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D EP Environmental Education Curricula

Lesson Plan
G R A D E /LEVEL: Middle School

L E S S O N TITLE: Air Pollution

Next
Generation
Science
Standards
MS-L S2 MS-LS2-4 Construct an a r g u m e n t supported by empirical evidence that changes to physical or
Ecosystems: biological c o m p o n e n t s of an ecosystem affect populations.
Interactions,
Energy,
Dyna mics
Science and Engaging in A r g u m e n t from Evidence - Construct an oral a n d written a r g u m e n t
Engineering supported by empirical evidence a n d scientific reasoning to support or refute an
Practices explanation for a m o d e l for a p h e n o m e n o n or a solution to a problem.
Disciplinary LS2.C: Ecosystems Dynamics, Functioning, and Resilience - Ecosystems are d y n a m i c
Core Ideas in nature; their characteristics can vary over time. Disruptions to a n y physical or
biological c o m p o n e n t of an ecosystem can lead to shifts in all its populations.
Crosscutting Stability and C h a n g e - Small changes in o n e part of a system might cause large
Concepts changes in another part.
Objectives
Objective 1: T o observe h o w t e m p e rature inversions are f o r m e d a n d h o w inversions
influence air pollution levels.
Objective 2: T o discuss the health effects of air pollutants a n d h o w the Clean Air Act
is a tool to reduce air pollution in the U.S.
Objective 3: T o introduce students to actions that they and/or other m e m b e r s of our
c o m m u n i t y can take to reduce air pollution.
Vocabulary
Air Quality Index (AQI) A guide for reporting daily air quality that indicates h o w clean
or polluted the air is in a particular area a n d identifies potential health impacts. T h e
A Q I w o r k s as a measuring stick that runs f r o m 0 to 500. T h e higher the A Q I value, the
greater the level of air pollution a n d the greater the health risk.
Attainment Area A geographic area with air quality that is cleaner than the primary
standard.
Carbon M o n o x i d e - (CO) - A colorless, odorless, poisonous gas a n d o n e of six "criteria
pollutants" for wh i c h the U.S. Environmental Protection A g e n c y (EPA) has established
protective standards. C a r b o n m o n o x i d e fo r m s w h e n the carbon in fuels does not
completely burn.
Certified/Non-Certified W o o d Stove
A certified w o o d stove is any w o o d stove m a n u f a c t u r e d since 1988. Since this time,
E P A has required manufacturers of w o o d stoves to certify that their w o o d stoves
offered for sale in the United States c o m p l y with particulate emissions guidelines in
the Clean Air Act. Certified w o o d stoves are cleaner a n d m o r e efficient than a w o o d
stove m a n u f a c t u r e d before 1988. A noncertified w o o d stove is a n y stove

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 m a n u f a c t u r e d before 1988. T h e s e stoves d o not burn as clean a n d emit m o r e air
pollution.
Comb ustion T h e process of burning.
Convection T h e vertical m o v e m e n t of heat within the atmosphere. T h e idea that
w a r m air rises a n d cool air sinks.
Emission T h e act or instance of discharging (emitting) s o m e t h i n g into the air, such as
by an internal c o m b u s t i o n engine (e.g., a vehicle).
Emit T o give off or discharge.
Exhaust T h e f u m e s or gases released f r o m an engine.
Inversion ("Thermal" or "Temperature") A reversal in the normal t e m p erature
layers. A layer of w a r m air settles o n top of a layer of cold air, a n d the cold air ends
u p trapped underneath.
Nonattainment Area Areas that d o not m e e t the primary standard for air quality.
Particulate Pollution ("particulate matter" or P M ) Small particles s u s p e n d e d in the
air including dust, dirt, soot, s m o k e , a n d liquid droplets.
Pollutant A n y substance introduced into the e n v i r o n m e n t that adversely affects the
usefulness of a resource or the health of h u m a n s , animals, or ecosystems.
Primary Standards T h e set limits for air quality based to protect h u m a n health.
Secondary Standards T h e set of air pollution limits intended to prevent
environmental a n d property d a m a g e .
Background
Teacher Version Source: T h e Plain English Guide to the Clean Air Act
Selected Materials f r o m ... https://www.epa.gov/sites/production/files/2015-08/documents/peg.pdf
Background
Air pollution can d a m a g e trees, crops, a n d other plants in our natural environment. Air pollution also reduces h o w far
y o u can see in national parks a n d cities, it can e v e n interfere with aviation.
In 1970, Congress created the Environmental Protection A g e n c y (EPA) a n d passed the Clean Air Act, giving the federal
g o v e r n m e n t authority to clean u p air pollution in this country. Since then, the EPA, states, tribes, local governments,
industry, a n d environmental groups h ave w o r k e d to establish a variety of p r o g r a m s to reduce air pollution levels
across America.
T h e Clean Air Act has helped c h a n g e the w a y m a n y of us w o r k or d o business.
Air Pollution and Your Health
Breathing polluted air can m a k e your eyes a n d nose burn. It can irritate your throat a n d m a k e breathing difficult. In
fact, pollutants like tiny airborne particles a n d ground-level o z o n e can trigger respiratory problems, especially for
people with asthma. A s t h m a sufferers can be severely affected by air pollution. It can also aggravate health p r oblems
for the elderly a n d others with heart or respiratory diseases. S o m e toxic chemicals released in the air such as b e n z e n e
or vinyl chloride are highly toxic a n d can cause cancer, birth defects, long t e r m injury to the lungs, as well as brain a n d
nerve d a m a g e . A n d in s o m e cases, breathing these chemicals can e v e n cause death.
Other pollutants m a k e their w a y u p into the upp e r atmosphere, causing a thinning of the protective o z o n e layer. This
has led to changes in the e n v i r o n m e n t a n d dramatic increases in skin cancers a n d cataracts (eye damage).
Air Pollution and the Environment
Air pollution isn't just a threat to our health, it also d a m a g e s our environment. Toxic air pollutants a n d the chemicals
that f o r m acid rain a n d ground-level o z o n e can d a m a g e trees, crops, wildlife, lakes a n d other bodies of water. T h o s e
pollutants can also h a r m fish a n d other aquatic life.
Air Pollution and the E c o n o m y
T h e health, environmental, a n d e c o n o m i c impacts of air pollution are significant. Each day, air pollution causes
thousands of illnesses leading to lost days at w o r k a n d school. Air pollution also reduces agricultural crop a n d
commercial forest yields by billions of dollars each year.

