Unit+7+Period+5

Period 5 Unit 7




 * College Board Outline **

VI. Pollution (25–30%)

A. Pollution Types

1. Air pollution sources—primary and secondary; major air pollutants; measurement units; smog; acid deposition—causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction strategies; Clean Air Act and other relevant laws

VII. Global Change (10–15%)

A. Stratospheric Ozone formation of stratospheric ozone; <span style="background-color: #ffffff; color: #131395; font-family: Arial,sans-serif; font-size: 10pt;">ultraviolet radiation; <span style="background-color: #ffffff; color: #131395; font-family: Arial,sans-serif; font-size: 10pt;">causes of ozone depletion; <span style="background-color: #ffffff; color: #131395; font-family: Arial,sans-serif; font-size: 10pt;">effects of ozone depletion; <span style="background-color: #ffffff; color: #131395; font-family: Arial,sans-serif; font-size: 10pt;">strategies for reducing ozone depletion; <span style="background-color: #ffffff; color: #131395; font-family: Arial,sans-serif; font-size: 10pt;">relevant laws and treaties

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16pt;">Chapter 20, Air Pollution


 * <span style="background-color: #ffffff; color: #8e00ff; font-family: Arial,sans-serif; font-size: 13pt;">Tuesday 4/1/14 HW **

<span style="background-color: #ffffff; font-family: Arial,sans-serif;">Due Wednesday 4/2: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">1. Read the chapter opener p. 452 o <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">summarize the issue <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">2. Read the first section, Atmosphere as a Resource p. 453 o **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">MEMORIZE **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;"> the composition of the atmosphere and the layers of the atmosphere (see page 100).

<span style="background-color: #ffffff; font-family: Arial,sans-serif;">Due Thursday 4/3: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">3. Read the second section - Types and Sources of Air Pollution, p. 453-457 o <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">address the first two learning objectives but... <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">4. Read both Case in Point issues, p. 457-459 and p. 459-461 o <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">summarize each
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">make a table instead of a list using the attached excel sheet. It combines Table 20.1 and 20.2. What's not in the tables should be in the reading. Just to clarify Table 20.1 - the "Pollutant" is in purple and the "Examples" is in black under the pollutant. So you will write the same pollutant several times for each example (or write it once and leave the rest blank until you get to the next pollutant).



__**Wed 4/2/14 Class**__**1**. So what does the atmosphere do for us? Ecosystem services of our Atmosphere - Composition of the Atmosphere (percentages of Nitrogen, Oxygen and Other Gases) - Three Ecosystem Services
 * 2**. Announce **QUIZ** for **THURSDAY** on the following:- Layers of Atmosphere in order from surface of earth to space
 * 3**. Pneumonic Devices for remembering the Layers of Atmosphere (T S M Th E)

__**Thurs 4/3/14 Class**__
 * 1**. Check off table as HW
 * 2**. Discuss Types and Sources of Air Pollutants**3**. Discuss Case in Point Issues

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Read third section Effects of Air Pollution, p. 461-463 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Be prepared for a quick reading check quiz on this section only on Tuesday. The quiz will include:
 * <span style="color: #8e00ff; font-family: Arial,sans-serif; font-size: 13pt;">Weekend HW 4/4/14 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make notes or add to your table
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Address first learning objective on page 461
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Answer questions 1-3, p. 463
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">information regarding 5 of the pollutants from your table; I will simply ask for 5 so any 5 you choose
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">information from questions 1-3, p. 463
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">information regarding the first and second learning objectives on page 461

<span style="color: #800000; font-family: Arial,sans-serif; font-size: 12pt;">ANNOUNCEMENT: ALL INTERNSHIP STUDENTS MUST COME TO CLASS EACH TIME CLASS MEETS UNTIL THE EXAM.YOU DO NOT NEED TO RETURN AFTER MAY 5.

__**Mon 4/8/14 CW**__ QUIZ on p. 461-463, air pollutants and effects. notes smog and ozone

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Read Ozone Depletion in the Stratosphere, p. 466-471 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Address the third and fourth learning objectives on page 466 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make bullet lists under the following note headings: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Read Meeting the Challenge, p. 470 - list the three companies and the CFC containing products each one was using.
 * <span style="color: #8e00ff; font-family: Arial,sans-serif; font-size: 13pt;">Monday 4/6/14 HW **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">chemicals and elements that destroy ozone
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">harmful effects of ozone depletion / UV radiation
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">timeline of reduction / elimination of CFCs

__**Fri 4/11/14 CW**__ QUIZ on Ozone


 * <span style="background-color: #ffffff; color: #8e00ff; font-family: Arial,sans-serif; font-size: 13pt;">Weekend HW 4/11/14 **

Read Acid Deposition p. 471-475

Read Air Pollution Around the World p. 475-477. Answer questions 1 & 2 on page 477.

