Chapter 12.1 outline Air pollution

Clean air mostly N , and O gas with a little CO , argon and water

Harmful amount of other substances = air pollution

Can be solids, liquids or gas

Usually come from humans, can come from natural sources like volcanoes, dust, pollen, spores

Primary pollution – put directly into air by humans

Secondary pollution – form when primary pollutants combine with naturally occurring substances such as water vapor,

Ground-level Ozone – formed when emissions from vehicles react with UV rays and then mix with Oxygen

Sources of Primary Air Pollutants (see table 1, p. 304)

VOC = volatile organic compounds

CO = carbon monoxide

NO = nitrous oxides

SO = sulfur dioxide

PM = particulate matter

History of Air Pollution = whenever something is burned

Motor Vehicle Emmisions source of about 1/3 of air pollution from gasoline powered vehicles

Try to control with catalytic converters, convert HC, CO, and NO to H2O, CO2 and N2

Clean air act of 1970, strengthened in 1990

Gives the EPA, Environmental Protection Act, the authority to regulate vehicle emissions

Gradually eliminated the use of lead in gasoline 90 reduction in lead pollution

Required catalytic converters to be used

California Zero-emmisions vehicle program by the California Air Resources Board

Promotes vehicles that have no emissions from gasoline

16% goal by 2016, use electric or natural gas (methanol)

Industrial Air pollution –

Power plants Sulfur dioxide and nitrogen oxides

VOC = toxic fumes

Dry cleaning, oil refineries, chemical plants, furniture finishers, automobile repair shops

Regulating industrial air pollution

Clean air act requires some to use scrubbers or other pollution control devices

Scrubbers – spray of water that removes many pollutants

Electrostatic precipitators – remove dust particles from cement or coal fired power plants

Smog – visible pollution over urban areas, auto exhaust, sunlight, air, ozone

Temperature inversions – air above is warmer than the air below, this traps pollutants near the earth’s surface sometimes caused by surrounding mountains

Week 30, Environmental Science, Mr. Vaught Mar 31^st – April 4^th, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Chapter 12, Learn the causes and solutions to Air pollution.

3. Extra credit: field guide and community garden and news articles.

4. Continue labs, Winogradsky column, look at water samples with microscopes

6. Please bring 20oz plastic bottles and 16oz glass jars before Wednesday

Monday: 033108

Discuss lab on Acids and bases

Make up quizzes and work from last week

Handouts/homework: See handout on acids and bases.

Research paper making, what resources are used and what pollutants are released in making paper? Write answer in paragraph form, 100-200 words.

Due Wednesday, April 2^nd.

Tuesday: 040108

Quiz on 12.3 Acid rain

Concept review or Critical thinking worksheet.

Handout/Homework: Chapter 12 review, due Thursday

Wednesday: 040208

Making paper from recycled paper, dryer lint, leaves, flowers.

Turn in: paper on paper making

Homework/handout: Chapter 12 review

Bring plastic bottles (20oz) and glass jars(16oz).

Thursday: 04-03-08

In class review

More paper making

Handout/homework:

Homework/handout:

Friday: 04-04-08

Exam on chapter 12.

Turn in journals and review

After completing exam, begin outline for chapter 13 on Atmosphere and climate change

Environmental Journal Topics

033108 If each whole number on the pH scale represents a tenfold change in acidity, with the lower numbers being more acidic, how much more acidic is lemon juice with a pH of 2 than tomato juice with a pH of 4?

040108 Describe a building that is most likely to have poor air quality.

040208 What steps have the EPA, the State of California and the automobile industry taken to reduce air pollution?

040308 What are five ways individuals can reduce air pollution?

040408 What heavy metals are leached out of the soil when the precipitation is acidic?

Chapter 12.3 outline Acid Precipitation = acid rain

What causes Acid precipitation

rain, sleet, snow that is more acidic than normal

when fossil fuels are burned they release primary pollutants SO2 and NOx, oxides of sulfur and nitrogen

these combine with water in the air and form surfuric and nitric acids

flows into streams, rivers and lakes

kills living things including plants and animals

pH (power of hydrogen) scale is used to measure how acidic or basic a substance is

lower #s are more acidic, 7 is neutral, higher #s are more basic

each # increase indicates a 10 fold increase in H+ concentration

pure water has pH of 7.0

normal rain has pH of 5.6, slightly acidic because CO2 in air forms carbonic acid

often acid rain occurs downwind of large cities and industries

plants and animals have evolved to live within a particular pH range, evolution takes very long time (thousands or millions of years)

