ࡱ> npklmY =bjbj[[ 19 \9 \3^^ hO_L`d`4VhXhXhXhXhXhXh$wj-m|hbU O_bb|h^^9hdddb"^VhdbVhdd~gg@ķbfgBhh0hg,m@d^mgmgx3aZa@da4b3a3a3a|h|hdR3a3a3ahbbbbm3a3a3a3a3a3a3a3a3a> $: Name Date 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. How does the pH of lemon juice compare to the pH of other substances? Is acid rain a strong acid? 2. Key Concept Why might scientists monitor the pH of rain? 64 Earths Atmosphere Name Date 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 precipitationair pollutionparticulate matterphotochemical smog  Clues Across 2. results from an interaction of sunlight and chemicals in the air 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 Down 1. includes the components smog and particulates Earths Atmosphere 65 Name Date Class   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. a. Acid precipitation falling in lakes and rivers can harm 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 from gasoline mixes with sunlight. b. 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. 66 Earths Atmosphere 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 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. Earths Atmosphere 67 Name Date 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 Concern0 to 50Good51 to 100Moderate101 to 150Unhealthful for Sensitive Groups151 to 200Unhealthful201 to 300Very Unhealthful301 to 500HazardousAnalyze and Conclude 1. Which values on the AQI indicate that the air quality is good? 2. At what value is the air quality unhealthful for anyone who might have allergies and respiratory disorders? 3. Which values would be considered as warnings of emergency conditions? 4. 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. 68 Earths Atmosphere Name Date Class  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. 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). Earths Atmosphere 69 Name Date Class  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? 4. Why do cities located in valleys often have serious air pollution problems? 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.) 70 Earths Atmosphere Name Date Class   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.  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. Practice1. 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? 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?  Earths Atmosphere 71 Name Date 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. 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? Earths Atmosphere 73 Name Date Class   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. chemistrymethanenitrogen dioxideozonesulfur dioxidesunlighttemperaturewind1. 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 of rivers and lakes. 5. Although 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. Earths Atmosphere 75 Name Date Class   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 moderate. 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. 76 Earths Atmosphere Name Date Class   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 thermometerpotting soillamp500-mL beakerspoonpaper towelssandclaystopwatchSafety Make Observations  1. Read and complete a lab safety form.  2. Use the data table below to record your observations of energy transfer. Type of SurfaceTemperature Before HeatingTemperature After HeatingSandClayTopsoil3. Half-fill a 500-mL beaker with sand. Place a thermometer in the sand and carefully add enough sand to cover the thermometer bulbabout 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. Earths Atmosphere 81 Name Date Class   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. 11. Think Critically How might changing the surface of Earth, such as paving large areas, cutting down forests, or draining lakes, affect how the Suns energy is absorbed or reflected?  How might changing the surface of Earth affect conduction and convection in the atmosphere? 82 Earths Atmosphere Name Date Class   12. The Big Idea How does the absorption and reflection of thermal energy from the Sun on Earths 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 If possible, use leaves, straw, shaved ice, and other natural materials to test your hypothesis. 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