Lesson 1

This experiment shall cause incomplete burning by cooling a flame. Incomplete burning can also be caused by a low supply of air (or of oxygen.)

Objectives:

1. To observe what causes air pollution.
   
2. To observe a biproduct of combustion.
   
3. To identify what soot (particulate matter) looks like.
   
4. To recognize that air pollution is caused by mankind.

Materials:
candle holder, strip of aluminum foil, sheet of white paper, matches

Procedure:

1. Light candle and place where it can be seen easily from all parts of the room.
2. When the candle is burning brightly hold a piece of aluminum foil briefly in the flame above the wick and in the lightest part of the flame. Remove it.
3. After the aluminum is cooled rub it against a sheet of white paper. The paper should show a dark, sooty streak. A black material (soot) was formed.
4. Sometimes the flame can be cooled by waving one's hand near the flame. A smoke puff of black smoke can be seen. The smoke becomes more easily seen if a piece of white paper is used as a background.

Questions:

1. Does the foil make the temperature of the flame higher, lower, or produce no effect? (lower, cooler)
2. What is the effect of putting the foil into the flame? (soot formed on the foil).
3. From what part of the flame is the soot formed most readily?
4. How is soot on the foil different from the soot in the flame ? (soot is cooled on the foil). Warm, even hot soot is in the flame. In fact, the soot in the flame is so hot that it glows. This glowing soot makes the candle flame a source of light.

Further Discussion:
Fires that burn incompletely and produce soot put soot particles in the air. These fires cause air pollution. Smoke can be seen coming from chimneys, and diesel engines, especially if it is going uphill. Jets at take-off may cause and scatter as much as 80 1bs. of soot. In each case incomplete burning takes place. The air does have a way of purifying itself with rain. Raindrops form around tiny particles.

Assessment:

1. Student should be able to write the answer to the question: How is soot formed and why is it caused?
2. Older students should be able to write up the experiment using the scientific method.
3. Identify sources of pollution in a picture of the neighborhood (car, truck, jet, factory, barbecue, lawn mower, chimney)

This plan can be adapted to primary and intermediate grades.
State Goal 1 Gr. K Give examples of pollution.
State Goal 1 Gr. 2 List 2 ways that technology is causing pollution in the community.

Lesson 2

Natural and human made pollution has a great deal of impact on the earth. Resources such as air, water soil, minerals, plants and animals are seriously affected by pollution. Because pollution is responsible for many illnesses and diseases, quality of life is related to pollution. Students need to realize that human behaviors create pollution and that only changes in human behaviors can reduce it.

Objective:

1. To collect particles from the air.
2. To observe and classify particles according to properties.
3. To make inferences about sources of particles in the air.

Materials:
magnifiers, masking tape, petroleum jelly, plastic sandwich bags, plastic sheets, string, worksheet 1, paper punch, scissors.

Questions:

1. What kinds of particles can you find in the air? (dust, pollen, smoke)
2. What happens when the air becomes thick with particles? (People have a hard time seeing or breathing)
3. Identify places that might have many particles in the air. (home, school, industrial areas)

Procedure:

1. Distribute worksheet 1. Students will test for particles in the air.
2. Select 3 places to test and use the worksheet scale to record predictions about the degree of pollution expected each place to have.
3. Make particle detectors by cutting a sheet of plastic into 4 pieces. Each student needs only 3 sheets.
4. Punch a hole at the top of the 3 pieces of plastic.
5. Insert a 12cm piece of string through each hole and tie the string into a loop.
6. Place a thin coating of petroleum jelly on both sides of each piece of plastic and place in plastic bag. Use masking tape to label it with the area where it will hang. Remove detector from bag.
7. After 5 days bring particle detector bag to school.
8. Use a magnifier to observe particles. Record on chart 1 the actual degree of pollution and on chart 2 the sizes, shapes, colors and textures of particles.

Questions:
Which type of particle is most common? What areas had the most particles in the air? (heavy traffic areas, closed in areas, areas close to chimneys, blowers or moving air.) Have students discuss ways to limit air pollution.

