Chap Resources 21

Glencoe Science
Chapter Resources
Our Impact on
Water and Air
Includes:
Reproducible Student Pages
ASSESSMENT
Chapter Tests
Chapter Review
HANDS-ON ACTIVITIES
Activity Worksheets for each Student Edition Activity
Laboratory Activities
FoldablesReading and Study Skills activity sheet
MEETING INDIVIDUAL NEEDS
Directed Reading for Content Mastery
Directed Reading for Content Mastery in Spanish
Reinforcement
Enrichment
Note-taking Worksheets
TRANSPARENCY ACTIVITY MASTERS
Section Focus Activity
Teaching Transparency Activity
Assessment Transparency Activity
Teacher Support and Planning
Content Outline for Teaching
Spanish Resources
Teacher Guide and Answers
Student Edition
Teacher Wraparound Edition
Interactive Teacher Edition CD-ROM
Interactive Lesson Planner CD-ROM
Lesson Plans
Content Outline for Teaching
Directed Reading for Content Mastery
Foldables: Reading and Study Skills
Assessment
Chapter Review
Chapter Tests
ExamView Pro Test Bank Software
Assessment Transparencies
Performance Assessment in the Science
Classroom
The Princeton Review Standardized Test
Practice Booklet
Directed Reading for Content Mastery in Spanish
Spanish Resources
Guided Reading Audio Program
Reinforcement
Enrichment
Activity Worksheets
Section Focus Transparencies
Teaching Transparencies
Laboratory Activities
Science Inquiry Labs
Critical Thinking/Problem Solving
Reading and Writing Skill Activities
Cultural Diversity
Laboratory Management and Safety in the Science
Classroom
MindJogger Videoquizzes and Teacher Guide
Interactive Explorations and Quizzes CD-ROM
Vocabulary Puzzlemaker Software
Cooperative Learning in the Science Classroom
Environmental Issues in the Science Classroom
Home and Community Involvement
Using the Internet in the Science Classroom
Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United
States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior written permission of the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240
ISBN 0-07-825402-7
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 024 06 05 04 03 02 01
Glencoe Science
Photo Credits
Section Focus Transparency 1: IFAW/Jon Hrusa; Section Focus Transparency 2: SuperStock;
Teaching Transparency: John Evans
iii
To the Teacher iv
I
Hands-On Activities
MiniLab Identifying Acid Rain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLab: Try At Home Examining the Content of Air. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Activity Elements in Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity: Design Your Own Experiment Whats in the air? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1 Water Purification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2 Air Pollution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
I
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
I
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
I
Transparency Activity Masters
Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Assessment Transparency Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Table of Contents
Additional Assessment Resources available with Glencoe Science:
ExamView Pro Test Bank Software

