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Hannah Midles
APES 1st period
Mrs. Norris
12 December, 2014
Air Quality Lab
Collaborators:
Caroline Knowles, David Delgado, Rachel Werner, Micaela Strickland
Abstract:
In this lab, my class and I were testing and analyzing indoor and outdoor air pollutant levels. We
measured the amount of Ozone in the air and the amount of particulate matter that is circulated
throughout the air at any moment. The first part of the lab we prepared the index cared by
covering it with petroleum jelly. This would be used to trap the particulate matter indoors and
outdoors; so we prepared two different cards. Then we also prepared a filter paper with a
mixture of starch, potassium iodide, and water to cover it. The paper is a special paper known as
Schoenbein paper, it changes colors when ozone is present. This test will be based on the
oxidation capability of the ozone. The ozone in the air will oxidize the potassium iodide on the
test paper to produce iodine. From there, the iodine reacts with the starch, staining the paper of a
shade of purple/blue. After preparing the notecard and paper we selected an outdoor and indoor
location. The outdoor location was on a beam on the gazebo outdoors and the indoor was on a
rail on the main stairs going downstairs. After a day of letting them sit, we analyzed the results.
Our group saw a light change in color for the Ozone paper, indicating the Schoeinbein number to

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be around a 2. There was no particulate matter inside. For the outside Ozone paper the
Schoenbein number was a nine because of the dark purple color. There was light particulate
matter. The outside humidity was 100% and the indoor humidity was 60%.
The other groups data was relatively the same across the bored with light particulate
matter and Schoenbein numbers ranging from 0-5.
Problem:
How can I test air quality for Ozone and particulate and what does the results tell me about the
air I breathe?
Hypothesis:
If we test the air quality in the school and outside of the school for Ozone and particulate matter
levels, then we will find that the Schoenbein number for inside Ozone will be around 2 and will
be no particulate matter, and for the Schoenbein number for outside will be around 7 and
medium particulate matter because Ozone is the top air pollutant in Wake County.
Parts of the Experiment:

Independent Variable: Location of the Ozone paper and particulate matter paper

Dependent Variable: Levels of Ozone and particulate matter

Controlled Variable: Amount of Vaseline on the index card for particulate matter

Experimental Groups: All groups

Control Groups: None

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Materials:

Potassium Iodide

Corn Starch

Beakers

Spatulas

Graduate Cylinder

Test tube

Filter paper

Microscope Slides

Petroleum Jelly

Microscopes

Test Tube Rack

Q-tips

Methods:
Preparation:

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1. Half the class should work on preparing the ozone monitoring test strips by placing 100ml of
water in a 250 ml beaker, and adding 5g of cornstarch. Then heat and stir the mixture until it gels
(when the mixture becomes thick and clear). Remove the solution from heat, add 1 g of
potassium iodide, stir well, and allow to cool. After the solution has cooled, lay a piece of filter
paper on a petri and brush the paste onto the filter paper. Turn the filter paper and brush the paste
on the other side. Hang up and allow the filter paper to dry. Cut the papers into 1 inch-wide
strips. Store the strips in a plastic bag out of sunlight.
2. The other half of the class will prepare Particulate matter collectors by smearing a thin layer of
petroleum jelly onto a microscope slides. Try to make the layer as even as possible. Use a q-tip
to lightly smear the specimen side of each slide. You will need to
prepare 2 slides per group and place them in a slide container to avoid smearing the petroleum
jelly on anyone.
Data Collection:
3. Each group will place one labeled slide on the exterior of the school. Some groups should
choose areas that would receive few particulates, others should choose locations that produce
more particulates. (Keep in mind sources of particulate matter)
4. One member from each group should take the second slide and place it in a location inside the
school.
5. You should then place your ozone monitoring strip outside for 8 hrs. Before placing the strip
outside, dip the strip in distilled water, then attach the strip out of sunlight. When placing your
strip find the relative humidity for that day.

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6. The next day, each group should collect their slide and ozone monitoring strip.
7. Dunk each strip into distilled water. Use the chart at the right to determine the Schoenbein
Number of your strip.
Christian Friedrich Schoenbein discovered ozone in 1839 during his tenure as a professor at the
University of Basel, Switzerland. He used the reactivity of ozone to measure its presence and
demonstrate that it is a naturally occurring component of the atmosphere. He developed a way to
measure ozone in the troposphere using a mixture of starch, potassium iodide, and water spread
on filter paper. The paper, called Schoenbein paper, changes color when ozone is present. Ozone
causes iodide to oxidize into iodine ( ).
This test is based on the oxidation capability of ozone. Ozone in the air will oxidize the
potassium iodide on the test paper to produce iodine. The iodine reacts with starch, staining the
paper a shade of purple. The intensity of the purple color depends on the amount of ozone
present in the air. The darker the color, the more ozone is present. The reactions involved are:
2KI + O3 + H2O --> 2KOH + O2 + I2
I2 + starch --> blue color

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8. Use the relative humidity and the Schoenbein number to calculate the concentration of ground
level ozone using the chart below.