Answer questions 12, 13, 14 on page 482

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Read Indoor Air Pollution p. 477-480, make notes on


 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">sick building syndrome
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">asthma epidemic
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">indoor tobacco smoke, including comparison of smoking in highly developed countries and developing countries
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">radon
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">answer questions 1 & 2, p. 480





__**Fri 4/11/14 CW**__ Discuss the HW questions and Indoor Air Pollutants


 * <span style="color: #8e00ff; font-family: Arial,sans-serif; font-size: 13pt;">Tuesday 4/15/14 HW **

Print the attached paper.
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Answer __EACH__ Question **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">look in the table below to find which question has been assigned to you
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">research the answer to your assigned question (just the one) and prepare a written response explaining WHY it's true or false
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">you will be partnered with the other people assigned to the same question in class to discuss you responses and then share them with the class; you do not need to talk to anyone while you research the answer - do it on your own.



|| <span style="font-family: Arial,sans-serif; font-size: 10pt;">1
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">2 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">3 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">5 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">6 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">7 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">8 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">9 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">10 ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thomas || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Sabah || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Amanuel || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ash || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Alana || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Danny || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Christine || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Travis || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ellie || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Niko ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Meghan || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tiffany || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Brandon || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Alyssa || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Jovanni || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Elijah || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Samantha || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monique || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Allan || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Noah ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tenzin || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Gui || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Rosie || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Nicole || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tammy || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Jen || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Michael || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Vivian || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Kaitlyn || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ashley ||


 * It looks like the top row jumped over when pasted so let's start with 2 and call the last column 1, just in case some of you already started.**

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 * <span style="color: #8e00ff; font-family: Arial,sans-serif; font-size: 13pt;">APRIL VACATION HOMEWORK **
 * 1**. Watch this.


 * 2****.** Read, mark up and write a response to the following pdf article. The response should include a one paragraph summary and a one paragraph opinion. Be sure to include the comparison between the convinced and unconvinced groups - maybe reread pages 29-31 of the article.

Answer questions 1, 3 & 4
 * 3**. Read the first section in the chapter, Introduction to Climate Change, p. 485-490.


 * 4**. Read Effects of Global Climate Change starting on p.490 and take notes. As always, you may use this outline if you like or you can modify it or use your own method of note taking



<span style="font-family: Arial,sans-serif; font-size: 10pt;">**5**. Read Dealing with Climate Change, p. 500-504 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Answer questions 1-4, p. 504 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Answer Thinking About the Environment questions 3-5, 7-10, p. 505

<span style="font-family: Arial,sans-serif; font-size: 10pt;">**6**. Go the the site below and read **Carbon Cycle: What Goes Around Comes Around, by John Arthur Harrison, PhD.** Do the QUIZ at the end and keep trying until you get 100%.

Carbon Cycle: What Goes Around Comes Around

HERE ARE THE ANSWERS TO THE QUESTIONS FROM THE BOOK ASSIGNED ABOVE.
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Introduction to Climate Change p. 490 **


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">1. What is the enhanced greenhouse effect, and what are the five main greenhouse gases that contribute to it? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> The enhanced greenhouse effect is the additional warming produced by increased levels of gases that absorb infrared radiation. Greenhouse gases, the gases that absorb infrared radiation (heat), include carbon dioxide, methane, nitrous oxide, chlorofluorocarbons, and tropospheric ozone.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">3. How do water vapor and the aerosol effect relate to global climate change? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Water vapor, a greenhouse gas, is an example of positive feedback, because warmer air temperatures cause greater evaporation from the ocean, which in turn causes warmer temperatures. The aerosol effect is atmospheric cooling or warming that occurs where and when aerosol pollution is greatest (e.g., sulfates tend to reflect radiation and lead to a cooling influence; soot aerosols tend to absorb solar radiation and contribute to a warming influence). It is generally agreed that the effects of greenhouse gases will override the aerosol effect.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">4. How do climate models project future climate conditions? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Climate models are computer models that describe the global climate as a system. The models divide the atmosphere and oceans into small, three dimensional parts, and evaluate the effects of changes in one part on adjacent parts. These models incorporate positive and negative feedbacks that influence such things as temperature, winds patterns, cloud / moisture and ice cover. Running these models based on different predicted levels of carbon dioxide lead to projections of possible future climate conditions.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Dealing with Global Climate Change p. 504 **