Assessment Transparencies
Performance Assessment in the Science Classroom
The Princeton Review Standardized Test Practice Booklet
MindJogger Videoquizzes
Vocabulary Puzzlemaker Software
Interactive Explorations and Quizzes CD-ROM with Presentation Builder
The Glencoe Science Web site at: science.glencoe.com
An interactive version of this textbook along with assessment resources are available
online at: mhln.com
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
iv
This chapter-based booklet contains all of the resource materials to help you teach
this chapter more effectively. Within you will find:
Reproducible pages for
I
Student Assessment
I
Hands-on Activities
I
Meeting Individual Needs (Extension and Intervention)
I
A teacher support and planning section including
I
Content Outline of the chapter
I
Spanish Resources
I
Answers and teacher notes for the worksheets
Hands-On Activities
MiniLAB and Activity Worksheets: Each of these worksheets is an expanded version of
each activity and MiniLAB found in the Student Edition. The materials lists, procedures,
and questions are repeated so that students do not need their texts open during the lab.
Write-on rules are included for any questions. Tables/charts/graphs are often included for
students to record their observations. Additional lab preparation information is provided in
the Teacher Guide and Answers section.
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab
preparations. These student-oriented labs are designed to explore science through a stimu-
lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and
answers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills
activity written by renowned educator, Dinah Zike, that provides students with a tool that
they can make themselves to organize some of the information in the chapter. Students may
make an organizational study fold, a cause and effect study fold, or a compare and contrast
study fold, to name a few. The accompanying Foldables worksheet found in this resource
booklet provides an additional resource to help students demonstrate their grasp of the
concepts. The worksheet may contain titles, subtitles, text, or graphics students need to
complete the study fold.
Meeting Individual Needs (Extension and Intervention)
Directed Reading for Content Mastery: These worksheets are designed to provide students
with learning difficulties with an aid to learning and understanding the vocabulary and
major concepts of each chapter. The Content Mastery worksheets contain a variety of formats
to engage students as they master the basics of the chapter. Answers are provided in the
Teacher Guide and Answers section.
To the Teacher
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
v
Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed
Reading for Content Mastery is provided for those Spanish-speaking students who are
learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the con-
cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.
The Reinforcement worksheets are designed to focus primarily on science content and less
on vocabulary, although knowledge of the section vocabulary supports understanding of
the content. The worksheets are designed for the full range of students; however, they will
be more challenging for your lower-ability students. Answers are provided in the Teacher
Guide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow them
to explore further the information and concepts introduced in the section. A variety of
formats are used for these worksheets: readings to analyze; problems to solve; diagrams
to examine and analyze; or a simple activity or lab which students can complete in the
classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the
teacher versionContent Outline for Teaching. They can be used to allow students to take
notes during class, as an additional review of the material in the chapter, or as study notes
for students who have been absent.
Assessment
Chapter Review: These worksheets prepare students for the chapter test. The
Chapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.
Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.
Although all questions involve memory to some degree, you will find that your students will
need to discover relationships among facts and concepts in some questions, and to use higher
levels of critical thinking to apply concepts in other questions. Each chapter test normally
consists of four parts: Testing Concepts measures recall and recognition of vocabulary and
facts in the chapter; Understanding Concepts requires interpreting information and more
comprehension than recognition and recallstudents will interpret basic information and
demonstrate their ability to determine relationships among facts, generalizations, definitions,
and skills; Applying Concepts calls for the highest level of comprehension and inference;
Writing Skills requires students to define or describe concepts in multiple sentence answers.
Answers and opbjective correlations are provided in the Teacher Guide and Answers section.
Section Focus Transparencies: These transparencies are designed to generate interest
and focus students attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.
The reproducible student masters are located in the Transparency Activities section. The
teacher material, located in the Teacher Guide and Answers section, includes Transparency
Teaching Tips, a Content Background section, and Answers for each transparency.
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
vi
Teaching Transparencies: These transparencies relate to major concepts that will benefit
from an extra visual learning aid. Most of these transparencies contain diagrams/photos
from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching
Transparency Activity includes a black-and-white reproducible master of the transparency
accompanied by a student worksheet that reviews the concept shown in the transparency.
These masters are found in the Transparency Activities section. The teacher material includes
Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student
Worksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content and
gives students the opportunity to practice interpreting and analyzing data presented in
charts, graphs, and tables. Test-taking tips that help prepare students for success on stan-
dardized tests and answers to questions on the transparencies are provided in the Teacher
Guide and Answers section.
Content Outline for Teaching: These pages provide a synopsis of the chapter by section,
including suggested discussion questions. Also included are the terms that fill in the blanks
in the students Note-taking Worksheets.
Spanish Resources: A Spanish version of the following chapter features are included in this
section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-
ties, and content overviews for each section of the chapter.
Our Impact on Water and Air 1
Reproducible
Student Pages
I
Hands-On Activities
MiniLab Identifying Acid Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLab: Try at Home Examining the Content of Air . . . . . . . . . . . . . 4
Activity Elements in Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity: Design Your Own Experiment Whats in the air? . . . . . . . . . 7
Laboratory Activity 1 Water Purification . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2 Air Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13
I
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
I
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
I
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 38
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2 Our Impact on Water and Air
Hands-On
Activities
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Identifying Acid Rain
Procedure
1. Use a clean glass or plastic container to collect a sample of precipitation.
2. Use pH paper or a pH computer probe to determine the acidity level of
your sample. If you have collected snow, allow it to melt before measuring
its pH.
3. Record the indicated pH of your sample and compare it with the results of
other classmates who have followed the same procedure. Record the pH of
your sample in the top row of the table below. Record the pH levels of the
other groups samples in the remaining rows.
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Data and Observations
Analysis
1. What is the average pH of the samples obtained from this precipitation?
2. Compare and contrast the pH of your samples with those of the substances shown on the pH
scale in Figure 12 in your textbook.
Sample Acidity level
Name Date Class
Examining the Content of Air
Use caution when reaching high places. Students with dust allergies should not
perform this activity.
Procedure
1. Find a high shelf or the top of a tall cabinet in your homesomeplace
that hasnt been cleaned for a while.
2. Using a white cloth, thoroughly dust the surface.
3. Observe the cloth under a magnifying lens.
Analysis
1. What did you see on your cloth? Where did these particles come from?
2. Explain what you think happens when you breathe in these particles.
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Lab Preview
Directions: Answer these questions before you begin the Activity.
1. Why is the glove safety symbol used in this activity?
2. Why is fertilizer added to only one beaker of water?
When you look at water, it is often clear and looks as if there is not much in
it. However, there are many compounds, microscopic organisms, and other
substances that can be in the water, but arent easily visible. How can you
find out what else might be in the water? Can you also find out how much
of it is in the water?
What Youll Investigate
What is the nitrate and phosphate content
of water?
Materials
beakers (2)
tap water
plant fertilizer
spoon or other stirrer
nitrate test kit
phosphate test kit
Goals
I
Determine the nitrate and phosphate
content of two samples of water.
I
Compare the levels and explain any
differences you find.
Safety Precautions
Never eat or drink anything in the lab. Use
gloves and goggles when handling fertilizer.
Procedure
1. Half-fill two large beakers with tap water.
2. Add a teaspoon of plant fertilizer to one of
the beakers and stir well.
3. Predict which beaker might have a greater
level of nitrate.
4. Using an appropriate kit, measure the
nitrate content of each beaker of water.
5. Clean the test kit between measurements.
Record your measurements in Table 1.
6. Predict which beaker might have a greater
level of phosphates.
7. Using an appropriate kit, measure the phos-
phate content of each beaker of water. Be
sure to clean the kit between measurements.
Record your measurements in Table 1.
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Elements in Water
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Activity (continued)
Table 1
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Communicating Your Data
Compare your results with those of others in your class. Discuss any differences found in
your measurements.
Nitrate and Phosphate Content of Water
Nitrate content Phosphate content
Beaker containing 1. 3.
tap water only
Beaker containing 2. 4.
tap water and fertilizer
Conclude and Apply
1. Describe your results. Were the levels of each compound you measured the same in both samples?
2. Were your predictions correct?
3. Explain any differences that you found.
4. Explain how the use of fertilizers can cause problems in lakes and streams.
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Lab Preview
Directions: Answer these questions before you begin the Activity.
1. Why should you wear a thermal mitt in this experiment?
2. What is the purpose of the plastic lids in this experiment?
When you dust items in your household, you are cleaning up particles that
settled out of the air. How often do you have to dust to keep your furniture
clean? Just imagine how many pieces of particulate matter the air must hold.
Recognize the Problem
Do some areas of your environment have
more particulates than other areas?
Form a Hypothesis
Based on your knowledge of your neighbor-
hood, hypothesize what kinds of particulate
matter you will find in your environment. Will
all areas in your community contain the same
types and amounts of particulate matter?
Possible Materials
small box of plain gelatin plastic lids (4)
hot plate microscope
pan or pot *hand lens
water *Alternate
marker materials
refrigerator
Goals
I
Design an experiment to collect and analyze
particulate matter in the air in your community.
I
Observe and describe the particulate matter
you collect.
Safety Precautions
Wear a thermal mitt, safety goggles, and an
apron while working with a hot plate and
while pouring the gelatin from the pan or pot
into the lids. Never eat anything in the lab.
Test Your Hypothesis
Plan
1. As a group, agree upon your hypothesis
and decide how you will test it. Identify
what results will confirm or refute the
hypothesis.
2. List the steps you need to take to test your
hypotheses. Be specific. Describe exactly
what you will do at each step. List your
materials.
3. Prepare a data table to record your
observations.
4. Label your lids with the location where you
decide to place them.
5. Mix the gelatin according to the directions
on the box. Carefully pour a thin layer of
gelatin into each lid. Use this to collect air
particulate matter.
6. Read over your entire experiment to make
sure that all steps are in a logical order.
7. Identify any constants, variables, and
controls of the experiment.
Design Your Own Experiment
Whats in the air?
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Activity (continued)
Do
1. Make sure your teacher approves your
plan.
2. Carry out the experiment as planned.
3. While the experiment is going on, record
any observations that you make and
complete the data table below.
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Number of particles Type of material Lid number
Description
of material
1
2
3
4
Communicating Your Data
Give an oral presentation to another class on air pollution in your community. Demonstrate
your experiment and graphically display the results.
Analyze Your Data
1. Describe the types of materials you collected in each lid.
2. Calculate the number of particles on each lid.
3. What did you use as a control in this experiment?
4. What were your variables?
5. Graph your results using a bar graph. Place the number of particulates on the y-axis and the
test-site location on the x-axis.
Draw Conclusions
1. Did the results support your hypothesis? Explain.
2. Explain why different sizes of particulate matter may be found at different locations.
3. Infer why some test-site locations showed more particulates than other sites did.
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Water Purification
Pure water is essential to all life forms. But what about a situation in which you do not have
pure water available? Life rafts on boats are equipped with an apparatus that can be used to distill
water from salt water. Desert safety survival rules provide another means to distill water.
Strategy
You will purify water by using a simple distillation process.
You will discuss how this process could be used in an emergency situation.
Materials
2 coat hangers, or bendable wire pen (felt-tip)
sand (fine) or soil pan (larger than the circumference of the bag)
water plastic bag (clear)
cereal bowl sunlamp or bright sunshine
Procedure
1. Bend the coat hangers into a frame. See
Figure 1.
2. Mix the sand or soil into water in the cereal
bowl. Mark the water level on the inside
with the pen.
3. Place the cereal bowl in the pan and place
the wire frame over it.
4. Pull the plastic bag over the frame until it
touches the pan. Record the appearance of
the water.
5. Set the apparatus in direct sun or under a
sunlamp.
6. Allow the apparatus to stand undisturbed.
After about 10 min and again after 30 min,
observe and record your observations in
Table 1.
Laboratory
Activity
1
1
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Water mark
Figure 1
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Laboratory Activity 1 (continued)
Name Date Class
Table 1
Questions and Conclusions
1. What happened to the water level in the cereal bowl?
2. Why did water form on the inside of the plastic bag?
3. What two processes are involved in this activity? Identify the energy source.
4. How could you prove that the water that forms on the inside of the plastic bag is pure?
5. What equipment should you carry in a vehicle in order to have pure water if you are going to
cross a desert?
Strategy Check
Can you observe the distillation of water by natural processes?
Can you understand how this process could be used in an emergency situation?
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Time (min) Observations
1. 0
2. 10
3. 30
water level __________
inside of plastic bag ___________________________________________
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Air Pollution
The number of particles floating in the air has increased over the last 20 to
30 years. Many of these particles contribute to the pollution of the air we
breathe. The United States has a standard method for reporting the degree of
pollution in the air. This is called the Air Quality Index (AQI). The index
measures the concentration of pollutants produced by industries, automobiles,
and other urban activities. The weather section of a newspaper often states a
citys AQI. Along with the AQI number, newspapers often report the major
pollutants such as ozone, nitrogen oxide, or particulate matter. It is especially
important for elderly people and people who have breathing problems to be
aware of this information so they can avoid spending too much time outside in
polluted air, which would increase the levels of toxic pollutants in their bodies.
It is also important for everyone to know because when people exercise they
breathe quickly, and might take in too many pollutants through their lungs. In
this activity you will predict and graph air pollution levels in your region over a
years time. Then you will analyze your data.
Procedure
1. Predict the quality of the air in the area
where you live. At what times of the year
do you think it is the best? The poorest?
2. Your teacher has a list of air quality data
for the last year for your city or a city in
your area. Obtain the data from your
teacher.
3. Review the data. Then use graph paper to
graph the data. On your graph, mark the
air quality number for the 1st and 15th of
each month as provided. Place the dates on
the horizontal axis and the index numbers
on the vertical axis.
4. When you have finished marking all the
data points on your graph, connect them
with a line. The line will help you see the
changes in air quality from month to
month.
Laboratory
Activity
2
2
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Air Quality Index
050 = Good
51100 = Moderate
101150 = Unhealthy for sensitive groups
151200 = Unhealthy
201300 = Very unhealthy
Strategy
You will predict the times of year the air quality is best and worst.
You will graph the AQI data for your area during this past year.
You will observe trends and analyze the data.
Materials
list of data from teacher
graph paper
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Laboratory Activity 2 (continued)
Name Date Class
1. What is the highest number on your air quality index graph? In what month does it occur?
2. What is the lowest number on your air quality index graph? In what month does it occur?
3. Do you see a trend? Explain.
1. During what season was the air quality the best? How do you know?
2. During what season was the air quality the poorest? How do you know?
3. How can you explain your results in terms of the Suns energy?
4. Many people take vacations during the summer months. Might this affect air quality? Explain
your answer.
5. In what parts of the country would you expect the air quality to be the best? The poorest?
Explain your answer.
6. In the Air Quality Index, what people do you think make up the sensitive groups?
7. Overall, how would you rate the air quality of your region or city? Explain your answer.
Strategy Check
Can you predict what times of year the air quality is poorest?
Can you graph the years AQI data for your area?
Can you observe how air quality changes from month to month?
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Our Impact on Water and Air
Directions: Use this page to label your Foldable in the Before You Read at the beginning of the chapter.
Water Pollution
Both
Air Pollution
Conserving can help
reduce pollution.
National and international
cooperation is needed
to reduce the pollution.
Natural conditions can
affect the level of pollution.
Pollution can affect
your health.
Pollution can come from
a point source or a
nonpoint source.
Pollution comes from
runoff of pesticides and
fertilizers, industrial
runoff, and water from
your home.
Pollution comes from
vehicle exhaust, power
plants, fires, and volcanoes.
Name Date Class
H
a
n
d
s
-
O
n

