Grade Level/Unit Number: 7th grade/Unit 3 II: Unit Title: Weather & Atmosphere


(Attachment 1) http://daq.state.nc.us/Ozone/codecalc.shtml- Division of Air Quality



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(Attachment 1) http://daq.state.nc.us/Ozone/codecalc.shtml- Division of Air Quality

Airborne Junk Detector Lab


Purpose: The purpose of this lab is to demonstrate how different areas within/around a building are prone to accumulate small particulate matter. Airborne particulate matter is used as one of the indicator of air quality.
Materials Needed:
2 standard size (3x5) index cards per student/group

Small grid (less than standard 4x4 graph paper) graph paper

Glue

Clear packing tape



Staples

String


Magnifying glasses or dissecting microscope
Procedure:
Each student should obtain a piece of graph paper smaller than the index cards that will be used in the experiment. Glue the graph paper to one index card, and set aside to dry. On the second card, cut out the center leaving a rectangular border of 1.5 – 2 cm in width. Place pieces of the packing tape over the hole in the second index card. The card will now have one side that is sticky from the tape, and one side that is not adhesive. With the sticky side of the second index card facing upward, place card two over the first card with the graph paper. BE SURE THE STICKY SIDE OF THE TAPE IS FACING AWAY FROM THE GRAPH PAPER. Connect the two cards together by stapling around the border. Attach a piece of string to the top of the “junk detector” for hanging purposes. Be sure to put your name somewhere on the detector.

Graph Paper


Card 1 Card 2


F
Graph Paper


inished Product

Place the “junk detectors” in different locations in/around the school for 2-4 days. Be sure that any outside detectors are protected from rain.


After collecting the detectors, use the magnifying glass to attempt to count the number of particles in a predetermined number of grid spaces.
Choose 3 random locations around your graph paper and average the number of particles for the 3 measurements.
Compare the number of airborne particles from each location and develop a chart/graph to show the results. These data, although rather qualitative during to the particle counting method, should show differences in the relative amounts of airborne particles in/around a school.
Be sure to point out to the students that many of the smaller particles collected may be small enough to inhale and affect the respiratory and/or immune systems.

(Attachment 2- continued)

Name____________________________________ Due Date ___________


Include information about the particulate matter you collected during the lab.

An example Triarama to guide your thinking:
Side 1- Draw the graph of the relative amounts of particulate matter from

different locations within your school.
Side 2- Describe the four top air pollutants located near your school.
Side 3- Suggest ways to reduce the air pollution in or around your school.

1. Cut paper to create a perfect square by folding the corner of the paper to the

opposite side, and then cut off the excess.
2. Fold the top right corner of the square down to the lower left corner, making a half

X.


  1. Repeat step 2, making the folded marks of a completed X.




  1. Cut one side of a triangle to the center.




  1. Add your information to the inside or outside and then staple the unused flap to form a pyramid.




(Attachment 3) Foldable diagram adapted from Creative Teaching Press


Major Air Pollutants


Pollutant

Sources

Effects

Ozone. A gas that can be found in two places. Near the ground (the troposphere), it is a major part of smog. The harmful ozone in the lower atmosphere should not be confused with the protective layer of ozone in the upper atmosphere (stratosphere), which screens out harmful ultraviolet rays.

Ozone is not created directly, but is formed when nitrogen oxides and volatile organic compounds mix in sunlight. That is why ozone is mostly found in the summer. Nitrogen oxides come from burning gasoline, coal, or other fossil fuels. There are many types of volatile organic compounds, and they come from sources ranging from factories to trees.

Ozone near the ground can cause a number of health problems. Ozone can lead to more frequent asthma attacks in people who have asthma and can cause sore throats, coughs, and breathing difficulty. It may even lead to premature death. Ozone can also hurt plants and crops.

Carbon monoxide. A gas that comes from the burning of fossil fuels, mostly in cars. It cannot be seen or smelled.

Carbon monoxide is released when engines burn fossil fuels. Emissions are higher when engines are not tuned properly and when fuel is not completely burned. Cars emit a lot of the carbon monoxide found outdoors. Furnaces and heaters in the home can emit high concentrations of carbon monoxide, too, if they are not properly maintained.

