When people think about air pollution, they usually think about smog, acid rain, CFC's, and other forms of outdoor air pollution. The health of many people is affected by chemical substances present in the air within buildings. We chose this topic to be more aware about air pollution these days because it is more harmful to our health. To know some idea on how to handle air pollution and the importance of protecting the environment. An expression implying that we live because we breathe. Fresh air is the phase we use to suggest healthy living.
Air is important. Plants, animals, and human beings, where able to emerge because of the supply of oxygen generated by the earliest marine organisms over billions of years. The air is polluted because of the dusts that come from vehicles and factories. We can see people wearing nose mask. The fact that they filter out particles of dust and soot simply adds the poignancy of our urban predicament. Factories are one of the reasons why we have air pollution. The soot that comes out from a particular factory can spread harmful chemicals that we might breathe instead of fresh air. Canals also produce air pollution because of the bad odor coming from it maybe because of the trash that gets stuck on the canals because of improper waste disposal. Air supplies us with oxygen which is essential for our bodies to live. Air is 99.9% nitrogen, oxygen, water vapor and inert gases. Human activities can release substances into the air, some of which can cause problems for humans, plants, and animals. There are several main types of pollution and well-known effects of pollution which are commonly discussed. These include smog, acid rain, the greenhouse effect, and "holes" in the ozone layer. Each of these problems has serious implications for our health and well-being as well as for the whole environment. Methods
1. Divide students into cooperative learning groups of three to four students or have them work individually.
2. Tell each group to decide which areas they would like to test. For example: a wall outside the classroom, a wall near the school’s parking lot, a tree next to a park, the interior of their classroom, the interior of their home, the family car, their bicycle, or their bike helmet. To increase the accuracy of the experiment, and avoid the loss of data, each of these areas should be tested with three to five data collection tools.
3. Each group will also create a control for their experiment. Preparing the data collection tool
4. Label each index card with the location
where it will be placed.
5. Smear petroleum jelly on the middle area of
an index card. The air pollution particles
(those that are visible) will stick to the
6. Once the students have prepared their index cards, they should make observations of the appearance of the petroleum jelly.
7. They should make a hypothesis that answers this question: Which area will have the most air pollution stick to the petroleum jelly? 8. The students should then tape the index cards to the areas being tested for air pollution.
9. The control is placed inside of a Ziploc-style bag and put inside of a drawer or cabinet.
10. Students can determine when they will make observations of their index cards. For instance, they could make observations every two days for two weeks, or once each week for three weeks. When they make their observations, they can take photographs of the index cards to document the amount of particles sticking to the petroleum jelly, they can examine them with magnifying lenses, or note the percentage of the area with particles attached. (Divide area into a 10 x 10 grid and count how many squares have particles.) The controls should also be observed on the same schedule as the cards in the exposed areas. Students should write the data in their science journal.
11. Once the designated data collection time has been reached,...
Bibliography: Royston, Michael. Pollution Prevention Pays. London:
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