Lesson 4 | Air and Water Resources



Name Date Class

LESSON 4: 20 minutes

How often do you use water each day?

In most places in the United States, people are fortunate to have an adequate supply

of clean water. When you turn on the faucet, do you think about the value of water as

a resource?

Procedure

1. In the Data and Observations section

below, prepare a two-column table to

collect data on the number of times

you use water in one day. Title the first

column Purpose and the second column

Times Used.

2. In the Purpose column, describe how

you used the water, such as Faucet,

Toilet, Shower/Bath, Dishwasher, Laundry,

Leaks, and Other.

3. In the Times Used column, record and

tally the total number of times you

used water.

4. Calculate the percent that you use

water for each category. In the Data

and Observations section below,

construct a circle graph showing the

percentages of use in a day.

Data and Observations

Think About This

1. For which purpose did you use water the most? The least?

2. Key Concept In which category, or categories, could you conserve water? How?

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LESSON 4

Air and Water Resources

Directions: Study the Venn diagram below. For each term, write its definition. Where circles overlap, explain the

relationship between the terms.

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LESSON 4

Air and Water Resources

A. Importance of Air and Water

1. Air and are resources that you cannot live without.

a. from air helps your body provide energy for your cells.

b. Water helps protect body tissues and maintain body .

c. Water also has a role in many chemical such as the

digestion of food.

d. People use water for other purposes including ,

transportation, and recreation.

2. Burning in homes, vehicles, and power plants produces

air pollution.

a. Air pollution can also be caused by events, such as

volcanic eruptions or forest fires.

b. is a brownish haze produced when nitrogen

compounds and other pollutants in the air react in the presence of sunlight.

c. Smog can be particularly harmful when it is trapped under a layer of warm

and remains in an area for several days.

d. forms when nitrogen and sulfur compounds released

when fossil fuels burn react with water in the atmosphere.

e. Acid precipitation is precipitation that has a(n) less

than 5.6.

f. Materials from forest fires and eruptions can cause

health problems similar to those caused by smog.

3. About 97 percent of water on Earth is water.

a. Out of the total amount of on Earth, only about

0.9 percent is available for humans to use.

b. water containing fertilizers can run off from fields

into rivers and groundwater, reducing the quality of water supplies.

c. In industry, water is often to a point that it can harm

aquatic organisms.

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Lesson Outline continued

B. Managing Air and Water Resources

1. Management of air and water resources must consider both

needs and the needs of

other .

2. can be used to reduce pollution of water and air.

a. The U.S. Act limits the amount of certain pollutants

that can be released into the air.

b. The U.S. Act works to reduce of water pollution.

c. The Safe Act has regulations to protect drinking

water supplies.

3. People can help reduce water pollution by properly disposing of harmful chemicals

so less runs off into rivers and streams.

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LESSON 4: 20 minutes

How much water can a leaky faucet waste?

You are competing for the job of environmental consultant at your school. One of the

competition requirements is to complete an analysis of water waste from existing faucets.

Procedure

1. Read and complete a lab safety form.

2. Catch the water from a leaking

faucet in a beaker. Time the

collection for 1 min with

a stopwatch.

3. Use a 50-mL graduated cylinder to

measure the amount of water lost.

Record the amount of water, in

milliliters per minute, that leaked from

the faucet in your Science Journal.

4. Make a table to show the amount of

water that would leak from the faucet

in 1 hour, 1 day, 1 week, 1 month, and

1 year.

Analyze and Conclude

1. Construct a graph of your data. Label the axes and title your graph. Explain what the

graph illustrates.

2. Describe how many liters of water would be wasted by the leak over a period of one

year. Explain how you arrived at that figure.

3. Key Concept As an environmental consultant, what information and

recommendations would your report contain about water waste in the school?

Natural Resources 69

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LESSON 4

Air and Water Resources

Directions: On each line, write the term or phrase from the word bank that correctly completes each sentence.