A
c
t
i
v
i
t
i
e
s
Meeting Individual
Needs
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Overview
Directions: Complete the concept map using the terms in the list below.
pesticide runoff carbon monoxide sulfurous smog Clean Air Act
photochemical smog untreated sewage metal release Clean Water Act
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Directed Reading for
Content Mastery
2.
1.
3.
5. 6.
7.
4. 8.
Air pollution Water pollution
burning fossil fuels
households,
farms, and
industries
acid rain
polluted runoff
Safe Water Drink-
ing Act
from
regulated by the
from
results in
regulated by the
results in
and the
Name Date Class
Section 1
I
Water Pollution
Directions: Use the terms and clues below to complete the crossword puzzle.
sediment point source acid rain algae lead
water pollution Clean Water Act sewage
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Across
2. A danger to streams and lakes
5. Largest source of water pollution
6. A law to protect our water
8. A water pollutant that can damage the nervous system
Down
1. Pollution from a specific location
3. Can decrease the pH of lakes and streams
4. Household wastes that often pollute water
7. Can grow too much when fertilizers are present
Content Mastery
1
4
7
2
6
3
5
8
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Section 2
I
Air Pollution
Directions: Explain how each situation below increases air pollution.
1. On a crowded highway, each car contains only the driver.
2. A community allows residents to burn leaves in an open fire.
3. A temperature inversion occurs, and warm air traps cool air near the ground.
4. A power plant burns coal that is high in sulfur.
Directions: Explain how each situation below reduces air pollution.
5. People who live close to their workplace ride bicycles to work on nice days.
6. A factory uses windmills to produce some of its electricity.
7. A power plant passes smoke through a scrubber.
8. Countries signing the Montreal Protocol agree to phase out chlorofluorocarbons
(CFCs).
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Content Mastery
Name Date Class
Key Terms
Directions: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct term
in the blank at the left.
Column I
1. substance with a pH above seven
2. chemical used by farmers and
homeowners
3. fine solids in the air that irritate and
damage the lungs
4. removes sulfur by dissolving gases
in water
5. pollution entering water from
a specific location
6. substance with a pH lower then seven
7. pollution entering water over a
large area
8. water containing human waste
9. pollution that can corrode buildings
and lower the pH of lakes and streams
10. a gas you cant see or smell that
replaces oxygen in the blood
11. forms when nitrogen and oxygen
compounds react with the help
of sunlight
12. passed by the United States Congress
in 1990 to address problems of air
pollution
13. By 1999, 184 countries had signed
this agreement made during a meeting
in Canada.
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Column II
a. acid rain
b. scrubber
c. sewage
d. nonpoint source
pollution
e. acid
f. pesticide
g. carbon monoxide
h. base
i. photochemical smog
j. point source pollution
k. particulate matter
l. Montreal Protocol
m. Clean Air Act
Content Mastery
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Nombre Fecha Clase
Nuestro impacto sobre el agua y el aire 19
Sinopsis
Nuestro impacto sobre el
agua y el aire
Instrucciones: Completa el mapa conceptual usando los trminos de la lista.
aguas negras sin tratar monxido de carbono escorrenta de pesticidas
smog fotoqumico smog sulfuroso Ley para el Control de la Contaminacin del Agua
Ley para el Control de la Contaminacin del Aire emisin de metalese
Lectura dirigida para
Dominio del contenidio
S
a
t
i
s
f
a
c
e

l
a
s

n
e
c
e
s
i
d
a
d
e
s

i
n
d
i
v
i
d
u
a
l
e
s
2.
1.
3.
5. 6.
7.
4. 8.
La contaminacin
del aire
La contaminacin
del agua
combustibles
fsiles
hogares, fincas e
industrias
lluvia cida
escorrenta conta-
minada
Ley sobre la
Seguridad del
Agua Potable
proveniente de la quema de
regulada por el(la)
proveniente de
resulta en
regulada por el(la)
resulta en
y la
Nombre Fecha Clase
20 Nuestro impacto sobre el agua y el aire
Seccin 1
I
Contaminacin
del agua
Instrucciones: Usa los trminos y pistas para completar el crucigrama.
sedimentos puntual lluvia cida algas plomo
contaminacin del agua Contra la Contaminacin del Agua aguas negras
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Horizontales
3. Contaminante del agua que puede causar daos al sistema nervioso
4. Contaminacin que proviene de una localidad especfica
5. Fuente ms grande de contaminacin del agua.
6. Desechos caseros que con frecuencia contaminan el agua
7. Puede hacer que baje el pH de lagos y corrientes
8. Ley para el Control _________, que protege nuestras aguas
Verticales
1. Un peligro para las corrientes y los lagos
3. Pueden crecer demasiado cuando abundan los fertilizantes
S
a
t
i
s
f
a
c
e

l
a
s

n
e
c
e
s
i
d
a
d
e
s

i
n
d
i
v
i
d
u
a
l
e
s
8
4
7
6
2
5
3
1
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Nombre Fecha Clase
Nuestro impacto sobre el agua y el aire 21
Seccin 2
I
Contaminacin
del aire
Instrucciones: Explica cmo cada una de las situaciones aumenta la contaminacin del aire.
1. En una carretera atestada, cada auto lleva slo al conductor.
2. Una comunidad permite que los residentes quemen las hojas en hogueras al aire
libre.
3. Ocurre una inversin de temperatura y el aire clido atrapa al aire fro cerca del
suelo.
4. Una planta de energa quema carbn de alto contenido de azufre.
Instrucciones: Explica cmo cada una de las siguientes situaciones reduce la contaminacin del aire.
5. La gente que vive cerca de su trabajo va en bicicleta cuando hace buen tiempo.
6. Una fbrica usa molinos de viento para producir parte de su energa.
7. Una planta de energa hace que el humo pase por un depurador.
8. Los pases que firman el Protocolo de Montreal se ponen de acuerdo para dejar
de producir cloroflurocarburos.
S
a
t
i
s
f
a
c
e

l
a
s

n
e
c
e
s
i
d
a
d
e
s

i
n
d
i
v
i
d
u
a
l
e
s
Nombre Fecha Clase
22 Nuestro impacto sobre el agua y el aire
Trminos claves
Nuestro impacto sobre el
agua y el aire
Instrucciones: Aparea los trminos de la Columna II con las descripciones de la Columna I. Escribe la letra del
trmino correcto en el espacio en blanco a la izquierda.
Columna I
1. sustancia con un pH por encima de siete
2. qumico que usan los agricultores y
los propietarios de casas
3. slidos finos en el aire que irritan y
daan los pulmones
4. elimina el azufre al disolver los gases
en agua
5. contaminacin que llega al agua desde
una situacin especfica
6. sustancias con un pH de menos de siete
7. contaminacin que llega al agua desde
una rea extensa
8. agua que contiene desechos humanos
9. contaminacin que puede corroer los
edificios y bajar el pH de lagos y corrientes
10. gas que no puedes ver u oler que
reemplaza al oxgeno en la sangre
11. se forma cuando compuestos que tienen
nitrgeno u oxgeno reaccionan con
ayuda de la luz solar
12. fue aprobada por el Congreso de
Estados Unidos en 1990 para controlar
problemas de contaminacin del aire
13. para 1999, 184 pases haban firmado el
acuerdo hecho durante una reunin
en Canad.
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Columna II
a. luvia cida
b. depurador
c. aguas negras
d. contaminacin no
puntual
e. cidos
f. pesticidas
g. monxido de carbono
h. base
i. smog fotoqumico
j. contaminacin de
fuente puntual
k. macropartculas
l. Protocolo de Montreal
m. Ley para el Control
de la Contaminacin
del Aire
S
a
t
i
s
f
a
c
e