Worksheet 1   	Air Pollution

Chart 1: Degree of Pollution
1.  Record where you plan to put each particle detector.
2.  Record your prediction of the degree of pollution you think you will find 
 (use the particle Pollution Scale below).
3.  Record the actual degree of pollution for each area.

Particle		Area		Predicted degree	         Actual degree 
detector		tested		of pollution		of pollution

1.

2.

3.


Particle Pollution Scale

Degree			Description
low			a few scattered particles
medium			spots on detectors or light layer overall
high			dark layer of particles overall


Chart 2: Analysis of Particles
1.  For each particle detector, draw the size of the smallest and largest particle.
2.  Record information about the shapes, textures, and colors of the particles.

	Particle	    smallest       largest	shapes of        textures of	        colors of
	detector	    particle        particle       particles         particles             particles

1.

2.

3.

If you wanted to clean up the air in the dirtiest area you found, what would you do?

Lesson 3

Objectives:

1. Observe plants for evidence of damage due to air pollution.
2. To make inferences about the visible and invisible pollutants in various areas.
3. Record data about pollution levels in various areas.

Materials:
magnifiers, string, journal, meter sticks

Procedure:

1. Tell students they will investigate plants and buildings for evidence of damage from pollutants in the air.
2. Divide students into groups of four. Each group should choose a place near the school to investigate and select four plants to observe.
3. Have the groups measure the distance of each plant from the school and record the information. Have them mark the distance with string and then use a meter stick to measure the length of the string.
4. Use magnifiers to observe the physical appearance of each plant.
5. Direct students to determine and record the pollution level for each plant. Have students use their eyes, nose, and sense of touch to decide if the pollution level is low, medium or high.
6. Have students examine the building for signs of discoloration or wearing away that might have been caused by pollutants in the air.
7. Determine sources of pollution in this area. (automobiles, school, buses people )
8. Discuss the relationship between the health of plants or the physical features of buildings to the levels of pollution in the environment. (May find discoloration near chimney and weak solutions to this problem.

Assessment:
Upon completion students should be able to observe, compare, measure, record data, organize and interpret data and formulate hypotheses
Lesson plan can be adapted to all grades.

State Goal 1 Gr. K Give example of pollution.
State Goal 2 Gr. 2 List ways technology is causing pollution in the community.
State Goal 2 Gr. 4 Demonstrate the effect of pollution in living organisms.
State Goal 1 Gr. 5 Suggest solution to selected pollution and environmental problems

Lesson 4

Objectives:
To estimate smoke density students will need to make a Ringelmann Smoke Density Chart.

Materials:
1-3x5 white index card per student, pencils and or crayons, paper

Procedure:

1. On a 3"x5" white index card draw four squares of equal size across the top.
2. Draw the same number and size of squares at the bottom of the card.
3. In the middle of the card, draw a rectangle 4 inches long and 1/2 inch wide.
4. Starting with the first square, shade it light grey with a pencil or crayon.
5. Shade the next square a little darker, the third square even darker, and so on, through all eight squares.
6. Number the squares in order by graduation, 1-8.
7. Cut out the center rectangle. This makes a Ringelmann Smoke Density Chart with which to observe smoke from smokestacks.
8. Observe smoke from factory smokestacks.
9. The gradations of density will approximate that of professional charts.
10. On a piece of paper, record the date, time, location and number from the smoke density chart which is closest to the color of the smoke coming from the smokestack.
11. Hold the chart up and sight through the slit to determine the best number.
12. Record the same data every day for a week or two and average the numbers.
13. Determine if this number meets air pollution standards in our area using information from the EPA air pollution guest speaker.

Discussion:

1. Discuss color associated with air pollution. Make an air pollution color chart: black, gray, red, yellow, orange.
2. Collect magazine pictures showing smog, smokestacks, and car exhaust. Post on a bulletin board next to the color chart. Discuss pictures and colors, their causes, effects and possible solutions.
3. Extend activity taking a poll of people's opinions on air pollution causes, effects, and solutions. Ask if pollution affects them physically and/or mentally.