Some terms may be used more than once.

|agriculture |conserving water |drinking water |

|freshwater |legislation |life functions |

|natural events |nitrogen |recreation |

|salt water |sulfur |sunlight |

|transportation | | |

1. Water is needed for many .

2. Four uses of water are , ,

, and .

3. Smog is produced when compounds and other pollutants

in the air react in the presence of .

4. Acid precipitation results when and

compounds react with water in the atmosphere.

5. When polluted water runs off into rivers and groundwater, it reduces the amount of

available for sustaining life.

6. is an effective way to reduce air and water pollution.

7. One way people can help manage water resources is by .

8. Forest fires and volcanic eruptions are that release gases

and dust into the atmosphere.

9. Most of Earth’s water is , and about 3 percent

is .

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LESSON 4

Air and Water Resources

Directions: Complete the cause and effect chart with the correct information in the space provided.

|Cause | |Effect on Air and Water Resources |

|A volcano erupts. | |1. |

|Fossil fuels are burned. | |2. |

|Acid precipitation falls on lakes. | |3. |

|Precipitation with a pH level of less | |4. |

|than 5.6 falls on plants. | | |

|A large forest fire occurs in California. | |5. |

|Government officials want to limit | |6. |

|the amount of industrial air pollution. | | |

|A citizen is concerned about the | |7. |

|amount of litter found along a | | |

|riverbank. | | |

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Name Date Class

LESSON 4

Use Percentages

Percent change tells an increase or decrease in a starting value as a percent of the starting value.

To calculate percent change, you must first subtract the starting value from the final value.

Then you divide by the starting value. If the percent is positive, it shows an increase. If the

percent is negative, it shows a decrease. Always write the percent change as a positive percent

in your answer.

In July 2008, a household used 420 kilowatt-hours (kWh) of electricity. In July 2009, the same

household used 380 kWh of electricity. What was the percent change in electricity use?

Step 1 Subtract the starting value from the final value.

380 kWh − 420 kWh = −40 kWh

Step 2 Divide that number by the starting value.

[pic]

The negative percent shows a decrease.

Step 3 Multiply by 100 and add a % sign. Write the percent change as a positive amount,

and tell whether the change was an increase or decrease.

−0.095 × 100 = −9.5%

Electricity use decreased by 9.5%.

Practice

|1. In January 2008, a household used |3. Between 1980 and 2008, the national |

|535 kWh of electricity. In January 2009, |average nitrogen dioxide (NO2) level |

|the same household used 475 kWh of |in the air went from 0.028 ppm to |

|electricity. What was the percent change |0.015 ppm. What was the percent |

|in electricity use? |change in NO2 levels? |

|2. In April 2008, a household used |4. In 2008, the national average lead (Pb) |

|368 kWh of electricity. In April 2009, |level in the air was 0.2 μg/m3. In 1990, |

|the same household used 426 kWh |the national average Pb level in the air |

|of electricity. What was the percent |was 0.9 μg/m3. What was the percent |

|change in electricity use? |change in Pb levels from 1990 to 2008? |

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LESSON 4

Air and Water Resources

Directions: Use your textbook to respond to each statement.

1. Most living things can survive for only a few minutes without air.

Describe how your body uses the oxygen in the air.

2. Water is needed for many body functions.

List five ways in which your body depends on water.

3. Certain substances can pollute the air.

Name five air pollutants.

4. Water, both at Earth’s surface and deep within the ground, can become

polluted.

Explain how farming and certain industrial processes can pollute water.

5. Water and air are two fluids that you cannot live without.

Defend why it is important to manage these resources wisely.

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LESSON 4

Air and Water Resources

Key Concept Why is it important to manage air and water resources wisely?

Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms

may be used more than once or not at all.

|air |asthma attack |freshwater |manage |

|nitrogen |pH |photochemical smog |pollutants |

|pollution |water |soil |sulfur |

All living things need air and water. Without air and water, living things would die. We

need to protect our air and water from (1.) , which is harmful

to all living things.