l
a
s

n
e
c
e
s
i
d
a
d
e
s

i
n
d
i
v
i
d
u
a
l
e
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Directions: Classify each of the following as point source or nonpoint source pollution.
1. sediment from widespread deforestation washes into rivers
2. acid rain reduces the pH of a lake
3. a factory releases waste water containing lead
4. runoff from farms and lawns containing fertilizer
Directions: Complete the following sentences using the correct terms.
5. Most water pollution is caused by _______________________________________________.
6. Harmful organisms in the water can come from ____________________________________.
7. Pesticides and herbicides in the water come from ___________________________________.
8. Factories pollute water by ______________________________________________________.
Directions: Answer the following questions on the lines provided.
9. How do the 1996 Safe Drinking Water Act Amendments help reduce pollution?
10. How does conserving water help reduce pollution?
11. If you wanted to dispose of hazardous materials, such as household chemicals or used oil
from the car, where would you get information about their proper disposal?
12. How does acid rain link air pollution and water pollution?
Water Pollution
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Reinforcement
1
1
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Air Pollution
Directions: Use the clues below to complete the crossword puzzle.
Reinforcement
2
2
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Across
1. Type of alternative power that uses the sun
3. Used in smokestacks to reduce air pollution
6. Colorless, odorless gas that replaces oxygen
in the blood (2 words)
9. Pollutants from air conditioners and
refrigerators (abbreviation)
11. Landforms and temperature inversions
are _____ conditions that contribute to
air pollution.
13. The Montreal Protocol has been signed by
184 different ______.
14. Passed in 1990 to attack problems of
automobile exhaust, factory pollution,
destruction of the ozone, and acid rain
(3 words)
15. Type of smog formed from fossil fuel
pollutants with the aid of light
Down
2. Substances with a pH lower than 7
4. Combination of smoke and fog
5. ______ from buses and trucks contains
particulate matter.
7. The burning of ______ for energy adds
polluting chemicals to the air. (2 words)
8. Pollutant created when sulfur dioxide
from coal-burning power plants combines
with moisture in the air to form sulfuric
acid (2 words)
10. Measures whether a substance is an acid
or a base
12. Breathing ozone and other smog
damages peoples lungs, making them
more susceptible to pneumonia, flus,
and ______.
8
6
3 4
1
5
2
7
9
13
10
14
15
11 12
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Tracking Trace Elements
Lakes and streams contain trace elements, or certain ions in solution, that are used by organisms
for life processes. Recommended trace amounts of three elements are manganese, 50 mg/m
3
; copper,
100 mg/m
3
; and lead, 50 mg/m
3
. Larger amounts are toxic. The map shows a region where these three
elements are mined and processed. To minimize pollution in some areas, all wastewater is contained
in settling ponds. Particles that carry much of the chemical waste are allowed to settle in these ponds
before the water is pumped back into the streams. The numbers on the map represent sites where
water samples were collected. The table shows trace element concentrations at those sites.
1. What causes concentrations of trace elements to rise from Site 9 to Site 10?
2. What causes concentrations to decrease from Site 10 to Site 11?
3. Why would some concentrations be low at Site 8 compared to the sites that feed into it?
4. Do settling ponds seem to be working? Explain.
Enrichment
1
1
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
12
W
e
s
t
F
o
r
k
J
o
n
e
s River
Smelter
Mine
Settling
pond
3
1
2
9
10
14
15
13
16
11
4
5
6
7
8
18
17
S
h
e
n
k
'
s
C
r
e
e
k
C
r
o
t
a
l
u
s
Cree
k
R
o
c
k
y
C
r
e
e
k
Trace element
concentrations (mg/m
3
)
1 9 12 38
2 11 14 42
3 10 13 39
4 11 14 41
5 13 13 44
6 13 13 44
7 13 13 44
8 9 11 41
9 11 11 44
10 12 13 46
11 11 11 43
12 10 10 41
13 12 11 35
14 7 8 31
15 6 7 31
16 11 11 42
17 16 14 43
18 13 11 38
Site
Manga-
nese
Copper Lead
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Air Pollution and Asthma
Our lungs are made of very delicate tissues.
The tubes that bring air into the lungs are
called bronchioles. These bronchioles can be
large or very tiny. The bronchiole system has
its own set of muscles that change the size of
the tubes. During an asthma attack a person is
very short of breath. This is because the mus-
cles that surround the bronchioles make the
tubes small. If they get too small it is hard for
the person to breathe.
Asthma and Allergies
Some people are born with the condition
called asthma. They are usually allergic to
something in the air. Often animal dander
(small pieces of skin and fur) or certain pollens
or molds can trigger an asthma attack. If the
person leaves the source of the problem, like
leaving the area where a cat lives, the problem
often will go away. The person can breathe
normally again. However, if the allergy is
severe, the person might need to take
medication to relax the muscles. This can
be a very frightening and dangerous health
problem.
New Causes of Asthma
Until recently, most people with asthma
usually had such allergies. However, new
reports show more and more people,
especially children, are getting asthma for
other reasons. What is being discovered is
that certain forms of air pollution are causing
asthmatic reactions in people. Cigarette smoke
and spray paints or dyes are common causes.
Another major cause is the chemical emissions
from cars. Ozone and chemicals made with
sulfur and nitrogen are weakening the hairs of
the windpipe and making it hard for people to
breathe. The people most affected are children
and the elderly.
Permanent Damage
This can, eventually, be very serious if the
poisons reach the deeper parts of the lungs.
In some cases the damage can be permanent.
This leads to an increased risk for colds, heart
problems, lung cancer, and even problems with
the central nervous system. It is becoming
more and more important to reduce air
pollution. Everybodys health depends on it.
1. What is asthma?
2. Besides allergies, why are children developing asthma?
3. Who else is at high risk from this problem?
4. What can we do to reduce some cases of asthma in children?
Enrichment
2
2
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Section 1 Water Pollution
A. Clean water is important to maintain all _____________.
B. _____________________ pollution comes from a specific location;
C. ________________________ pollution enters water from large, or multiple, areas.More than
_________________ percent of water pollution in the United States is from nonpoint sources.
D. Types of pollution
1. _________________the largest source of water pollution in the United States; makes
water cloudy, blocks light from plants, and interferes with organisms that live in water
2. ___________________ substances, which destroy pests, could also harm people and
other organisms.
3. ____________________ add too much nitrogen and phosphorus to water sourcescauses
algae to multiply, using up oxygen that fish and other organisms need to live.
4. _______________ can contain detergents, bacteria, chemicals, and human waste.
5. _______________ pollute waters for many years and remain in the environment for a
long time.
6. ____________ and _________________ can leak from tanks and wash off roads,
contaminating water supplies____________ gallon of gasoline can make an entire water
supply unsafe for drinking.
7. _______________ water released from industrial activities can reduce the oxygen available
for organisms or change the water temperature they need to survive.
E. Reducing water pollution
1. ______________ water and remove pollutants before returning the water to the environment.
2. Countries can __________________ to reduce pollution as the U.S. and Canada have done
with the Great Lakes.
3. ___________________ and industry efforts are needed.
a. Hazardous wastes such as paint or motor oil should be _________________ of safely.
b. _________________ water, using only what is needed.
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Note-taking
Worksheet
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Section 2 Air Pollution
A. _______________ pollution sources include burning fuel, factories, electricity generation,
burning trash, dust from fields and other locations, radon,and gases from volcanoes and fires.
B. _____________urban pollution, resembling a yellowish-brown haze, caused by cars,
factories, and power plants
1. ______________________ smog forms from a chemical reaction between car exhaust
and sunlight.
2. __________________ such as mountains or atmospheric conditions such as
temperature ___________ can contribute to urban smog.
C. Coal burning power plants and car exhaust can form __________________ which corrodes
structures, damages vegetation, and harms animals.
1. Amount of acid is measured using the _________________.
2. A pH lower than 7 indicates ______________.
3. A pH above 7 indicates ______________.
4. The ________________ pH for lakes and streams is between 6 and 8; acidic rain may
decrease the ___________ in bodies of water, making it impossible for some organisms to
live.
D. _____________, or chlorofluorocarbons, can destroy the Earths protective ozone layer.
E. Some city dwellers have to avoid the outdoors during high smog levels to avoid health problems.
1. Smog compounds can cause ____________ irritation.
2. ______________ can burn the nose and throat, cause headaches, and damage lung tissue.
3. Even small amounts of ________________________ can be dangerous because it replaces
oxygen in the blood.
4. __________________ can damage lungs and increase infections.
5. ____________________ matter such as dust, pollen, mold, and soot can irritate and
damage the lungs.
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Note-taking Worksheet (continued)
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
F. _________________ air pollution
1. International ____________________ can help reduce air pollution.
2. The ______________________ of 1990 regulates car emissions, energy production, and
other industries.
3. Sulfur dioxide from coal-burning power plants can be removed with a
__________________ which dissolves smoke gases in water, removing some sulfur.
4. Electric power plants can use an ______________________ separator to reduce particulates.
5. ____________________ can change their lifestyles and reduce their driving to help reduce
air pollution from cars.
M
e
e
t
i
n
g

