e4 Science and Society - Wolf...

Unit 4

Science and Society

Unit 4 Science and Society

LESSON OUTLINE:

I. Acid Rain Lab: Acid rain is an environmental concern in parts of the country where the chemistry of rain is interacting with the biotic and abiotic environment. a. The students will go through an

8-station lab to explore acid rain. Students will measure the pH of water samples, investigate acid rain effects on plants, lakes, rocks and soils, chart the path of acid rain from source to deposition, and estimate the contribution of automobiles to the acid rain problem in their community. Watch a video “Acid Rain: The Invisible Threat”

b. Notes on acid rain II. Automobile Emissions Poster Project:

Students will research ways to reduce automobile exhaust emissions and develop a poster to explain their findings as to why their solution will reduce emissions. a. Read 528-531 from text and

answer questions. III. U of M Magrath Library: learning

research tools and effective poster design elements.

KEY CONCEPTS:

Acid rain is natural starting point for studying human’s impact on the environment since it requires the study the chemical process and the interaction with the environment.

Automobiles are one of the major contributors of acid rain chemistry, and one that students can relate to easily. OUTCOMES:

Upon completion of this lesson, students will be able to:

1. read pH paper and measure acid rain water treatments.

2. hypothesize about buffering acid rain

3. determine what abiotic factors in an environment will influence the effect of acid rain.

4. diagram where parts of the east and Midwest are most impacted by acid rain, and what factors influence this effect.

5. develop an argument to reduce automobile exhaust emissions and present it in a poster format.

GRADUATION STANDARDS:

The following MN graduation standards apply: 8.3.2.2.1 Describe how the composition and structure of the Earth's atmosphere affects energy absorption, climate, and the distribution of particulates and gases. 8.3.4.1.2 Recognize that land and water use practices can affect natural processes and that natural processes interfere and interact with human systems. 9.3.4.1.2 Explain how human activity and natural processes are altering the hydrosphere, biosphere, lithosphere and atmosphere, including pollution, topography and climate.


Learning Activities: I. Acid Rain Lab: (4 hours)

***This unit is from Acid Rain: The Invisible Threat Videolab*** Hands-on lab activities plus video provide multi-learning approach to science. Measure the pH of water samples, investigate effects of rain on plants and soils, create acid rain posters, chart the path of acid rain from source to deposition, and estimate the contribution of automobiles to the acid rain problem. Includes the videotape Acid Rain: The Invisible Threat, Teacher’s Guide, and enough materials for nine lab stations. Recommended for grades 7 through 12. a. Materials

i. See list in Acid Rain: The Invisible Threat Videolab b. Procedure

i. Station 1: Test 8 substances with pH paper and record pH on student answer sheet.

ii. Station 2: Measure pH of the “acid rain water” before and after dripping it through granite gravel and limestone gravel record the change in pH and answer questions on student answer sheet.

iii. Station 3: Make hypothesis regarding the number of spoonfuls of lime needed to neutralize the pH of the lake water back to 7. Then test your hypothesis and record your results on the student answer sheet.

iv. Station 4: Building Material – test the reaction of hydrochloric acid on different building materials, record the observations on the student answer sheet, answer the questions.

v. Station 5: Create a map of the region with rivers, lakes, mountain ranges, wind belts, industrial zones, high auto use zones, bedrock type, and acid deposition areas.

vi. Station 6: Create a bumper sticker and/or button with a slogan that promotes things to do to reduce acid rain.

vii. Station 7: Determine the amount of CO2 added to the atmosphere by our city.

1. Determine the number of people, the number of cars, the number of miles driven, and the output per car.

viii. Station 8: Describe the reaction of plants to acid rain. Put drops of acid rain water on the leaves of plants, observe the reaction of the leaves over the next few days/weeks as the plants continue to grow in the classroom. Students use stickers to label the leaves that they have put acid on.


ix. Station 9: Measure pH of the “acid rain water” before and after dripping it through local soil and calcareous soil, record the change in pH and answer questions on student answer sheet.

II. Identify the Problem: (1 hour)

a. Since automobiles are a contributor to acid rain, students will, in their own words, explain how trends in automobile use make it hard to improve air quality, and answer the question what kinds of pollution do automobiles cause?

b. Read pp. 528 to 531 in Prentice Hall Science Explorer ©2009 Earth Science. Answer the questions in the section review.

III. Analyze the Options: (1 hour) The students will examine options for solutions to the acid rain problem. They will look at how vehicle emissions impact the problem.

a. Use the following graphs projected or copies given to the students to help them answer the following questions:

i. What are some ways to reduce the pollution caused by cars? ii. Should these actions be voluntary, or should governments require

them? Graph 1:Vehicle Fuel Economy


Graph 2: Number of Cars in Use Worldwide

IV. Find a Solution:

Students will synthesize the exploration and investigations that they have been doing on acid rain and the relationship that has with automobile emissions. a. Students are asked “How would you encourage people to try to reduce

the pollution from cars?” Create a visual poster with research-based ideas to explain your solution.

i. Use the following guidelines from the University of Minnesota Libraries to guide students in the poster making process.


b. Present these solutions to the students as possible research solutions to reduce automobile emissions.

i. Mass Transit ii. Bicycles and walking iii. Less polluting engines iv. Less polluting fuels v. Emission control devices vi. Car exhaust inspections vii. Improve fuel economy viii. Improve fuel ix. Get older, polluting cars off the road x. Give buyers tax write-offs for buying low polluting, energy

efficient vehicles xi. Restrict driving in polluted areas xii. Stricter emission standards

c. Use the following rubric to grade the posters.

Rubric fo r E missions Poster


RESOURCES:

Acid Rain: The Invisible Threat – Videolab (available from Flinn Scientific)

Catalog Number FB0410

Price/Each $225.00

Prentice Hall Science Explorer ©2009 Earth Science U of M Magrath Library: Effective Poster Design Elements https://www.lib.umn.edu/apps/instruction/posterdesign/EPDEPoster.pdf EQUIPMENT:

See list from Acid Rain: The Invisible Threat – Videolab GLOSSARY:

Troposphere is the layer we live in; mostly N and O; weather occurs here; colder as you go up Stratosphere: has the ozone layer; warmer as you go up Primary Pollutants: CO, CO2, SO2, NO, NO2, Hydrocarbons, suspended particles Secondary Pollutants: SO3, HNO3, H2SO4, H2O2, O3 Major classes of air pollutants: Carbon oxides, Sulfur oxides, Nitrogen oxides, Volatile organic compounds (VOCs), Suspended particulate matter (SPM) Smog:

•Photochemical: “brown air smog” Caused by UV reacting with

chemicals (NOx, VOCs in the atmosphere)

•Industrial smog: “gray air smog” Caused by burning of fossil fuels, adds sulfur to air. Rare in developed countries now as soot is removed by filters..

Factors in smog formation: Decrease smog:

•Precipitation •Salty sea spray •Wind •Reduce factory/car emissions

Increase smog: •Urban buildings •Hills and mountains •High temperatures


Appendix 1: Worksheets for Acid Rain Lab

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