sscchhooooll kkiitt -...

UNDERSTANDING AIR

The Eco-generation school kit has been developed by the Centre for Environment Education (CEE), India with support from Samsung

Engineering Co., Ltd. (SECL), Korea.

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. If you have any feedback on

this kit, please contact us at [email protected] Centr

e for

Envi

ronm

ent

Educa

tion (

CEE)

& Sam

sung E

ngin

eering C

o.L

td.(

SECL)

2013

School KitSchool Kit

Eco GenerationE co Generation

Acknowledgements and References

Program Team

Madhavi Joshi

Design Team

Hardik Raval, Jogendra Rajora

Support Services

Sumegha Parmar

Several activities and information in the Eco-Generation School Kit have been sourced from Environmental Education Publications, Materials and Websites. We acknowledge the sources from where we drew inspiration and ideas.

Publications

Towards a Sustainable World - A Resource Book for Intermediate Teachers, Environment Agency Abu Dhabi (EAD) and CEE, 2012

Environmental Education Handbook - Teachers' Resource, CEE 2005

Understanding Environment, Kiran B Chhokar, Mamata Pandya, Meena Raghunathan, CEE 2004.

Building Blocks - From Environmental Awareness to Action: A Teachers' Manual, CEE, 2003

Websites

http://edugreen.teri.res.in/explore/air/ucando.htm

http://homeguides.sfgate.com/5-easy-steps-reduce-air-pollution-79154.html

http://www.clean-air-kids.org.uk/globalwarming.html

http://weather.about.com/

www.epa.gov

http://www.grc.nasa.gov

http://data.worldbank.org

www.airnow.gov

www.sciencelearn.org

, Padma.G, Erika Lim, Christy Lee

Understanding Air

About Eco-generation School Kit

Eco-generation School Kit project is a series of theme-based Environmental Education kit designed to assist Samsung Engineering's Employee volunteers and teachers around the world who will be reaching out to schools, and facilitating Environmental Education. “Understanding Air” is the fifth in the Eco-generation School Kit series.

The kit has been developed keeping in mind that “Environmental Education” is an instrument to enable participants from all ages to learn about the environmental issues, based on the two-way communication. The hands-on active learning approaches in the kit will assist in changing the perception that education is a one-way flow of information. Education, when grounded in hands-on-learning dialogue, becomes more effective, easier, instructive and successful.

“The education process becomes successful when learners head for action” (IUCN, 1998). The active learning process helps students to build capacities of critical thinking and problem solving to take positive actions towards sustainable development.

It is important that the volunteer/teacher who carries out the 60-minute classroom session be enthusiastic and demonstrates commitment and personal involvement. The theme-based Eco-generation School Kit guides and supports you in this endeavor.

Eco-generation School Kit for Employee Volunteers of Samsung Engineering and Teachers

Understanding Air

Eco-generation

Samsung Engineering Co., Ltd.

Centre for Environment Education (CEE)

Samsung Engineering established Korean Eco-generation (Kumpooh) in 1996 as one of the largest environmental education programs for children and youth in Korea. In 2006, Samsung Engineering expanded the program to the Asia-Pacific region by launching an English Eco-generation website (www.eco-generation.org) in partnership with the United Nations Environment Program (UNEP). It is a children's environmental education website that emphasizes learning and sharing knowledge about the environment.

On September 27, 2011, Samsung Engineering and UNEP made steps to reach an international audience by launching tunza.eco-generation.org, a new environmental networking platform for children and youth. It is an interactive environmental education website that will serve as a platform to educate the community about the environment and create eco-friendly initiatives. With a 19-year history, Eco-generation is Samsung Engineering's largest running CSR program, which has been supported by Samsung Engineering's expertise in the environmental business. This will continue to be one of the company's core initiatives to support and contribute to the new generation via environmental education.

Samsung Engineering is one of the world's leading engineering, procurement, construction and project management (EPC&PM) companies. With experience in over 30 countries, it operates worldwide, providing total project management from planning and financing through to construction and commissioning. It has built some of the world's largest and most complex hydrocarbon and industrial plants and facilities.

CEE, established in 1984, is a Centre of Excellence, supported by the Government of India, Ministry of Environment and Forests (GoI MoEF). It is engaged in developing programs and material to increase awareness and concern, leading to action, regarding environment and sustainable development. CEE's programs and projects over two decades have explored the emerging models of development to identify and promote those which are contextually sustainable. The methods employed include working with communities, children, youth, sharing knowledge with policymakers, and capacity building at sub-national, national and trans-national levels. These have yielded opportunities to meaningfully bring learnings and insights from the grassroots to bear on policies and actions. CEE has developed a tool called “Handprint” that measure actions directed to decrease the human footprint and make the world more sustainable. Handprint analyses the positive impact on the three aspects of sustainability i.e. environment, society and economy. The Handprint concept was launched at UNESCO's 4th International Conference on Environmental Education held in 2007. The concept embraces the conference recommendations of hope, enthusiasm and commitment to action. The outcome document of the Intergovernmental Conference, Tbilisi +35 "Tbilisi Communique" has adopted the Handprint which is endorsed by 104 countries.

Understanding Air

Volunteer's Handbook Fact sheet

Setting the tone Air.pdf Hands-on Activity

Handouts for Students Feedback

(1) Before the class

(2) During the class

(3) After the class

Understanding Air

The Eco-generation School Kit Plan

Index

Understanding Air

1. Program Plan 1

2. Volunteer's Handbook 4

a) Introduction to Air 5

b) Welcome to the Eco-generation School Kit Program 6

c) Starting the Session 7

d) Setting the Tone — Speed Quiz 7

e) Presentation — Air 7

f ) Hands-on Activity — Survey on Means of Transport 8

g) Debriefing 9

h) Closing the Session 10

3. Slide Notes (See accompanying file Air.pdf) 11

4. Factsheet for Volunteers 25

5. Handouts for Students 27

6. Feedback 33

a) For Volunteers 34

b) For Students 37

Program Plan 1

Understanding Air

In case you are wondering how you go about facilitating the 60 minute session with students, you might find this Program Plan useful. All the theme-based activities in the Air module to be covered in 60 minutes duration are based on hands-on active learning approach. The interactive session has been designed in this regard so that it remains interesting, fun and also makes students more receptive towards the issues related to Air.