I
n
d
i
v
i
d
u
a
l

N
e
e
d
s
Note-taking Worksheet (continued)
Assessment
A
s
s
e
s
s
m
e
n
t
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Chapter
Review
Part A. Vocabulary Review
Directions: Write the term that matches each description below on the spaces provided. The boxed letters will
spell the answer to question 11.
1. pollution that enters a body of water from a large area
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___ ___
2. chemicals that help plants grow ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
3. hazy, yellowish smog that forms with the help of sunlight
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
4. pollution that enters water from a particular location
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
5. substance with a pH lower than 7 ___ ___ ___
6. consists of fine solids and liquid droplets
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
7. Sulfur dioxide can be removed from
smoke by passing it through a ______. ___ ___ ___ ___ ___ ___ ___
8. human waste and household materials
that go into drains ___ ___ ___ ___ ___
9. acidic moisture that falls to earth ___ ___ ___ ___ ___ ___ ___
10. substances that destroy pests ___ ___ ___ ___ ___ ___ ___ ___ ___
11. What Act passed by the United States Congress in 1990 addressed some air pollution problems
by regulating emissions from cars, energy production, and other industries?
________________ ________________ ________________
Part B. Concept Review
Directions: Match the actions in the first column with their goals in Column II. Write the letter of the correct
statement in the blank at the left.
1. Safe Drinking Water Act
2. Clean Water Act
3. Clean Air Act
4. Water quality agreements
A
s
s
e
s
s
m
e
n
t
a. Canada and the United States helped to stop the
sewage problem in Lake Erie.
b. This law ensures that drinking water in our
country is safe.
c. It set goals for reducing point and nonpoint
pollution sources.
d. Its goals include reduction of auto exhaust.
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Chapter Review (continued)
Directions: Answer the following questions using complete sentences.
5. How have human activities added to pollutants in the air?
6. What are some of the effects of air pollution on health?
7. What are some of the effects of acid rain?
8. What actions can people take to help reduce acid rain?
9. Do you think the cost of reducing sulfur dioxide emissions should be paid for by the region
that produces the emissions? Explain.
10. Give one example of point source pollution and one example of nonpoint source pollution.
11. What are three ways you can help reduce water pollution?
A
s
s
e
s
s
m
e
n
t
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Chapter
Test
I. Testing Concepts
Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.
1. One cause of air pollution is ______.
a. acid rain c. water pollution
b. burning fossil fuels d. bases
2. A combination of smoke and fog is ______.
a. oxygen b. acid rain c. fossil fuels d. smog
3. A brown smog formed with the aid of sunlight is ______ smog.
a. nitrogen b. photochemical c. natural gas d. oxygen
4. In the US, ______ are responsible for 60 percent of the makeup of smog.
a. cars b. factories c. farms d. fertilizers
5. Burning fossil fuels in electrical power plants helps create ______.
a. ozone c. sulfurous smog
b. ultraviolet radiation d. trapped air layers
6. Smog development is affected naturally by ______.
a. the pH scale c. landforms
b. the greenhouse effect d. all of these
7. Sunlight reacts with waste gases to form ______.
a. carbon dioxide c. ozone
b. ultraviolet radiation d. none of these
8. Acid rain is created when emissions from coal-burning power plants combine with
moisture to form ______.
a. sulfur dioxide c. cooler air
b. sulfuric acid d. photochemical smog
9. A consequence of acid rain is ______.
a. damage to buildings c. damage to forests
b. lower pH in lakes and streams d. all of these
10. A measure of the strength of an acid can be obtained using ______.
a. an acid b. a base c. a pH scale d. all of these
11. Air pollution affects peoples ______.
a. lungs b. eyes c. hearts d. all of these
12. Diplomats from around the world have focused on eliminating the use of ______.
a. fossil fuels c. sulfur dioxide
b. chlorofluorocarbons d. none of these
A
s
s
e
s
s
m
e
n
t
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Chapter Test (continued)
13. Ways to support the Clean Air Act include ______.
a. using less electricity
b. driving more frequently
c. cutting down on public transportation
d. developing more coal-burning power plants
14. Mountains may contribute to smog formation by ______.
a. emitting sulfurous compounds c. blocking air circulation
b. blocking clouds d. limiting water runoff
15. Air pollution can be controlled by ______.
a. permitting more storm water runoff
b. burning more coal
c. eliminating hard water
d. putting scrubbers on power plants
16. A way for individuals to reduce water pollution is to ______.
a. plant forests c. drive everywhere
b. reduce electricity use d. add to the acidity of garden soil
17. Inhaling the humid air of acid rain can ______.
a. damage your lungs c. cause a headache
b. sting your eyes d. interfere with oxygen absorption
18. A way for individual citizens to improve air quality is to ______.
a. reduce industrial pollution c. burn trash
b. take fewer showers d. use public transportation
19. Some coal contains a high amount of ______.
a. oxygen b. nitrogen c. sulfur d. none of these
20. Acid rain is more of a problem in ______.
a. the desert b. cities c. humid areas d. rural areas
21. Water pollutants include ______.
a. bacteria c. runoff from mines
b. oil and gasoline d. all of these
22. Farms often pollute water through the use of ______.
a. pesticides and fertilizers c. motor oil
b. hospital waste d. all of these
23. An example of a polluted water source that has improved because of cooperation
between the United States and Canada is ______.
a. the Colorado River c. the Atlantic Ocean
b. Lake Erie d. the Mississippi River
A
s
s
e
s
s
m
e
n
t
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Name Date Class
II. Understanding Concepts
Skill: Concept Mapping
Directions: Complete the concept map using the terms in the list below.
coal gasoline ozone
sunlight nitrogen oxygen
A
s
s
e
s
s
m
e
n
t
1.
6.
5.
4.
3.
2.
health problems
Fossil fuels
cars, buses,
trucks, and planes
factories and
power plants
in the form of
which is burned in
which may cause
to produce
which react with
and
release compounds of
which is burned in
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Skill: Using Tables
Directions: Complete the table below that shows the goals of the 1990 Clean Air Act using the terms below.
acid rain airborne toxins urban air pollution ozone-depleting chemicals
A
s
s
e
s
s
m
e
n
t
III. Applying Concepts
Writing Skills
Directions: Answer the following questions using complete sentences.
1. Why is it dangerous to pour hazardous wastes onto the ground?
2. How does nature play a role in the development of smog?
3. What are some of the effects of acid rain?
4. Is it easier to control point source or nonpoint source pollution? Why?
nitrogen oxide emissions reduced in
new cars by 60 percent of 1990 levels
limit emissions of 200 compounds
that cause cancer/birth defects
reduce sulfur dioxide emissions
by 2000
immediately cease production in 1996
Type of pollution Goal
7.
8.
9.
10.
Transparency
Activities
T
r
a
n
s
p
a
r
e
n
c
y

A
c
t
i
v
i
t
i
e
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Section Focus
Transparency Activity
1
1
T
r
a
n
s
p
a
r
e
n
c
y

A
c
t
i
v
i
t
i
e
s
Water pollution can have a devastating impact on animals. For
example, this oil spill off the coast of South Africa affected forty-four
percent of the worlds African penguins. The oil spilled when the
freighter Treasure sank about six miles out from Cape Town,
South Africa.
Oil Disaster
1. How do oil spills endanger wildlife?
2. What other kinds of water pollution can you name?
3. How can you help prevent water pollution?
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Name Date Class
Section Focus
2
2
T
r
a
n
s
p
a
r
e
n
c
y

A
c
t
i
v
i
t
i
e
s
A lot of pollution comes from people, but there are other sources as
well. This is a photo of the May 18, 1980 eruption of Mount St. Helens
in Washington. The force of the eruption sent ash several kilometers
into the sky. Wind carried some of the ash all the way to Oklahoma.
Mountain of Ash
1. How are the smoke and ash released by Mount St. Helens similar
to pollution generated by people?
2. In what ways is it different?
3. What can people do to reduce air pollution?
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
T
r
a
n
s
p
a
r
e
n
c
y

A
c
t
i
v
i
t
i
e
s
Teaching Transparency
Activity
2
2
Air Pollution
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Teaching Transparency Activity (continued)
1. How does photochemical smog form?
2. What substance protects us from ultraviolet radiation when found high in the atmosphere, but
is a major component of smog when found near Earth?
3. What natural sources can add to air pollution?
4. What are some health problems caused by air pollution?
5. What materials might you find in particulate matter?
6. What are some ways you can help reduce air pollution?
T
r
a
n
s
p
a
r
e
n
c
y

A
c
t
i
v
i
t
i
e
s
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Name Date Class
Assessment
T
r
a
n
s
p
a
r
e
n
c
y