Progress
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By reducing air pollution, the Clean Air Act has led to significant i m p r o v e m e n t s in h u m a n health a n d the e n v i r o n m e n t
in the U.S. Since 1970, the six c o m m o n l y fou n d air pollutants have decreased by m o r e than 50 percent, air toxics f r o m
large industrial sources, such as chemical plants, petroleum refineries, a n d paper mills have b e e n reduced by nearly
7 0 percent, n e w cars are m o r e than 90 percent cleaner a n d will be e v e n cleaner in the future, a n d production of m o s t
ozone-depleting chemicals has ceased. At the s a m e time, the U.S. gross domestic product, or G D P , has tripled, energy
c o n s u m p t i o n has increased by 50 percent, a n d vehicle use has increased by almost 2 0 0 percent.
History of the Clean Air Act
T h e original Clean Air of 1 9 6 3 established funding for the study a n d the cleanup of air pollution. But there w a s no
c o m p r e h e n s i v e federal response to address air pollution until Congress passed a m u c h stronger Clean Air Act in 1970.
That s a m e year Congress created the E P A a n d gave it the primary role in carrying out the law. Since 1970, E P A has
b e e n responsible for a variety of Clean Air Act p r o g r a m s to reduce air pollution nationwide.
In 1990, Congress dramatically revised a n d e x p a n d e d the Clean Air Act, providing E P A e ven broader authority to
i m p l e m e n t a n d enforce regulations reducing air pollutant emissions. T h e 1 9 9 0 A m e n d m e n t s also placed an increased
e m p h a s i s o n m o r e cost-effective approaches to reduce air pollution.

Details...

T h e Air Pollution Control Act of 1955

• First federal air pollution legislation
• F u n d e d research for scope a n d sources of air pollution
Clean Air Act of 1963
• Authorized the d e v e l o p m e n t of a national p r o g r a m to address air pollution related environmental
p roblems
• Authorized research into techniques to minimize air pollution
Air Quality Act of 1967
• Authorized e n f o r c e m e n t procedures for air pollution p r oblems involving interstate transport of
pollutants
• Authorized e x p a n d e d research activities
Clean Air Act 1970
• Authorized the establishment of National A m b i e n t Air Quality Standards
• Established requirements for State Implementation Plans to achieve the National A m b i e n t Air Quality
Standards
• Authorized the establishment of N e w Source P e r f ormance Standards for n e w a n d modified stationary
sources
• Authorized the establishment of National Emission Standards for Hazardous Air Pollutants
• Increased e n f o r c e m e n t authority
• Authorized requirements for control of m o t o r vehicle emissions
1977 A m e n d m e n t s to the Clean Air Act of 1970
• Authorized provisions related to the Prevention of Significant Deterioration
• Authorized provisions relating to areas whi c h are non-attainment with respect to the National A m b i e n t
Air Quality Standards
1990 A m e n d m e n t s to the Clean Air Act of 1970
• Authorized p r o g r a m s for Acid Deposition Control
• Authorized a p r o g r a m to control 1 8 9 toxic pollutants, including those previously regulated by the
National Emission Standards for Hazardous Air Pollutants
• Established permit p r o g r a m requirements
• E x p a n d e d a n d modified provisions concerning the attainment of National A m b i e n t Air Quality Standards
• E x p a n d e d a n d modified e n f o r c e m e n t authority
• Established a p r o g r a m to phase out the use of chemicals that deplete the o z o n e layer.
EPA's Role

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U n d e r the Clean Air Act, E P A sets limits o n certain air pollutants, including setting limits o n h o w m u c h can be in the air
a n y w h e r e in the United States. This helps to ensure basic health a n d environmental protection f r o m air pollution for
all Americans. T h e Clean Air Act also gives E P A the authority to limit emissions of air pollutants c o m i n g f r o m sources
like chemical plants, utilities, a n d steel mills. Individual states or tribes m a y have stronger air pollution laws, but they
m a y not h ave w e a k e r pollution limits than those set by EPA. E P A m u s t approve state, tribal, a n d local agency plans for
reducing air pollution. If a plan d oes not m e e t the necessary requirements, E P A can issue sanctions against the state
and, if necessary, take over enforcing the Clean Air Act in that area. E P A assists state, tribal, a n d local agencies by
providing research, expert studies, engineering designs, a n d funding to support clean air progress. Since 1970,
Congress a n d the E P A have provided several billion dollars to the states, local agencies, a n d tribal nations to
accomplish this.
State and Local Governments' Role
It m a k e s sense for state a n d local air pollution agencies to take the lead in carrying out the Clean Air Act. T h e y are
able to develop solutions for pollution p r oblems that require special understanding of local industries, geography,
housing, a n d travel patterns, as well as other factors. State, local, a n d tribal g o v e r n m e n t s also monitor air quality,
inspect facilities und e r their jurisdictions a n d enforce Clean Air Act regulations. States have to develop State
Implementation Plans (SIPs) that outline h o w each state will control air pollution un d e r the Clean Air Act. A SIP is a
collection of the regulations, p r o g r a m s a n d policies that a state will use to clean u p polluted areas. T h e states m u s t
involve the public a n d industries through hearings a n d opportunities to c o m m e n t o n the d e v e l o p m e n t of each state
plan.
Tribal Nations' Role
In its 1 9 9 0 revision of the Clean Air Act, Congress recognized that Indian Tribes h ave the authority to i m p l e m e n t air
pollution control programs. EPA's Tribal Authority Rule gives Tribes the ability to develop air quality m a n a g e m e n t
programs, write rules to reduce air pollution a n d i m p l e m e n t a n d enforce their rules in Indian Country. While state a n d
local agencies are responsible for all Clean Air Act requirements, Tribes m a y develop a n d i m p l e m e n t only those parts
of the Clean Air Act that are appropriate for their lands.
Cleaning U p C o m m o n l y F oun d Air Pollutants
Six criteria air pollutants are fou n d all over the United States. T h e y include particle pollution, ground-level ozone,
carbon monoxide, sulfur dioxide, nitrogen dioxide, a n d lead. T h e s e pollutants can h a r m your health a n d the
environment, a n d cause property d a m a g e .
E P A calls these pollutants "criteria" air pollutants because it regulates t h e m by developing h u m a n health based
and/or environmentally-based criteria (science-based guidelines) for setting permissible levels. T h e set of limits based
o n h u m a n health is called primary standards. A n o t h e r set of limits intended to prevent environmental a n d property
d a m a g e is called secondary standards.
A geographic area with air quality that is cleaner than the primary standard is called an "attainment" area; areas that
d o not m e e t the primary standard are called "nonattainment" areas.
Criteria Air Pollutants
O z o n e - G r o u n d level or "bad" o z o n e is not emitted directly into the air, but is created by chemical reactions b e t w e e n
oxides of nitrogen (NOx) a n d volatile organic c o m p o u n d s (VOC) in the presence of sunlight. Emissions f r o m industrial
facilities a n d electric utilities, m o t o r vehicle exhaust, gasoline vapors, a n d chemical solvents are s o m e of the major
sources of N O x a n d V O C . Breathing o z o n e can trigger a variety of health problems, particularly for children, the
elderly, a n d people of all ages w h o h ave lung diseases such as asthma. G r o u n d level o z o n e can also h ave harmful
effects o n sensitive vegetation a n d ecosystems.
Particle Pollution - Particulate matter contains microscopic solids or liquid droplets that are so small that they can be
inhaled a n d cause serious health problems. Particles less than 10 micrometers in diameter pose the greatest
problems, because they can get d e e p into your lungs, a n d s o m e m a y e v e n get into your bloodstream.
Fine particles ( P M 2.5) are the m a i n cause of reduced visibility (haze) in parts of the United States, including m a n y of
our treasured national parks a n d wilderness areas.