The Program Plan is an overview of the activities for the theme Air. The Plan will provide details of:

Flow of activities

Time allotted for each activity

Objectives of the activity

Learning outcomes

Before you begin with the session, introduce yourself, invite the students and dignitaries who are present in the class. Inform the class about the Eco-generation program of Samsung Engineering.

Probably for some of you it might be the first time that you are going to a school and interacting with the students. 'Setting the tone' is an activity which will help you to develop a bond with the students in a short period of time. The objective is to establish a comfort zone between you and the students and also to introduce the theme of the session. Once the comfort zone is established it is easier to carry out the activities and stir the discussion amongst your audience.

An important component of the program is the presentation on the theme Air. The Air.pdf file for the presentation is provided separately. Slide notes have been provided for volunteers and teachers. The presentation covers information about :

What is air?

Layers of the Atmosphere

Composition of Air

Air Pollution

Causes & Major Pollutants

n

n

n

n

n

n

n

n

n

The Structure of the 60-minute Program Plan

1. Setting the tone 5 minutes

This activity ‘Speed Quiz’ will help you to start a conversation between you and the students. The faster the interaction is, the easier for you to carry out the activity.

The detail of carrying out the activity ‘Speed Quiz’ is provided in the Volunteer's Handbook on page 7.

2. Presentation 25 minutes

Children must be taught how to think, not what to think—Margaret Mead

1. Program Plan

Program Plan

2Understanding Air

n

n

n

Urban & Indoor Air Pollution

Global Problems

Steps to Reduce Air Pollution

The objective of the presentation is to enable you to effectively introduce the theme and contemporary issues related to the theme Air through visuals, diagrams, photographs and graphics.

While making the presentation you can refer to the slide notes.

Hands-on-activity is the best opportunity where you have maximum students’ participation, information sharing, and interaction within the group. The objective of carrying out the activity 'Survey on Means of Transport' is to provide the students with an understanding about the link between our choice on transportation and air pollution.

For any program to run successfully it is important for you as a facilitator to understand what worked well and what did not. The objective of taking feedback is to use it in future sessions in a more meaningful manner so that the instruction methods and outcomes become more relevant.

Feedback is sought from:

a) Volunteer/Teachers

b) Students

As a facilitator make a mental note of the students’ response towards the various activities, their participation, and the level of understanding with the guidelines provided during the session and include it in your feedback.

3. Hands-on Activity 25 minutes

4. Feedback 5 minutes

Program Plan

3

The kit also contains Factsheets (page 25) for you and Handouts (page 27) for the students. Distribute the Factsheet to the students as indicated in the Volunteer's Handbook.

Understanding Air

Volunteer'sHandbook 2

Understanding Air

a) Introduction to Air

Can you imagine living without air? Air, which is not directly visible to us, is one thing that ensures our survival!

Air is all around us! We don't see it but we feel its presence every waking hour - in the air we breathe, the breeze that eases our hearts, the wind that blows through the trees and even the hurricane that destroys everything in its path. The poet Christina Rossetti wrote about the wind:

Who has seen the wind?

Neither I nor you:

But when the leaves hang trembling,

The wind is passing through.

Who has seen the wind?

Neither you nor I:

But when the trees bow down their heads,

The wind is passing by.

Air plays a major role in the survival of human beings and other organisms. A research says a human being can survive upto three weeks (some claim even upto two months) without food, upto three to four days (maximum one week under certain conditions) without water.

But we can survive without air only for 3 minutes!

To come to the scientific aspect of the topic, air is the common name given to the gases present in the atmosphere, which is all around us.

The atmosphere is a layer of gases surrounding the planet Earth that is held in place by the Earth's gravity. The atmosphere has important functions in protecting life on Earth - by absorbing ultraviolet solar radiation, warming the surface of the earth through heat retention (greenhouse effect), and reducing temperature extremes between day and night (the diurnal temperature variation).

The atmosphere has five layers Troposphere, Stratosphere, Mesosphere, Thermosphere and Exosphere. Air itself consists of nitrogen, oxygen, carbon dioxide and some inert gases.

Unfortunately, human activities have caused our precious air to be polluted, leading to several hazards. Several pollutants like sulfur compounds, nitrogen oxides, carbon monoxide, carbon dioxide, hydrocarbons, methane and particulate matter are released into the air. These pollutants cause serious health problems to human beings as well as to other organisms on earth.

There are policy level as well as individual level actions that can be taken for bringing down air pollution and protecting life on earth. Students need to be aware of these and ensure the safety and future of the earth. There is a need to explore what actions can contribute to keeping the air clean.

2. Volunteer's Handbook

Volunteer's Handbook

55Understanding Air

In the Class with the Students

You and the students will be embarking on a 60-minute interaction. You need to garner all possible participation from students. As a facilitator, it is important that you make your audience comfortable and try to develop a bond that will make the session interactive and successful.

This handbook will guide you to carry out the activities for the 60-minute session. Please read the handbook in advance. Do make sure that you have all the necessary materials ready before you start the program.

b) Welcome to the Eco-generation School Kit Program

“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela

n

n

n

n

n

n

n

n

n

You may observe that many students are shy or hesitant to interact with you. Try to stir a discussion in the classroom by asking simple questions and giving every student a chance.

While taking the session you may come across right or wrong answers. Appreciate the answers that you receive from students. Gently correct the wrong answers.

Make sure that the entire class participates in the session. Giving advantage to some students will be discouraging for other students.

Before you go to the session, go through the Program Plan and Volunteer's Handbook.

Take copies of the hand-outs that you have to share with the students.

Check for internet connectivity if you plan to carry out online activities.

Project the Air.pdf immediately after 'Setting the Tone'. For this you have to copy the presentation beforehand onto the laptop/LCD.

Collect all the feedback forms from the students. Do make sure that they have filled them.

You may come across some students who find it difficult to understand certain terms or the calculations during the session. Give attention to such students and in case you are unable to help, ask a colleague, teacher or peers to assist such students.

