Danger In The Air!
Activity #6: The Effect of Air Pollution on Plant Growth (Optional)
Concept:
Students will observe, record, analyze and make a conclusion of the damaging
impact of air pollution on living organisms. Example--U
Texas
Materials:
Plants such as tobacco plants, white-flowered petunia, tulip poplar tree
or spinach plants--these plants are especially sensitive to air borne pollution.
If other plants are available, use the local variety.
Procedure:
Observation and recording should take place on a regularly scheduled time
period and spring is a preferred time to start the observations and recording.
- A variation would be to purposely plant or position these plants near
suspected sources of air pollution--near freeways, near industrial areas,
etc.
- Students may access raw data regarding pollution by reading the weather
page of the Seattle Times for both pollution and weather.
Day |
Time |
Ozone Reading |
Condition of Plant |
1 |
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2 |
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3 |
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4 |
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5 |
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6 |
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7 |
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8 |
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Assessment:
Content:
- What is a primary element of smog or ozone pollution?
- Was the ozone reading constant from day to day?
- What day did you notice a change on the plants?
- What is the connection between the weather and the ozone readings?
- What can you do to improve air quality?
Process:
- Describe how you collected your information.
- List the source of your pollution information.
- Describe how you used the computer.
- Describe how you made a graph (optional).
Additional Activity:
- Check the various links and web sites listed on a regular basis and
maintain a record of death rates.
- Check library references for additional and current information.
- Check the various links and web sites for remedial action that has
been undertaken. Steps to correct air pollution--Environmental
Protection Agency.