Carbon M o n o x i d e

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Breathing air with a high concentration of C O reduces the a m o u n t of o x y g e n that can be transported in the blood
stream to critical organs like the heart a n d brain.
At very high levels, whi c h are possible indoors or in other enclosed environments, C O can cause dizziness, confusion,
unconsciousness a n d death.
V ery high levels of C O are not likely to occur outdoors. How e v e r , w h e n C O levels are elevated outdoors, they can be
of particular concern for people with s o m e types of heart disease. T h e s e people already have a reduced ability for
getting oxygenated blood to their hearts in situations w h e r e the heart nee d s m o r e o x y g e n than usual. T h e y are
especially vulnerable to the effects of C O w h e n exercising or un d e r increased stress. In these situations, short-term
exposure to elevated C O m a y result in reduced o xygen to the heart a c c o m p a n i e d by chest pain also k n o w n as angina.
Lead
O n c e taken into the body, lead distributes throughout the b o d y in the blood a n d is a c c u mulated in the
bones. D e p e n d i n g o n the level of exposure, lead can adversely affect the nervous system, kidney function, i m m u n e
system, reproductive a n d developmental systems a n d the cardiovascular system. Lead exposure also affects the
o x y g e n carrying capacity of the blood. T h e lead effects m o s t c o m m o n l y encountered in current populations are
neurological effects in children a n d cardiovascular effects (e.g., high blood pressure a n d heart disease) in
adults. Infants a n d y o u n g children are especially sensitive to e v e n low levels of lead, whi c h m a y contribute to
behavioral problems, learning deficits a n d lowered IQ.
Sulfur Dioxides
Short-term exposures to S O 2 can h a r m the h u m a n respiratory system a n d m a k e breathing difficult. Children, the
elderly, a n d those w h o suffer f r o m a s t h m a are particularly sensitive to effects of S O 2 .
S O 2 emissions that lead to high concentrations of S O 2 in the air generally also lead to the formation of other sulfur
oxides ( S O x). S O x can react with other c o m p o u n d s in the a t m o s p h e r e to f o r m small particles. T h e s e particles
contribute to particulate matter ( PM) pollution: particles m a y penetrate deeply into sensitive parts of the lungs a n d
cause additional health problems.
Nitrous Dioxides
Breathing air with a high concentration of N O 2 can irritate airways in the h u m a n respiratory system. Such exposures
over short periods can aggravate respiratory diseases, particularly asthma, leading to respiratory s y m p t o m s (such as
coughing, w h e e z i n g or difficulty breathing), hospital admissions a n d visits to e m e r g e n c y rooms. Longer exposures to
elevated concentrations of N O 2 m a y contribute to the d e v e l o p m e n t of a s t h m a a n d potentially increase susceptibility
to respiratory infections. People with asthma, as well as children a n d the elderly are generally at greater risk for the
health effects of N O 2 .
N O 2 along with other nitric oxide (NO) reacts with other chemicals in the air to f o r m both particulate matter a n d
ozone. Both of these are also harmful w h e n inhaled d u e to effects o n the respiratory system.
W a y s to R e d u c e Air Pollution
Conserve energy
■ T u r n off appliances a n d lights w h e n y o u leave the room. ■ Recycle paper, plastic, glass bottles, cardboard, a n d
a l u m i n u m cans. (This conserves energy a n d reduces production emissions.) ■ K e e p w o o d s t o v e s a n d fireplaces well
maintained. Y o u should also consider replacing old w o o d stoves with EPA-certified models. ■Plant deciduous trees in
locations a r o u n d your h o m e to provide sha d e in the s u m m e r , but to allow light in the winter. ■ B u y green electricity-
p r o d u c e d by low-or e v e n zero-pollution facilities. ■ C o n n e c t your outdoor lights to a timer or use solar lighting.
■ W a s h clothes with w a r m or cold wat e r instead of hot. ■ L o w e r the thermostat o n your wat e r heater to 120 degrees
F. ■ U s e l o w - V O C or water-based paints, stains, Test your h o m e for radon. C h o o s e not to s m o k e in your h o m e ,
especially if y o u have children. If y o u or your visitors m u s t s moke, then s m o k e outside. ■ C h o o s e efficient, low-
polluting m o d e l s of vehicles. ■ C h o o s e products that h ave less packaging a n d are reusable. ■ S h o p with a canvas bag
instead of using paper a n d plastic bags. ■ B u y rechargeable batteries for devices used frequently.
Drive W i s e
■ Plan your trips. Save gasoline a n d reduce air pollution. ■ K e e p tires properly inflated a n d aligned. ■ In the
s u m m e r t i m e , fill gas tank during cooler evening hours to cut d o w n o n evaporation. ■ Avoid spilling gas a n d don't "top
off" the tank. Replace gas tank cap tightly. ■ Avoid waiting in long drive-thru lines, for example, at fast-food
restaurants or banks. Park your car a n d g o in. ■ W h e n possible, use public transportation, walk, or ride a bike. ■ Get
regular engine t une ups a n d car m a i n t e n a n c e checks (especially for the spark plugs). ■ U s e an energy-conserving (EC)
5
grade m o t o r oil. ■ A s k your e m p l o y e r to consider flexible w o r k schedules or telecommuting. ■ Report smok i n g
vehicles to your local air agency. ■ Join a carpool or vanpool to get to work.
For Your Health
■ C h e c k daily air quality forecasts, whi c h tell h o w clean or polluted your air is, a n d the associated health concerns. ■
R e m o v e indoor a s t h m a triggers f r o m your h o m e a n d avoid outd o o r triggers in order to effectively control your
a s t h m a ■ Minimize your sun exposure. W e a r sun block a n d U V protection sunglasses.
T e m p erature Inversion Source Material taken f r o m
http://www.wrh.noaa.gov/slc/climate/TemperatureInversions.php

LS2.C: Ecosystem Dynamics, Functioning, and Resilience: Ecosystems are d y n a m i c in nature; their characteristics can
vary over time. Disruptions to a n y physical or biological c o m p o n e n t of an ecosystem can lead to shifts in all its
populations.

N o t e that thermal inversions create a c h a n g e in ecosystem - air pollution levels in the local area are raised greatly -
the m o s t sensitive populations (elderly, very young, health c o m p r o m i s e d ) are typically affected first a n d m o s t
severely.

T e m p erature Inversion

O n m o s t days, the t e m p erature of air in the a t m o s p h e r e is cooler the higher u p in altitude y o u go. This is because
m o s t of the suns energy is converted to sensible heat at the ground, wh i c h in turn w a r m s the air at the surface. T h e
w a r m air rises in the atmosphere, w h e r e it e x p a n d s a n d cools. S o metimes, however, the t e m p erature of air increases
with height. T h e situation of having w a r m air o n top of cooler air is referred to as a t e m p e rature inversion, because
the t e m p erature profile of the a t m o s p h e r e is "inverted" f r o m its usual state. There are t w o types of temperature
inversions: surface inversions that occur near the Earth's surface, a n d aloft inversions that occur a b o v e the ground.
Surface inversions are the m o s t important in the study of air quality.

H o w d o surface temperature inversions form?

