AIR POLLUTION UNIT
Section 12.1: What Causes Air Pollution?
Objectives
1. Name five primary air pollutants, and give sources for each.
2. Name the two major sources of air pollution in urban areas.
3. Describe the way in which smog forms.
4. Explain the way in which a thermal inversion traps air pollution.
IN YOUR DAILY JOURNAL ANSWER THE FOLLOWING
QUESTIONS:
1. Students complete the vocabulary for this section in your journal.
2. Students use the photo of Nagano, Japan, in the chapter opener on page 302 and discuss
how air pollution can affect Olympic athletes.
3. Comparing Cigarette Smoke and Pollution, Poll class to find out how many students smoke. Discuss
the effects of smoking and compare them to the effects of air pollution. Discuss who should be held
accountable in each case.
4. Pairs of students take turns reading and summarizing the primary pollutants in Table 1 on page 304.
Then summarize and offer examples of each category in your journal.
5. Students investigate on the internet methods automakers are using and planning to use to reduce auto
emissions. Write your findings in your daily journal
6. Discuss your contributions to air pollution and when and how they would act to change their
behaviors.
7. Evaluating Car Use, Students analyze their transportation habits. They list the places they go by car
and by walking. They note the distances they ride and walk, and discuss whether they might change
any travel habits.
8. The Donora, Pennsylvania, Killer Smog, SE. Students read the article and answer the “What Do You
Think?” questions page 325.
9. Section Review What Causes Air Pollution? Answer questions 1–6 on page 308.
Students Complete the Following Handouts/Labs and turn in when
complete
1.
Map - Students use a map showing air pollution levels in Massachusetts to answer
questions
Section12.2: Air, Noise, and Light Pollution
Objectives
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AIR POLLUTION UNIT
1. Describe three possible short-term effects and long-term effects of air pollution on human
health.
2. Explain what causes indoor air pollution and how it can be prevented.
3. Describe three human health problems caused by noise pollution.
4. Describe solutions to energy waste caused by light pollution.
IN YOUR DAILY JOURNAL ANSWER THE FOLLOWING QUESTIONS:
1. Students complete the vocabulary for this section in your journal.
2. Students discuss why human lungs have a large surface area and the effects of pollutants on the
lungs.
3. Case Study Ozone Action Days, page 310-311. Students read the case study and answer the Critical
Thinking questions.
4. Indoor Air Pollutants. Students study the diagram of a house to note some indoor air pollutants and
their sources.
5. Students list things that might pollute the air in their school or home, using Figure 9 on page 311 as a
guide.
6. Asbestos Contamination, students research on the intenet Asbestos and answer the following
questions:

Is asbestos a problem in this area? If so, where and why?

What are the effects of asbestos on human health?