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">1. Why do we focus on CO **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;">2 **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> when there are several other greenhouse gases? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Focus is on CO2 because it is produced in the greatest quantities and has the largest influence (about 60%) of all the greenhouse gases. The increase in the CO2 level caused by human activities will persist for centuries, so the emissions we are producing today will still be around in the 22nd century and beyond.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">2. Why is adaptation an important issue when considering climate change? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Adaptation is important because the overwhelming majority of climate experts think that significant human-induced global climate change is inevitable (the only question being how significant). Government planners and social scientists are developing strategies to help various regions and sectors of society adapt to climate warming.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">3. What are two approaches to carbon sequestration? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Carbon Capture and Storage, or sequestration, would allow us to continue burning fossil fuels, while finding some way to prevent the resulting CO2 from being released into the atmosphere. This could involve underground storage, conversion into CaCO3, or other major technological developments. Another way to mitigate global climate change involves removing atmospheric carbon dioxide from the air by planting and maintaining forests.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">4. Why are international relations essential to solving problems associated with climate change? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Carbon dioxide is generated in every country in the world, although in vastly different amounts from place to place. The resulting climate change likewise has global impacts. Reducing carbon emissions and adapting to a changed climate cannot succeed when only a few countries participate. One concern is that, in the short term, a country with strict CO2 restrictions will be at a competitive disadvantage compared to a country without. Thus, having international commitments may necessary for success in any location.


 * __<span style="font-family: Tahoma,sans-serif; font-size: 10pt;">End of Chapter Questions: Answers to Thinking About the Environment __**


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">3. Austrian biologists who study plants growing high in the Alps found that plants adapted to cold-mountain conditions migrated up the peaks as fast as 3.7â ****<span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;"> ****<span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">‰m every decade during the 20th century, apparently in response to climate warming. Assuming that warming continues during the 21st century, what will happen to the plants if they reach the tops of the mountains? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> As warming accelerates in the 21st century, many species will undoubtedly become extinct, particularly those with narrow temperature requirements, those confined to small, specialized habitats, and those living in fragile ecosystems. Other species may survive in greatly reduced numbers and ranges. Ecosystems considered at greatest risk of loss of species in the short term are polar seas, coral reefs, mountain ecosystems, coastal wetlands, and tundra.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">4. With regard to global climate change, less reduction of greenhouse gases will mean more need for adaptation. Discuss the implications of this on people today and people 50 years from now. **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Adaptation focuses on learning to live with to the environmental changes and societal consequences brought about by global climate change. While some have objected to the development of strategies to adapt to climate warming because they feel this implies an assumption or an acceptance that global climate change is unavoidable, the widespread observations that the climate is changing make clear that adaptation will be unavoidable. For people today adaptation may mean little or no change but for people 50 years from now agricultural zones will need to be shifted, sea level changes will force people to move and sewage systems to be rebuilt.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">5. Suggest some ways in which seasonal changes in plant growth in Canada might affect songbirds in Mexico. **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> An increasing number of studies report measurable changes in the biology of plant and animal species as a result of climate warming. Such effects range from earlier flowering times for plant species to migrations of aquatic species. Although generally not a benefit to humans, some species will come out of global climate change as winners, with greatly expanded numbers and range. Those organisms considered most likely to prosper include certain weeds, insect pests, and disease-carrying organisms common in a wide range of environments. Insects that migrate between Mexico and Canada could greatly increase in numbers if plant growth in Canada increases, this could cause problems for both communities.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">7. What aspects of adaptation to global climate change would be easier for highly developed nations, and which for developing nations? Explain. **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Although developed nations have huge amounts of coastal infrastructure at risk, many developing nations may experience the greatest impacts of global climate change. Because developing countries have less technical expertise and fewer economic resources, they are the ones likely to be least able to respond to the challenges of global climate change. Most developing countries see increased use of fossil fuels as their route to industrial development and resist pressure from highly developed nations to decrease fossil fuel consumption.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">8. Based on what you’ve read in this chapter and the information on environmental economics in Chapter 2, explain how a global market for CO **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;">2 **<span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;"> permits would function. **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> A carbon tax (See Chapter 2) could be levied against users of fossil fuels, based on the proportion of CO2 emissions produced per unit of heat released when the fuel is burned. Because coal is carbon-intensive, it would have the highest carbon taxes.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">9. Insurance companies that provide policies for hurricanes and other natural disasters may shift hundreds of millions of dollars of their investments from fossil fuels to solar energy. On the basis of what you have learned in this chapter, explain why insurance companies consider such an investment in their best interest. **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Shifting investments into solar energy technology would help reduce CO2 emissions which in turn would mitigate global climate change. Intensity of hurricane and other natural disaters has been increasing with climate change costing insurance companies millions of dollars, so it would be in their best interest to help stop these changes.


 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt;">10. Some environmentalists contend that the wisest way to “use” fossil fuels is to leave them in the ground. How would this affect air pollution? global climate change? Energy supplies? **
 * <span style="font-family: Tahoma,sans-serif; font-size: 10pt; line-height: 1.5;">Ans: **<span style="font-family: Tahoma,sans-serif; font-size: 10pt;"> Leaving fossil fuels in the ground would improve air pollution, and mitigate global climate change. But it would greatly decrease our energy supplies.

UNIT QUIZ WEDNESDAY - CH 20 & 21