T h e m o s t c o m m o n m a n n e r in whi c h surface inversions f o r m is through the cooling of the air near the g r o u n d at night.
O n c e the sun goes d o w n , the g r o u n d loses heat very quickly, a n d this cools the air that is in contact with the ground.
H o w e v e r , since air is a very poor conductor of heat, the air just a b o v e the surface remains w a r m . Conditions that
favor the d e v e l o p m e n t of a strong surface inversion are calm winds, clear skies, a n d long nights. C a l m win d s prevent
w a r m e r air a b o v e the surface f r o m mixing d o w n to the ground, a n d clear skies increase the rate of cooling at the
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Earth's surface. Long nights allow for the cooling of the g r o u n d to continue over a longer period of time, resulting in a
greater t e m p e rature decrease at the surface. Since the nights in the wintertime are m u c h longer than nights during
the s u m m e r t i m e , surface inversions are stronger a n d m o r e c o m m o n during the winter months. A strong inversion
implies a substantial t e m p e rature difference exists b e t w e e n the cool surface air a n d the w a r m e r air aloft. During the
daylight hours, surface inversions normally w e a k e n a n d disappear as the sun w a r m s the Earth's surface. H o wever,
und e r certain meteorological conditions, such as strong high pressure over the area, these inversions can persist as
long as several days. In addition, local topographical features can e n h a n c e the formation of inversions, especially in
valley locations.

H o w d o inversions impact air quality?

Surface t e m p e rature inversions play a major role in air quality, especially during the winter w h e n these inversions are
the strongest. T h e w a r m air a b o v e cooler air acts like a lid, suppressing vertical mixing a n d trapping the cooler air at
the surface. As pollutants f r o m vehicles, fireplaces, a n d industry are emitted into the air, the inversion traps these
pollutants near the ground, leading to p oor air quality. T h e strength a n d duration of the inversion will control AQI
levels near the ground. A strong inversion will confine pollutants to a shallow vertical layer, leading to high A Q I levels,
while a w e a k inversion will lead to lower A Q I levels. A large contributor to poor air quality during the winter is
residential w o o d burning. W o o d s m o k e contains m u c h higher a m o u n t s of particulate pollution than s m o k e f r o m oil-
or gas-fired furnaces. In s o m e areas of the country, local g o v e r n m e n t s issue burn bans to curtail the use of
w o o d s t o v e s a n d fireplaces und e r certain w e a t h e r a n d pollution conditions during the winter.

Demonstration Project Materials taken from Source:

https://www.deq.idaho.gov/media/570177-inversion in cup lp.pdf
Inversion in a C u p

Cross Cutting Idea: Stability and C h a n g e - Small changes (temperature) in o n e part of a system might cause large
changes (air pollutants unable to disperse) in another part.
Discuss h o w the w a r m air at a higher elevation than cold air can cause a thermal inversion to occur. This c h a n g e in
the system can cause a "trap" w h e r e pollutants are not dispersed, a n d people, animals, a n d the e n v i r o n m e n t can be
e x p o s e d to higher than normal pollutant levels.
Engaging in A r g u m e n t from Evidence: U s e an oral a r g u m e n t supported by empirical evidence ( s h o w n in
demonstration) to support or refute the explanation for the p h e n o m e n o n .

G r a d e Level: Middle School

T i m e Required: Approximately 3 0 minutes (time will vary d e p e n d i n g o n discussion time)
Objective: T o observe h o w t e m p e rature inversions are f o r m e d a n d discuss h o w inversions influence air pollution
levels.
Focus: Air quality, inversions. Students create a t e m p e rature inversion, observe h o w the layer of cold b e c o m e s
trapped, a n d discuss h o w pollutants can b e c o m e trapped with that cold.

Materials: (per demonstration)

3 cups tap water, divided*
1/8 c u p salt (or a little less)*
2 clear, 16-oz plastic cups (glass jars a n d glass bowls also work, as d o other sizes of containers*)

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1/8 (or 1/4)-cup measuring cup*
2-cup measuring cup*
Blue food coloring (in a container that allows y o u to m e t e r out drop by drop)
Funnel
R u b b e r tubing (about 1-foot long; appropriate width to fit snugly o n e n d of funnel)
Spoon

Background:
Typically, w a r m air rises a n d cold air sinks, causing the air a r o u n d us to mix a n d m o v e . This process is called
"convection." In addition, winds continually m o v e the air a n d disperse (scatter) pollution released into the air.
How e v e r , s o m e t i m e s the air does not mix a n d m o v e , a n d a t e m p e rature (or "thermal") inversion m a y occur.
A t e m p e rature inversion occurs w h e n a layer of w a r m air settles o n top of a layer of cold air, a n d the cold air e nds up
trapped underneath. In this situation, the layers of air d o not m o v e , the air d oes not mix, a n d pollution f r o m cars,
industry, fires, a n d other sources b e c o m e s trapped in the colder layer close to the earth's surface. If an inversion
persists for several days, this buildup of pollution can b e c o m e significant.

T e m p e r a t u r e inversions are natural occurrences that occur year-round, but are of major concern in the winter. T h e y
are neither caused by, nor the cause of, air pollution. Ho w e v e r , an inversion can trap air pollution near the ground,
thereby increasing the potential for higher concentrations of air pollution in a specific area. Because of this,
te m p e r a t u r e inversions a n d air pollution issues are often linked.

Inversions can develop or intensify o n clear winter nights w h e n the earth's surface radiates (gives off) heat rapidly,
wh i c h can cause the ground, a n d the air directly a b o v e it, to be cooler than the air at higher altitudes. Inversions can
also f o r m at night in valleys, w h e n gravity pulls cold, d e n s e air downhill into the valleys. T h e air in the valley b o t t o m s
is then colder than the air above. As stated above, inversions can trap air pollution near the earth's surface. Pollution
near the g r o u n d increases with the duration of the inversion, as m o r e a n d m o r e pollutants are released into the
environment, a n d b e c o m e concentrated in o n e location.
T w o pollutants that c o m m o n l y b e c o m e trapped near the g r o u n d during inversions are carbon m o n o x i d e (CO) a n d
particulate matter ("particulates" or PM). Both C O a n d P M can adversely impact public health a n d visibility a n d are
regulated air pollutants under the National A m b i e n t Air Quality Standards (NAAQS). C a r b o n m o n o x i d e fo r m s w h e n
the carbon in fuels d oes not completely burn. C a r b o n m o n o x i d e concentrations typically are highest during cold
w e a t h e r because cold temperatures m a k e c o mbustion less complete. W h e n this is coupled with inversion conditions,
C O levels near the earth's surface can increase. Particulate matter is m a d e of small particles in the air including dust,
dirt, soot, s moke, a n d liquid droplets. P M c o m e s f r o m exhaust f r o m vehicles (especially diesel vehicles), such as cars,
trucks, a n d buses, a n d f r o m w o o d s m o k e , road dust, brake a n d tire wear, factories, construction sites, agricultural
fields, a n d more. T h e s e pollutants can b e c o m e trapped near the g r o u n d und e r inversion conditions.

Unfortunately, the cold air temperatures that are part of an inversion also lead to increased use of fireplaces a n d
w o o d - b u r n i n g stoves, as people are heating their h o m e s against the chill. T h e s m o k e f r o m these fires, a n d the
particulates it generates, can quickly lead to high levels of particulate pollution trapped near the ground.