9. Look at your particulate matter slide under the microscope. First decide the amount of
particulates and then attempt to estimate the source of the PM. Your group will need to decide
how you can classify what type of PM was collected.

10. Make sure you record all you lab information into your notebook.

Group:
Indoor PM
1
None
2
None
3
None
4
None
5
None
PM= Particulate Matter

Indoor Ozone
5
2
0
0
1

Outdoor PM
Light
Medium
Light
Light
Light

Outdoor Ozone
9
9
9.5
10
10

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Indoor Particulate Matter Paper (pictured left) and Ozone

Paper (pictured right).
Outdoor PM paper (pictured below left) and Ozone paper
(pictured below right.)

Outdoor Particulate Matter Paper (pictured left) and

Outdoor Ozone Paper (pictured right)

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Analysis and Conclusion Specific to Lab:

1. The highest rating the EPA will allow for a community for ground level ozone is 80 ppb.
Any community with over 80 ppb for an average over three years is in noncompliance
with the Clean Air Act. Compare your number to this standard. Did Wake Forest meet
the standard on this day? Using what you know about the formation of ozone, decide if
you believe the measurement you made was an accurate measurement of the air quality
and why.

a. Wake Forest did meet this standard. The outside Schoenbein number was at
approximately 9 and humidity was 100% making the ozone level around 25 ppb.
Since it is winter times there will not be as much sunlight and heat, resulting in
levels lower than the normal 80 ppb.

2. 13% of counties in the US are not meeting the Ozone requirements of the Clean Air Act.
Use the chart below and information from class to explain the reason for the location of
the counties in Non-attainment.

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a. The locations of the non-attainment areas, when it comes to meeting Ozone

requirements of the Clear Air Act, are major cities. These areas are the most
industrialist and have a high population rate in the United States. The emissions
from industry and motor vehicles contribute to the formation of ozone.

3. Particulate matter has recently been added to the requirements of the Clean Air Act.
Theorize reasons that it was not part of the act until the 1990s.

a. Since particulate matter is not visible I do not think researchers had any idea that it
was around. Also, it can only be seen with an electron microscope and as
technology advanced, scientists began to examine the matter and notice the
negative health effects it had to humans. After realizing these facts, it was then
taken into consideration that particulate matter was important to monitor to keep
human health stable.
4. Compare and contrast the different PM samples did they meet your expectations? Why
or why not?

a. I though the samples would be heavy , or at least the majority medium, since it is
winter time and people are using Christmas lights, fireplaces, and heat which all
require more energy.

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5. Explain why air quality monitoring is important for the health of the economy.
a. Air pollution can cause thousands or even millions of illnesses each year. People
with asthma are especially prone to air pollution. The illnesses can result less days
at work or school and the cost of medical bills are high. Without workers at work
this can affect the company. Air pollution can also destroy crops hurting the
agriculture economy.

General Analysis and Conclusion:

The hypothesis I created before the experiment was based off prior knowledge and
information I learned about air pollution discussed from class. We talked about how Ozone is
formed by NOx +VOCs+heat+sunlight). The levels of Ozone and particulate matter inside,
however, differentiate so much it was hard to tell. After completing the experiment it was
surprising to find out that particulate matter was actually higher outside than I thought it would
be. I hypothesized it would be medium with Schoebein number of 7, but it was actually light
with 9 of a number. I was right when it came to the amount of PM indoors and the Schoebein
number. There were a few things that could have fluctuated the results of the experiment. The
humidity could not have been the same throughout the day and into the night along with the
temperatures. Secondly, the Schoebing paper accuracy could not have been 100%. The results
could have been skewed depending on how the solution was mixed and amount placed on the
filter paper.
This lab has a very good application to the unit we are learning. In class we
constantly talk about pollutions and climate change and how air pollutions have a negative effect

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on the environment. We also discussed that ground level Ozone in the Troposphere is considered
the bad Ozone. We also discussed how Ozone can have a negative effect on human health.
This lab showed me the current levels of air pollution and made me aware to reduce emission as
best as possible. In an article I read, it talks about how heat waves swept through the U.K in
2006, which lead to premature deaths due to high Ozone levels. It also talked about more health
effects Ozone had on people. The article was informative and was easy to understand the
concepts we discussed in class.

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Works Cited
"High Ozone Levels During Heat Waves Make Air Pollution Worse." NatureWorld News. N.p.,
22 July 2013. Web. 30 Apr. 2014.
<http://www.natureworldnews.com/articles/3085/20130722/high-ozone-levelsduring-heat-wave-make-air-pollution-worse.htm>.