Some Hints for a Successful Interaction with Students


6Understanding Air

c) Starting the Session

d) Setting the Tone—Speed Quiz 5 minutes

e) Presentation—Air 25 minutes

—Air

For Eco-generation Supporters from Samsung Engineering

Begin by welcoming all the children, and other dignitaries who are participating in the session. Introduce yourself, your colleagues, and Samsung Engineering Co. Ltd. Share your interest, particularly in working with the school children through the Samsung Engineering's Eco-Generation program.

For Teachers and Other Instructors

Begin by welcoming all the children and other dignitaries who are participating in the session. Introduce yourself and tell the class about your interest in taking this session. Please refer to the Program Plan on page 1.

This is an activity in which students interact with each other and with you in a very short period of time. Students will enjoy the fun of the guessing game and get more motivated for this lecture through this activity. Before you begin, tell the class that this activity will be fun and that they will enjoy it a lot.

Announce the activity – Speed Quiz. Ask a student to come forward and show a word related to the theme Air 'secretly'. And then ask the student to explain the word to the rest of the class. Then the rest of the class should guess the answer as soon as possible. If the students have difficulty in guessing the word, give them some clues to help them. For example, if the word is 'wind', it can be explained as something that makes trees drop their leaves, helps us dry our clothes outside, and so on.

The activity will be more exciting if a student who guesses the correct answer the fastest receives small prizes, such as pencils, erasers, rulers.

The words that can be used for the quiz are:

The Presentation is an essential component of the Eco-generation School Kit. The presentation is an interactive way of learning in the classroom. In the presentation you will see visuals and graphics through which the students will be able to understand the concept and issues related to the theme Air in a better way.

Slide notes for the presentation have been provided on page 11. You can refer to it before and while giving the presentation as they contain detailed notes about the concepts, aspects, issues that are covered in the presentation. (See accompanying file Air.pdf for presentation)


7Understanding Air

Breath

Wind AircraftHurricane/ Storm

Kite Bird Ocean waves

Air conditioner Wing Lungs Cloud Balloon


8

Preparation

Set up the laptop, computer, LCD and have the Air.pdf file ready for projection before you begin the session.

Carry with you a copy of the slide notes for reference.

While making the presentation attend to student's questions and comments. However, ensure that you complete the presentation and discussion within the 25 minutes time limit.

f) Hands-on Activity 25 minutes

Preparation

Be ready with the printed copies of the handouts.

Divide the class into four groups consisting of 5~6 students and let them gather group by group.

Distribute the handouts to the groups before you begin the activity.

Each student will be given a copy of the question paper and fact sheet

Each group will be given a copy of the group survey sheet and a sheet of paper with an empty pie chart on it. (The group survey sheet and the empty pie chart is in the 'Handout for class' on page 27.)

Students would need to write down the answers on the question paper and tabulate them; so ask them to have a notebook and color pens handy before you begin.

Activity

The objective of this activity is to set the students thinking of an immediate cause of air pollution, especially in cities, and how they can help reduce air pollution.

Divide the class into groups consists of 5~6 students e.g. A group, B group, C group & D group.

Distribute

1) The question paper - to each student

2) The group survey sheet & empty pie chart - to each group.

Give them 5 minutes to answer the question paper with questions as below:

1. How far do you have to travel from your home to school (in km)?

2. What means of transport do you use to travel from home to school? Please explain it with details. Examples of transport : private or family car/ school bus/ public transports (bus/train)/ bicycle/ walking, etc.

3. Do you think that the transport you use is polluting or non - polluting?

Then, the groups should fill out the group survey sheet together and they will express the result on the pie chart and decorate the paper with color pens during 10 minutes.

n

n

n

n

n

n

n

—Survey on Means of Transport

n

n

Understanding Air


9

Gather the pie chart sheets and present the sheets on the wall or black board. And discuss the most used transport or compare each group's pie chart. If you give a small present (pencil, note, etc.) to the best group (examples of criteria: attitude, quality of pie chart, etc.), the students will be much more motivated to actively participate in it.

With the help of students, you can then prepare a pie graph of the whole class based on the means of transport used.

g) Debriefing

This activity will help students to understand how our own daily actions can have an impact on the air around us and pollute it. One of the most important daily actions that can pollute the air is our choice on means of transport. They will also learn that it is up to ourselves to reduce the damage caused by air pollution through small actions on our part.

To bring out the above points, you can ask the following questions.

How do vehicles pollute the air?

Vehicles burn fossil fuels whose exhaust fumes pollute the air by emitting carbon monoxide and other chemicals. These pollutants are harmful to human health - they can harm the respiratory system if inhaled. Hence it is important to reduce the use of private vehicles as much as possible.

What percentage of the class is using private vehicles/public transport?

(Roughly calculate the percentages based on the pie graphs presented by the students.)

What means of transport mentioned in this activity pollute air the most and what means of transport are non - polluting?

Using public transport is less polluting because it can carry much more people than a private car or taxi does. Riding a bicycle and walking don't even emit toxic fumes into the air and thus they are non-polluting. They also provide health benefits by giving an opportunity for physical exercise.

What is the average distance (in km) between school and home in the class? What impact does the distance have on the choice of means of transport?

The average distance of this class is about……. (based on the group survey sheet of each group) If the distance is too long for walking or riding a bicycle, then we should use public transport instead of private vehicles. This is because public transport options like bus and metro can carry many more people than a car can. You can cut down the use of fuel by sharing transport with many people and, as a result, you can reduce air pollution by reducing the amount of toxic gases emitted from vehicles.

What are the ways in which we can reduce transport cost thereby reducing the use of fossil fuels?

Increase the use of public transport and reduce the use of private transport.

Use carpool so that more people can share the vehicle at the same time.

Use non-polluting transport options like walking and bicycling.

(You can add to this list by discussing with the students and inviting their inputs)

n

n

n

n

n

n

n

n

Understanding Air

A group B group

C group D group


10

Distribute the Handout at home (page 28) to each student and ask the questions given in it to bring out the advantages and disadvantages of the different means of transport.

h) Closing the Session

Once the debriefing is done, inform the class that you have come to an end of the session. Mention that it was indeed a pleasure to visit the school and carry out the session with the students. Announce that you will be distributing feedback forms which the students have to fill and return to you. Tell them they have 5 minutes to do this.