How acidic precipitation affects soils and plants

Acidification – increase in the concentration of acid, lowers the pH

Causes some nutrients to dissolve and wash away

Causes aluminum and other toxic metals to be released by soil and absorbed by plants

Also causes root damage

SO2 in water vapor (fog) clogs the openings on the surface of plants (suffocating them)

Acid precipitation and aquatic ecosystems

Acidic water can kill plants, fish and other animals

Causes aluminum to leach out of soil and into the water, accumulates in the gills of fish and interferes with oxygen and salt exchange, fish slowly suffocate

Acid shock – very quick change in pH due to snow melting in spring,  large fish kills

Affects reproduction of fish and amphibians, produce fewer eggs and many do not hatch

Off spring that do survive often have birth defects and cannot reproduce

To offset the acidification some states spray powdered limestone (basic) to neutralize acidic lakes. Not feasible to do this with all lakes and streams.

Acid precipitation and humans

release of aluminum and mercury from the soil can pollute our food and poison our body

may also cause respiratory (breathing) problems in children

hurts the fishing industry and forestry

can dissolve calcium carbonate in building materials and monuments (Michael Angelo’s David) made of marble and black crusts to form on historic Greek monuments

International Conflict and Cooperation

Acid precipitation often falls (downwind) 100s of kM away from the source of the pollution – crosses state and international boundaries, making it necessary for countries to work together, be good neighbors, to solve problems.

Chapter 12.2 outline Air, noise and light pollution

Air pollution affects young and old the most

Contributes to existing diseases

Emphysema, heart disease, and lung cancer

$ Americans 10s of billions of dollars to treat respiratory diseases related to air pollution

Short Term Effects (reversible)

Headache, nausea, irritation to eyes, nose, throat, tightness of chest, coughing, upper respiratory infections like pneumonia and bronchitis,

Also contribute to asthma and emphysema

Long term effects

Emphysema, heart disease, and lung cancer

Indoor Air Pollution

Plastics and industrial chemicals

In carpets, building materials, paints, furniture

Sick-building syndrome – buildings that have poor air quality, caused by tightly sealed buildings.

Need to identify and remove the source of indoor air pollution

Ventilation in another way of removing indoor air pollution

Radon Gas – colorless, tasteless, odorless, radioactive, natural

Element produced by the radioactive decay of uranium

Comes from the earth through racks in floors

Can destroy genetic material and cause lung cancer

2^nd leading cause of lung cancer

Asbestos – long, thin fibers made of minerals, used for insulation, strength and resistance to heat or as a fire retardant

Inhaled fibers cut and scar the lungs, caused the disease asbestosis

Difficulty breathing can lead to heart failure

Noise pollution – affects human health and quality of life

Air planes, traffic, construction, factories, home appliances, lawn mowers

Can cause loss of hearing, high blood pressure, stress, loss of sleep, decreased productivity

Intensity of sound measured in decibels (dB)

0 is the faintest sound that can be heard by human ear

Each increase in decibel intensity is 10* louder than previous level

Light pollution – is not a direct hazard to human health

Does affect our environment

Diminishes view of night sky

Is wasted light/energy the source of which is polluting

Solutions are shielding of light so that it is directed downward, using time controls, using low pressure sodium light sources that are very efficient

Week 29, Environmental Science, Mr. Vaught Mar 24^th-28th, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Chapter 12, Air polution

3. Extra credit: field guide and community garden and news articles.

4. Continue labs, Winogradsky column, look at water samples with microscopes

6. Please bring 20oz plastic bottles and 16oz glass jars before Wednesday

Monday: 032408

Discuss: Primary and secondary air pollutants, their sources and effects

Handouts/homework:

Turn in: outline 12.1 and recycled art project (assigned before spring break)

Tuesday: 032508

Read in class about sources and effects of primary pollutants and how we can prevent them

Handout/Homework: outline 12.2

Wednesday: 032608

Quiz 12.1

Turn in: outline 12.2

Homework/handout:

Bring plastic bottles (20oz) and glass jars(16oz).