A
c
t
i
v
i
t
i
e
s
Directions: Carefully review the graph and answer the following questions.
Our Impact on Water
and Air
1. According to the graph, which heavy metal had the highest
concentration?
A Chromium B Copper C Lead D Mercury
2. About how much higher was the concentration of copper than that
of cadmium?
F 30 g/L G 200 g/L H 240 g/L J 440 g/L
3. The graph shows the concentration of heavy metals at a certain
point of the Mississippi River. A reasonable hypothesis based on
these data is that if these levels of heavy metals are considered to
be acceptable, then ____.
A the Mississippi River is very polluted
B there must be a factory near that location
C the people who live in that area must have developed a tolerance
for these heavy metals
D the heavy metals chromium and copper are not very toxic to
humans
Heavy Metals Released into the Mississippi River
Mercury Cadmium Chromium Copper Lead
50
0
150
250
350
450
100
200
300
400
500
C
o
n
c
e
n
t
r
a
t
i
o
n
(
g
/
L
)
Dissolved Heavy Metal
Our Impact on Water and Air T1
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Teacher Support
and Planning
T2 Our Impact on Water and Air
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Our Impact on Water
and Air
Section 1 Water Pollution
A. Clean water is important to maintain all life.
B. Point source pollution comes from a specific location; nonpoint source
pollution enters water from large, or multiple, areas;
C. More than 75 percent of water pollution in the United States is from nonpoint sources.
D. Types of pollution
1. Sedimentthe largest source of water pollution in the United States; makes water cloudy,
blocks light from plants, and interferes with organisms that live in water
2. Pesticides, substances, which destroy pests, could also harm people and other organisms.
3. Fertilizers, add too much nitrogen and phosphorus to water sourcescauses algae to
multiply, using up oxygen that fish and other organisms need to live.
4. Sewage can contain detergents, bacteria, chemicals, and human waste.
5. Metals pollute waters for many years and remain in the environment for a long time.
6. Oil and gasoline can leak from tanks and wash off roads, contaminating water supplies
one gallon of gasoline can make an entire water supply unsafe for drinking.
7. Heated water released from industrial activities can reduce the oxygen available for
organisms or change the water temperature they need to survive.
E. Reducing water pollution
1. Treat water and remove pollutants before returning the water to the environment.
2. Countries can cooperate to reduce pollution as the U.S. and Canada have done with the
Great Lakes.
3. Individual and industry efforts are needed.
a. Hazardous wastes such as paint or motor oil should be disposed of safely.
b. Conserve water, using only what is needed.
DISCUSSION QUESTION:
What kinds of damage can occur due to sediment pollution? Water gets dirty looking which
prevents plants and animals from getting the light and oxygen they need to live.
Underlined words and
phrases are to be filled
in by students on the
Note-taking Worksheet.
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
Content Outline
for Teaching
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Section 2 Air Pollution
A. Air pollution sources include burning fuel, factories, electricity generation, burning trash, dust
from fields and other locations, radon, and gases from volcanoes and fires.
B. Smogurban pollution, resembling a yellowish-brown haze, caused by cars, factories, and
power plants
1. Photochemical smog forms from a chemical reaction between car exhaust and sunlight.
2. Landforms such as mountains or atmospheric conditions such as temperature inversions
can contribute to urban smog.
C. Coal burning power plants and car exhaust can form acid rain which corrodes structures,
damages vegetation, and harms animals.
1. Amount of acid is measured using the pH scale.
2. A pH lower than 7 indicates acids.
3. A pH above 7 indicates bases.
4. The natural pH for lakes and streams is between 6 and 8; acidic rain may decrease the pH in
bodies of water, making it impossible for some organisms to live.
D. CFCs, or chlorofluorocarbons, can destroy the Earths protective ozone layer.
E. Some city dwellers have to avoid the outdoors during high smog levels to avoid health problems.
1. Smog compounds can cause eye irritation.
2. Ozone can burn the nose and throat, cause headaches, and damage lung tissue.
3. Even small amounts of carbon monoxide can be dangerous because it replaces oxygen in
the blood.
4. Acid rain can damage lungs and increase infections.
5. Particulate matter such as dust, pollen, mold, and soot can irritate and damage the lungs.
Content Outline for Teaching (continued)
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
F. Reducing air pollution
1. International cooperation can help reduce air pollution.
2. The Clean Air Act of 1990 regulates car emissions, energy production, and other industries.
3. Sulfur dioxide from coal-burning power plants can be removed with a scrubber, which dis-
solves smoke gases in water, removing some sulfur.
4. Electric power plants can use an electrostatic separator to reduce particulates.
5. Individuals can change their lifestyles and reduce their driving to help reduce air pollution
from cars.
DISCUSSION QUESTION:
What are some health problems that can result from air pollution? Breathing disorders, lung and
heart damage, increased respiratory infections, and reduced oxygen levels
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
Content Outline for Teaching (continued)
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Nuestro impacto sobre el agua y el aire T5
Spanish
Resources
Nuestro impacto sobre
el agua y el aire
Contaminacin del agua
Lo que aprenders
I
A identificar los tipos de contaminantes del
agua y sus efectos.
I
A comentar maneras para reducir la conta-
minacin de agua.
I
A enumerar maneras en las que t puedas
ayudar a reducir la contaminacin del agua.
Vocabulario
point-source pollution / contaminacin de
fuente puntual: contaminacin proveniente
de una fuente especfica que penetra en el
agua y que puede controlarse o tratarse antes
de que entre a una masa de agua.
nonpoint-source pollution / contaminacin
de fuente no puntual: contaminacin prove-
niente de un rea extensa que penetra en el
agua y que no puede rastrearse a una sola
localidad.
pesticide / pesticida: sustancia que se utiliza
para evitar que los insectos y la maleza
destruyan las cosechas y los cspedes.
fertilizer / fertilizante: sustancia qumica que
ayuda en el crecimiento de plantas y otros
organismos.
sewage / aguas negras: agua que se va por las
alcantarillas y que contiene residuos
humanos, detergentes caseros y jabones.
Por qu es importante
Todos los organismos sobre la Tierra depen-
den del agua para vivir.
Elementos en el agua
Cuando observas el agua, frecuentemente es
clara y parece como si no hubiera muchas
cosas en ella. Sin embargo, existen muchos
compuestos, organismos microscpicos y
otras sustancias que pueden estar en el agua
pero no ser visibles fcilmente. Cmo puedes
averiguar qu pudiera haber en el agua?
Puedes averiguar tambin la cantidad que hay
en el agua?
Lo que investigars
Cul es el contenido de nitrato y de fosfato
del agua?
Materiales
vasos de precipitados (2)
agua corriente equipo de prueba del fosfato
fertilizante de plantas
cuchara u otro agitador
equipo de prueba del nitrato
Metas
I
Determinar el contenido de nitrato y de fos-
fato en dos muestras de agua.
I
Comparar los niveles y explicar cualquier
diferencia.
Medidas de seguridad
Nunca comas o bebas nada en el laboratorio.
Usa guantes y gafas protectoras cuando mane-
jes fertilizantes.
Procedimiento
1. Llena hasta la mitad dos vasos de precipita-
dos grandes con agua corriente.
2. Aade una cucharadita de fertilizante de
plantas a uno de los recipientes y revuelve
bien.
3. Predice qu recipiente pudiera tener un
mayor nivel de nitratos.
4. Usando un equipo apropiado, mide el con-
tenido de nitrato de cada recipiente.
5. Limpia el equipo de prueba entre las
mediciones. Anota tus mediciones.
6. Predice qu recipiente pudiera tener un
nivel mayor de fosfatos.
7. Usando un equipo apropiado mide el con-
tenido de fosfato de cada recipiente.
Asegrate de limpiar el equipo entre
mediciones. Anota tus mediciones.
Concluye y aplica
1. Describe tus resultados. Fueron iguales los
niveles de cada compuesto que mediste en
ambas muestras?
2. Fueron correctas tus predicciones?
3. Explica cualquier diferencia.
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
T6 Nuestro impacto sobre el agua y el aire
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Spanish Resources (continued)
4. Explica cmo el uso de fertilizantes puede
causar problemas en lagos y arroyos.
Contaminacin del aire
Lo que aprenders
I
A enumerar las diferentes fuentes de conta-
minacin del aire.
I
A describir cmo la contaminacin afecta a
las personas y al medio ambiente.
I
A comentar sobre cmo reducir la contami-
nacin del aire.
Vocabulario
photochemical smog / smog fotoqumico:
capa de smog brumoso y de color caf amar-
illento que se presenta sobre las ciudades; se
forma con la ayuda de la luz solar, contiene
ozono cerca de la superficie terrestre y puede
daar los pulmones y las plantas.
acid rain / lluvia cida: humedad cida, cuyo
pH es inferior a 5.6, que cae a la Tierra como
lluvia o nieve y puede causar daos a
bosques, perjudicar organismos y corroer las
estructuras.
pH scale / escala del pH: escala utilizada para
medir el grado de acidez o basicidad de algo.
acid / cido: sustancia cuyo pH es inferior a 7.
base / base: sustancia cuyo pH es superior a 7.
carbon monoxide / monxido de carbono:
gas incoloro e inodoro que disminuye el con-
tenido de oxgeno en la sangre, se encuentra
en los gases de escape de los vehculos y con-
tribuye a la contaminacin del aire.
particulate matter / macropartculas: slidos
finos como el polen, el polvo, el moho, la
ceniza y el holln como tambin las gotitas
lquidas del aire que pueden irritar y daar
los pulmones cuando se aspiran.
scrubber / depurador: dispositivo que reduce
las emisiones sulfricas de las plantas que
queman carbn.
Por qu es importante
La contaminacin del aire puede afectar
adversamente tu salud y la salud de otros.
Disea tu propio experimento
Qu hay en el aire?
Cuando sacudes artculos en tu casa, limpias
partculas del aire que se asentaron. Con qu
frecuencia debes sacudir para mantener los
muebles limpios? Imagnate la cantidad de
macropartculas que contiene el aire!
Reconoce el problema
Tienen ciertas reas de tu medio ambiente
ms macropartculas que otras reas?
Formula una hiptesis
Basado en tu conocimiento de tu vecindario,
formula una hiptesis sobre qu tipo de
macropartculas encontrars en l. Con-
tendrn todas las reas en tu comunidad el
mismo tipo y cantidad de macropartculas?
Metas
I
Disear un experimento para recoger y
analizar macropartculas del aire en tu
comunidad.
I
Observar y describir las macropartculas que
recogiste.
Medidas de seguridad
Usa un guante trmico, gafas de seguridad y
delantal cuando trabajes con la hornilla y
mientras viertes la gelatina de la cacerola u
olla a las tapas. Nunca comas nada en el labo-
ratorio.
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Nuestro impacto sobre el agua y el aire T7
Materiales posibles
caja pequea de gelatina sin sabor
hornilla
cacerola u olla
agua
marcador
refrigerador
tapas de plstico (4)
microscopio
*lupa
*Materiales alternativos
Usa mtodos cientficos
Prueba tu hiptesis
Planifica
1. Como grupo, ponte de acuerdo sobre la
hiptesis y decide cmo probarla. Identifica
qu resultados confirmarn o refutarn la
hiptesis.
2. Enumera los pasos que necesitas seguir para
probar la hiptesis. Debes ser especfico y
describe exactamente lo que hars en cada
paso. Enumera los materiales.
3. Prepara una tabla de datos en tu Diario de
ciencias que registre las observaciones.
4. Rotula las tapas con el sitio en donde
decidiste ponerlas.
5. Mezcla la gelatina segn las instrucciones en
la caja. Vierte cuidadosamente una capa del-
gada de gelatina en cada tapa. salas para
recoger macropartculas del aire.
6. Lee todo tu experimento para asegurarte de
que todos los pasos estn en orden lgico.
7. Identifica las constantes, las variables y los
controles del experimento.
Realiza
1. Asegrate de que tu maestro apruebe tu
plan.
2. Lleva a cabo el experimento como lo
planeaste.
3. Mientras el experimento est en curso, regis-
tra cualquier observacin que hagas y com-
pleta la tabla de datos en tu Diario de
ciencias.
Analiza tus datos
1. Describe los tipos de materiales que reco-
giste en cada tapa.
2. Calcula el nmero de partculas en cada
tapa.
3. Qu usaste como control en este experi-
mento?
4. Cules son tus variables?
5. Grafica tus resultados usando una grfica de
barras. Coloca el nmero de macropartcu-
las en el eje y el sitio de prueba en el eje x.
Saca conclusiones
1. Respaldan los resultados tu hiptesis?
2. Explica por qu en diferentes sitios se
encuentran diferentes tamaos de
macropartculas.
3. Infiere por qu algunos sitios de prueba
mostraron ms macropartculas que otros.
Gua de estudio
Refirete a las figuras de tu libro de texto.
Seccin 1 Contaminacin del agua
1. La contaminacin del agua proviene de las
descargas industriales, escorrenta de pestici-
das, herbicidas y fertilizantes de cspedes y
granjas y del agua de tu casa. Cmo puede
contaminar un estanque el goteo de aceite en
el pavimento?
2. La cooperacin nacional e internacional es
necesaria si se va a reducir la contaminacin
del agua. En Estados Unidos, la Ley para el
Control de la Contaminacin del Agua de
1990 estableci estndares para los medios
de tratamiento de aguas negras y aguas de
desecho y para la escorrenta desde caminos
y granjas.
3. Conservar agua en tus actividades diarias
puede ayudar a reducir la contaminacin del
agua. Cmo se puede conservar agua y elec-
tricidad cuando se lava ropa slo en cargas
completas?
Repasa las ideas principales
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
T8 Nuestro impacto sobre el agua y el aire
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
4. La calidad del agua de muchos lagos y ros
en Estados Unidos est mejorando.
Seccin 2 Contaminacin del aire
1. Los gases de escape de los vehculos conta-
minan el aire. Otras fuentes de contami-
nacin del aire incluyen plantas de energa,
incendios y volcanes.
2. Condiciones naturales como accidentes