Air pollution is produced when fossil fuels are burned and (2.)

compounds are released into the air. A reaction occurs when these molecules mix with

other (3.) found in the air in the presence of sunlight. The

brownish haze that results is called (4.) , which can irritate

respiratory systems. In some individuals, it also can increase the chance of a(n)

(5.) . This particular type of pollution is especially harmful

when it is trapped under a layer of warm (6.) for several days

in a row.

Water pollution can be caused by fertilizers, or it can be caused by acid precipitation. Acid

precipitation results when nitrogen and (7.) compounds react

with water in the (8.) . It has a (9.)

of less than 5.6. When acid precipitation falls on land and on lakes, it pollutes the

(10.) and the water. This can kill plants and aquatic animals.

It is important to (11.) air and water resources wisely because

they are essential to the survival of all living things. Given that only 0.9 percent of all

(12.) is available for human use, it is important to find ways to

protect and conserve air and water resources.

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LESSON 4

Air and Water Resources

Key Concept Why is it important to manage air and water resources wisely?

Directions: Answer each question or respond to each statement on the lines provided.

1. List three reasons why water is needed for life functions.

2. List six ways freshwater is used.

3. How much of Earth’s water is freshwater?

4. Why is air needed for living things to survive?

5. Identify the effect smog has on some people.

6. What is acid precipitation?

7. Name two harmful effects of acid precipitation when it falls on land.

8. Given what you know about the importance of air and water for survival, why is it

necessary to manage both resources wisely?

Natural Resources 75

Name Date Class

LESSON 4

Air and Water Resources

Key Concept Why is it important to manage air and water resources wisely?

Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the

statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.

1. Water and air resources are essential for life.

2. There is a relatively short supply of salt water on Earth.

3. Carbon dioxide is needed to provide energy for human cells.

4. Our bodies need water, because it is a main component of blood.

5. Runoff that contains fertilizer can be harmful to aquatic life.

6. The body uses water to help digest food.

7. The burning of fossil fuels causes air pollution.

8. Smog is precipitation that has a pH less than 5.6.

9. Dust and ash from natural events is limited to confined spaces around the world.

10. Acid precipitation occurs when nitrogen and sulfur compounds react with

water in the air.

11. Burning fossil fuels releases nitrogen compounds into the air.

12. It is important to manage resources wisely to sustain life on Earth.

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LESSON 4

Air and Water Resources

Key Concept How can individuals help manage air and water resources wisely?

Directions: Use the diagram to answer each question on the lines provided.

1. What does the line graph show about levels of sulfur compounds in the atmosphere?

2. Based on the trend shown on the graph, do you think the concentration of sulfur

compounds in the atmosphere today is greater than, the same as, or less than in 2005?

Why?

Directions: Answer each question or respond to each statement on the lines provided.

3. Name two examples of how government has managed air and water resources.

4. What are three things you can do to wisely manage the air and water resources you use?

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LESSON 4

Acid Rain

The air pollution created when fossil

fuels burn does not stay in the air forever.

Instead, it can travel great distances and

fall to the ground over large areas as dust

or rain. Acid rain forms when clean rain

comes into contact with pollutants, such as

sulfur dioxide, carbon dioxide, and nitrogen

oxides, in the air.

Although sulfur dioxide and carbon

dioxide occur naturally in the air, burning

fossil fuels adds more of these chemicals,

and then they react with moist air to form

sulfuric acid and nitric acid.

Acid Rain and Our Forests

Acid rain directly affects trees and other

plants that are important to ecosystems.

Acid rain dissolves minerals and nutrients

in the soil and in the leaves of trees,

causing nutrient deficiency. This weakens

the trees, causing slower growth, more

sensitivity to insects and disease, and

problems with surviving cold winters.

Acid Rain and Our Streams,

Lakes, and Marshes

The pH scale measures the acidity or

basicity of a substance. Chemicals that are

very basic or very acidic usually change or

alter whatever they meet, can cause severe

burns, and are often toxic if they are

swallowed.

