* Outcomes: Part 1 – ES20-AS1 – Assess the impact of air quality on human and environmental health and the need for regulations and mitigating technologies. Part 2 – ES20-AS2 – Analyze current and potential future effect of global climate change on Earth and humans, including the need for adaptation and mitigation strategies ES 20 – Unit 2 Atmospheric Systems

* Part 1 - ES20-AS1 – Assess the impact of air quality on human and environmental health and the need for regulations and mitigating technologies. AIR QUALITY

Qualities of the Atmosphere Outcome – understand the layers of the atmosphere, the composition of air within the troposphere, and * Atmosphere – thin layer of gases surrounding Earth. * Layers of the atmosphere (apple analogy) Troposphere - 11km Stratosphere (ozone layer – O3) – 11-55km Ozone is not good in the troposphere? Free radical good or bad? Mesosphere – 50-80km Thermosphere – km * Atmosphere is ~78% nitrogen gas (N2) and 21% oxygen gas (O2). Also contains water vapour. Temperature (Heat) affects how much water (H2O) the air can hold (humidity). The percentage indicates how much of its max it can hold. * Air pressure – force exerted by air on the area below it. (Higher above sea level = less pressure) Stack o’ book analogy.

Qualities of the Atmosphere Outcome – understand the layers of the atmosphere, the composition of air within the troposphere, and * Condensation – dew and frost. * Cloud formation – surface or particle for air to condense. * Heat (energy) transfer drives air movement. Heat transfer via - Radiation (energy through space – sun heating the earth) conduction (contact – of molecules as well), convection (through fluids). Sinking of cool air (dense), rising warm air (molecules move away faster - less dense). * Air mass is a large body of air with a similar property of temp, pressure, and humidity). Boundary between them are fronts (warm and cold). Warm, moist air hits cold, dry air (dry skin in winter?)

Humans and Air Quality indicators: pose questions regarding how human activities and technologies have influenced air quality (e.g. is air pollution necessary? Where is most polluted and why? What are some local sources of air pollution? * Pollution – introduction of contaminants (which negatively affects or impedes the regular or healthy functioning of what it was introduced to). Where are the most polluted places on earth? earth/ earth/ * Is air pollution necessary/natural? We exhale a pollutant so yes kind of! But maybe we can make it not so pronounced. * Local sources of air pollution? Cars, mines, refinery * Check SK or another location Canada – protegez/pollution-pollution/indoor- interieur/school-ecole_e.php States protegez/pollution-pollution/indoor- interieur/school-ecole_e.php Fun fact – Toronto has a “congestion charge”.

* What is the ozone layer? Where is the ozone layer? Where is the stratosphere? * How did it get depleted? What does it do for us? * How would this affect human health? Ozone Depletion indicators: investigate the role of the stratospheric ozone layer depletion as a contributor towards human health issues such as cancers and cataracts

* Are you at risk? pollution/indoor-interieur/home-chezvous_e.php pollution/indoor-interieur/home-chezvous_e.php Indoor Air Quality indicators: examine how contaminants such as radon, carbon monoxide, mold, volatile organic compounds, allergens, and particulates affect indoor air quality * Air Pollutant/contaminant – release of damaging materials into the atmosphere or air. - radon – floor level gas causing lung cancer. - carbon monoxide – odourless gas that deprives cells of oxygen by binding with hemoglobin in the blood. - mold/allergens – dander, pollen, and allergens made possible by moisture indoors (keep humidity below 50%) – cough, sneezing, congestion, respiratory, eye irritation - volatile organic compounds – carbon-containing chemicals fumes such as methane, propane, benzene, and butane found in cleaning products – can cause cancer and can react to produce ozone in the troposphere. - particulates – soot, dust, tiny bits of metals, damage lungs and affect breathing

Outdoor Air Quality indicators: identify how contaminants in the troposhere such as ozone, particulates, carbon monoxide, nitrogen oxides, lead, and sulphur dioxide can affect human health and impact the environment. * Where is the troposphere again? * Ozone - Carbon Monoxide - Nitrogen dioxide - Lead – can last for a long time and travel through air and get into groundwater – causes neurological problems dominantly in children. Sulphur Dioxide – irritates lungs and contributes to acid precipitation * How do they affect human health and the environment? * Acid deposition (deposit) – acid rain which reacts and affects water quality. – eyes burning when soap gets in them example.