Carbon monoxide makes it hard for body parts to get the oxygen they need to run correctly. Exposure to carbon monoxide makes people feel dizzy and tired and gives them headaches. In high concentrations it is fatal. Elderly people with heart disease are hospitalized more often when they are exposed to higher amounts of carbon monoxide.

Nitrogen dioxide. A reddish-brown gas that comes from the burning of fossil fuels. It has a strong smell at high levels.

Nitrogen dioxide mostly comes from power plants and cars. Nitrogen dioxide is formed in two ways—when nitrogen in the fuel is burned, or when nitrogen in the air reacts with oxygen at very high temperatures. Nitrogen dioxide can also react in the atmosphere to form ozone, acid rain, and particles.

High levels of nitrogen dioxide exposure can give people coughs and can make them feel short of breath. People who are exposed to nitrogen dioxide for a long time have a higher chance of getting respiratory infections. Nitrogen dioxide reacts in the atmosphere to form acid rain, which can harm plants and animals.


Pollutant


Sources


Effects

Sulfur dioxide. A corrosive gas that cannot be seen or smelled at low levels but can have a “rotten egg” smell at high levels.

Sulfur dioxide mostly comes from the burning of coal or oil in power plants. It also comes from factories that make chemicals, paper, or fuel. Like nitrogen dioxide, sulfur dioxide reacts in the atmosphere to form acid rain and particles.

Sulfur dioxide exposure can affect people who have asthma or emphysema by making it more difficult for them to breathe. It can also irritate people's eyes, noses, and throats. Sulfur dioxide can harm trees and crops, damage buildings, and make it harder for people to see long distances.

Lead. A blue-gray metal that is very toxic and is found in a number of forms and locations.

Outside, lead comes from cars in areas where leaded gasoline is used. Lead can also come from power plants and other industrial sources. Inside, lead paint is an important source of lead, especially in houses where paint is peeling. Lead in old pipes can also be a source of lead in drinking water.

High amounts of lead can be dangerous for small children and can lead to lower IQs and kidney problems. For adults, exposure to lead can increase the chance of having heart attacks or strokes.

Toxic air pollutants. A large number of chemicals that are known or suspected to cause cancer. Some important pollutants in this category include arsenic, asbestos, benzene, and dioxin.

Each toxic air pollutant comes from a slightly different source, but many are created in chemical plants or are emitted when fossil fuels are burned. Some toxic air pollutants, like asbestos and formaldehyde, can be found in building materials and can lead to indoor air problems. Many toxic air pollutants can also enter the food and water supplies.

Toxic air pollutants can cause cancer. Some toxic air pollutants can also cause birth defects. Other effects depend on the pollutant, but can include skin and eye irritation and breathing problems.


Stratospheric ozone depleters. Chemicals that can destroy the ozone in the stratosphere. These chemicals include chlorofluorocarbons (CFCs), halons, and other compounds that include chlorine or bromine.

CFCs are used in air conditioners and refrigerators, since they work well as coolants. They can also be found in aerosol cans and fire extinguishers. Other stratospheric ozone depleters are used as solvents in industry.


If the ozone in the stratosphere is destroyed, people are exposed to more radiation from the sun (ultraviolet radiation). This can lead to skin cancer and eye problems. Higher ultraviolet radiation can also harm plants and animals.




Greenhouse gases. Gases that stay in the air for a long time and warm up the planet by trapping sunlight. This is called the “greenhouse effect” because the gases act like the glass in a greenhouse. Some of the important greenhouse gases are carbon dioxide, methane, and nitrous oxide.

Carbon dioxide is the most important greenhouse gas. It comes from the burning of fossil fuels in cars, power plants, houses, and industry. Methane is released during the processing of fossil fuels, and also comes from natural sources like cows and rice paddies. Nitrous oxide comes from industrial sources and decaying plants.


The greenhouse effect can lead to changes in the climate of the planet. Some of these changes might include more temperature extremes, higher sea levels, changes in forest composition, and damage to land near the coast. Human health might be affected by diseases that are related to temperature or by damage to land and water.




(Attachment 4- all 3 pages) http://www.factmonster.com/ipka/A0004695.html


Air Quality Power Point
As part of the study of Air Quality, each student will complete a Power Point presentation that will cover the following topics.