Most lakes and streams have a pH

between 6 and 8, but as they become more

acidic, the numbers and types of fish and

other organisms that live in these waters

decrease. The table below shows the

pH tolerance of some forms of aquatic life.

|pH Tolerance of Aquatic Life |

| |pH |pH |pH |pH |pH |pH |

| |6.5 |6.0 |5.5 |5.0 |4.5 |4.0 |

|Trout |X |X |X |X | | |

|Bass |X |X |X | | | |

|Perch |X |X |X |X |X | |

|Frogs |X |X |X |X |X |X |

|Salamanders |X |X |X |X | | |

|Clams |X |X | | | | |

|Snails |X |X | | | | |

Applying Critical-Thinking Skills

Directions: Respond to each statement.

1. Evaluate the following statement: In the United States, many large, coal-fired electric

power plants are located in the desert in the southwest. Because there is little rain in the

desert, sulfur dioxides emitted by these generators are less likely to react to form acid

rain, therefore the air pollutants are less likely to cause harm.

2. Analyze the table and describe the order in which the organisms will die as the water

becomes more acidic. Explain what effect the elimination of any organisms might have

on an ecosystem.

78 Natural Resources

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LESSON 4

Acid Rain and Stone

Marble and limestone contain a compound called calcium carbonate, which can be

dissolved by acids. Many buildings and monuments are made of marble and limestone and

are damaged by acid rain. In this activity, you will observe how acid affects chalk, a soft

rock that is made of calcium carbonate.

Materials

|pH paper and color chart or pH meter (pH range 2 to 7) |[pic] cup tap water |

|2 pieces of chalk |[pic] cup white vinegar |

|2 cups or beakers |measuring cup |

|plastic wrap |notebook and pencil |

Procedure

1. Label one cup vinegar and one cup water.

2. Pour [pic] cup vinegar into the cup labeled vinegar.

3. Test the pH of the vinegar and record it.

4. Pour [pic] cup water into the cup labeled water.

5. Test the pH of the water and record it.

6. Repeat steps 3 and 5 two more times and average the three results for each substance.

7. Submerge one piece of chalk in each cup. Add a little more water or vinegar, if needed.

8. Cover each cup with plastic wrap to prevent evaporation; put them in a safe place

overnight.

9. What do you think will happen to the piece of chalk in each cup?

10. The next day, observe the two pieces of chalk.

Questions

1. Which piece of chalk is more worn away? Explain why.

2. Did your observations support your predictions? Explain.

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1–3 class periods

Research Efficient Energy and Resource Use

A community organization is encouraging your school’s board of education to participate in

the “Green Schools” program. Your class has been nominated to research and report on the

present status of energy efficiency and resource use in the school. The results of the report

will be used as information for the presentation. Your task is to choose a natural resource

and collect data about how it is presently used in the school. Your group will then recommend

environmentally responsible management practices.

Question

How can a natural resource be used more wisely at school?

Procedure

1. Read and complete a lab safety form.

2. With your group, choose one of these resources to research its use in your school:

water, land, air, or an energy resource.

3. For your chosen resource, plan how you will research resource use.

What questions will you ask?

How much of the resource is used by the school?

Is it used efficiently? How could it be used more efficiently, or how could it be

conserved?

Have your teacher approve your plan.

4. On a separate sheet of paper, prepare data collection forms like the one in your

textbook to record the results of your research.

5. Conduct your research, and enter the data on the forms.

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6. Review and summarize the data.

Perform any necessary calculations to convert values to annual usage.

7. Conduct interviews, or collect more data about areas of research for which you need

additional information.

8. After analyzing your data, write a proposal suggesting how the resource can be wisely

managed in your school.

9. Compare the elements you addressed in your research with those recommended by a

state or a national environmental organization.

Did your research include everything?

10. Modify your proposal, if necessary.

Record your revisions below.

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Analyze and Conclude

11. Graph and explain the results of your data analysis.

12. Predict one impact on the environment of the existing management practices of

the resource that you audited.