Government Impact indicators: recognize the impact of government regulations such as the Air Quality Health Index (AQHI) and the National Ambient Air Quality Objectives ( NAAQOs), on minimizing risks to environmental and human health. * AQHI * NAAQO - &n=56D4043B-1&news=A4B2C28A-2DFB- 4BF ADF29B4360BD Particulate matter? &n=56D4043B-1&news=A4B2C28A-2DFB- 4BF ADF29B4360BD PollutantsOld StandardsNew Standards PM2.5 Annual-10 µg/m³8.8 µg/m³ PM2.5 for 24- hour 30 µg/m³28 µg/m³27 µg/m³ Ozone for 8- hour 65 parts per billion 63 parts per billion 62 parts per billion

* Perform experiment. Assessing Air Quality indicators: design and carry out a process for collecting and analyzing data to assess air quality. * How can we create a process to find out our air quality?

Reducing Contaminants indicators: examine scientific principles of technologies such as air scrubbers, baghouse filters, electrostatic precipitators, and catalytic converters that have been developed to reduce contaminants in motor vehicle and industrial emissions. * In small groups you will be given one of the following technologies to research (use your phones): Air Scrubber Baghouse Filter Electrostatic Precipitator Catalytic Converter Then answer the following: What is it? What is it used with? When was it developed? What contaminant does it reduce (and what would this contaminants normally cause)? How does it reduce contaminants? You will present this information to the class.

Improving air quality indicators: investigate processes designed to manage and improve indoor air quality in residential, commercial, and industrial buildings and structures in order to minimize damage to human health. * In small groups you will be given one of the following locations and asked to research processes that manage and improve air quality within them (use your phones): Residential Commercial Industrial Then answer the following: What is it? What is it used with? When was it developed? What contaminant does it reduce (and what would this contaminants normally cause)? How does it reduce contaminants? You will present this information to the class.

Human Population Density vs Air Quality indicators: Develop a generalization about the relationship between human population density and air quality Graphing – create a graph using the information below, then combine the graphs on excel showing whether or not there is any correlation between human population Prediction? Based on this Canada is more likely to have better or worse air quality?

Human Population Density vs Air Quality indicators: Develop a generalization about the relationship between human population density and air quality Graphing – create a graph using the information below, then combine the graphs on excel showing whether or not there is any correlation between human population Prediction? Based on this Canada is more likely to have better or worse air quality?

* Part 2 - ES20-AS2 – Analyze current and potential future effect of global climate change on Earth and humans, including the need for adaptation and mitigation strategies CLIMATE CHANGE

Anthropogenic Effects on the Environment indicators: provide examples on how environmental science contributes to human understanding of the anthropogenic effects on the environment. Anthropogenic Effect - Reading skill – when have we heard “anthro” before? Brainstorm – how might environmental science aid in our understanding of humanity's impact (think about what we've discussed thus far in Part 1).

Increasing Global Temperatures indicators: explore, on a variety of spatial and temporal scales, major physical, biological, and social indicators of increasing global temperatures. Does our world naturally heat and cool? TED Talk – evidence for and against global warming.

Unifying against Climate Change indicators: examine the role of policies, summits, models, and organizations, such as the Canadian Centre for Climate Modeling and Analysis (CCCma), Intergovernmental Panel on Climate Change (IPCC), and Prairie Adaptation Research Collaborative (PARC), in obtaining a high degree of consensus among scientists regarding anthropogenic climate change. Do 15.3 – Montreal Protocol, Clean Air Act

Techniques to Create Climate Models indicators: recognize how techniques such as satellite imagery, ice core samples, and dendrology are used to build climate models that predict future effects of climate changes with varying degrees of probability and reliability. Satellite Imagery Ice Core Samples Dendrology

Climate Change in SK indicators: explain the economic impact of climate change on agriculture, energy, forestry, transportation, and/or tourism in Saskatchewan. Satellite Imagery Ice Core Samples Dendrology

Mitigating Climate Change indicators: examine how policy makers use scientific information, including climate model predictions, to develop adaptation and mitigation strategies to respond to the effects of climate change. Satellite Imagery Ice Core Samples Dendrology

Climate Change Indications Worldwide indicators: recognize differences in vulnerability to climate change impacts and rates of change at northern versus equatorial latitiudes, specifically recognizing the Arctic as an indicator region, and the impact on traditional lifestyles. Satellite Imagery Ice Core Samples Dendrology

Climate Change Indications Worldwide indicators: Hypothesize how life on Earth might respond to changing global climate given different scenarios change such as sea level rise, extreme weather events, water shortages, increased spread of disease, and flooding. Compose a three-part paragraph illustrating a climate change-caused event and how you believe humanity would respond to it. Provide an educated idea on how we may overcome it or how we would fall victim to it.