Understanding Air

Slide Notes 3

Understanding Air

Now that you have conducted the ice breaking activity, you can start the presentation. This presentation has 32 slides. You can spend about 45 seconds on each slide as you have 25 minutes for the presentation. Project the slide show to start the presentation.

Introductory slides

Slide 3 shows the flow of the contents to be dealt with during the 25 minutes lecture:

1. What is air?

2. Layers of the Atmosphere

3. Composition of Air

4. Air Pollution

5. Causes & Major Pollutants

6. Urban & Indoor Air Pollution

7. Global Problems

8. Steps to Reduce Air Pollution

In this slide, there is a picture of the earth surrounded by the atmosphere (although it is invisible to the naked eye). With this slide, you can get the students thinking about the topic 'Air' by asking the following questions:

What do you see in the picture?

The earth

Is there anything else?

Yes, there is atmosphere/air/layers surrounding the earth.

What do we call this?

Air/wind/atmosphere

Can we feel air?

Yes, we can feel the air. We feel it when we run, when we fly kites. When the air moves in a large scale, we call it wind. We see leaves moving when the wind/air passes through them.

Is the air important to us?

Yes, we need air to breathe.

3. Slide Notes for the Presentation-Air

12

Slide Notes

Understanding Air

Slide 1

Slide 3

Slide 4

Slide 2

13

Slide Notes

Here are some more uses of air in our lives.

Cells in our body use oxygen for their functioning.

Air keeps the temperature of the earth's surface stable. For example, when lands get heated up fast and the heated air rises up to the sky, the heated air is replaced with the cooler air above the seas. By circulating between land and oceans, the air keeps the land cool during the summer.

Air helps pollination of crops - it blows the pollen to different places and aids cross pollination.

Air makes it rain - it moves clouds and cools the vapors to form rain drops. It is the current of wind that brings the monsoon rains across the earth.

Air pressure has a huge variety of application in our lives. Even a small act like drinking soda through a straw is possible thanks to the air pressure.

Do other organisms also use air?

Yes, all living organisms need air to breathe.

1. What is air?

After achieving students' attention by asking questions on Slide 4, move on to Slide 5.

Definition of air

Air is the common name given to the gases present in the atmosphere. It is all around us.

The atmosphere is not visible but we can feel it in many ways. It has several layers of gases which are retained by the earth's gravity. The atmosphere also performs some ecosystem services which protect life on earth.

Important roles of air

Absorbing ultraviolet radiation from the sun

Keeping the Earth's surface warm by retaining solar heat

Maintaining balance in temperatures throughout the day

2. Layers of the Atmosphere

Layers of the Atmosphere

The Atmosphere surrounds the earth in a blanket of gases upto a height of about 560 kilometers from the surface of the earth. The atmosphere has five layers and the different layers are differentiated by their thermal characteristics, chemical composition, movement, and density. The five layers of the atmosphere are:

Troposphere

Stratosphere

n

n

n

n

n

n

n

n

n

n

Understanding Air

Slide 5 Slide 6

Slide 7

Troposphere Stratosphere Mesosphere Thermosphere Exosphere

NitrogenName

N2Symbol

Chemical Composition of Air

78.084%% by volume

Xenon XE 0.0000087%

Oxygen O2 20.9476%Argon AR 0.934%Carbon Dioxide Co2 0.0314%Neon NE 0.001818%Methane Ch4 0.0002%Helium HE 0.000524%Krypton KR 0.000114%Hydrogen H2 0.00005%

14

Slide Notes

n

n

n

n

n

n

n

n

Mesosphere

Thermosphere

Exosphere

Troposphere: The troposphere is the first layer above the surface and contains half of Earth's atmosphere. This is the densest part of atmosphere and consists of various gases, dust particles and water vapor. Most of the weather processes like clouds, rain and snow occur in this layer.

Stratosphere: The stratosphere is the second layer of the Earth's atmosphere. Many airplanes fly in the stratosphere, because it is very stable. Also, the ozone layer absorbs harmful rays from the Sun. Compared to the troposphere, this part of the atmosphere is dry and less dense. Ninety-nine per cent of 'air' is located in the troposphere and the stratosphere.

Mesosphere: The mesosphere is the third layer of the Earth's atmosphere. Meteors or rock fragments burn up in the mesosphere.

Thermosphere: The thermosphere is the fourth layer of the Earth's atmosphere. It's the layer with auroras and where the space shuttle orbits.

Exosphere: The exosphere is the fifth and last layer of the Earth's atmosphere. This is the layer where the atmosphere merges into space. This layer is extremely thin.

3. Composition of Air

Composition of Earth's atmosphere by volume

Air is mainly composed of:

Nitrogen

Oxygen

Carbon dioxide and other gases

Inert gases (especially argon)

Water vapor

Understanding Air

Slide 8 Slide 9

Chemical Composition of Air by volumeComposition of Earth's atmosphere by volume

Source: www.propertiesofmatter.si.edu Source: www.synlube.com

Nitrogen 78%

Oxygen 20%

Carbon dioxide andother gases .03%

Inert gases(mainly argon) .97%

Water vapor 1%

15

Slide Notes

As seen in the pie graph and table, the gas which is most abundant in the air is nitrogen (78%), followed by oxygen (20%). The other gases together take up just 2% of the total air. But these gases also have important functions.

Nitrogen is a chemical element with the symbol N, which is common and abundant in the universe. It constitutes about 78% of the earth's atmosphere. It is colorless and odorless. Nitrogen is present in all organisms. Nitrogen fixation is the process of converting it into usable forms for organisms. Plants obtain nitrogen from nature, fertilizers and decaying matter. Nitrogen compounds have several uses in industrial processes like manufacture of steel. It is also used widely as an atmosphere in packaged foods to preserve their freshness.

Oxygen, with symbol O, is a colorless and odorless gas, which reacts/combines easily with other elements to form compounds called oxides. As we know, it is essential to life. It is found in the air we breathe and the water we drink (H2O). Oxygen therapy is a common medical treatment. It is used for many scientific, chemical and industrial processes like smelting of ore. Photosynthesis of plants helps balance the oxygen cycle in nature. In this process, carbon dioxide is taken in and oxygen released into the atmosphere.