Thursday: 03-27-08

Handout/homework:

Homework/handout:

Friday: 03-28-08

Begin lab on acid and bases

Turn in journals and outline 5.3

Environmental Journal Topics

032408 What is the difference between a primary and a secondary air pollutant?

032508 Would you voluntarily breathe carbon monoxide, Particulate matter or Volatile Organic compounds? Why or why not?

032608 What are short-term and long-term effects of noise pollution?

032708 Identify 3 long term and 3 short term health effects from air pollution.

032808 How are the Winogradsky columns different than from before spring break?

Chapter 12.1 outline Air pollution

Clean air mostly N , and O gas with a little CO , argon and water

Harmful amount of other substances = air pollution

Can be solids, liquids or gas

Usually come from humans, can come from natural sources like volcanoes, dust, pollen, spores

Primary pollution – put directly into air by humans

Secondary pollution – form when primary pollutants combine with naturally occurring substances such as water vapor,

Ground-level Ozone – formed when emissions from vehicles react with UV rays and then mix with Oxygen

Sources of Primary Air Pollutants (see table 1, p. 304)

VOC = volatile organic compounds

CO = carbon monoxide

NO = nitrous oxides

SO = sulfur dioxide

PM = particulate matter

History of Air Pollution = whenever something is burned

Motor Vehicle Emmisions source of about 1/3 of air pollution from gasoline powered vehicles

Clean air act of 1970, strengthened in 1990

Gives the EPA, Environmental Protection Act, the authority to regulate vehicle emissions

Gradually eliminated the use of lead in gasoline 90 reduction in lead pollution

Required catalytic converters to be used

California Zero-emmisions vehicle program by the California Air Resources Board

Promotes vehicles that have no emissions from gasoline

16% goal by 2016, use electric or natural gas (methanol)

Industrial Air pollution –

Power plants Sulfur dioxide and nitrogen oxides

VOC = toxic fumes

Dry cleaning, oil refineries, chemical plants, furniture finishers, automobile repair shops

Regulating industrial air pollution

Clean air act requires some to use scrubbers or other pollution control devices

Scrubbers – spray of water that removes many pollutants

Electrostatic precipitators – remove dust particles from cement or coal fired power plants

Smog – visible pollution over urban areas, auto exhaust, sunlight, air, ozone

Temperature inversions – air above is warmer than the air below, this traps pollutants near the earth’s surface sometimes caused by surrounding mountains

Recycled Art Project Due Monday the 24^th.

It is possible to make art out of practically anything. Old paper, magazines, cardboard, glass, plastic bottles, shoe boxes, shoes, clothes, scraps of wood, sticks, stones, bones, aluminum cans… The list goes on and on.

You can make collages, dioramas, sculpture, furniture, jewelry, etc.

You are only limited by your creativity and the amount of effort you put into it.

Your assignment is to come up with an art project that uses primarily recycled materials.

You can choose one of the two options below.

1. If you have the materials to do the art project you should do so over spring break and bring it to class on the following Monday to present to the class (Tell the class what it is made of and how you made it).

2. If you do not have the material on hand, need additional materials or advice, or think it might be a good project to do as a class, then you can write a one page proposal to turn in when we return. The proposal should be well thought out. It should list:

• all the materials needed to do the project

• instructions on how to do the project

• an estimate on how long it will take to do the project.

The objective of this project is to have you think about recycling and do something creative over spring break. It should be fun. You should spend at least a couple of hours and put some effort into it (if you just glue two bottle caps together and call it art, your grade will reflect your effort).

If you find that you are stuck in thinking of a project, there are several web sites with examples and suggestions on how to make art from found objects and trash.

In addition to these projects, Outline 12.1 for homework. Due Monday the 24^th.

Week 28, Environmental Science, Mr. Vaught Mar 10rd-14th, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Finish Chapter 11, Water resources

3. Extra credit: field guide and community garden and news articles.

4. Continue labs, Winogradsky column, look at water samples with microscopes

6. Please bring 20oz plastic bottles and 16oz glass jars before Wednesday

Monday: 031008

Discuss: Eutrophication on Illinois River and lake Tenkiller caused by chicken litter from Arkansas. Take notes in class, turn in for participation grade.

Handouts/homework: Chapter 11 review, has an editorial on Oklahoma VS. Arkansas water dispute on the back. Answer the review questions and summarize the editorial in one paragraph. Due Wednesday

Tuesday: 031108

Mircoscope work with winogradsky columns

Turn in: questions and drawings made during class

Handout/Homework: Finish review and summary assigned Monday

Wednesday: 031208

Review for test, recycled art project ideas

Homework/handout: study for chapter 11 exam

Bring plastic bottles (20oz) and glass jars(16oz).

Thursday: 03-13-08

Chapter 11 exam

Turn in all overdue assignments, turn in journals

Handout/homework: Develop a proposal for an art project using recycled materials. Outline 12.1 on air pollution, due Monday the 24^th when we return from break.

Homework/handout:

Friday: 03-14-08

Stained glass, sculpture, 3-d art.

