Lesson 4 | Air Quality



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 Earth’s 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 precipitation |air pollution |particulate matter |photochemical 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

Earth’s 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 Earth’s Atmosphere

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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.

Earth’s 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 |Levels of Health Concern |

|(AQI Values) | |

|0 to 50 |Good |

|51 to 100 |Moderate |

|101 to 150 |Unhealthful for Sensitive Groups |

|151 to 200 |Unhealthful |

|201 to 300 |Very Unhealthful |

|301 to 500 |Hazardous |

Analyze 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 Earth’s 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).

Earth’s 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 Earth’s 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 |Step 2 Subtract to solve the problem. |

|the graph. First find the year on |150% - 0% = 150% |

|the bottom, horizontal axis. Then |The vehicle miles traveled increased |

|find the corresponding percent on |150% from 1970 to 2001. |

|the left, vertical axis. | |

|1970 = 0% | |

|2001 = 150% | |

|Practice | |

|1. What was the percent change in |3. What was the approximate percent |

|vehicle miles traveled between 1990 |change in air pollution between 1995 |

|and 2001? |and 2006? |

| | |

| | |

| | |

|2. What was the approximate percent |4. What was the percent change in |

|change in air pollution between 1970 |energy consumption between 1970 |

|and 1995? |and 2006? |

Earth’s 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?

Earth’s 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.

|chemistry |methane |nitrogen dioxide |ozone |

|sulfur dioxide |sunlight |temperature |wind |

1. 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.

Earth’s 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 Earth’s 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

|thermometer |potting soil |

|lamp |500-mL beaker |

|spoon |paper towels |

|sand |clay |

|stopwatch | |

Safety

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 Surface |Temperature Before |Temperature After |

| |Heating |Heating |

|Sand | | |

|Clay | | |

|Topsoil | | |

3. Half-fill a 500-mL beaker with sand. Place a thermometer in the sand and carefully

add enough sand to cover the thermometer bulb––about 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.

Earth’s 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 Sun’s energy is absorbed or

reflected?

How might changing the surface of Earth affect

conduction and convection in the atmosphere?

82 Earth’s Atmosphere

Name Date Class

12. The Big Idea How does the absorption and reflection of thermal energy from

the Sun on Earth’s 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.

Earth’s Atmosphere 8

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

Launch Lab

|Substances |pH |

|Hydrochloric acid |0.0 |

|Lemon juice |2.3 |

|Vinegar |2.9 |

|Tomato juice |4.1 |

|Coffee (black) |5.0 |

|Acid rain |5.6 |

|Rainwater |6.5 |

|Milk |6.6 |

|Distilled water |7.0 |

|Blood |7.4 |

|Baking soda solution |8.4 |

|Toothpaste |9.9 |

|Household ammonia |11.9 |

|Sodium hydroxide |14.0 |

Content Vocabulary

Lesson Outline

MiniLab

Content Practice A

Content Practice B

Math Skills

Key Concept Builder

Key Concept Builder

Key Concept Builder

Lab A

Lab A continued

Lab A continued

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