http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_air/cub_air_lesson06.xmllessontext/xmlIntegrated Teaching and Learning Program, air pollutionacidacid rainbaseenvironmentpHpollutionAcidAcid rainAlkalineArrhenius theoryBaseBronsted-Lowery theoryIndicatorLewis theoryLitmus paperNeutralpH

Students are introduced to acids and bases, and the environmental problem of acid rain. They explore ways to use indicators to distinguish between acids and bases. Students also conduct a simple experiment to model and discuss the harmful effects of acid rain on our living and non-living environment, as well as how engineers address acid rain. In an associated literacy activity, students learn how persuasive techniques are used to develop an argument, and create an environmental case study.

Environmental and chemical engineers examine pollutants to find the substance’s pH, which helps them determine the kind of impact it may have on human health and the environment. For example, the effects of acid rain include damage to water, wildlife, plants, forests, crops, buildings, statues, bridges and vehicles. Knowing the pH of pollutants also helps to decipher the initiating chemical and environmental causes behind a pollution problem. In response, engineers develop useful technologies to alleviate pollution sources, such as catalytic converters that remove certain poisonous gases from vehicle exhaust fumes. Describe some general characteristics and common examples of acidic, basic and neutral solutions.Understand that engineers use acids and bases in a variety of ways.Identify cause-effect relationships with acid rain and the environment. 50TeachEngineering.orgAmy KolenbranderJanet YowellNatalie MachMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson06_ph.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson06_acidrainsmall.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson06_acidrainlarge.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson06_quiz.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson06_quizanswers.pdfhttp://www2.nature.nps.gov/air/edu/Lessons/AcidRLessonPlan.htmhttp://www.angelfire.com/ks3/acidrainreport/acid.htmlEbbing, Darrell D. General Chemistry. Fifth Edition. Geneva, IL: Houghton Mifflin Company, 1996.Investigations in Science – Ecology. Huntington Beach, CA: Creative Teaching Press, 1995. http://www.miamisci.org/ph/http://www.tceq.state.tx.us/assets/public/assistance/education/air/visible_invisible.pdfhttp://www.sambal.co.uk/Silberberg, Martin S. Chemistry: The Molecular Nature of Matter and Change, New York, NY: McGraw – Hill Higher Education, 2000http://pbskids.org/zoom/sci/cabbagejuiceindicato.txt.htmlS1141716International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. The use of technology affects the environment in good and bad ways.35S114254EColoradoSciencea. Interpret and analyze data about changes in environmental conditions - such as climate change - and populations that support a claim describing why a specific population might be increasing or decreasing 66S11426E0ColoradoMatha. Analyze and describe patterns and relationships using words, tables, graphs, symbols, and technology 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