Air Pollution Is Tootin Pollutin

1
Air PollutionIs Tootin Pollutin?
2
The Science of Farting

• The word "FART" can stand for
• Frequency Actuated Rectal Tremor
• a.k.a. Flatulence or Intestinal Gas
• The average human releases 0.5 to 1.5 litres (1
  to 3 U.S. pints) of flatus (gas) in 12 to 25
  episodes throughout the day

3
Constituents of Flatulence

• The primary constituents of flatulence are
• nitrogen (the primary gas released)
• carbon dioxide
• hydrogen
• as well as lesser amounts of oxygen (ingested)
  and methane

4
Can flatulence be harmful to the environment?

• An average cow produces (through flatulence
  and/or burping) 280 liters of methane a day
• What is methane?
• CH4
• Greenhouse gas
• Flatulence and the Greenhouse Effect
• Is Tootin Pollutin?

5
Why is Cincinnati hazy?
Ideal Conditions
March 22, 2006
Cincinnati Hazecam
6
What is Air Pollution?
NOTES

• Definition
• The presence of substances (chemical, physical,
  biological) in the air (due to man) in large
  enough concentrations to interfere with ones
• Health
• Comfort
• Safety
• Full use and enjoyment of property

7
The Clean Air Act
NOTES

• Government legislation passed in 1963 that
  focuses on the reduction of smog and atmospheric
  pollution by enforcing clean air standards.
• Amendments made in 1970 and 1990.

8
Air Pollution Fast Facts
NOTES

• The average adult breathes 3,000 gallons of air
  every day
• Children breathe more / lb. of body weight
• Respiratory systems developing
• More Americans die from automotive air pollution
  than from highway automobile accidents
• 1000 lung cancer deaths in Cincinnati 900
  smoking, 90 radon, 10 environmental
• Short and long term exposure to air pollution has
  shown increased numbers of heart attacks and
  strokes

9
Two types of Air Quality Standards
NOTES

• Primary Standards
• Establish limits to protect public health
  (especially sensitive populations asthmatics,
  children, elderly)
• Secondary Standards
• Establish limits to protect public welfare
  (visibility, animals, crops, vegetation,
  buildings)

10
Six Criteria Air Pollutants
NOTES

• Ox Ozone (O3)
• SOx Sulfur Oxides (SO2)
• NOx Nitrogen Oxides (NO2, NO3)
• COx Carbon Monoxide, Carbon Dioxide (CO, CO2)
• POx Lead (Pb)
• ROx Particulate Matter (PM)

Click on the picture for our current AQI
11
Nonattainment Areas - 2002
NOTES
A geographical area that does not meet air
quality standards for one of the six criteria
pollutants
Map from http//www.epa.gov/airtrends/non.html
12
EPA tracks two air pollution trends
NOTES

• Air concentrations
• Actual measurements of pollutant concentrations
  in ambient (outside) air
• Performed at monitoring sites
• Emissions
• Estimates of total tons of pollutants released
  into the air each year

13
What does a TON look like?
NOTES

• 1 ton 2,000 lb

14
Is Tootin Pollutin?

• What do you think?

15
What is a Jigsaw?

• Jigsaw is a cooperative learning strategy that
  enables each student of a home group to
  specialize in one aspect of a learning unit.
  Students meet with members from other groups who
  are assigned the same aspect, and after mastering
  the material, return to the home group and
  teach the material to their group members.
• Just as in a jigsaw puzzle, each piece--each
  student's part--is essential for the completion
  and full understanding of the final product.
  http//olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/in
  dex.html

16
WARM UP

• Log onto a Computer
• Be careful to not unplug the power chord!

17
Air Pollution Jigsaw - Directions

• STEP 1 Gain Expert Knowledge
• Individually research assigned air pollutant
• Become an Expert!
• Ox, SOx, NOx, Cox, POx, ROx
• Complete guided research sheet (A or B)
• Answer questions on a separate sheet of paper
• Number your answers!!!

Only go to the websites provided to you!
18
Go to

• http//homepages.uc.edu/danielme/ITP.htm

19
Air Pollution Jigsaw cont.

• STEP 2 Compare Knowledge
• Meet with air pollutant group
• ex. all Ox A and B researchers
• Share your research with your group
• Check your answers
• Add missing information
• Look up concepts that are still confusing
• At the completion of this step, you will be an
  expert on your pollutant.
• You are now an expert on your assigned air
  pollutant!

20
Air Pollution Jigsaw cont.

• STEP 2 cont Expert Knowledge Downsize
• Highlight information your group thinks is most
  important for your fellow classmates to know
  about your pollutant
• Input the answers to these questions in the Air
  Pollution Data Table under the appropriate
  category
• General Info, Sources, Health Effects,
  Environmental Effects, Action, and Interesting
  Facts.

21
Air Pollution Jigsaw cont.

• STEP 3 Share Knowledge
• Meet with new group
• formed with one expert from each type of air
  pollutant
• Experts will teach the other members about their
  air pollutant.
• Group members will ask the experts questions
  about their pollutant.
• Students will complete Air Pollution Data Table
  (Copying will result in point deductions)

22
Is Tootin Pollutin? Jigsaw Overview

• Gain Expert Knowledge Individual Research
• Compare Knowledge Air pollutant groups meet and
  downsize information
• Share Knowledge 1 Expert from each pollutant
  group meets. Complete Air Pollution Data Table
• In addition..
• Reflect on Knowledge Writing activity
• Discuss Knowledge Classroom discussion
• Quiz

23
How will you be assessed during this activity?

• Collaborative Work Rubric
• Guided Research/Air Pollution Data Table Check
  List
• ROK journal Checklist
• Is Tootin Pollutin? Activity Quiz

24
What academic standards will we accomplish?

• Life Sciences Diversity and Interdependence of
  Life
• Benchmark G, GLI 18, Grade 10 Describe the ways
  that human activities can deliberately or
  inadvertently alter the equilibrium in
  ecosystems. Explain how changes in
  technology/biotechnology can cause significant
  changes, either positive or negative, in
  environmental quality and carrying capacity
• Benchmark G, GLI 19, Grade 10 Illustrate how
  uses of resources at local, state, regional,
  national, and global levels have affected the
  quality of life.
• Benchmark F, GLI 11, Grade 11 Investigate issues
  of environmental quality at local, regional,
  national and global levels such as population
  growth, resource use, population distribution,
  over-consumption, the capacity of technology to
  solve problems, poverty, the role of economics,
  politics and different ways humans view the earth.

25
Questions?