Abstract
In
this lesson, students will predict the movement of an
air borne pollutant using their understanding of air currents.
Purpose – To apply understanding of wind patterns
to predict pollution movement.
Objectives
Students
will be able to:
1. Speculate on the path a source of air pollution
might take and present hypothesis to the class.
2. Use air pattern evidence to support hypothesis.
National Science
Education Standard:
CONTENT STANDARD D: Earth and Space Science
ENERGY IN THE EARTH SYSTEM
•
Earth systems have internal and external sources of energy,
both of which create heat. The sun is the major external
source of energy. Two primary sources of internal energy
are the decay of radioactive isotopes and the gravitational
energy from the earth’s original formation.
•
Heating of earth’s surface and atmosphere by
the sun drives convection within the atmosphere and
oceans,
producing winds and ocean currents.
•
Global climate is determined by energy transfer from
the sun at and near the earth’s surface. This energy
transfer is influenced by dynamic processes such as cloud
cover and the earth’s rotation, and static conditions
such as the position of mountain ranges and oceans.
GEOCHEMICAL CYCLES
•
Movement of matter between reservoirs is driven by the
earth’s internal and external sources of energy.
These movements are often accompanied by a change in
the physical and chemical properties of the matter. Carbon,
for example, occurs in carbonate rocks such as limestone,
in the atmosphere as carbon dioxide gas, in water as
dissolved
carbon dioxide, and in all organisms as complex molecules
that control the chemistry of life.
Teacher
Background
(See preceding lessons in this cycle.)
Related and Resource Websites
(See preceding lessons in this cycle.)
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