Air quality is reported using the Air Quality Index (AQI). T h e A Q I indicates h o w clean or polluted the air is in a
particular area a n d identifies potential health impacts. In s o m e instances, D E Q forecasts the following day's A Q I so
people w h o are especially sensitive to pollution can appropriately plan outd o o r activities. As pollutants b e c o m e
trapped near the g r o u n d during an inversion, the A Q I generally rises, indicating decreasing air quality a n d an
increased chance of health impacts.
Demonstration Procedure:
Step 1. Pick a nearby high-altitude lan d m a r k that m o s t of your students are familiar with (e.g., a nearby ski resort,
town, or m o u n t a i n peak that is significantly higher in elevation than your school). Ask for a s h o w of ha n d s of w h o has
b e e n there.

8
Step 2. Ask students w h a t differences they notice in w e a t h e r b e t w e e n the la n d m a r k a n d their town. Answers m a y
include: colder, m o re snow, windier (all referring to the landmark). Ifstudents don't say "colder," steer them in that
direction.
Step 3. Ask the students w h a t this tells us about t e m p e rature patterns in general. It gets colder as elevation increases.
Step 4. Discuss with students h o w air typically m o ves, heats, a n d cools. Generally, w a r m air rises. As it rises, it cools
(because it gets higher), which makes it heavier, so it sinks, then warms, then rises again. This process is called
"convection." Cold air is denser than w a r m air, which makes it heavier, which is w h y it "sinks."
Step 5. Ask students if they h ave heard the terms, "invert," "inverted," or "inversion" (in a n y context). A s k w h a t they
m e a n . Look for answers that generally m e a n "upside down."
Step 6. Ask students if they h ave heard the t e r m "inversion" related to weather. If a n y have, ask w h a t it m eans. An
inversion is a reversal in the normal temperature layers. A layer of w a r m air settles on top of a layer of cold air, and
the cold air ends up trapped underneath. The end result is that areas of lower elevation are colder than areas of higher
elevation; the opposite of normal temperature regimes. That is, the temperatures are "upside down."
Step 7. Tell students y o u are going to build an inversion out of water. Y o u are using wat e r because it is easier to see
than air. As y o u d o this demonstration, get o n e or t w o student volunteers to d o or help with the following steps.
Step 8. Place the plastic cups o n a stable table or desk w h e r e everyone in the group can see th e m . If y o u are doing as
a demonstration, allow students to position themselves a r o u n d the table/desk so that everyone has a g o o d view, but
k e e p t h e m back far e n o u g h that the table/desk doesn't get jostled.
Step 9. M e a s u r e 1.5 cups of tap water* using the 2-cup measuring cup. Pour into o n e of the plastic cups. Label this
c u p "1."
Step 10. M e a s u r e % cup of tap water* in the 2-cup measuring c u p a n d pour into the second cup. Label this cup "2."
Step 11. M e a s u r e a second % cup* of tap wat e r in the 2-cup measuring cup a n d a d d 1/8-cup* (or slightly less) salt. Stir
vigorously with a s p o o n until the salt is completely (or nearly completely) dissolved.
Step 12. Fit o n e e n d of the tubing over the e n d of the funnel. L o w e r the other e n d of the tubing into cup #2 so that
the e n d of the tubing rests o n the b o t t o m of the cup. H a v e o n e student hold o n to the tubing against the side of the
c u p so it stays in place. (This is important, as y o u don't w a n t to agitate the wat e r a n d y o u w a n t the salt water y o u a d d
to be a d d e d to the b o t t o m of the cup.)
Step 13. Carefully pour the % cup of salt wat e r into the funnel so that it c o m e s out of the tube at the b o t t o m of the
cup. It is O K if s o m e bubbles c o m e out of the tube, but try to k e e p agitation to a m i n i m u m .
Step 14. Gently r e m o v e the tubing f r o m the cup, taking care not to disturb the water.
Step 15. R e v i e w w h a t y o u h ave d o n e so far a n d discuss w h a t the wa t e r in the cups represents. T h e wat e r in cup #1
represents normal w e a t h e r conditions. T h e air (water) is free to m i x a n d m o v e . This is the "control." T h e wat e r in cup
# 2 represents an inversion. T h e first w a t e r y o u put in cup # 2 represents w a r m air. T h e s econd wat e r (salt water) y o u
put in c u p # 2 represents cold air. Cold air is denser/heavier than w a r m air. T h e salt m a k e s the second c u p of wa t e r
denser/heavier than the first, so simulates cold air. Y o u n o w have an "inversion" in a cup (salty, heavy water
[representing cold, heavy air] is trapped und e r un-salty, lighter wat e r [representing w a r m e r , lighter air]).
Point out that, at this point, just as in real life, the different layers of air (water) are not visibly different (unless or
until pollution gets trapped). In real life, it is the trapped pollution that m a k e s the different layers of air visible during
an inversion. T h e air itself (if not polluted) all looks the same.
Step 16. Tell your students that y o u will n o w a d d food coloring to see w h a t happens. Slowly, allowing 1 to 2 seconds
b e t w e e n drops, drop 3 drops of food coloring into the wa t e r in cup #1. T h e food coloring should slowly mix with the
w a t e r to m a k e a more-or-less uniform color.
Step 17. Slowly, allowing 1 to 2 seconds b e t w e e n drops, d rop 3 drops of food coloring into the wat e r in cup #2. T ake
care to not disturb the wa t e r in the cup (don't b u m p the cup, table, etc.). T h e food coloring should stay in the top
(unsalted, representing w a r m , light air) layer of w a t e r a n d will likely m a k e a "swirl" pattern.
Step 18. Using a spoon, gently agitate the top %-inch of the wa t e r in the top of cup #2. D O N O T dip the s p o o n in to the
b o t t o m of the cup. T h e layers should appear m o r e obvious, a n d y o u m a y be able to see the b o u n d a r y b e t w e e n layers
as the wat e r undulates. Y o u m a y w a n t to agitate m o r e than o n c e (getting a little m o r e aggressive each time) to
accentuate the layers. H o wever, be sure to k e e p the s p o o n in the top %-inch of wat e r to k e e p f r o m mixing the entire
cup.