How can asbestos contamination be dealt with?
7. Radon Gas, Students complete internet research on the air pollution and health problems associated
with radon, and write a paragraph about their findings.
8. Field Activity Light Pollution, Students observe their neighborhood after dark and note efficient
and inefficient uses of light. Put your observations in your journal
9. Maps in Action Light Sources Students use the map of light sources on Earth to answer the
questions. Page 324
10. Section Review Air, Noise, and Light Pollution, Answer questions 1–6 page 313.
Students Complete the Following Handouts/Labs and turn in when
complete
10.Identifying Sources of Pollution, Students identify and list materials that are potential sources of
pollution in their homes. They determine how to reduce the amounts of these products and learn
how to use and dispose of existing ones safely.
Section 12.3: Acid Precipitation
Objectives
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AIR POLLUTION UNIT
1. Explain the causes of acid precipitation.
2. Explain how acid precipitation affects plants, soils, and aquatic ecosystems.
3. Describe three ways that acid precipitation affects humans.
4. Describe ways that countries are working together to solve the problem of acid precipitation.
IN YOUR DAILY JOURNAL ANSWER THE FOLLOWING QUESTIONS:
1. Students complete the vocabulary for this section in your journal.
2. Students discuss why areas downwind from major producers of particulate pollutants have
more rainfall than areas that are upwind.
3. Students discuss how acid rain is formed. Point out the irony that pollutants introduced into the
atmosphere by cars create acid rain that causes the paint on cars to fade.
4. Students research on the internet the effects of acid precipitation on structures such as statues and
buildings. Then find out what protective measures are being taken. Then share your findings in your
journal.
5. Neutralizing Acid Precipitation, page 316. Students check the pH of a mixture of vinegar and water.
Then note what happens when chalk is added to the mixture.
6. Section Review Acid Precipitation. Answer questions 1–6 on page 317
7. Students write a paragraph on whether they think it’s better to prevent the release of pollutants by
using expensive equipment or to find ways of cleaning up the effects of acid precipitation.
Students Complete the Following Handouts/Labs and turn in when
complete
Complete one of these two labs at the end of Chapter 12 – You Choose!
1. In-Text Exploration Lab page 322-323 the Acid Test. Students to complete the in text lab in their
lab composition books.
2. Field Activity Lab Analyzing Particulate Pollution, \ Students determine the extent of particulate
pollution in their community by collecting air particulates from different locations. They analyze
their data to determine where the worst pollution exists. Finally, they identify ways to reduce
particulate pollution.
FINAL CHAPTER 12
Chapter Review 12 page 319-321 Questions 1-20 required for a C
1-24 for a B
Choose 6 additional questions from 25-36 for an A
Chapter 12 Test
AIR POLLUTION UNIT
Section 13.1: Climate and Climate Change
Objectives
1. Explain the difference between weather and climate.
2. Identify four factors that determine climate.
3. Explain why different parts of the earth have different climates.
4. Explain what causes the seasons.
IN YOUR DAILY JOURNAL ANSWER THE FOLLOWING QUESTIONS:
1. Quick Lab Investigating Prevailing Winds page 330. Students analyze how the motion of water is
related to prevailing winds.
2. Case Study Ice Cores: Reconstructing Past Climates, page 330-331. Students read the case study
and answer the Critical Thinking questions.
4. Students draw a line graph of the annual precipitation over the span of four decades for a
U.S. city on the west coast (obtained from the internet). Students calculate the deviation in
the annual rainfall amounts during the El Niño years in the west coast U.S. city they
researched page 332.
5. Section Review Climate and Climate Change Answer questions 1–6 for page 334
Section 13.2: The Ozone Shield
Objectives
1. Explain how the ozone layer shields the Earth from much of the sun’s harmful radiation.
2. Explain how chlorofluorocarbons damage the ozone layer.
3. Explain the process by which the ozone hole forms.
4. Describe the damaging effects of ultraviolet radiation.
5. Explain why the threat to the ozone layer is still continuing today.
IN YOUR DAILY JOURNAL ANSWER THE FOLLOWING QUESTIONS:
1. If you or someone you know has had a painful sunburn, discuss how long it took to get it. Discuss
what might happen if the Earth’s ozone layer becomes depleted.
2. Students examine the graphic pages 335-337, to learn how CFCs deplete the ozone layer. Students
use the graphic to learn how depletion of the ozone layer allows more UV radiation to reach the
Earth’s surface. Explain how the CFCs that are causing damage to the ozone layer may have entered
the atmosphere 15 or more years ago.
3. Section Review The Ozone Shield, Answer questions 1–6 on page 338
Section 13.3: Global Warming
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AIR POLLUTION UNIT
Objectives
1. Explain why Earth’s atmosphere is like the glass in a greenhouse.
2. Explain why carbon dioxide in the atmosphere appears to be increasing.
3. Explain why many scientists think that the Earth’s climate may be becoming increasingly
warmer.
4. Describe what a warmer Earth might be like.
IN YOUR DAILY JOURNAL ANSWER THE FOLLOWING QUESTIONS:
1. Define Section vocabulary.
2. Discuss whether you think the seasonal temperatures have changed over the past years, and
what effect this might have in the future.
3. Students examine a topographic map page 333 or see model, of a low-lying U.S. coastal region and
discuss what would happen if the polar icecaps were to melt as a result of global warming.
4. How the Greenhouse Effect Works. Students use the graphic on page 339 to understand what causes
the greenhouse effect. Describe how the greenhouse effect works.
5. Internet Activity Researching Alternative Fuel Vehicles, Students research and evaluate an
alternative-fuel vehicle currently available to the public.
6. Making a Difference Ozone Scientist, SE. Students read the article and answer the questions titled,
“What Do You Think?” page 352-353
7. Total World Emissions of Carbon Dioxide. Students read the pie graphs on page 345, and discuss the
conflict between developing and developed countries over future CO2 emissions that could increase
global warming.
8. Students examine Figure 22 on page 345 and calculate the percent difference in projected emissions
for a given country and then make additional calculations based on the two graphs.
9. How Much Does a Car Really Cost? Students complete research to determine the cost of owning,
operating, and maintaining a car, and calculate its total annual emissions.
10. Section Review Global Warming, Answer questions 1–6 on page 345.
Students Complete the Following Handouts/Labs and turn in when
complete
Complete one of the following – You Choose!
AIR POLLUTION UNIT
Global Warming in a Jar,. Students construct a greenhouse in a jar to model the warming of the
Earth. They design and perform an experiment to answer a question of their choice about global
warming.
Inquiry Lab: page 350-351 Build a Model of Global Air Movement, SE. Students create a closed
system to model Earth’s air movement, and observe the pattern by watching a trail of smoke trace
the path of air.
How Effective Are Sunscreens? CRF. Students compare the effects of sunscreens of varying SPF
ratings.
FINAL CHAPTER 13
Chapter Review 13 page 347-349 Questions 1-20 required for a C
1-24 for a B
Choose 6 additional questions from 25-36 for an A
Chapter 13 Test
Air Pollution Rubric
Chapters 12/13
Journal activities for each section/
Please label and number each entry while using complete sentences.
120 pts
Outline of each Chapter with vocabulary
definitions required for an A
10 pts/per Chapter
Labs – Complete two

Analyzing Particle Pollution
40 pts

The Acid Test
40 pts

How Effective are Sunscreens?
40 pts

Global Warning Lab
40 pts
Complete two of the above labs
Total Points
200 points
A = 180-200 points plus additional tasks
B = 160-179 points
C = 140-169 points
D = 120-139 points
F = 119 and below
Chapter Review and Chapter Test will be graded as separate items.
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