    1. Pollutants directly related to human health issues – respiratory problems.




    1. Pollutants that influence plants and animals other than humans.




    1. Pollutants linked to the destruction of the ozone layer.

Presentations are to contain at least 2 slides per topic. Information on each slide must be at least 5 sentences/bullets in length. The presentation must include a title slide, at least one (1) chart or table, graphics on each slide and a list of citations. In addition, students need to provide reasonable suggestions for reducing and/or eliminating these pollutants. A grading rubric is included below.


Assessment Rubric for a Technology Presentation


Points Points

Possible Earned

Concepts and information are

appropriate and accurate. _____ _____


Student demonstrates thoughtful mastery _______ ______

of the content.


All required information is included. ______ ______
Student uses graphics to highlight ideas ______ ______

or supplement information.


Student uses appropriate backgrounds ______ ______

to create interest and appropriate visual

differentiation.
The presentation is organized with a ______ ______

beginning, body and conclusion.


Correct spelling, grammar and ______ ______

punctuation is evident.

(Attachment 5)

Air Pollution


P U T U Z O U Y N D R D G J W S L G Y I

E A A A F B Q J W O G Z V C G M I G P K

R K R E D I X O I D B E U K M O S A A J

T B Y T E E T B E G H R N B A G S A G C

I C I F I H R P X D Q N A S C M O R Y K

A F C U N C F V V D I W R C F W F P Z N

G N U L R Z L C A N C E R U G J V R I S

K Q Z C R V U E R F U K E Q C W B T I F

C W N D G Y X N S Y U L Z O B Y R G V N

X H E I F O C O W D F X X U A O M M I W

R U D K H O D V E R Q W T D G W R D B L

D C D I K V J R R K T P J E D O V R N F

E B H G D E B B T K N O N E C O Z O V W

B X U O R D V G M H X L P X D M Y O C E

V W R Q Z V A O X T E L B A U G J M N I

Z E K X M M L U G Y F U S A K J P F M E

O D M H H R J G U Y L T R X T C A C O N

K K N T F S L V L W V I P P D W A B B L

N D S F B O K M K I D O O T U D M E D U

W A I F G U C M X N C N C H A T B B A D


ASTHMA CARBON DIOXIDE
CANCER FOSSIL
FUEL LUNG
NITROGEN OZONE
PARTICLES POLLUTION
SMOG

Bottom of Form


(Attachment 6) Created by Puzzlemaker at DiscoverySchool.com


Weather Resource List


Interactive Sites:
Discovery channel- Anatomy of a Disaster

http://dsc.discovery.com/convergence/perfectdisaster/tours/tours.html
Climate change games/quizzes

http://epa.gov/climatechange/kids/games/index.html
Climate, weather, greenhouse effect

http://epa.gov/climatechange/kids/index.html
Global Warming simulation

http://epa.gov/climatechange/kids/version2.html
Storm Quiz- 2 player jeopardy

http://www.quia.com/cb/4786.html
Storm simulation

http://www.wcmsolutions.com/products/thestorm/index.html
Water Cycle video

http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
Weather and cloud games

http://eo.ucar.edu/webweather/games.html
Weather playtime

http://www.weather.gov/om/reachout/kidspage.shtml
Climate Games

http://radar.meas.ncsu.edu/education/games.htm
Web Weather for Kids

http://eo.ucar.edu/webweather/
Cloud pictures

http://vortex.plymouth.edu/clouds.html/
Kid’s Hazards- Various Quizzes

http://www.ngdc.noaa.gov/seg/hazard/kqStart.shtml
Kidstorm

http://skydiary.com/kids/
Lightning Experiments- http://weathereye.kgan.com/cadet/lightning/experiment.html
Lightning Safety Quiz- http://www.mos.org/sln/toe/safety.html
Make your own weather tools- http://www.fi.edu/weather/todo/todo.html
NASA weather photos & clips- http://rsd.gsfc.nasa.gov/rsd/movies/preview.html
How to read a weather map-

http://www.srh.noaa.gov/jetstream/synoptic/wxmaps.htm
Reading weather maps- http://www.can-do.com/uci/ssi2001/weathermaps.html
Reading and creating a weather map