9
Step 19. C o m p a r e a n d contrast w h a t y o u see in the t w o cups. Students should easily see the clear wa t e r (the "clear"
w a t e r m a y be a little "foggy" because of the salt) o n the b o t t o m (represents the cold, trapped air) a n d the colored
w a t e r o n top (represents the w a r m air) in c u p #2. Discuss h o w the w a r m ( n o w colored) "air" traps the cold, heavy
"air" beneath it a n d h o w pollution gets trapped with that cold air. (D o not confuse the colored upper [warm] layer as
being polluted. T h e food coloring does N O T represent pollution - it simply allows y o u to see the t w o layers of air.)
Step 20. Gently swirl the wa t e r in the cup (or stir with a spoon) to simulate wind. N o t e h o w the "wind" breaks u p the
"inversion" (mixes the "air") so that all the wat e r mixes a n d b e c o m e s h o m o g e n o u s (the same). Precipitation (e.g., rain
or s n o w ) can break u p an inversion as well. ( S o m e students m a y w a n t to pour additional wat e r into the cup to
simulate rain instead of swirling or stirring the wa t e r to simulate wind.)
Step 21. Teacher/Leader. Lead a class discussion using Questions for Discussion, below.
Questions for Discussion
1. H o w are temperature inversions form ed?
Inversions can develop or intensify on clear winter nights w hen the earth's surface radiates (gives off) heat rapidly,
which can cause the ground, and the air directly above it, to be cooler than the air at higher altitudes. Inversions can
also form at night in valleys, whe n gravity pulls cold, dense air downhill into the valleys. The air in the valley bottoms is
then colder than the air above.
2. T e m p erature inversions are directly related to the temperature of the air. In our experiment, all the water w e
used w a s the s a m e temperature. H o w / w h y did it w o r k ?
Cold air/water is denser (and therefore heavier) than w a r m air/water. Water saturated with salt is denser (heavier)
than un-salty water (this is also w h y you float better in the ocean than in a lake). So the dense, heavy salt water was
used to represent the dense, heavy cold air.
3. In an experiment, w h a t is the "control"? In our experiment, which cup represented the "control"?
A "control" is a standard in a scientific experiment that you used to compare other things to. It is the "thing" that is not
manipulated or changed. Cup #1 (the cup that did not have any salt water added) was the "control" in this experiment
because it was just plain water.
4. H o w does w h a t w e did relate to "real life"?
In "real life," inversions trap air pollution close to the ground, where w e breathe it. Inversions and their effect on air
pollution are especially problematic in the winter: inversions most often occur in the winter, people are most likely to
be burning w o o d in stoves and fireplaces in the winter and the pollution from smoke (particulates) gets trapped by the
inversion, and engines don't burn as efficiently whe n it is cold, which creates mor e carbon monoxide, which also gets
trapped in an inversion.
5. D o e s our c o m m u n i t y experience inversions? H o w can w e find out if an inversion is occurring? H o w can w e find
out about air quality in our c o m m u n i t y ?
Local newscasts/weather reports on the T V or radio will report ifan inversion is occurring. Checking weather sites on
the Internet will also provide clues if there is an inversion (that is, the site m a y not specifically say there is an inversion,
but ifyou check the air temperature in your community and for a nearby higher elevation area and the higher
elevation is warmer, then your community m a y be experiencing an inversion).
6. W h y should w e care about air pollution?
It hurts the environment, is unhealthy, blocks views, stinks, can cause economic issues ifair quality doesn't meet
national standards. Point out that m a n y of these issues exist even in places with relatively clean air.
7. D o inversions cause air pollution?
No. Temperature inversions are natural occurrences. They are neither caused by, nor the cause of, air
pollution. However, an inversion can trap air pollution near the ground, thereby increasing the concentration of air
pollution in a specific area. Because of this, temperature inversions and air pollution issues are often linked.

8. W h a t does cause air pollution? W h a t are the biggest causes of air pollution in our t o w n ?
Vehicle exhaust (especially from diesel engines), industry, fires (wildfires, agricultural burning,
fireplaces/wood stoves), blowing dust, volcanoes, gas-powered lawn tools (e.g., lawn mowers), etc. (These are general
causes; the biggest polluters in your town will vary. Typically, vehicles are the biggest polluters in urban areas. W o o d
s m o k e can be a large polluter in rural areas.)
9. H o w can w e prevent inversions from happening?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
10
W e can't. They are a natural weather p h e n o m e n o n and have been occurring since long before h u m a n s altered the
environment. However, h u m a n activity (pollution) can affect the duration and severity of s o m e inversions. W h a t w e
can do is take action to reduce air pollution so that whe n an inversion occurs, there is less pollution in the air to
be c o m e trapped in the inversion.

INVERSION
W a r m , Light Air

Cold, Heavy, Stagnant Air

Pollutants trapped
near the valley floor

Teacher
Prep
Advanced 1) R e a d a n d consider associated b a ckground material, demonstration
Preparation procedures, a n d questions for discussion. (1 hour)
Steps & 2) R e v i e w E P A video clip (15 minutes)
Duration 3) R e v i e w Air Pollution PowerPoint (15 minutes)
4) A s s e m b l e Demonstration Materials & Practice Demonstration (3 hours)

Needed
Materials
1) E P A Video Clip - Air Science 4 0 - Celebrating Four D e c a d e s of Innovative
Research
h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = C - U G N Z R g u 8 4 (13:02 minutes)
2) Materials: (per demonstration)
3 cups tap water, divided*
1/8 cup salt (or a little less)*
11
 2 clear, 16-oz plastic cups (glass jars a n d glass bowls also work, as d o other
sizes of containers*)
1/8 (or 1/4)-cup measuring cup*
2-cup measuring cup*
Blue food coloring (in a container that allows y o u to m e t e r out drop by drop)
Funnel
R u b b e r tubing (about 1-foot long; appropriate width to fit snugly o n e n d of
funnel)
Spoon

3) Air Pollution PowerPoint

4) Internet Connection

Duration of 5 0 minutes
activities
Safety notes A lways handle materials with care. D o not drink or ingest materials.
Procedures
for
instruction
Introduce the class to the idea ~ 2 minutes
of air quality.
S h o w the associated film Air ~ 1 3 minutes
Science 4 0 - Celebrating Four ( Y o u T u b e Film)
D e c a d e s of Innovative Research
Introduce the Clean Air Act, ~ 1 0 minutes
Criteria Pollutants, a n d the (PowerPoint)
science of thermal inversions.
T h e r m a l Inversion ~ 1 5 minutes
Demonstration (Class Demonstration)
Discussion ~ 1 0 minutes
Student
Materials
Background Reading assignment prior to the demonstration day.
Informational
Sheet
Vocabulary Available for clarification of terminology as students read their Background
List Informational Sheet a n d Demonstration Procedure