Argon is a colorless and odorless gas with symbol Ar. It is considered an inert gas as it does not form any stable compounds at room temperature. It is used in industrial processes like arc welding (as an inert gas shield) and products like incandescent lighting where it prevents the oxidation. It is also used like nitrogen to replace air in packaged food to extend their shelf life.

Carbon dioxide is a colorless and odorless gas with symbol CO2. It occurs naturally through burning of carbon and organic compounds and through respiration. Plants use carbon dioxide during photosynthesis and produce oxygen as the waste product. All other organisms give out carbon dioxide during respiration. It occurs during many natural and manmade processes like volcanoes, hot springs. It is an important greenhouse gas but its concentration has been increasing rapidly due to human activity, leading to global warming. It is widely used in the food industry as refrigerant, for wine making, etc.

4. Air Pollution

Definition of Air Pollution

Air pollution widely means the presence of harmful gases, chemicals, dust, fumes and particulate matter in air, damaging the health of organisms on the earth including human beings.

Air pollution affects our lives immediately since we breathe in air every second of our life. Human activities, especially since the Industrial Revolution, have played instrumental roles in increasing the rate of air pollution.

Understanding Air

Slide 10

16

Slide Notes

5. Causes and Major Pollutants

Causes of Air Pollution

The sources of air pollution can be both natural and manmade (anthropogenic).

The natural sources of air pollution include decay of organic matter, pollen, forest fires, dust storms and volcanoes. This kind of air pollution has existed on earth since its birth. But in the last few decades, human activities have dramatically released manmade pollutants into the air. Polluted air is already endangering the health of not only humans but also all the other organisms on the planet.

These are human activities which pollutes air the most:

Burning of fossil fuels for transport, heating, power production

Various fumes emitted from industrial factories

Use of air-conditioner which releases chlorofluorocarbons (CFCs)

Deforestation

One of the chief signals of severity of air pollution is the increase in respiratory diseases. The rapid rise in the prevalence of respiratory diseases mainly comes from breathing polluted air.

What are the major pollutants?

Sulfur compounds (SO2)

Carbon monoxide (CO)

Carbon dioxide (CO2)

Nitrogen oxides (NOx)

Hydrocarbons

Methane (CH4)

Particulate matter

All the substances (other than methane) occur naturally in nature. In the recent past, their amount in the air has rapidly increased due to human activities. Each of these pollutants has harmful effects on human life and the life of other organisms. In recent times they have also started affecting the planetary environment. This could threaten the existence of life itself.

The following slides will discuss the causes/sources of these pollutants and their effects on human health.

n

n

n

n

n

n

n

n

n

n

n

Understanding Air

Slide 11

Slide 12

Interesting fact!

Nitrous oxide (N O) is a gas that was 2

used in dentistry and surgery because of its anesthetic properties. It is called the 'laughing gas' because it induces euphoria!

17

Slide Notes

Major Pollutants

This slide is an introductory slide that leads to a more detailed discussion on the major pollutants.

Major Pollutants

1) Sulfur compounds

One of the main sources of sulfur compounds is biological decomposition. Some industrial processes like mining, smelting, power generation, chemical manufacturing and processing also contribute to the increased amount of these compounds in the air. Pollution by sulfur compounds causes breathing related health problems like wheezing, breathlessness and tightness in the chest. They irritate the respiratory organs and can affect the lungs.

Major Pollutants

2) Carbon monoxide

One of the major sources of carbon monoxide pollution is motor vehicle exhausts and these can be dangerous to human health. Volcanoes and bushfires also emit carbon monoxide in to the air.

Carbon monoxide can be poisonous to human beings. An important consequence of carbon monoxide poisoning is the reduced ability of blood to transport oxygen to the various organs. This causes reduced functioning of the organs leading to fatigue, decreased concentration and coordination. Extreme cases of carbon monoxide poisoning can lead to death.

Major Pollutants

3) Nitrogen dioxide

Power generators, especially those using coal or fossil fuels, are a major contributor to nitrogen dioxide pollution. Vehicles, oil & gas refining and manufacturing factories are also adding to this pollution. Increased recurrence of respiratory problems is an important consequence of air pollution caused by nitrogen dioxide. The lining of the lungs gets damaged leading to infections and increased asthmatic attacks in those prone to it; cough, cold and other respiratory irritations are also common with nitrogen oxide pollution.

Major Pollutants

4) Hydrocarbons

The chief sources of this pollutant are petroleum refineries and automobiles. Hydrocarbon emissions occur due to incomplete combustion of fuels. Hydrocarbons from exhausts can also be highly toxic. Hydrocarbon emissions can be carcinogenic - could be cancer causing.

Understanding Air

Slide 13

Slide 14

Slide 15

Slide 16

18

Slide Notes

Major Pollutants

5) Methane

Methane does not cause much harm directly to human health but it contributes in a big way to the greenhouse effect and global warming, which affect the life of organisms and the environment adversely. Methane is produced from various sources like paddy fields, marshes, landfills and others.

Major Pollutants

6) Particulate matter

The sources of particulate matter that pollutes air are varied. Industrial plants, power generators, vehicles - all release the particulate matter into the air. Particulate matter consists of substances like soil particles, soot, lead, asbestos, sulfuric acid droplets, etc. In different combinations, these can affect the lungs and other respiratory organs leading to respiratory difficulties and infections. They can also be toxic to our health.

Air Quality Index (AQI)

The quality of the air affects the way people live and breathe. The Air Quality Index (hereinafter AQI) is an indicator of air quality based on usually five major pollutants: Ground-level ozone, particulate matter, carbon monoxide, sulfur dioxide and nitrogen dioxide. AQI is defined as “a number used by government agencies to communicate to the public how polluted the air is currently or how polluted it is forecast to become”.

The index is expressed by number scaling 0~500. The number 0 indicates the least polluted and the number 500 indicates the worst polluted, meaning higher health concern. There are various versions of AQI by countries and regions. The example given here is from the US Environment Protection Agency(EPA) publication.