http://www.bigelow.org/virtual/handson/create_weather_map.html#temp
The National Hurricane Center – http://www.nhc.noaa.gov/
Weather Underground – tropical weather – http://www.wunderground.com/tropical/
NOAA Home Page – http://hurricanes.noaa.gov/
Atlantic Hurricane Information Network – http://www.hurricanes.net/
Unisys Weather – Hurricanes – http://weather.unisys.com/hurricane/
Hurricane.com - http://www.hurricane.com/
The Weather Channel - http://www.weather.com/newscenter/hurricanecentral/?cm_ven=PPCgoogle&cm_cat=Hurricane&cm_pla=2007%2520Hurricanes&cm_ite=hurricane%2520information
Fujita Scale- http://science.howstuffworks.com/tornado3.htm
NC Weather database by county: http://www.weatherbase.com/weather/city.php3?c=US&s=NC&refer=
Interactive weather maker simulation-

http://www.iknowthat.com/com/L3?Area=Science%20Lab
Resource Sites:
Clouds and Precipitation

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml
Fujita Tornado Damage Scale

http://www.spc.noaa.gov/faq/tornado/f-scale.html
Global Warming Photos

http://www.climatehotmap.org/photos/photoallevents.html
New Enhanced Fujita Scale

http://www.spc.noaa.gov/efscale/
Several Weather Links

http://www.illiniweather.com/pages/kids_weather_links.htm
Storms

http://www.thompson.ctschool.net/Teachers/SpecialEL/Weather/index_page0003.html
Tornadoes

http://skydiary.com/kids/tornadoes.html
Weather- various links

http://www.kidskonnect.com/Weather/WeatherHome.html
National Weather Service- Weather term glossary

http://www.weather.gov/glossary/
World View of Global Warming pictures

http://www.worldviewofglobalwarming.org/pages/arctic.html
DPI- 7th grade support documents

http://www.ncpublicschools.org/curriculum/science/middlegrades/

Advanced & Satellite Imagery
http://radar.meas.ncsu.edu/education/saer/aer_summer_00.html
http://www.weather.gov/sat_tab.php?image=ir
http://wwwghcc.msfc.nasa.gov/GOES/satlinks.html
How satellites work- http://science.howstuffworks.com/satellite7.htm

United Streaming Videos



These may have to be purchased!
Visit unitedstreaming.com and search for the following topics:
Weather Smart: Thunderstorms- (15)
Weather Smart: Hurricanes- (15)
Weather Smart: Ozone and Pollution- (15)
Weather Smart: Forecasting and Weather Instruments (15)
Exploring Weather: The Job of a Meteorologist (20)
Water Smart: Water as a Natural Resource (15)
Magic School Bus Kicks Up A Storm- (30)
Magic School Bus Goes On Air- (30)
Magic School Bus- Wet All Over- (30)
Lightning Strikes- (17)
Science Investigations: Earth Science: Investigating Weather & Climate

Earth Atmosphere segment (8)

Air Currents segment (11)

Hurricane Tracking (9)

Earth’s Changing Climates (9)
Exploring Weather: The Atmosphere in Motion (21)
Greatest Discoveries with Bill Nye: Earth Science (47)

Animations:

How stuff works: Wonders of Weather Lightning video (5) http://videos.howstuffworks.com/lightning_phenomena-video.htm


How stuff works: How Katrina Formed (3)

http://videos.howstuffworks.com/HowKatrina_Formed-video.htm

Online Guide to Meteorology:



http://www.howstuffworks.com/framed.htm?parent=tornado.htm&url=http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml

Weather Assessment Questions




    1. Explain the composition, properties and structure of the atmosphere.

RBT tag- A2, B2


  1. Which layer of the atmosphere is coldest and why?

  1. Troposphere, because it is closest to the ground.

  2. Stratosphere, because it contains ozone.

  3. Mesosphere, because the molecules are spaced far apart.

  4. Thermosphere, because it is closest to outer space.


  1. A student is given a balloon filled with air and tied. Which answer best explains what would happen if the balloon were placed in a freezer.