12
 Student Background Information Sheet - Air Pollution
Source: T h e Plain English Guide to the Clean Air Act https://www.epa.gov/sites/production/files/2015-
0 8 / d o c u m e nts/peg.pdf
Background
Air pollution can d a m a g e trees, crops, other plants, natural environment, air pollution also d a m a g e s reduces h o w far
y o u can see in national parks a n d cities, it e ven interferes with aviation.
In 1970, Congress created the Environmental Protection A g e n c y (EPA) a n d passed the Clean Air Act, giving the federal
g o v e r n m e n t authority to clean u p air pollution in this country. Since then, E P A a n d states, tribes, local governments,
industry, a n d environmental groups h ave w o r k e d to establish a variety of p r o g r a m s to reduce air pollution levels
across America.
Air Pollution and Y our Health
Breathing polluted air can m a k e your eyes a n d nose burn. It can irritate your throat a n d m a k e breathing difficult. In
fact, pollutants like tiny airborne particles a n d ground-level o z o n e can trigger respiratory problems, especially for
people with asthma. A s t h m a sufferers can be severely affected by air pollution. It can also aggravate health p r oblems
for the elderly a n d others with heart or respiratory diseases. Other pollutants m a k e their w a y u p into the upper
atmosphere, causing a thinning of the protective o z o n e layer. This has led to changes in the e n v i r o n m e n t and
dramatic increases in skin cancers a n d cataracts (eye damage).
Air Pollution and the Environment
Air pollution isn't just a threat to our health, it also d a m a g e s our environment. Toxic air pollutants a n d the chemicals
that f o r m acid rain a n d ground-level o z o n e can d a m a g e trees, crops, wildlife, lakes a n d other bodies of water. T h o s e
pollutants can also h a r m fish a n d other aquatic life.
Air Pollution and the E c o n o m y
T h e health, environmental, a n d e c o n o m i c impacts of air pollution are significant. Each day, air pollution causes
thousands of illnesses leading to lost days at w o r k a n d school. Air pollution also reduces agricultural crop a n d
commercial forest yields by billions of dollars each year.
Progress
By reducing air pollution, the Clean Air Act has led to significant i m p r o v e m e n t s in h u m a n health a n d the e n v i r o n m e n t
in the U.S.
History of the Clean Air Act
T h e original Clean Air Act of 1 9 6 3 established funding for the study a n d the cleanup of air pollution. But there w a s no
c o m p r e h e n s i v e federal response to address air pollution until Congress passed a m u c h stronger Clean Air Act in 1970.
That s a m e year Congress created the E P A a n d gave it the primary role in carrying out the law. Since 1 9 7 0 the E P A has
b e e n responsible for a variety of Clean Air Act p r o g r a m s to reduce air pollution nationwide.
In 1990, Congress dramatically revised a n d e x p a n d e d the Clean Air Act, providing E P A e ven broader authority to
i m p l e m e n t a n d enforce regulations reducing air pollutant emissions. T h e 1 9 9 0 A m e n d m e n t s also placed an increased
e m p h a s i s o n m o r e cost-effective approaches to reduce air pollution.
EPA's Role
U n d e r the Clean Air Act, E P A sets limits o n certain air pollutants, including setting limits o n h o w m u c h can be in the air
a n y w h e r e in the United States. This helps to ensure basic health a n d environmental protection f r o m air pollution for
all Americans. T h e Clean Air Act also gives E P A the authority to limit emissions of air pollutants c o m i n g f r o m sources
like chemical plants, utilities, a n d steel mills. Individual states or tribes m a y have stronger air pollution laws, but they
m a y not h ave w e a k e r pollution limits than those set by EPA. E P A m u s t approve state, tribal, a n d local a gency plans for
reducing air pollution. If a plan d oes not m e e t the necessary requirements, E P A can issue sanctions against the state
and, if necessary, take over enforcing the Clean Air Act in that area.
State and Local Governments' Role
It m a k e s sense for state a n d local air pollution agencies to take the lead in carrying out the Clean Air Act. T h e y are
able to develop solutions for pollution p r oblems that require special understanding of local industries, geography,
housing, a n d travel patterns, as well as other factors. States h ave to develop State Implementation Plans (SIPs) that
outline h o w each state will control air pollution un d e r the Clean Air Act. A SIP is a collection of the regulations,
p r o g r a m s a n d policies that a state will use to clean u p polluted areas.
Tribal Nations' Role
13
In its 1 9 9 0 revision of the Clean Air Act, Congress recognized that Indian Tribes h ave the authority to i m p l e m e n t air
pollution control programs. EPA's Tribal Authority Rule gives Tribes the ability to develop air quality m a n a g e m e n t
programs, write rules to reduce air pollution a n d i m p l e m e n t a n d enforce their rules in Indian Country. While state a n d
local agencies are responsible for all Clean Air Act requirements, Tribes m a y develop a n d i m p l e m e n t only those parts
of the Clean Air Act that are appropriate for their lands.
Cleaning U p C o m m o n l y F oun d Air Pollutants
Six criteria air pollutants are fou n d all over the United States. T h e y include particle pollution, ground-level ozone,
carbon monoxide, sulfur oxides, nitrogen oxides, a n d lead. T h e s e pollutants can h a r m your health a n d the
environment, a n d cause property d a m a g e .
T h e set of limits based o n h u m a n health is called primary standards. A n o t h e r set of limits intended to prevent
environmental a n d property d a m a g e is called secondary standards.
A geographic area with air quality that is cleaner than the primary standard is called an "attainment" area; areas that
d o not m e e t the primary standard are called "nonattainment" areas.
Criteria Air Pollutants
O z o n e - G r o u n d level or "bad" o z o n e is not emitted directly into the air, but is created by chemical reactions b e t w e e n
oxides of nitrogen (NOx) a n d volatile organic c o m p o u n d s (VOC) in the presence of sunlight. Emissions f r o m industrial
facilities a n d electric utilities, m o t o r vehicle exhaust, gasoline vapors, a n d chemical solvents are s o m e of the major
sources of N O x a n d V O C . Breathing o z o n e can trigger a variety of health problems, particularly for children, the
elderly, a n d people of all ages w h o h ave lung diseases such as asthma. G r o u n d level o z o n e can also h ave harmful
effects o n sensitive vegetation a n d ecosystems.
Particle Pollution - Particulate matter contains microscopic solids or liquid droplets that are so small that they can be
inhaled a n d cause serious health problems.
Fine particles are the m a i n cause of reduced visibility (haze) in parts of the United States, including m a n y of our
treasured national parks a n d wilderness areas.
Carbon M o n o x i d e
Breathing air with a high concentration of C O reduces the a m o u n t of o x y g e n that can be transported in the blood
stream to critical organs like the heart a n d brain.
At very high levels, whi c h are possible indoors or in other enclosed environments, C O can cause dizziness, confusion,
unconsciousness a n d death.
Lead
O n c e taken into the body, lead distributes throughout the b o d y in the blood a n d is a c c u mulated in the
bones. D e p e n d i n g o n the level of exposure, lead can adversely affect the nervous system, kidney function, i m m u n e
system, reproductive a n d developmental systems a n d the cardiovascular system. Lead exposure also affects the
o x y g e n carrying capacity of the blood.
Sulfur Dioxide
Short-term exposures to S O 2 can h a r m the h u m a n respiratory system a n d m a k e breathing difficult. Children, the
elderly, a n d those w h o suffer f r o m a s t h m a are particularly sensitive to effects of S O 2 .
Nitrous Oxide
Breathing air with a high concentration of N O 2 can irritate airways in the h u m a n respiratory system. Such exposures
over short periods can aggravate respiratory diseases, particularly asthma, leading to respiratory s y m p t o m s (such as
coughing, w h e e z i n g or difficulty breathing), hospital admissions a n d visits to e m e r g e n c y rooms. Longer exposures to
elevated concentrations of N O 2 m a y contribute to the d e v e l o p m e n t of a s t h m a a n d potentially increase susceptibility
to respiratory infections.
W a y s to R e d u c e Air Pollution
Conserve energy
■ T u r n off appliances a n d lights w h e n y o u leave the room. ■ Recycle paper, plastic, glass bottles, cardboard, a n d
a l u m i n u m cans. (This conserves energy a n d reduces production emissions.) ■ W a s h clothes with w a r m or cold water
instead of hot. ■ C h o o s e efficient, low-polluting m o d e l s of vehicles. ■ C h o o s e products that have less packaging a n d
are reusable. ■ S h o p with a canvas bag instead of using paper a n d plastic bags. ■ B u y rechargeable batteries for
devices used frequently.
Drive W i s e
14
■ Plan your trips. Save gasoline a n d reduce air pollution. ■ W h e n possible, use public transportation, walk, or ride a
bike. ■ A s k your e m p l o y e r to consider flexible w o r k schedules or telecommuting. ■ Join a carpool or vanpool to get to
work.
For Your Health
■ C h e c k daily air quality forecasts, whi c h tell h o w clean or polluted your air is, a n d the associated health concerns. ■
R e m o v e indoor a s t h m a triggers f r o m your h o m e a n d avoid outd o o r triggers in order to effectively control your
a s t h m a ■ Minimize your sun exposure. W e a r sun block a n d U V protection sunglasses.
Source: Material taken f r o m http://www.wrh.noaa.gov/slc/climate/TemperatureInversions.php

