Chapter 16 Air Pollution

1/19/2016

Today, Monday, we will complete our online test for Chapter 15. 


CHAPTER 16 AIR POLLUTION

Powerpoint 
Chapter Overview
This chapter explains the different types of air pollution. Sources of air pollution, both natural and anthropogenic, are discussed in this chapter. The effects of air pollution are also considered as well as remediation and prevention of air pollutants.

Chapter 16 Case Study, "The Great London Smog," (pg 346) due Monday

Cornell Notes Questions and DOL are due Friday

Questions for Review
1. What are secondary pollutants and how are they formed from chemical reactions with primary pollutants?
 
2. What are natural sources of air quality degradation? What are anthropogenic sources of air pollution?
 
3. What is the difference between stratospheric ozone and tropospheric ozone?
 
4. Why is indoor air pollution more dangerous than outdoor air pollution? What is an example of one such pollutant in your house and what could you do to eliminate this pollutant from your indoor air?

Practice Questions
Multiple Choice:Directions for questions 1-5: The lettered choices below correspond to the descriptions given in questions 1-5. Select the one lettered choice that best fits each statement. Each choice may be used once, more than once, or not at all.
(A) NOx
(B) SOx
(C) O3
(D) CFCs
(E) VOCs
1. responsible for ozone depletion
2. shields Earth from UV rays
3. produced primarily by burning coal
4. produced primarily by fuel combustion in transportation
5. methane is one that is produced in rice paddies by bacteria
 
6. About 70% of airborne mercury is derived from all of the following EXCEPT
(A) burning coal
(B) smelting of metal ores
(C) mining
(D) waste incineration
(E) flooding behind a dam
 
7. In order for precipitation to be considered acidic, the pH of acid precipitation
must be _____________.
(A) below 7
(B) below 5.6
(C) between 4-6
(D) below 6.5
(E) between 6-7



 Use the following graph to answer questions 8-10


8. What is one likely reason that all pollutants decreased with the exceptions of
nitrogen oxides and particulates?
(A) Population has decreased.
(B) All pollution has increased.
(C) Emissions criteria for all pollutants EXCEPT NOx and particulates have decreased.
(D) Economic activity has increased.
(E) Economic activity has decreased.
 
9. The primary reason for the decrease in CO is
(A) increased biofuel production
(B) increased fuel efficiency in cars
(C) electrostatic precipitators required at all power plants
(D) catalytic converters required on all cars
(E) smokestack scrubbers
 
10. With reference to the graphs, what is the significance of the date 1970?
(A) The Clean Air Act was ratified by Congress and signed into law by the President.
(B) The hippie generation started their war to save the environment.
(C) President Kennedy signed NEPA into law.
(D) Rachel Carson’s book told of the dangers of air pollutants.
(E) There was a general awareness of the dangers of pesticides.


Free-Response Question: During class Thursday
Directions: Answer all parts of the following question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. When a calculation is required, be sure to show how you arrived at your answer.
 
1. Heavy metals and other pollutants are products of our industrialized society.
     (a) Identify TWO heavy metals.
          (i) For one of the heavy metals identified in part (a), explain
               how that substance finds its way into the human body.
          (ii) For one of the heavy metals identified in part (a), describe
               a possible  health effect that results from exposure to that
               substance.
      (b) Identify TWO pollutants that result from burning fossil fuels.
           You may not use any of the heavy metals you gave in part 
             (a).
            (i) For one of the pollutants identified in part (b), identify an
              environmental effect that results from that pollutant.
           (ii) For one of the pollutants identified in part (b), explain
                a method to reduce the production of that pollutant.
         (c) Identify and describe ONE federal law that may help       
               regulate the  pollutants described in the previous sections. 

Ocean Acidification Activity complete in class Friday
Student:_________________________________________________
 
Procedure:
1. Put 50 mL of ocean water in a beaker.
2. Place a few drops of bromothymol blue into the ocean water. Record the color.
3. Use pH paper to record the initial pH of the ocean water. Create a data table for initial, middle, and final pH and color.
4. Using a straw, blow into the ocean water until the indicator changes colors. It should change two times.
5. As the color changes, record the pH at each different color.

Questions to Consider:
1. What was the initial color of the ocean water containing the indicator? What is the corresponding pH? Is that acidic, basic, or neutral?
 
2. What happened to the color as you blew through the straw?
 
3. What happened to the pH as you blew through the straw?
 
4. What is the identity of the gas being disseminated into the ocean water? 

Conclusions:
1. Why did the pH change as you blew through the straw?
 
2. What are the implications of burning fossil fuels to the pH of the oceans?Why are these ideas a problem for ocean ecosystems?
 
3. Do you see any connection(s) between global warming and this activity? 


Particulate Collection Activity

Timeline:
Tuesday - Brainstorm the sources of particulate pollution and make a decision about where to place samples.
Wednesday - Prepare and place samples in locations around the school. Prepare Schoenbein papers for ozone testing.
Thursday - Retrieve samples, and place Schoenbein papers for Ozone testing.
Friday - Retrieve Schoenbein papers and complete the Ocean Acidification lab






Tropospheric Ozone investigation in class on Wednesday.

Lab Report is due Wednesday 1.27.2016