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Introduction 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. Discussion 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, 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 petroleum jelly. Experimental Procedure 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. 0. 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. Family car 11. Once the designated data collection time has been reached, the index cards, including the control, are gathered and brought into the classroom for further analysis. 12. They should be able to determine which of their cards has the most air pollution particles on it. 13. Have them reflect on their hypotheses (made in #7) and determine if it was correct. 14.
Discuss or have them write down the results of the experiment. 15. Discuss or have them write down their conclusions and reflections. Why did some of the cards collect more pollution than others? Can they do anything to change the amount of air pollution particles in that area (e. g. , close the window to the classroom or their home, ride their bikes on streets with less traffic)? Results The students were able to get good results of the particles in the air around us using petroleum jelly and some index cards. Generalization This topic is a very important topic.
Many scientists did research on this particular issue and now we continue this research. Air pollution is not a laughing matter; many might have contradicted this old issue. For example back then before the industrial revolution this was not a very important topic because burning of fossil fuel like coal to power steamed engines was still to be discovered. The airs was much cleaner back then no soot no sulphur-dioxide emissions just fresh air generally air was much cleaner then as of now. What makes air dirtier now are pollutants, but first what are pollutants?
Pollutants substance in the air that can cause harm to humans and the environment is known as an air pollutant. Pollutants can be in the form of solid particles, liquid droplets, or gases. In addition, they may be natural or man-made. Pollutants can be classified as primary or secondary. Usually, primary pollutants are directly emitted from a process, such as ash from a volcanic eruption, the carbon monoxide gas from a motor vehicle exhaust or sulfur dioxide released from factories. Secondary pollutants are not emitted directly.
Rather, they form in the air when primary pollutants react or interact. An important example of a secondary pollutant is ground level ozone ??? one of the many secondary pollutants that make up photochemical smog. Some pollutants may be both primary and secondary: that is, they are both emitted directly and formed from other primary pollutants like Sulphur oxides, Nitrogen oxides, Carbon monoxide, Carbon dioxide, Volatile organic compounds, Particulate matter, Persistent free radicals, toxic metals, such as lead, cadmium and copper, Chlorofluorocarbons, Ammonia, etc. ir pollution has bad effects on health. Air pollution is a significant risk factor for multiple health conditions including respiratory infections, heart disease, and lung cancer, according to the WHO. The health effects caused by air pollution may include difficulty in breathing, wheezing, coughing and aggravation of existing respiratory and cardiac conditions. These effects can result in increased medication use, increased doctor or emergency room visits, more hospital admissions and premature death.
The human health effects of poor air quality are far reaching, but principally affect the body’s respiratory system and the cardiovascular system. Individual reactions to air pollutants depend on the type of pollutant a person is exposed to, the degree of exposure, the individual’s health status and genetics. This topic shows the bad effects of air pollution also this whole study is to illuminate the reader to helping the whole community in the awareness of air pollution. Bibliography http://www. lbl. gov/Education/ELSI/pollution-main. tml http://www. lbl. gov/Education/ELSI/pollution-main. htm http://en. wikipedia. org/wiki/Air pollution Brandt, Willy. Our Community, the planet. Great Britain: Octopus Publishing Group Michelin House, 81 Fulham Road, London, C1992. Conspectus Foundation, Inc. Environmental Protection in Leyte Conference proceedings. Ormoc City, Leyte: Conspectus Foundation, Inc. Suite 406, Victoria Condominium 41 Annapolis St. , Green Hills San Juan Metro Manila, C1990. Royston, Michael. Pollution Prevention Pays. London: Pergamon, 1978.