Environmental Journal Topics

031008 Compare and contrast the uses of water in north America and Asia. (figure 5, p 277)

031108 Summarize the Safe Drinking Water Act of 1975.

031208 What produces thermal pollution and how does it kill fish?

031308 What are three examples of heavy metals and where do these pollutants come from?

031408 No journal today

Winogradsky microscope

1. Each person should first make a wet mount slide with the water from one of the 9 columns as demonstrated by your instructor. Label the slide so that others can identify it.

Show this slide to your instructor.

2. Each person should look at each slide, first under low power and then under high power.

What colors do you see?

Are any of them moving?

If they are moving, how do they move?

3. There are three columns that have egg, paper, and sunlight. The only difference is that they have water and mud from different sources. You should compare and contrast each of these three slides under low and high magnification. Are there different organisms or are they in different quantities?

Use colored pencils to draw these organisms under high power in as much detail as possible.

You should have three colored drawings when finished.

4. When we have 5 minutes left in class it is time to clean up. Take the slide you made and wash it under the sink with soapy water. Then place the slide and the cover slip on the paper towel to dry.

Chapter 11 review.

1. What was the purpose of the Clean Water Act?

2. What does potable water mean?

3. Is a leaking oil tanker a point source pollutant or a non-point source pollutant?

4. Where does water enter an aquifer?

5. All the land that is drained by a river is called ________.

6. What are three examples of pathogens?

7. Phosphates and nitrates from laundry detergents or fertilizers lead to artificial _________.

8. The three primary uses of fresh water worldwide are residential, industrial and _________.

9. What % of the world’s water is fresh water?

10. Where do most of the pollutants in Oceans come from?

11. What does the 1990 Oil Pollution Act require?

12. What is the largest watershed in the United States?

13. Why is chlorine added to water in the water treatment process?

14. What are three ways industry uses fresh water?

15. What water management practices have been used to divert water to otherwise dry inhospitable areas?

16. Why is fresh water such a limited resource?

17. What are 5 ways you can use less water at home?

18. Write 3 examples of point source pollutants and non-point source pollutants.

19. Besides parasitic worms and bacteria, what else is considered a pathogen?

20. Why is it so hard to clean ground water?

Honors should also be able to discuss or use the following terms: biomagnification, watersheds, recharge zones, reservoirs, desalinization, water purification, pathogens, artificial eutrophication, phosphates, sewage sludge, aquifers, and point and not-point sources of pollution.

What causes most fresh, surface water pollution, ocean pollution, and ground water pollution and what are methods to clean them up or prevent each of them?

Why don’t we run out of water?

Describe laws that were designed to prevent water pollution.

Chapter 11.1 outline: Water Use and Management

We all live downstream of water pollution (all are affected)

World Health Organization – over 1 billion people lack access to clean, reliable source of fresh water.

Global water use

Most water is used for agriculture (to irrigate crops), except Europe which uses more for industry, the third use is residential

Residential water use (8% world wide)

Average person in US uses about 300L (80 gallons) per day (inside and outside home)

In India average is about 41 liters/day

Water treatment – to make it potable – safe to drink

to remove elements such as mercury, arsenic, and lead which are poisonous to people even in small amounts.

To remove pathogens- organisms that cause illness or disease

Viruses, bacteria, protozoa, and parasitic worms

Often found in water contaminated with sewage or animal feces

Steps in typical drinking water treatment

Filtration, coagulation, filtration, clorination, aeration, fluoride or sodium

Industrial water use (19% worldwide)

To manufacture goods, dispose of waste, generate power (to cool power plants)

1,000 Liters to produce 1kg of aluminum

50,000L to manufacture a car

Agricultral Water Use (67% worldwide)

As much as 80% of water used for agriculture evaporates and never reaches the roo ts

Irrigation – method of watering plants besides precipitation

Water Management Projects

Aqueducts, dams, water diversion canals

Bring water to a dry area to make it habitable

Water diversion projects-

Dams and reservoirs- artificial lakes behind dams

Often displace people who lived by the river before the dam was built

Water conservation- methods to save water

In agriculture – drip irrigation, looses less water to evaporation, seepage or runoff

In industry- recycling water

At home – low flow toilets and shower heads

Xeriscaping- landscaping that uses minimal water, often uses native plants that are adapted to the local climate

