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Step 6 in lesson plan

Step 7 in lesson plan

Step 8 in lesson plan

http://www.smogcity2.org/smogcity.cfm?preset=ozone

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

how can chip be made from sand
Eke Reply
is this allso about nanoscale material
Almas
are nano particles real
Missy Reply
yeah
Joseph
Hello, if I study Physics teacher in bachelor, can I study Nanotechnology in master?
Lale Reply
no can't
Lohitha
where is the latest information on a no technology how can I find it
William
currently
William
where we get a research paper on Nano chemistry....?
Maira Reply
nanopartical of organic/inorganic / physical chemistry , pdf / thesis / review
Ali
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..
learn
Even nanotechnology is pretty much all about chemistry... Its the chemistry on quantum or atomic level
learn
Google
da
no nanotechnology is also a part of physics and maths it requires angle formulas and some pressure regarding concepts
Bhagvanji
hey
Giriraj
Preparation and Applications of Nanomaterial for Drug Delivery
Hafiz Reply
revolt
da
Application of nanotechnology in medicine
has a lot of application modern world
Kamaluddeen
yes
narayan
what is variations in raman spectra for nanomaterials
Jyoti Reply
ya I also want to know the raman spectra
Bhagvanji
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.
Damian
yes that's correct
Professor
I think
Professor
Nasa has use it in the 60's, copper as water purification in the moon travel.
Alexandre
nanocopper obvius
Alexandre
what is the stm
Brian Reply
is there industrial application of fullrenes. What is the method to prepare fullrene on large scale.?
Rafiq
industrial application...? mmm I think on the medical side as drug carrier, but you should go deeper on your research, I may be wrong
Damian
How we are making nano material?
LITNING Reply
what is a peer
LITNING Reply
What is meant by 'nano scale'?
LITNING Reply
What is STMs full form?
LITNING
scanning tunneling microscope
Sahil
how nano science is used for hydrophobicity
Santosh
Do u think that Graphene and Fullrene fiber can be used to make Air Plane body structure the lightest and strongest. Rafiq
Rafiq
what is differents between GO and RGO?
Mahi
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
Rafiq
if virus is killing to make ARTIFICIAL DNA OF GRAPHENE FOR KILLED THE VIRUS .THIS IS OUR ASSUMPTION
Anam
analytical skills graphene is prepared to kill any type viruses .
Anam
Any one who tell me about Preparation and application of Nanomaterial for drug Delivery
Hafiz
what is Nano technology ?
Bob Reply
write examples of Nano molecule?
Bob
The nanotechnology is as new science, to scale nanometric
brayan
nanotechnology is the study, desing, synthesis, manipulation and application of materials and functional systems through control of matter at nanoscale
Damian
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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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