
take to solve the problem.
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Earth’s Atmosphere
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contributing to polluted air in your area.
Name
Date
Class
Lab A
40 minutes
Radiant Energy Absorption
The Sun is the source of all energy for Earth. Energy from the Sun is absorbed or reflected
from different surfaces as it radiates toward Earth. Light, bright surfaces reflect energy, and
dark surfaces absorb energy. Land and sea surfaces absorb radiant energy from the Sun, and
air that is in contact with these warm surfaces is warmed through conduction.
Ask a Question
Which surfaces on Earth absorb the most energy from the Sun?
Materials
thermometer
potting soil
lamp
500-mL beaker
spoon
paper towels
sand
clay
stopwatch
Safety
Make Observations
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1. Read and complete a lab safety form.
2. Use the data table below to record your observations of energy transfer.
Type of Surface
Temperature Before
Heating
Temperature After
Heating
Sand
Clay
Topsoil
3. Half-fill a 500-mL beaker with sand. Place a thermometer in the sand and carefully
add enough sand to cover the thermometer bulb––about 2 cm deep. Keep the bulb
under the sand for 1 minute. Record the temperature in the data table.
4. Place the beaker under the light source. Record the temperature after 10 minutes.
5. Repeat steps 3 and 4 using soil and water.
Earth’s Atmosphere
81
Name
Date
Class
Lab A continued
Form a Hypothesis
6. Use the data in your table to form a hypothesis about which surfaces on Earth, such
as forests, wheat fields, lakes, snowy mountaintops, and deserts, will absorb the most
energy from the Sun.
Test Your Hypothesis
7. Decide which materials could best act like the surfaces on Earth from your hypothesis.
8. Repeat the experiment with materials approved by the teacher to test your hypothesis.
9. Examine your data. Do they support your hypothesis? Why or why not?
Analyze and Conclude
10. Infer which types of areas on Earth absorb the most energy from the Sun. Use the
areas listed in step 5 as examples.
cutting down forests, or draining lakes, affect how the Sun’s energy is absorbed or
reflected?
Remember to use scientific
methods.
Make Observations
How might changing the surface of Earth affect
conduction and convection in the atmosphere?
Ask a Question
Form a Hypothesis
Test your Hypothesis
Analyze and Conclude
Communicate Results
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Earth’s Atmosphere
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11. Think Critically How might changing the surface of Earth, such as paving large areas,
Name
Date
Class
Lab A continued
12.
The Big Idea How does the absorption and reflection of thermal energy from
the Sun on Earth’s surface relate to keeping conditions in the atmosphere suitable
for life?
Communicate Your Results
Display data from your initial observations to compare your findings with your classmates’
findings. Explain your hypothesis, experiment results, and conclusions to the class.
Lab Tips
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• If possible, use leaves, straw, shaved ice, and other natural materials to test your
hypothesis.
Earth’s Atmosphere
83
Name
Date
Lab B
Class
40 minutes
Radiant Energy Absorption
Ultimately, the Sun is the source of energy for Earth. Energy from the Sun moves through
the atmosphere and is absorbed and reflected from different surfaces on Earth. Light
surfaces reflect energy, and dark surfaces absorb energy. Both land and sea surfaces absorb
energy from the Sun, and air that is in contact with these surfaces is warmed through
conduction.
Ask a Question
Which surfaces on Earth absorb the most energy from the Sun?
Materials
thermometer
potting soil
lamp
500-mL beaker
spoon
paper towels
sand
clay
stopwatch
Safety
Make Observations
2. Make a data table below to record your observations of energy transfer. Include
columns for Type of Surface, Temperature Before Heating, and Temperature After
Heating.
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Earth’s Atmosphere
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1. Read and complete a lab safety form.
Name
Date
Class
Lab B continued
3. Half-fill a 500-mL beaker with sand. Place a thermometer in the sand and carefully add
enough sand to cover the thermometer bulb––about 2 cm deep. Keep the bulb under
the sand for 1 minute. Record the temperature in the data table.
4. Place the beaker under the light source. Record the temperature after 10 minutes.
5. Repeat steps 3 and 4 using soil and water.
Form a Hypothesis
6. Use the data in your table to form a hypothesis stating which surfaces on Earth, such
as forests, wheat fields, lakes, snowy mountaintops, and deserts, will absorb the most
radiant energy.
Test Your Hypothesis
7. Decide which materials could be used to mimic the surfaces on Earth from your hypothesis.
8. Repeat the experiment with materials approved by the teacher to test your hypothesis.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9. Examine your data. Was your hypothesis supported? Why or why not?
Analyze and Conclude
10. Infer which types of areas on Earth absorb the most energy from the Sun.
11. Think Critically When areas of Earth are changed so
they become more likely to reflect or absorb energy
from the Sun, how might these changes affect
conduction and convection in the atmosphere?
Remember to use scientific
methods.
Make Observations
Ask a Question
Form a Hypothesis
Test your Hypothesis
Analyze and Conclude
Communicate Results
Earth’s Atmosphere
85
Name
Date
Class
Lab B continued
12.
The Big Idea Explain how thermal energy from the Sun being received by and
reflected from Earth’s surface is related to the role of the atmosphere in maintaining
conditions suitable for life.
Communicate Your Results
Display data from your initial observations to compare your findings with your classmates’
findings. Explain your hypothesis, experiment results, and conclusions to the class.
Extension
Lab Tips
• If possible, use leaves, straw, shaved ice, and other natural materials to test your
hypothesis.
86
Earth’s Atmosphere
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What could you add to this investigation to show how cloud cover changes the amount
of radiation that will reach Earth’s surfaces? Design a study that could test the effect of
cloud cover on radiation passing through Earth’s atmosphere. How could you include a way
to show that clouds also reflect radiant energy from the Sun?
Name
Date
Class
Lab C
Exploring Convection
Directions: Use the information and data from the Lab B Radiant Energy Absorption to perform this lab.
You have learned about thermal energy transfer in three forms—radiation, conduction, and
convection. Convection is the most important process for cloud formation. When it is
warm, moist air rises, condenses, and then forms clouds. The big, fluffy white cumulus
clouds you see on a nice summer day are a visible result of warm air rising by convection.
Cloudless skies are an indication of cool air sinking, also by convection. In this lab, you will
design an experiment that explores convection in water as a model of convection in the
atmosphere.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Please note that you must complete Lab B before beginning Lab C. Have your teacher
approve your lab design and safety procedures before beginning your experiment.
Earth’s Atmosphere
87
Name
Date
Class
Chapter Key Concepts Builder
Earth’s Atmosphere
End-of-Chapter Practice
Directions: Form small groups. Take turns presenting questions to the group. Call on members of your group to
discuss the answers. Write the answers that your group has settled on. Then compare your answers with other
groups.
1. How was oxygen added to Earth’s atmosphere?
2. Why does Earth not become hotter from the solar energy it receives?
4. Name three kinds of air pollution that are discussed in the chapter.
Directions: Work with a partner. Select one of the options below. When you have completed the task, present
your findings to the class.
5. Choose one of the following natural sources of air pollution: marsh and swamp
bacteria, cattle, or volcanoes. Learn how much of an effect your chosen source has on
the atmosphere. Write a report about what you have learned.
6. Research the greenhouse effect further. Write a report, explaining in detail how it is
similar to and different from how an actual greenhouse works.
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Earth’s Atmosphere
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3. Define wind.