Thermal Inversions

T h e situation of having w a r m air o n top of cooler air is referred to as a t e m p e rature inversion, because the
te m p e r a t u r e profile of the a t m o s p h e r e is "inverted" f r o m its usual state. There are t w o types of temperature
inversions: surface inversions that occur near the Earth's surface, a n d aloft inversions that occur a b o v e the ground.
Surface inversions are the m o s t important in the study of air quality.

H o w d o surface temperature inversions form?

T h e m o s t c o m m o n m a n n e r in whi c h surface inversions f o r m is through the cooling of the air near the g r o u n d at night.
O n c e the sun goes d o w n , the g r o u n d loses heat very quickly, a n d this cools the air that is in contact with the ground.
How e v e r , since air is a very poor conductor of heat, the air just a b o v e the surface remains w a r m . Conditions that
favor the d e v e l o p m e n t of a strong surface inversion are calm winds, clear skies, a n d long nights. C a l m win d s prevent
w a r m e r air a b o v e the surface f r o m mixing d o w n to the ground, a n d clear skies increase the rate of cooling at the
Earth's surface. Long nights allow for the cooling of the g r o u n d to continue over a longer period of time, resulting in a
greater t e m p e rature decrease at the surface. Since the nights in the wintertime are m u c h longer than nights during
the s u m m e r t i m e , surface inversions are stronger a n d m o r e c o m m o n during the winter months.
H o w d o inversions impact air quality?

Surface t e m p e rature inversions play a major role in air quality, especially during the winter w h e n these inversions are
the strongest. T h e w a r m air a b o v e cooler air acts like a lid, suppressing vertical mixing a n d trapping the cooler air at
the surface. As pollutants f r o m vehicles, fireplaces, a n d industry are emitted into the air, the inversion traps these
pollutants near the ground, leading to p oor air quality.
Student Vocabulary List- Air Pollution
Air Quality Index (AQI) A guide for reporting daily air quality that indicates h o w clean or
polluted the air is in a particular area a n d identifies potential
health impacts.
Attainment Area A geographic area with air quality that is cleaner than the primary
standard.
Carbon M o n o x i d e - (CO) A colorless, odorless, poisonous gas a n d o n e of six "criteria
pollutants" for whi c h the U.S. Environmental Protection A g e n c y
(EPA) has established protective standards.
Certified/Non-Certified W o o d Stove A certified w o o d stove is a n y w o o d stove manuf a c t u r e d since
1988. Since this time, Certified w o o d stoves are cleaner a n d m o r e
efficient than a w o o d stove m a n u f a c t u r e d before 1988.
Comb ustion T h e process of burning.
Convection T h e vertical m o v e m e n t of heat within the a t m o s p h e r e
Emission T h e act or instance of discharging (emitting) s o m e thing into the
air, such as by an internal c o m b u s t i o n engine (e.g., a vehicle).
Emit T o give off or discharge.
Exhaust T h e f u m e s or gases released f r o m an engine.

15
Inversion ("Thermal" or "Temperature") A reversal in the normal t e m p e rature layers. A layer of w a r m air
settles o n top of a layer of cold air, a n d the cold air e nds up
trapped underneath.
Nonattainment Area Areas that d o not m e e t the primary standard for air quality.
Particulate Matter ("particulates" or P M ) Small particles s u s p e n d e d in the air including dust, dirt, soot,
s m o k e , a n d liquid droplets.
Pollutant A n y substance introduced into the e n v i r o n m e n t that adversely
affects the usefulness of a resource or the health of h u m a n s ,
animals, or ecosystems.
Primary Standards T h e set limits for air quality based to protect h u m a n health.
Secondary Standards T h e set of air pollution limits intended to prevent environmental
a n d property d a m a g e .

16
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18
 Air Pollution

Environmental Education,
Middle School Program

MAINE DEPARTMENT OF ENVIRONMENTAL PROTECTION

Protecting Maine’sAir, Land and Water
 Air Pollution
• Air Pollution can impact your
— Health
— Environment
— Nation's Economy

MAINE DEPARTMENT OF ENVIRONMENTAL PROTECTION www.maine.gov/dep

 Clean AirAct
• The original Clean Air Act was established in 1963. It
established funding for the study and the cleanup of air
pollution.
• In 1970 Congress created the Environmental Protection
Agency (EPA) and gave it the primary role in carrying out the
law.
• In 1990, Congress revised and expanded the Clean Air Act,
— Provided the EPA even broader authority to implement
and enforce regulations reducing air pollutant emissions.
— Placed an increased emphasis on more cost-effective
approaches to reduce air pollution.

MAINE DEPARTMENT OF ENVIRONMENTAL PROTECTION www.maine.gov/dep

 Clean AirAct
• By reducing air pollution, the Clean Air Act has
led to significant improvements in h u m a n
health and the environment in the U.S.
Since 1970, the six c o m m o n l y found air
pollutants have decreased by m o r e than 50
percent.

MAINE DEPARTMENT OF ENVIRONMENTAL PROTECTION www.maine.gov/dep

 CriteriaAir Pollutants
Ozone
Particle Pollution
Carbon Mo no x i d e
Lead
Sulfur Dioxides
Nitrous Dioxides I

MAINE DEPARTMENT OF ENVIRONMENTAL PROTECTION www.maine.gov/dep

 How You Can Help Reduce Air
Pollution?
• Conserve Energy
• Drive Wisely / Ride Wisely
 Thermal Inversions
Thermal inversion occurs w h e n a layer of w a r m air
settles over a layer of cooler air that lies near the
ground. The w a r m air holds d o w n the cool air and
prevents pollutants from rising and scattering.

INVERSION
W a r m , Light Air

Cold, Heavy, Stagnant Air

Pollutants trapped
near the valley floor

MAINE DEPARTMENT OF ENVIRONMENTAL PROTECTION www.maine.gov/dep

 Thermal Inversion - Salt Lake Valley

A temperature inversion traps and fillsthe Salt Lake valley with thick smog outside Draper, Utah, on Jan. 31, 2017.
Photographer: George Frey/Geny Images

MAINE DEPARTMENT OF ENVIRONMENTAL PROTECTION www.maine.gov/dep

Donora, Pennsylvania Event
 Introduction to Demonstration
• Inversion in a C u p
• Objective: To observe h o w temperature
inversions are formed and discuss h o w
inversions influence air pollution levels.
A d d contact information
www.maine.gov/dep