Understanding Air

Slide 17

Slide 18

Slide 19 Slide 20

19

Slide Notes

The index is divided into six ranges, each with a different color and a category of health concern associated with it. Using this index, we can understand the quality of air in a specific region and the level of health concern. The ranges, the categories and the associated colors are given in the table:

Slide 20 gives an example on the use of AQI with reference to Particulate Matter - the table shows what health concerns would be on each category.

Why is it important to measure the air quality at regular intervals?

We can make better decisions for our health by getting to know the air quality on a specific day at a specific time through AQI. We can prevent or reduce damage of respiratory systems by checking AQI and planning our schedule based on it. For example, if the particulate matter index is between 201 and 300 on a particular day, people with asthmatic or other diseases should not go out in order to avoid worsening their condition. For policy makers and public health officials, the AQI gives valuable statistical data to prove the relationship between the prevalence rate of respiratory diseases and quality of air. With such data, the government can take measures to identify and mitigate air pollution.

Source: http://epa.gov/airnow/publications.html

6. Urban and Indoor Air Pollution

A picture depicting smog

You can introduce the topic to the students by asking the questions given in this section.

Answers given are examples. Answers can vary according to the students and situations.

What do you see in the picture?

Vehicles moving in a city enveloped in smoke like haze.

What do you think the smoke like thing signifies?

Pollution/haziness/unhealthy atmosphere/depressing.

Do you think these are phenomena in cities or rural areas?

Most likely cities.

Understanding Air

Slide 21

20

Slide Notes

Do all cities have air pollution problem?

Not sure.

Now we will explore specific air pollution problems in cities.

What is Smog?

'Smog' is a word which was coined to describe the phenomenon of smoke and fog occurring together (Smoke + Fog). This was noticed for the first time in London and therefore, it is also refered as the “London Smog”.

Smog occurs when various pollutions like,

Factory fumes

Smoke from coal / open fires

Particulate matter

Chemical reaction of sunlight with various compounds in the atmosphere

Natural sources like volcanoes etc.

all accumulate under certain climatic conditions.

Smog can cause serious health problems ranging from respiratory disorders and birth defects to cancer. As smog is greatly harmful for human heath, public institutions like meteorological office issue warning alarms when the level of air pollution crosses a certain level.

n

n

n

n

n

Understanding Air

The Story of Great London Smog

SMOG is a type of large-scale outdoor pollution. It is caused by chemical reactions between pollutants derived from different sources, primarily automobile exhaust and industrial emissions. Cities are often centers of these types of activities, and many suffer from the effects of smog, especially during the warm months of the year.

The Great London Smog in London started on December 4, 1952, and lasted until March of 1953. It was a great disaster that killed thousands and formed an important impetus to the modern environmental movement.

In early December of 1952, a cold fog descended upon London. Because of the lowering of temperature, Londoners began to burn more coal than usual. The resulting air pollution was trapped by the heavy layer of cold air, and the concentration of pollutants built up dramatically. The smog was so thick that it would sometimes make driving impossible. It entered indoors easily, and concerts and screenings of films were cancelled as the audience could not see the stage or screen.

About 4000-6000 deaths were attributed to the Great London Smog by medical and government authorities, while more than 25000 people claimed sickness benefits during this period. The majority of the deaths were caused by lung infections and respiratory problems. The very young and elderly were the most affected, especially those who already had respiratory problems.

Slide 22

21

Slide Notes

Understanding Air

Slide 24

Slide 23

Indoor Air Pollution

We tend to think that air pollution is a phenomenon outside our homes and that our homes or indoors are completely safe from such pollution. There are potential hazards indoors that can sometimes be more dangerous than the air pollution outside, since it occurs in a smaller and captive area.

The degree of indoor air pollution can change by lifestyle, buying patterns and level and means of cleanliness. Scientific studies indicate that the air within homes, schools, offices and other buildings can be polluted because of the types of fuel used, construction materials, heating and cooling systems. These sources release gases or particles into the air that harm the indoor air quality. Inadequate ventilation and high temperature and humidity levels can also increase concentrations of some pollutants.

Some examples of the common pollutants are: radon, cigarette smoke, carbon monoxide, nitrous oxide, pesticide, lead, cleaning solvents, asbestos etc.

This can be more harmful when children and the elderly are exposed to such pollution indoors. A regular check of indoor pollution will help eliminate hazards that are hiding in the corners!

7. Global Problems

Geographical boundaries do not have a meaning when Air is concerned. Air pollution, while being a local problem affecting the lives of the population in a specific locality, can also cause global problems needed to be tackled at an international level. Some of these problems are briefly mentioned here - this should help create awareness among students about how local issues have a global impact and vice versa.

Air Pollution around the World

There seems to be a trend of developing countries being affected by air pollution more as compared to the developed countries. The reasons for this could be old vehicles, lack of technological advances that are more eco-friendly, open burning in public places, etc.

According to a survey, the five cities with the worst air pollution in the world are:

1. Ahwaz, Iran

2. Ulaanbaatar, Mongolia

3. Sanandaj, Iran

4. Ludhiana, India

5. Quetta, Pakistan

http://science.time.com/2013/10/18/the-10-most-polluted-cities-in-the-world/

(Note: The list could change with the criteria being used to conduct the survey, the sample size of respondents and other such factors.)

22

Slide Notes

At this point, ask the students what they think of their own city.

Is the air in your city less or more polluted?

What kind of pollution do you think is dominant in your city-industrial/vehicular/

particulate ….

Other Problems Caused by Air Pollution

(1) Greenhouse Effect

The earth gets energy from the sun in the form of sunlight which is absorbed by the surface of the earth, which then heats up. The earth then radiates back this energy as infrared radiation, which is absorbed by greenhouse gases in the atmosphere. This phenomenon keeps the earth at the proper warmth for life to survive.

The greenhouse gases are found in small amounts in the atmosphere and maintaining their balance is important to keep the temperature on earth constant. But human activities have caused an increase in the amount of greenhouse gases present in the atmosphere. For example, burning of fossil fuels releases large amounts of carbon dioxide into the atmosphere and CFCs from aerosols and sprays widely used by people are also greenhouse gases. The increased amount of greenhouse gases in the atmosphere traps more radiation which results in the phenomenon of global warming.