Assessment: Students should be able to determine amounts and kinds of smoke in the air using the Ringelmann Smoke Density Chart and explain their findings.
This lesson is appropriate for intermediate and upper grades.

State Goal 2 Gr. 4 Compare and contrast specified environmental conditions.
State Goal 3 Gr. 4 Chart the changes in the physical environment that result from human activity.

Lesson 5

Objectives:
To conduct an experiment to find out about the effects of acid rain (2 parts) (Part 1 sets up the acid/base scale of knowledge)

Materials (part 1):
pH paper, 10 small containers, masking tape, markers, vinegar, lemon juice, tap water, milk, cola soft drink, coffee, distilled water, liquid antacid, 1/4 teaspoon baking soda and 2/3 cup water in solution, 1/4 teaspoon powdered lime and 2/3 cup water in solution.

Procedure (part 1):

1. Place a small sample of each liquid in separate containers. Label each container with the name of the liquid, using masking tape and a marker.
2. Test the pH of each liquid by dipping 11/2inch piece of pH paper in the liquid. (Use a new piece of pH paper for each liquid). Record the pH for each liquid.
3. List the liquids in order from most acidic to most basic. Compare results with all groups.

Discussion (part 1)

1. What were the findings of the groups? (Lemon juice 2, vinegar 2 or 3, cola soft drink 4, coffee 5, milk 6, tap water 6 or 7, distilled water 6or 7, baking soda and water 7, liquid antacid 9 or 10, lime and water 12.
2. Did every group get the same answers? If not why do you think the answers differed? (Some students may have interpreted the colors on the pH scale differently or because there were variations in the pH paper.)

Materials (part2):
pH paper, lemon juice, distilled water, 2 equal size pieces of chalk, 2 small containers, paper clip, masking tape, marker, measuring cup and spoon (these materials should be supplied for each lab table)

Procedure (part 2)

1. Take the pH of the distilled water and record it.
2. Make up a solution with the pH of 3 by adding 1 1/2 teaspoons of lemon juice to 2/3 cup of distilled water.
3. Unbend paper clip and then use it to carve a line in one piece of chalk. Place the chalk in one container and add enough acidic solution to cover the chalk, observe and record what happens, and then label this container "A" for acid.
4. Carve an identical line in the other piece of chalk, and then place it in the other container. Add enough distilled water to cover the chalk. Observe and record what happens. Label this container "DW" for distilled water.
5. Let the chalk remain in the solutions for 24 hours.
6. When the 24 hours are up, pour out the liquids and take a close look at each piece of chalk.

Discussion (part 2)

1. Is there any difference between the two pieces of chalk? (Explain answer with regard to texture and size.) Students should have noticed bubbling when they added acid solution to the chalk. The bubbles formed as the acid in the solution reacted with the calcium carbonate in the chalk. Less bubbling should have been observed when distilled water was added to the chalk. Overnight, the chalk in the acid solution should have become much less distinct. the chalk in the distilled water should have been less affected, and the carved line should not have changed much in appearance.
2. Many statues and buildings are made from marble. Marble is made up of the same minerals as chalk, but it's harder than chalk. Using the result of this experiment, what do you think could be happening to marble statues and buildings that are located where acid rain falls. (Acid rain falls on marble structures. the acid slowly dissolves the marble.) (Most acid rain isn't this acidic.) Over time, acid rain does erode buildings, statues and other structures.

Assessment:
Students should be able to identify acidic and basic on a pH scale. Students should be able to write up this experiment (part 2) using the scientific method and in the conclusion identify the impact of acid rain on marble structures.
This lesson plan is for intermediate and upper grades.
State Goal 3 Gr. 4 Chart the changes in the physical environment take results from human activity.
State Goal 1 Gr. 5 Summarize the effects of weather on the environment.