geogrficos e inversiones trmicas pueden
afectar la calidad del aire.
3. El aire contaminado afecta la salud humana.
Respirar partculas, ozono y lluvia cida
puede daar los pulmones.
4. Los contaminantes del aire no tienen fron-
teras. Cruzan estados y pases. La coop-
eracin nacional e internacional es necesaria
para reducir el problema. Qu tipo de conta-
minacin del aire puede daar estructuras
como por ejemplo, las estatuas?
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Teacher Guide
& Answers
Hands-On Activities
MiniLab (page 3)
1. Samples should have reasonably similar pH levels.
The acidity of the precipitation will depend on
location and the prevailing wind direction.
2. Have students use the pH scale (Fig. 12) to
determine which substance has a pH closest to
local precipitation.
MiniLab: Try at Home (page 4)
1. Students should see dust particles. They came
from sources inside and outside the home and
were carried through the air to the shelf.
2. They move into the lungs, where they may cause
irritation.
Activity (page 5)
Lab Preview
1. Students need to wear gloves because lab
substances could irritate their skin.
2. The beaker without fertilizer is the control. By
keeping one beaker without fertilizer, students will
be able to measure the changes caused by adding
fertilizer to tap water.
Conclude and Apply
1. Answers will vary.
4. Possible answer: Runoff from fertilized land can
raise the phosphate and nitrate level in lakes and
streams.
Activity: Design Your Own Experiment (page 7)
Lab Preview
1. The hot plate and the pan or pot will become hot
enough that a thermal mitt will be necessary to
protect your hand as you work with the hot items.
2. The plastic lids are for the collection of particulate
matter in the air.
Analyze Your Data
1. Possible materials: dust particles, soot, paint chips,
plant seeds, pieces of leaves and twigs, small
insects
2. Answers will vary depending on actual number of
particles collected.
3. the plastic lids with gelatin before placement in
the environment
4. Possible answers: direction of the wind; proximity
to factories, tress, and other particulate sources
5. Graphs will vary depending on materials
collected.
Draw Conclusions
1. Answers will vary and are based on the students
individual research.
2. The size of the particles will depend on their source.
3. Some locations were closer to sources of
particulates.
Laboratory Activity 1 (page 9)
Lab Note: The distillation apparatus is available
from some garden catalogs and plant stores.
Table
Students answer will vary
1. it decreased
2. The drops of water condensed from the water
vapor inside the plastic bag.
3. evaporation, condensation; heat from the sun or
sunlamp
4. use various tests: litmus for acids, phenolph-
thalein for carbonates
5. clean plastic, shovel, clean container
Laboratory Activity 2 (page 11)
1. Students answers will vary.
3. Students answers will vary. Accept all reasonable
answers.
1. Students answers will vary, but will tend to
indicate winter months.
2. Students answers will vary, but will tend to indi-
cate summer months.
3. The energy of the Sun can cause chemical
reactions in certain air pollutants, producing
smog. The Suns energy is most direct upon
Earths surface in the summer months.
4. Vacations during the summer months contribute
to poor air quality. As more drivers are on the
road, more pollutants are released into the air.
5. Student answers will vary. Accept all reasonable
answers.
6. People with allergies, asthma, immune system
disorders, and upper respiratory disorders might
make up part of the sensitive group. Children and
the elderly might be in this group as well.
Directed Reading for Content Mastery (page 15)
Overview
1. carbon monoxide
2. sulfurous smog
3. photochemical smog
4. Clean Air Act
5. pesticide runoff
6. untreated sewage
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Teacher Guide & Answers (continued)
7. metal release
8. Clean Water Act
Section 1
Section 2
1. One person per car means more fuels are
needed to move each person and more exhaust
is produced.
2. Outdoor fires add smoke to the air.
3. This situation causes pollutants to accumulate
because there is less mixing of air.
4. The sulfur will be released into the atmosphere,
where it can combine with moisture to form
sulfuric acid. The result is acid rain.
5. Not using cars to travel cuts down on use of
fossil fuels.
6. Alternate energy sources cut down on pollutants
produced by burning fossil fuels.
7. Most sulfur dioxide comes from coal-burning
power plants. This contributes to acid rain.
Passing smoke through a scrubber dissolves the
smoke in water, which removes some of the
sulfur.
8. CFCs are air pollutants which may remain in
the atmosphere for decades. In the atmosphere,
CFCs can destroy the protective ozone layer.
Key Terms
1. h
2. f
3. k
4. b
5. j
6. e
7. d
8. c
9. a
10. g
11. i
12. m
13. l
Lectura dirigida para Dominio del contenido (pg. 19)
Sinopsis
1. monxido de carbono
2. smog sulfuroso
3. smog fotoqumico
4. Ley para el Control de la Contaminacin del Aire
5. pesticide runoff
6. untreated sewage
7. metal release
8. Ley para el Control de la Contaminacin del Agua
Seccin 1
Seccin 2
1. Una persona por carro significa que se requiere
ms combustible para transportar a cada per-
sona y entre ms carros se usen, ms gases de
escape se liberan a la atmsfera.
2. Las hogatas al aire libre aaden humo al aire.
3. Esta situacin causa la acumulacin de contami-
nantes porque el aire se mezcla menos.
4. Se liberar azufre a la atmsfera, en donde se
puede combinar con la humedad para formar
cido sulfrico. El resultado es la lluvia cida.
5. El no usar carros para viajar disminuye el uso de
combustibles fsiles.
6. Las fuentes alternas de energa disminuyen los
contaminantes que producen los combustibles
fsiles.
7. El dixido de azufre proviene de las plantas que
generan electricidad mediante el uso del carbn.
Esto contribuye a la lluvia cida. Cuando se pasa
a travs de un depurador, el humo se disuelve en
agua, lo cual elimina parte del azufre.
8. Los CFCs son contaminantes del aire que
pueden permanecer en la atmsfera durante
dcadas. En la atmsfera, los CFCs pueden
destruir la capa protectora de ozono
Trminos claves
1. h 2. f
3. k 4. b
5. j 6. e
7. d 8. c
9. a 10. g
11. i 12. m
13. l
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
1
4
7
2
6
3
5
8
W A T E R P O L L U T
E A
C
I
D
R
I
N
G
E
W
S
E
C L N W A T E R A C T
L E
A
G
L
A D
I O
P
N
S E D I M E N
I
T
S
U
O
R
C
E
T
C
A P L O M O
P U N T U A L N
G T
A A
S E D I M E N T O S
I
A G U A S N E G R A S
A
L L U V I A A C I D A
I
C O N T A M I N A C I O N D E L A G U A
8
N
4
7
6
2
5
3
1
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
Reinforcement (page 23)
Section 1
1. nonpoint source
2. nonpoint source
3. point source
4. nonpoint source
5. sediment from erosion
6. raw sewage
7. farms and lawns
8. illegally dumping toxic materials into the water
9. The 1996 Safe Drinking Water Act Amendments
strengthen health standards for drinking water
and protect rivers, lakes, and streams that are
sources of drinking water.
10. Conservation reduces the need for water treat-
ment and reduces water pollution because there
is less wastewater.
11. Read labels on containers. Call sewage office,
water office, or garbage disposal service for
information.
12. Acid rain results from pollutants released into
the air that when combined with moisture, form
acids. When these acids fall to Earth as rain or
snow, the pH of lakes and streams can be
lowered.
Section 2
Enrichment (page 25)
Section 1
1. A tributary from a mine region flows into Shenks
Creek between Sties 9 and 10.
2. Ricky Creek flows into Shenks Creek and dilutes
the concentrations.
3. Jones River might dilute the concentrations.
4. Yes. The mine near Site 17 has no settling pond;
its concentrations are higher than those at Site 18,
which has one.
Section 2
1. Asthma is a condition often caused by allergic
reactions in which the construction of the
bronchioles causes difficulty breathing.
2. Certain forms of air pollution, including cigarette
smoke, spray paints, dyes, and chemical emissions
from cars, are reasons why children develop
asthma
3. Other people who might be at risk for
pollution-induced asthma are the elderly.
4. Student answers will vary, but might include
reducing exposure to air pollution, spray paints,
allergens, and cigarette smoke.
Note-taking Worksheet (page 27)
Refer to Teacher Outline, student answers are
underlined.
Assessment
Chapter Review (page 31)
Part A. Vocabulary Review
1. nonpoint source pollution (1/1)
2. fertilizers (1/1)
3. photochemical smog (4/2)
4. point source pollution (1/1)
5. acid (6/2)
6. consists of fine solids and liquid droplets 4/2
7. scrubber (1/1)
8. sewage (1/1)
9. acid rain (1/1)
10. pesticides (4/2)
11. Clean Air Act (6/2)
Part B. Concept Review
1. b (3/1)
2. c (3/1)
3. d (6/2)
4. a (2/1)
5. Industries generate dust and chemicals. Cars,
buses, trucks, trains, and planes burn fossil
fuels. Smoke from burning trash and dust from
plowed fields, construction sites, and mines
pollute the air. 4/2
6. Breathing ozone and other smog damages
peoples lungs and irritates the eyes, nose, and
throat, Carbon monoxide can kill people.
Inhaled air from acid rain causes lung irritation,
reduces ability to fight respiratory infections,
interferes with oxygen circulation, and puts
stress on the heart. 5/2
7. Acid rain increases the acidity of streams, rivers,
and lakes, killing organisms that live in the
water. It damages the surfaces of buildings and
cars. It also damages forests. 5/2
8. Students should list at least two of the following:
Better emission control devices on cars will help,
as will using car pools and public transportation.
Coal-burning power plants can wash coal to
remove sulfur and can run the smoke through a
scrubber. We can switch to other fuels. 6/2
9. Answers will vary. Some students might argue
that the cost should be shared by all because the
benefits as well as the problems are usually
shared by people out of the area. Other students
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
8
6
3 4
1
5
2
7
9
13
10
14
15
11 12
S C R
F C
A
D
I
A
R
N
I
C S
U B B E R S
C A R B
P
H
C
I T N O N S
A
E
L
O N M O N O X
E
I D E
L E A N A I R A C T
P H O T O C H E M I C A L
A S
H E
S F
A L
U
I
S
S
O
S
A
H G
F
U
R U T A N L
S O L A
C
I
S
R
M
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
might feel that the cost should be paid by the
region since industry employs people from a
region. 6/2
10. Answers will vary. Point source includes drain-
pipes and ditches from factories. Nonpoint
source includes runoff from farms and lawns,
sediment from erosion, and acid rain. 1/1
11. Answers might include: Dont dump wastes into
the water. Dont include hazardous waste in
trash. Recycle when possible. Conserve water. 3/1
Chapter Test (page 33)
I. Testing Concepts
1. b 4/2 13. a 6/2
2. d 4/2 14. c 5/2
3. b 4/2 15. d 6/2
4. a 4/2 16. b 3/1
5. c 4/2 17. a 5/2
6. c 5/2 18. d 6/2
7. c 5/2 19. c 4/2
8. b 5/2 20. c 5/2; 1/1
9. d 5/2 21. d 1/1
10. c 1/1 22. a 1/1
11. d 5/2 23. b 3/2
12. b 6/2
II. Understanding Concepts
1. coal 3/1
2. gasoline 3/1
3. nitrogen 3/1
4. oxygen 6/2
5. sunlight 6/2
6. ozone 6/2
7. ozone-depleting chemicals (710, 6/2)
8. acid rain
9. airborne toxins
10. urban air pollution
III. Applying Concepts
Writing Skills
1. Hazardous wastes pass through the soil and reach
the groundwater below. Groundwater is the
largest source of drinking water in the United
States. 1/1
2. Photochemical smog forms with the aid of light.
Sometimes cool, dense air is trapped near the
ground, which prevents air circulation.
Mountains affect smog development by restricting
air movements. Natural sources add pollutants to
the air. 4/2; 5/2
3. Soil and groundwater become more acidic.
Increased acidity damages, tress, and buildings. It
also kills fish when streams, rivers, and lakes
become more acidic. 1/1; 4/2; 5/2
4. Point source pollution is easier to control. Since it
comes from a specific location, it may be treated
before release. 2/1; 3/1
Transparency Activities
Section Focus Transparency 1 (page 38)
Oil Disaster
Transparency Teaching Tips
I
This is an introduction to water pollution. Ask the
students to list the major sources of water pollution.
(Sediments, pesticides, fertilizers, human waste,
metals, fossil fuels, and heat are all important
contributors.)
I
Discuss the short and long term effects of such
pollution.
I
Explain that the transparency illustrates the
devastating effects of an oil spill in June of 2000.
One thousand three hundred tons of tons of fuel
oil spilled into the ocean near two large penguin
breeding islands, oiling over 20,000 penguins.
Another 50,000 were in danger of being oiled. It
was the worst oil disaster to affect coastal birds.
Content Background
I
A massive rescue effort to clean and relocate the
penguins greatly reduced the magnitude of the
catastrophe. Almost 40,000 birds were cleaned
and relocated. Still, approximately 2,000 adults
and over 4,000 chicks died. The situation was
made worse because the disaster struck during
mating season. Because penguins stay in mated
pairs for years, the relocation process, which
separated the pairs, was expected to negatively
influence upcoming breeding seasons.
I
Six years prior to the spill pictured, another spill
oiled 10,000 penguins on the very same islands.
About half of those birds were saved.
Answers to Student Worksheet
1. The oil poisons the water and covers both animals
and their environment. The disruption of natural
processes like the food chain can spread the
impact of the spill.
2. Other water pollutants include sediment, fertilizers,
pesticides, metals, human waste, and heat.
3. Answers will vary. Possibilities include disposing
of chemicals properly, conserving water, and being
careful not to leave trash or other waste in rivers
and lakes during recreational use.
Section Focus Transparency 2 (page 39)
Mountain of Ash
I
This transparency may be used to introduce air
pollution. Ask the students to explain how Mount
St. Helens acted as a source of pollution. (It
expelled huge volumes of gas and ash into the
air.) Point out that the smoke is an ash cloud. Such
airborne pollution is called particulate matter.
I
Ask the students to discuss the impact of so much
ash on the environment. How would it affect
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g
C
o
p
y
r
i
g
h
t