(2) Global Warming

Understanding Air

Slide 25

Greenhouse gases

Carbon dioxide

Nitrous oxide

Water vapor

Methane

Ozone

n

n

n

n

n

What's in the Name?

The "Greenhouse Effect"

A greenhouse is a building made of glass that allows sunlight to enter but traps heat inside, so the building stays warm even when it's cold outside. Because gases in the earth's atmosphere also let in light but trap heat, many people call this phenomenon the "greenhouse effect." The greenhouse effect works somewhat differently from an actual greenhouse, but the name stuck, so that's how we still refer to it today.

Source: http://www.epa.gov/climatestudents/basics/today/greenhouse-effect.html

(2) Global Warming

Vehicular and industrial emissions add carbon dioxide, carbon monoxide, sulphur dioxide etc. to the air. These gases are known as Green House Gases (GHGs). Some new chemicals like CFCs, which act as GHGs, are also being introduced into the atmosphere. The increased concentration of GHGs causes the temperature of the earth to gradually increase and this phenomenon is called as Global Warming. Global warming has brought about climate change which is causing extreme weather conditions all over the globe.


Greenhouse Effect & Global Warming - Consequences

Some of the consequences of greenhouse effect and global warming are:

Melting of glaciers - can cause floods, reduction in amount of freshwater availability

Rise in level of seas - will affect millions of people living on coastal areas and islands

Climate change - major changes in the climate in every region

Local and global weather changes - warmer summers, colder winters, heavier rains, more severe droughts

Changes in crop patterns and yields - with climate change, crop patterns will be disturbed; yields will suffer, leading to economic problems

Effects on ecosystems and biodiversity - with such drastic weather and climate changes, ecosystem loss, species extinction will occur more

Effects of the above on human habitation and life - all these will affect human habitation with less availability of land for living and cultivation; diseases caused due to disturbances in the climate and weather


(2) Depletion of Ozone layer

Ozone (O3) forms a layer in the stratosphere which absorbs the UV radiation from the sun. This protects the earth from the harmful effects of the UV radiation. With the increased use of substances like CFCs, HCFCs, freons, halons and others, which are found in manmade solvents, refrigerants, propellants etc. the ozone layer has been eroded and holes in the ozone layer appeared. A hole in the ozone layer was first observed in Antarctica in 1985. The consequences of increased amount of UV radiation are:

n

n

n

n

n

n

n

23

Slide Notes

Understanding Air

Slide 26 Slide 27

Slide 29Slide 28

The Montreal Protocol on Substances that Deplete the Ozone Layer was designed to reduce the production and use of ozone depleting substances (especially Chlorofluorocarbons or CFCs) and thereby protect the fragile ozone layer. Initiated in 1987, it entered into force in January 1989. It has been revised eight times over the years. It has been adopted and implemented widely by the signatory countries and is a good example of international cooperation. As a result of this, the ozone hole in Antarctica is slowly recovering and is expected to achieve full recovery by 2050.

increasing occurrence of skin cancer, cataracts, damage to plants, decrease in plankton population, etc.

The Montreal Protocol of 1987 was ratified by the nations of the world with a view to phasing out the ozone depleting chemicals like CFCs globally. This is a gradual recovery process and can be expected to be achieved only by 2050.


(3) Acid Rain

Rain or precipitation that is unusually acidic due to water droplets combining with atmospheric pollutants, especially sulfur dioxide and nitrogen dioxide, is called acid rain. Acid rain affects all living organisms including humans. Besides they also affect water sources and forests. They even corrode modern constructions like buildings, railroad tracks, bridges, vehicles, pipes and many more.

Harmful Effects of Air Pollution

Air pollution causes:

breathing difficulties and diseases such as asthma, lung cancer, tuberculosis and various health problems

carbon monoxide poisoning

acid rain which damages crop plants, trees, buildings and makes the soil acidic

depletion of ozone layer

green house effect & global warming

8. Steps to Reduce Air Pollution

What can we do to reduce air pollution?

Some examples of actions we can take individually/in groups:

Walk or ride a bicycle

Carpool whenever possible

Use public transport more and private vehicles less to decrease use of fossil fuels

Use less power - turn off lights, computers, TVs when not in use

Use energy efficient equipments

3Rs - Reduce, Reuse, Recycle - so less garbage in landfills

Plant/maintain trees in the neighborhood

At this point, ask the students what are their ideas on reducing air pollution. Add their suggestions to the above list on the slide.

n

n

n

n

n

n

n

n

n

n

n

n

24

Slide Notes

Understanding Air

Slide 30

Slide 31 Slide 32 Slide 33

Factsheet for Volunteers 4

Understanding Air

4. Factsheet for Volunteers

Factsheet for Volunteers

26Understanding Air

For facilitating the 60 minutes session on Air, it is suggested that you go through the Factsheet in advance. The Factsheet is to help you in conducting the session.

Interesting Facts about Air Pollution

Pollutants released into the air are more harmful than land and water pollutants.

Air pollution have effects as small as burning eyes and itchy throat, to as big as breathing difficulties and death.

Don’t think that if you don't smoke you will be spared lung cancer. Lung cancer can be caused by exposure to ozone and particulate matter as well as passive smoking.

People who live in high density air pollution area have 20% higher risk of dying from lung cancer.

Places near roads which have high traffic, railroads and seaports have higher concentrations of air pollution and are therefore more dangerous to live in.

In cities where the traffic is heavy and vehicles run bumper to bumper, the pollutants in the air can seep into your car and make the air you breathe much more polluted than regular city air.

According to the Lancet journal, air pollution caused by waiting in traffic can increase chances of death due to heart attack.

Electric vehicles stir up dirt but do not emit gases and therefore are less polluting.

Air pollution poses a greater threat to children due to their smaller physical size and lung capacity.

A single bus can carry as many passengers as 20 cars do!

The best ways to reduce air pollution are walking and riding a bicycle.

Air pollution is bad for all organisms. For example, bees and moths use their sense of smell to locate flowers hundreds of yards away. When car exhaust interferes, their smell receptors are affected and they lose their direction. This can negatively affect their food production and other functions.

