http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_air/cub_air_lesson04.xmllessontext/xmlIntegrated Teaching and Learning Program, air pollutionairatmospherebarometric pressureenvironmenthumiditymeteorologytemperature inversionweatherAneroid barometerAbsolute humidityAltimeterAltitudeAmbient airBarometerBarometric pressureConvection currentDewDew pointHumidityMeteorologistMeteorologyPartial pressurePressureRelative humiditySaturationTemperature inversionVapor pressure

Students are introduced to some essential meteorology concepts so they more fully understand the impact of meteorological activity on air pollution control and prevention. First, they develop an understanding of the magnitude and importance of air pressure. Next, they build a simple aneroid barometer to understand how air pressure information is related to weather prediction. Then, students explore the concept of relative humidity and its connection to weather prediction. Finally, students learn about air convection currents and temperature inversions. In an associated literacy activity, students learn how scientific terms are formed using Latin and Greek roots, prefixes and suffixes, and are introduced to the role played by metaphor in language development. Note: Some of these activities can be conducted simultaneously with the air quality activity (What Color Is Your Air Today?) of Air Pollution unit, Lesson 1.

It is essential for engineers to have an in-depth understanding of air pressure, temperature and humidity (which all play a role in the weather) to minimize and prevent air pollution. Weather and general atmospheric conditions can affect how a pollutant moves through the air or how it is transferred to soil or water (pollutant transport). Define and explain the following terms: air pressure, barometer, humidity, saturation, convection currents and temperature inversions.Explain how weather affects air pollution.Understand the purpose of the Air Quality Index.Explain how engineers use meteorological information. 50TeachEngineering.orgAmy KolenbranderJanet YowellNatalie MachMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson04_reading.pdfCunningham, J. and Herr, N. Hands-on Physics Activities with Real-Life Applications. West Nyack, NY: The Center for Applied Research in Education, 1994, pp. 188-210.Felder, Richard and Rousseau, Ronald. Elementary Principles of Chemical Processes. New York, NY: John Wiley & Sons, 1986.http://www.ems.psu.edu/~fraser/Bad/BadClouds.htmlhttp://www.suite101.com/article.cfm/13646/82259Perry, Robert and Green, Don. Perry’s Chemical Engineer’s Handbook. Sixth Edition. New York, NY: McGraw-Hill Book Company, 1984.UNESCO. 700 Science Experiments for Everyone. New York, NY: Doubleday, 1958.Walpole, Brenda. 175 Science Experiments to Amuse and Amaze Your Friends. Random House Children’s Books, 1988.http://www.weatherquestions.com/What_is_a_temperature_inversion.htmS11416DAInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Various relationships exist between technology and other fields of study.35S114259DColoradoSciencea. Develop and communicate an evidence-based scientific explanation for changes in weather conditions 55United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-02-245Teacher