G
l
e
n
c
o
e
/
M
c
G
r
a
w
-
H
i
l
l
,
a

d
i
v
i
s
i
o
n

o
f

t
h
e

M
c
G
r
a
w
-
H
i
l
l

C
o
m
p
a
n
i
e
s
,
I
n
c
.
plants, animals and people? (The ash could cause
breathing problems, disrupt the food chain by
interfering with photosynthesis, get washed into
the water supply, etc.)
I
Discuss other sources of pollution, the long-term
effects, and possible methods of pollution reduc-
tion. (Remind them that the greatest source of air
pollution is the burning of fossil fuels in automo-
biles, factories, and coal-burning power plants.)
Content Background
I
The Mount St. Helens eruption was the largest
volcanic explosion recorded in North America. An
earthquake of 5.1 on the Richter scale triggered the
eruption, which sent an ash plume 19 kilometers
into the sky. Approximately 490 tons of ash were
carried by the wind across 57,000 square kilometers.
The eruption killed many plants and animals as well
as 57 people.
I
Although it had erupted between four and nine
times in the last four hundred years, Mount St.
Helens had been dormant since 1857.
I
The five major classes of air pollutants are carbon
monoxide, hydrocarbons, sulfur oxides, nitrogen
oxides, and particulates.
I
Although difficult, the job of reducing air
pollution is not impossible. The use of fuels lower
in pollutants, scrubbing devices on smokestacks,
and shifting away from fossil fuels in power
generation can have a difference.
1. Mount St. Helens put tons of dust particles into
the air, similar to the particulates that come from
industrial smokestacks, cars, and buses.
2. Answers will vary, but the pollutants of Mount St.
Helens couldnt be controlled. Additionally, the
eruption does not continually belch pollutants
into the air.
3. Answers will vary. Possibilities include avoiding
single passenger automobiles and regulating
emissions from factories and vehicles.
Teaching Transparency (page 41)
Air Pollution
Section 2
I
Use the transparency to name common pollution
sources and the effects of such pollution.
I
Identify the pollutants and effects that are most
troublesome to people.
Reteaching Suggestion
I
Review the definitions of photochemical smog, acid
rain, carbon monoxide, and particulate matter.
Extensions
Activity: Have students work in small groups to
make posters to show solutions to air pollution
problems.
Activity: Have students work in pairs to report on
scientific or technical research in an area related to a
pollutant on the transparency.
1. Heat from burning fossil fuels causes nitrogen and
oxygen to combine to form nitrogen compounds.
These compounds react with sunlight to produce
other substances.
2. ozone
3. Answers may vary, but should include volcanic
eruptions, forest and grass fires.
4. Ozone causes irritation to the nose, throat, and
lung tissue. It can cause a greater chance of getting
pneumonia and asthma. Carbon monoxide in
small amounts can cause illness, in large amounts
can be fatal. Particulates and acid rain increase
chances of respiratory infections, reduce lung
efficiency, and put stress on the heart.
5. dust, pollen, mold, ash, and soot
6. Answers will vary. Walking or taking public
transportation instead of asking for a ride, setting
the thermostat lower in the winter and higher in
the summer are some answer possibilities.
Assessment Transparency (page 43)
Section 2
Answers
1. A. Students need to retrieve information from the
graph in order to identify the correct answer. The
highest bar on the graph is for choice A,
Chromium.
2. H. Students need to retrieve information from the
graph in order to identify the correct answer.
Because copper is about 280 ug/L and cadmium is
about 40 ug/L, the correct answer is 280 ug/L
minus 40 ug/L, which is choice H, 240 ug/L.
3. D. Students need to retrieve information from the
graph in order to identify the correct answer.
Students must deduce the correct answer.
Because the levels of chromium and copper are
considerably higher than the other metals, choice
D is a reasonable hypothesis.
Test-Taking Tip
Remind students to read the directions carefully and
make sure they understand them before beginning.
T
e
a
c
h
e
r

S
u
p
p
o
r
t

&

P
l
a
n
n
i
n
g

Chap Resources 21

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chap Resources 21

Uploaded by

Copyright:

Available Formats

Glencoe Science

ExamView Pro Test Bank Software

You might also like