Air pollution leaves deposits on leaves in large tracts of forests, which affect their functions and lead to thinning of forest coverage.

According to a study in the Lancet, outdoor air pollution is one of the top ten killers on the planet. 65% of these deaths occur in Asia. It is the sixth highest killer. Another major killer is indoor air pollution.

Air pollution around cities is visible from space.

Sources: http://www.conserve-energy-future.com/various-pollution-facts.php

Sources: http://evsroll.com/Interesting_air_pollution_facts.html

n

n

n

n

n

n

n

n

n

n

n

n

n

n

n

Handouts for Students 5

Understanding Air

Part 1. Handout at Home

Idioms Related to Air

In this table, the meanings of idioms are placed mixed. Please find the right idiom for the meaning and write the correct number of idiom in the blank.

28

Handouts for Students

Understanding Air

No

1

5

2

6

3

7

9

4

8

10

Idiom

A breath of fresh air

A nip in the air

Float on air

Build castles in the air

Clear the air

Vanish into thin air

Out of thin air

Put on airs

Full of hot air

Gasp for air

What it means Answer

Disappear without leaving a trace

Pretend to be superior or better than what one is

Get rid of misunderstandings, hard feelings

Full of/talking nonsense

A new, fresh approach

Fight for a breath of air

The air is cold

Daydream, make plans that may not come true

Out of nothing or nowhere

Feel free and happy

Answers: 6, 8, 5, 9, 1, 10, 2, 4, 7, 3

29



Simple Tips for Reducing Air Pollution

n

n

n

n

n

n

n

n

n

n

Walk or ride a bicycle instead of using private vehicles

Carpool whenever possible

Use public transport more and private vehicles less to decrease use of fossil fuels

Use less power - turn off lights, computers, TVs when not in use

Use energy efficient equipments

Decrease garbage/Effectively manage wastes

Practice 3Rs: Reduce, Reuse and Recycle

Plant/maintain trees in the neighborhood

Reduce use of aerosols in the household and outside

Reduce use of air-conditioners to reduce the release of CFCs

Understanding Air

30


Part 2. Handout for Class

Survey on Means of Transportation

n

n

n

This is a survey on means of transportation used by the members of your team.

You have 10 minutes in which to survey how many members of your team use what means of transport.

You can use the color markers/crayons to mark your findings against the mode of transport.

Here are the questions:

What mode of transport do you use to travel from home to school?

Understanding Air

Q1. How far do you have to travel from your home to reach school? (km)

(Put down below the different numbers you get with slashes separating them)

Q2. Average distance your team travels from home to school (km)

Mode of Transport

Bicycle

Private/Family car

Walking

School bus

Any other (specify)

Public transport(bus/train)

Total

No of members using this transport(Draw one stick figure for each person)

Total no of members using this transport

Team name:

31


Draw your pie chart on this page based on the survey sheet - the number of members using the different Means of Transport. You can decorate this pie chart with color pens and crayons.

Understanding Air


Different Means of Transport

For 5 km

.

Which transport is the fastest?

Metro - Because it travels without any traffic jam

Which transport is the slowest?

Walking - the average speed of walking is much lower than other means

Which transport is useful when you are in a hurry and need to reach somewhere quickly? Why?

Car - Because a private car doesn't require waiting time at stations and detours like buses and metro do. But metro is often the fastest transport in rush hours.

Which transport is likely to carry the most number of people?

Metro - It carries more than 1,000 people at once.

Which transport uses the same roadway/expressway with private cars?

Bus - It shares the same roadway/expressway with private cars and taxi. In some countries, there are bus-only lanes so that buses don't get stuck in traffic jam.

Which mode of transport do you like best? Why?

(Write your own answer here)

n

n

n

n

n

n

PollutantItem

Walking NonePhysical energy40-60 mins

Time Fuel

Bicycle NonePhysical energy15-20 mins

BusCarbon monoxide, Nitrogen dioxide, Hydrocarbons, Particulate matter

Fossil fuels gas/diesel10-15 mins

CarCarbon monoxide, Nitrogen dioxide, Hydrocarbons, Particulate matter

Fossil fuels gas/diesel10-12 mins

Metro Almost noneElectricity4-7 mins

32


Understanding Air

Feedback 6

Understanding Air

Please take time to give your comments on the 60-minute session. Do not limit your comments to the questions given in the feedback form. If you have observed anything in the classroom or have any suggestions that would be beneficial for the program, please mention it in the feedback form.

Feedback may be sent to [email protected]

Feedback

34

a) Feedback Form for Eco-generation Volunteers

Understanding Air

Name:

School (Name and location) :

Grade of students :

Number of students:

Name of volunteers:

1. How do you rate this Eco-generation School Kit on the theme Air?

a) Setting the Tone—Speed quiz

A B C D

b) Presentation—Air

A B C D

c) Hands-on-Activity—Survey on Means of Transport

A B C D

2. Did you like the structure of this Eco-generation School Kit?

A B C D

3. Was this Eco-generation School Kit helpful in running the event?

A B C D

4. Do you feel the activities in this Air Kit were interactive?

A B C D

Please rate each activity from A to D.

A: Excellent B: Good C: Fair D: Poor

Feedback

35

Date:

a) Feedback Form for Eco-generation Volunteers

Understanding Air

Feedback

36

5. Which activity you think worked best in this Air Kit? Why was it the best activity?

6. Do you have any other comments to improve the Eco-generation kit series?

Understanding Air

n

n

n

Make sufficient copies of the Students' feedback form.

Distribute them to the students immediately after the 60 minutes session. Give five minutes to fill up the form.

Once the forms are filled, collect and keep them in a folder. Feedback may be sent to [email protected]

b) Feedback Form For Students

Feedback

37

5 minutes

Understanding Air

Feedback

38

5 minutes

Class:

Name of the School:

1. Did you like the activities carried out?

2. What is one new thing that you have learnt in this session?

3. Which activity did you like the most? Give reasons.

Please return the filled up form to the volunteers from Samsung Engineering /teacher or send us at [email protected]

Date:

b) Feedback Form for Students

Understanding Air

sscchhooooll kkiitt -...

Documents