  1. The air molecules in the balloon would spread out and the balloon size would increase.

  2. The air molecules in the balloon would condense and the balloon size would shrink.

  3. The air molecules will freeze and the balloon will pop.

  4. There will be no change in the balloon.



    1. Describe properties that can be observed and measured to predict air quality. RBT tag – B3




  1. Meteorologists observe and measure various factors as a way to track changes in weather. Which statement best supports why meteorologists need to predict air quality?

    1. Radiation from the sun naturally produces smog.

    2. Excessive rain is linked to poor air quality.

    3. Exposure to ozone can lead to respiratory difficulties.

    4. Large particulate matter can be inhaled and can lead to digestive problems.




  1. There is a construction site near your house. It has not rained in many weeks. Predict what effect if any this would have on current air quality near your house.

    1. Ground level ozone would be lower under these conditions.

    2. There would be a greater level of particulate matter which would improve air quality.

    3. There would be a higher level of particulate matter which would lower air quality.

    4. It would not have any affect on the air quality.



    1. Conclude that the good health of environments and organisms requires ….

RBT tag – B2, B3


  1. Which of the following explains what is meant by stewardship?

    1. Stewardship is using a resource without wasting it.

    2. Stewardship is the process of removing a resource.

    3. Stewardship leads to fewer resources.

    4. Stewardship is never successful.




  1. Predict what would happen to the air quality index if EPA restrictions on emissions were to decrease.

    1. Air quality would get worse.

    2. Air quality would improve.

    3. Air quality would not change.

    4. There are no emission restrictions, so they could not decrease.




    1. Evaluate how humans impact air quality. RBT tag – B3, B4, B5




  1. What conclusion can be drawn from the following statement? – “It is far too costly not to reduce emissions from automobiles and improve air quality.”

    1. It is very costly to reduce emissions from automobiles.

    2. Costs associated with bad air quality are more expensive than the cost to reduce car emissions.

    3. Reducing air quality is expensive, so we should worry more about industrial air pollution than pollution from automobiles.

    4. We should improve air quality, because its inexpensive.




  1. The governor of North Carolina announced that reducing air pollution is extremely difficult. What conclusion can be drawn from this statement?

a. There isn’t enough money to reduce air pollution in North Carolina.

b. Industry produces the greatest amount of pollution, but they can’t be stopped.

c. Since most cars in North Carolina come from another state, it would be

difficult to reduce air pollution from them.

d. Most of the air pollution in North Carolina is from non-point sources.


    1. Examine evidence that atmospheric properties can be studied to predict atmospheric conditions and weather hazards. RBT tag – C2, C3




  1. Predict what would happen if a cold front passed through a warmer air mass.

    1. The front would stop, and the temperature would drop.

    2. The warm air would move overtop of the cold air producing light rain showers.

    3. The cold front would force the warm air mass upward producing thunderstorms.

    4. The cold air would push the warm air further to the south.



  1. Which of the following would tell what would happen to an air particle that was drawn into a hurricane?

    1. The air particle would spin clockwise and outward from the center of the storm.

    2. The air particle would spin clockwise and inward from the center of the storm.

    3. The air particle would spin counterclockwise and outward from the center of the storm.

    4. The air particle would spin counterclockwise and inward from the center of the storm.




    1. Assess the use of technology in studying atmospheric phenomena and weather hazards. RBT tag – A2, A3, A4




  1. What would the result be from a switch from using satellite imagery to only radar for the forecasting of the weather?

    1. Forecasts could be more accurate, because satellites are often limited on when they can view weather phenomena.

    2. Forecasts will be limited to shorter time periods.

    3. Weather forecasts will be less accurate at closer distances to the meteorologist.

    4. Radar is actually more accurate than satellites, so overall there would be no gain or loss with the process of forecasting the weather.




  1. Which of the following information about using satellite imaging to monitor

weather is true?

    1. Satellite images of Earth are taken with cameras during the night using light from the moon.

    2. Satellites monitor the Earth’s coastal waters and track storms so predictions can be made.

    3. Satellite images appear in their true colors, which helps with predicting weather changes.

    4. Satellite images are constantly changing which affects the weather.


Dry bulb


thermometer
in Celsius




7th grade


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