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Step 6 in lesson plan

Step 7 in lesson plan

Step 8 in lesson plan


Explanation of controls and settings

Students will be able to change around the levels of the following factors:

The weather factors that students will be able to change around are the following: clouds/sky cover, wind, and temperature. The emission factors that students will be able to change are the following: the amount of energy sources, cars and trucks, off-road vehicles, consumer products, and industries. Students will also be able to change the population of their city.

An inversion is when air temperature increases with height. This inhibits pollutants from mixing vertically, which can cause very polluted conditions near the ground.

Step-by-step suggested lesson plan

Instructor Activity Student Activity
Measurements. Take your students outside and conduct the GLOBE protocols. Students should set up the ozone strip, take the air and surface temperature, observe the sky for clouds, and measure humidity and wind direction. Students take measurements and record their data.
Review. Take one minute to review stratospheric, “good” ozone. Remind students that this ozone high in the atmosphere protects Earth from the Sun’s ultraviolet radiation. Students listen.
Brainstorm. Brainstorm with students about ways to classify air pollutants, to help students recognize the diverse nature of air pollution. Specifically: 1. Some are visible (particles that form haze), while others are invisible gases; 2. Their origin can be manmade (factories, cars), natural (wildfires, volcanoes), or in between (e.g., emitted by cattle raised by humans); 3. Some affect health, others affect climate. Ask students whether they know of health effects that can be caused by air pollution. Students participate in discussion and answer questions on p. 1-2.
Discussion. Explain that even though there are many air pollutants, we will focus on tropospheric or “bad” ozone because students can measure ozone and it causes serious impacts. Discuss how low-level ozone is formed from other pollutants reacting in sunlight, and its negative health effects. Students listen
Optional video. As a summary of the “dual” nature of ozone covered in Lesson Four and Lesson Five, you may show the class the video clip entitled Ozone: Harmful and Helpful, available at http://player.discoveryeducation.com /index.cfm?guidAssetId=E320368D-9247-4FDC-9949- B7E8983E67E&blnFromSearch=1&productcode=US . Students watch video.
Online Activity 1: Air Quality Index. This activity guides students to explore the meaning of EPA’s Air Quality Index in a fun and simple way. Teachers will act as a guide, answering questions but also letting students explore and learn on the computer on their own. Students complete online activity, following instructions and answering questions on journal p. 3.
Online Activity 2: Ozone Scavenger Hunt. This activity leads students on an “Ozone scavenger hunt” to explore recent, current and forecast air quality conditions across the country and in their home town. The activity uses EPA’s AirNow website, http://www.airnow.gov/ . The Journal worksheets guide students through the scavenger hunt. Students complete online activity, following instructions and answering questions on journal p. 4-5
On-line Activity 3: Smog City 2 simulation. Students will be able to try out a simulation about tropospheric ozone levels on EPA’s website for kids. This simulation allows students to change the levels of various factors in order to see how it affects the Air Quality Index and the amount of ozone during an entire day. Use the chart given to make sure that students understand each level of each factor – for example, that Level 1 of Sky Cover means “sunny”, and that Level 3 means “cloudy.” The lesson will help students think about hypotheses of measurement correlations (next step). Students complete online activity, following instructions and answering questions on journal p. 6-7.
Hypotheses based on measurements. Now that students understand how tropospheric ozone forms, they will create hypotheses regarding expected relationships between the daily GLOBE measurements. For example, do they think that on days that that the air temperature is higher there will be more ozone measured in the air? Let students make these hypotheses on their own in their journals – they have learned enough to make some educated guesses. Students will write down the trends they think they will see in their GLOBE measurement data. On Day Seven, they will use their final data to either refute or support their initial hypotheses. Students think about relationships between ozone and meteorology based on what they’ve learned in class and in Smog City 2 simulation, and fill out chart with their hypotheses (p. 8).
Take your class outside, and scan the ozone strip. Also, retake the surface and air temperature, and the humidity so that students can take the average of these measurements in order to supplement their ozone measurements. Students take measurements and record data on their data sheets.

Expected outcomes

  1. Students will begin to appreciate the diverse nature of air pollution and brainstorm ways to classify different types of air pollutants.
  2. Students will be able to define tropospheric ozone, and will understand how this is ozone is created and how it effects our health.
  3. Students will know how to read the EPA’s Air Quality Index. Using this knowledge, they will be able to read local and national ozone maps, and will also know the relation between AQI index values and ozone concentration in units of parts per billion (ppb).
  4. Students will create hypotheses regarding what they think the relationships are between the GLOBE measurements they take every day.

Questions & Answers

where we get a research paper on Nano chemistry....?
Maira Reply
what are the products of Nano chemistry?
Maira Reply
There are lots of products of nano chemistry... Like nano coatings.....carbon fiber.. And lots of others..
Even nanotechnology is pretty much all about chemistry... Its the chemistry on quantum or atomic level
no nanotechnology is also a part of physics and maths it requires angle formulas and some pressure regarding concepts
Preparation and Applications of Nanomaterial for Drug Delivery
Hafiz Reply
Application of nanotechnology in medicine
what is variations in raman spectra for nanomaterials
Jyoti Reply
I only see partial conversation and what's the question here!
Crow Reply
what about nanotechnology for water purification
RAW Reply
please someone correct me if I'm wrong but I think one can use nanoparticles, specially silver nanoparticles for water treatment.
yes that's correct
I think
Nasa has use it in the 60's, copper as water purification in the moon travel.
nanocopper obvius
what is the stm
Brian Reply
is there industrial application of fullrenes. What is the method to prepare fullrene on large scale.?
industrial application...? mmm I think on the medical side as drug carrier, but you should go deeper on your research, I may be wrong
How we are making nano material?
what is a peer
What is meant by 'nano scale'?
What is STMs full form?
scanning tunneling microscope
how nano science is used for hydrophobicity
Do u think that Graphene and Fullrene fiber can be used to make Air Plane body structure the lightest and strongest. Rafiq
what is differents between GO and RGO?
what is simplest way to understand the applications of nano robots used to detect the cancer affected cell of human body.? How this robot is carried to required site of body cell.? what will be the carrier material and how can be detected that correct delivery of drug is done Rafiq
analytical skills graphene is prepared to kill any type viruses .
Any one who tell me about Preparation and application of Nanomaterial for drug Delivery
what is Nano technology ?
Bob Reply
write examples of Nano molecule?
The nanotechnology is as new science, to scale nanometric
nanotechnology is the study, desing, synthesis, manipulation and application of materials and functional systems through control of matter at nanoscale
Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
what school?
biomolecules are e building blocks of every organics and inorganic materials.
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Rice air curriculum. OpenStax CNX. May 09, 2010 Download for free at http://cnx.org/content/col11200/1.1
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