Environmental Science:Ozone and Particulates

Davidson Students Volunteer for ScienceTraining Presentation

Spring, 20117th Grade

IntroductionFor the first 10-15minutes of the lab, you will be giving the

students a general overview of DSVS and college. Here are some of the topics you may want to discuss:

What is DSVS?What are the goals of DSVS?Why did you decide to attend college?What you are studying in college?Talk about college life in generalTalk about anything else you feel is relevant and get the kids

excited about learning and continuing their academic careers.

Air Pollution Assess the students’ prior knowledge on air pollution by asking the

following questions:

What is pollution?

What types of pollutions are you familiar with, and what effects do they have on the environment?

What do you think are the causes of pollution?

What measures can be taken to clear up pollution?

Keywords While one volunteer discusses the questions on the previous slide, another

volunteer may want to write the following keywords on the board to be discussed:

Air pollution- harmful substances in the atmosphere Volatile Organic Compounds (VOCs)- gases emitted from various solids and liquids

(fumes from gasoline). Large contributor to indoor pollution (paint, carpet, furniture).

Particulate Matter- mix of very small solid particles and liquid droplets. Includes dust, soil, acids, smoke etc. Two categories of PM: Inhalable Coarse Particle (dust) and Fine Particles (smoke).

Sulfur Dioxide- gas that dissolves in water and forms acid rain. Formed when oil and coal are burned.

Nitrogen Oxide- formed from car emissions, fossil fuel burning, industry, and fires. Reacts with sunlight to form ground level ozone and smog which causes respiratory issues in humans. Component of acid rain as well.

Keywords Continued Carbon Monoxide- gas emitted from furnaces, car exhaust, and tobacco

smoke. Odorless, colorless, and very toxic.

Global Warming- caused by increased greenhouse gases like carbon dioxide.

Greenhouse Gas- gas that absorbs infrared radiation that reflects off the earth’s surface and traps the heat in the atmosphere.

Ozone-protects us from UV rays. Formed from interaction between VOCs, nitrogen oxide, heat, and sunlight.

Experiment Divide the class into 10 even groups and assign each group a number Assign each group a pollutant to test (ozone or particulates). 6 groups will

test for particulate matter and 4 groups will test for ozone. Distribute the test cards. Allow each group to test a different area in or around the school (have the

teacher decide where they are allowed to go). Once the groups find a location, have them setup the cards as follows:

Ozone Detector Card: Place the card in a spot where it will not be disturbed. Put a rock on the corner to keep it in place. Collect it after an hour.

Particle Test Card: Remove protective backing and avoid touching sticky side. Set card in area with sticky side up. Place a rock on the white area of the card to keep it in place. Collect in 24 hours.

Experiment Continued Return to the classroom and have the students discuss their predicted outcomes within their

groups. At this point, you will probably be out of time… Have the teacher and the groups collect the cards (1 hour for the ozone cards and 24 hours

for the particle cards). Leave the ozone test card reader with the teacher. Ask the teacher to allow the ozone test

groups to match the color of their test card with a color on the reader.

Experiment Continued Once the groups have identified their color along with the corresponding number, have them

look on the back of the reader to analyze and record their results:

The groups that did the particle test should observe their cards under a microscope. When you return for the second lab, conclude this lab by going over the observations all of the students made and discuss possible reasons why the different tests turned out the way they did.

Create a chart like the one on the next slide to compare the groups results…This can be a good segue into the second lab..

Chart