http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_air/cub_air_lesson02.xmllessontext/xmlIntegrated Teaching and Learning Program, air pollutionairatmosphereenvironmentparticulate matterpollutionsmogvisible air pollutantCatalytic convertersHydrocarbonIndustrial smogParticulate matterPhotochemical smogPollutantSmogThermal inversionVisible pollutants

Students develop an understanding of visible air pollutants with an incomplete combustion demonstration, a “smog in a jar” demonstration, building simple particulate matter collectors, and exploration of engineering roles related to air pollution. In an associated literacy activity, students learn basic marketing concepts and techniques, and the principles of comparative analysis, while creating an advertisement for a hybrid vehicle. Note: You may want to set up the activities for Air Pollution unit, Lessons 2 and 3, simultaneously as they require extended data collection time and can share test sites.

Engineers continually work to prevent smog and visible particulate matter pollution so our air is safe to breathe. One mechanical engineering invention is a catalytic converter that reduces smog by changing hydrocarbons and carbon monoxide in automobile exhaust into less harmful carbon dioxide and water vapor. Engineers continue to explore new, creative ideas to lower the emissions into the air, such as designing more efficient vehicles and filters to reduce the amount of particulate matter released into the atmosphere by the machinery and manufacturing processes of our modern world. Identify the two major types of visible pollutants, smog and particulate matter.Understand and explain how air pollutants are generated.Understand and explain how smog forms.Describe how engineers interact with visible air pollution. 50TeachEngineering.orgAmy KolenbranderJanet YowellNatalie MachMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson02_boardexample.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson02_voting.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson02_pollutants.pdfBosak, Susan V. Science is…: A Source Book of Fascinating Facts, Projects and Activities. Markham, Ontario: Scholastic Canada, Ltd., 1991. (Not Your Average Toe Cheese! Activity adapted from “Sock It to Me,” pg. 362.)Foresman, Scott. Science Insights – Exploring Matter and Energy. Boston, MA: Addison Wesley, 1999.Maton, Anthea. Prentice Hall Science – Ecology Earth’s Natural Resources. Upper Saddle River, NJ: Prentice-Hall, Inc., 1993.http://www.epa.gov/airnow/health/Stille, Darlene R. The New True Book – Air Pollution. Children’s Press, Inc., 1990.S1141717International_Technology_Education_Association-ITEA_STL_StandardsTechnologyD. The management of waste produced by technological systems is an important societal issue.68S11424E8ColoradoScienceb. Identify evidence suggesting that atoms form into molecules with different properties than their components 66S114254FColoradoScienceb. Develop, communicate, and justify an evidence-based explanation about how ecosystems interact with and impact the global environment 66United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-12-196Teacher