13. The Big Idea Describe two recommendations

that you would make to the school’s board of

education about changes in resource management

practices.

Communicate Your Results

Present the results of your research and your proposal to

the class. Use appropriate visual aids to help make your

points.

84 Natural Resources

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Natural Resources

End-of-Chapter Practice

Directions: Work in a small group to create a plan to use more renewable energy resources in your classroom.

As a group, think about the types of energy resources and the ways renewable and

nonrenewable energy resources are used in your classroom.

|Types of energy resources: |Ways nonrenewable energy |Ways renewable energy |

| |resources are used in our |resources are used in our |

| |classroom: |classroom: |

With your group, focus on one type of nonrenewable energy resource and think about ways

a renewable energy resource could be used instead.

|Nonrenewable energy resource: |

|How can we replace a nonrenewable energy resource with a renewable energy resource? |

Create a plan for how your class can make better use of a renewable energy resource. Your

goal should be to minimize use of a nonrenewable energy resource. Your plan must be

possible with changes that can be made only in your classroom.

|Here’s our plan! |

Present your plan to the class. As a large group, determine if the plan can be put into

action. Your group may need to make revisions based on comments from the class.

Natural Resources 89

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Natural Resources

Multiple Choice

Directions: On the line before each question or statement, write the letter of the correct answer.

1. is a wise use of land as a resource.

A. Burying nuclear waste

B. Reclaiming mined land

C. Cutting large areas of forests

D. Improving crop yields with fertilizers

2. Which activity is the best way to wisely manage nonrenewable resources?

A. using public transportation

B. irrigating crops with rainwater

C. picking up litter around the school

D. cooking with natural gas rather than electricity

Completion

Directions: On each line, write the phrase that correctly completes each sentence.

3. It is important to manage air and water resources wisely because

.

4. Land is considered a resource because

.

5. A wind farm is

.

6. Acid precipitation is

.

7. Photochemical smog is

.

8. An ore is a mineral that

.

9. Reclamation is a process in which land that has been mined

.

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Interpreting a Table

Directions: Complete this table by writing the correct term or phrase on each line.

|Some of Earth’s Energy Resources and Advantages and Disadvantages of Each |

|Resource |Type |One Advantage |One Disadvantage |

| | |of the Resource |of the Resource |

|biomass |10. |reduces the amount of |11. |

| | |organic matter in landfills | |

|coal |nonrenewable |12. |Mining can disrupt |

| | | |habitats. |

| | | | |

|water |renewable |available in the United States |13. |

|energy | | | |

|geothermal |renewable |14. |cannot be used in all |

|energy | | |locations |

|oil and natural gas|nonrenewable |15. |16. |

| | | | |

|nuclear energy |17. |A small amount of fuel produces a large |18. |

| | |amount | |

| | |of energy. | |

|wind energy |renewable |19. |limited to areas with strong winds |

| | | | |

|solar energy |renewable |20. |21. |

| | | | |

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Short Answer

Directions: Respond to each statement on the lines provided.

22. Decide which two renewable energy resources are best suited for use in your home.

Explain your choices and the effects they would have on your family’s energy use.

Concept Application

Directions: Respond to each statement on the lines provided. Use complete sentences.

23. Suppose you are a farmer who grows corn only for a local farmer’s market. Explain

how your farm would affect the land and how you would manage your land wisely.

24. Expand on the scenario described above by explaining how your farming would help

manage Earth’s air and water resources.

98 Natural Resources

-----------------------

Launch Lab

Content Vocabulary

1. photochemical smog

2. acid precipitation

3.

Lesson Outline

MiniLab

Content Practice A

Content Practice B

[pic]

Math Skills

School to Home

Key Concept Builder

Key Concept Builder

Key Concept Builder

Key Concept Builder

Enrichment

Challenge

Lab A

Lab A continued

Lab A continued

[pic]

Chapter Key Concepts Builder

Chapter Test Study Guide

Chapter Test Study Guide

Chapter Test Study Guide

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