Solutions for the future

Desalinization – process of removing salt from salt water

Transporting water – (from Alaskan rivers to California) or towing icebergs

Chapter 11.1 outline: Water resources

Fresh and salt water

Water has been around for billions of years

People need fresh water for drinking and agriculture

People can only live for a few days without water

The water cycle

Earth “water planet” solid, liquid and gas

Evaporation- on surface of earth, change from liquid to gas,

leaves behind salts and other impurities

gas water vapor rises into air, cools, condenses back into liquid  clouds

falls back to earth as rain

Global water distribution

71% of earth is covered with water

97% salt water

3% fresh water

Fresh water 77% frozen in icecaps and glaciers

Fresh water 22% ground water

Fresh water 1% other (rivers, lakes, streams, wetlands) surface water

Surface water is fresh water on Earth’s land surface

Distribution plays vital role in development of human societies and populations

People build near reliable sources of fresh water

Near lakes and rivers

Also used for transportation, crops, industry

River systems- network of rivers and streams that are all connected

Mississippi, Nile, Amazon – largest river system in the world

Watershed- the area of land that is drained by a river system

Amount of water varies throughout the year, snow melt and rain

Ground water – underground

Water percolates through the soil down into the rocks beneath

Water table – level underground where the rocks and soil are saturated – full of water

Aquifers- an underground formation that contains water (like an underground lake)

Consist of rock sand and gravel, lots of space for water (like a sponge)

Ground water can dissolve some rocks like limestone

Porosity- amount of space between the particles that make up a rock, pores, small holes

The more porous a rock the more water it can hold

Permeability- the ability of rock or soil to allow water to flow through it

Permeable- allows water to move through it

Such as sandstone, limestone, gravel or sand

Impermeable – does not allow water to move through it

Recharge zone- permeable layers where surface water can travel through and percolate into an aquifer

Structures such as parking lots and buildings are impermeable to water can reduce the amount of water entering an aquifer.

Aquifers can take 10,000s of years to recharge

Wells- hole dug or drilled to reach ground water

Water is filtered as it travels through the permeable layers making it cleaner that surface water which often has many types of bacteria that cause diseases in humans

Height of water table changes seasonally

Wells may dry up in drought

If pump water from a well faster than it can be recharged then it will go dry

Water bourne diseases

The following are water bourne diseases. Do research on one of the following diseases.

Assigned Friday 02-29-08. Due Tuesday, 03-04-08. Each question worth 10 pts. Drawing is worth 30 points.

Amebiasis (Entamoeba histolytica Infection)

Cryptosporidiosis (Cryptosporidium Infection)

Cyclosporiasis (Cyclospora Infection)

Dracunculiasis (Guinea Worm Disease)

Entamoeba histolytica Infection (Amebiasis)

Giardiasis (Giardia Infection)

Guinea Worm Disease (Dracunculiasis)

1. What causes it?

2. Is it a bacteria or a virus?

3. Draw a picture of it.

4. What are the dimensions of it (how big is it)?

5. Could you see if with our microscopes?

6. What are the symptoms?

7. How is it prevented?

8. In what countries might you catch this disease?

Week 27, Environmental Science, Mr. Vaught Mar 3rd-7th, 2008

Objectives:

1. HFACEnvironmentalScience.blogspot.com

2. Chapter 11, Water resources

3. Extra credit: field guide and community garden and news articles.

4. Continue labs, Winogradsky column

6. Please bring 20oz plastic bottles and 16oz glass jars before Wednesday

Monday: 030308

Discuss: 11.1 and 11.2 Water cycle, water resources, and water management

Handouts: 11.1 and 11.2 quizes (each have an assignment on the back) due Tuesday

Homework: finish quizzes as well as research on a water bourn disease

Also, look at you family’s water bill. Find out how much water you family uses in a month and in a year. Now divide this by the number of people in your family to find out how much water each person uses. You could divide this by 30 for an estimate of how much water you use each day. Finally, what steps could you and your family take to use less water.

Tuesday: 030408

Read and answer questions on Sick Waters: Excess nutrients that harm the health of our waters.

Turn in: quiz 11.1 and 11.2 as well as assignments on back of each of these

Handout/Homework: Outline 11.3 due Thursday

Wednesday: 030508

Botled water vs. tap water

Homework/handout: finish 11.3 outline

Bring plastic bottles (20oz) and glass jars(16oz).

Thursday: 03-06-08

Video commercials for Tap or bottled water

Handout/homework: review for chapter 11, due Monday 3-10-08.

Homework/handout:

Friday: 03-07-08

Notes on Winogradsky columns

Discussion of water pollution

Quiz 11.3

Environmental Journal Topics

030308 Worldwide, what is most fresh water used for?

030408 What is the difference between a point source pollutant and a non-point source pollutant?

030508 Summarize the Clean Water Act. (p. 292-3)

030608 The estuary where the Mississippi flows into the Gulf of Mexico is extremely pollulted. Who should have the responsibility to clean it up – individuals, local, state, or federal government?

030708 Notes on Winogradsky columns.