Air Pollution

Module 5 Lesson 4

LESSON 4: CLEAN AIR, GOOD HEALTH OVERVIEW:

The purpose of this investigation is to have students understand the causes and impact of air pollution especially as it relates to ground level ozone and air particles as well as the role of cities in producing air pollution. Students will read a brochure about ground level ozone created by the Environmental Protection Agency. They will then run a simulation controlling for different factors in a city and recording how changes affect the air pollution within a given location. Lastly, students will analyze ground level ozone data for the New England area from 1983 2007 in order to determine if the Clean Air Act is having an impact on air pollution in that region.

SUB-QUESTION:
How do various factors affect the air that I breathe?

WAYS OF KNOWING URBAN ECOLOGY:

Understand
Students will Understand the difference impact that ground level and atmospheric ozone has on ecosystems. Understand ground level ozone is formed when by products of combustion interact in the environment. Understand that air pollution results from the interactions of many environmental factors. Develop an argument for whether they think the Clean Air Act has had an impact on ground level ozone in the New England Area. Use a simulation game to explore how different environmental factors impact air pollution in a city. Analyze ground level ozone layer in New England from 1983 2007. No specific goals connected with acting on urban ecology in this lesson.

Talk Do

Act

SAFETY GUIDELINES
No specific safety issues are associated with this lesson.

PREPARATION:

Air Pollution

Module 5 Lesson 4

Time: 2 3 class periods Materials: Day 1: Activity 4.1 For each student Ozone Brochure (EPA) Day 2: Activity 4.2 For each student Access to the internet (www.smogcity2.org) Worksheet 4.2 Day 3: Activity 4.3: For each student Worksheet 4.3

INSTRUCTIONAL SEQUENCE
Activity 4.1: EPA Ozone Brochure - Reading 1. Begin by asking students what they know about ozone. Remind students that they have been talking about public health in cities and ask them to think about how ozone impacts individuals health, particularly for people living in cities. Write their answers on the board in order to refer back as the lesson continues. 2. Distribute the Ozone Brochure to students. Many strategies may be used in this section of the lesson. Students could read individually, the class could read aloud, or students could be given different parts of the brochure to read and then report out to the class. 3. Before moving onto the next activity, the main points associated with the brochure should be highlighted for students. Ozone occurs in two layers of the atmosphere. Ground level ozone is bad for your health while ozone higher in the atmosphere is good for your health because it prevents some UV radiation from entering the Earths atmosphere. Ground-level ozone is created by chemical reactions between industrial emissions and sunlight. Breathing ground-level ozone can negatively affect lung function. High levels of ground-level ozone can also damage vegetation and ecosystems.

Air Pollution

Module 5 Lesson 4

Teaching Strategy Literary Strategy: In order to help students to understand the information of the brochure, students can suggest a one sentence summary of each section that highlights the key points. These sentences can than be compiled as a basic summary of the brochure.

Additional Resource A supplemental EPA brochure Smog Who does it hurt? has also been included with this lesson that elaborates more specifically on the effects of ground-level ozone on lung function. Information from this brochure can be used to expand on the health issues related to breathing ozone.

Activity 4.2: Smog City 2 Simulation 1. Tell students that besides ozone there are other air pollutants in cities that impact public health. Another major pollutant is particle pollution or particulate matter. Ask students if they know what particle pollution is or if they can think of any examples. Students responses will vary. They may talk about cars, buses and factories producing particles. Particle pollution or particulate matter consists of fine solids (like dust, ash and soot) and aerosols (i.e. solids suspended in liquid) suspended in the air we breathe. 2. Tell students they will be using a simulation of a city to investigate what some of the pollutants are as well as how cities can be decide to limit air pollution. 3. Students can work individually at computers if enough exist or they can be paired. Distribute the worksheet 4.2. Students will access www.smogcity2.org. Directions have been included on the worksheet to guide students through the steps to run the simulation. 4. After the students have had ample time to try different scenarios in the simulation (approximately 20 minutes), they should answer the questions found on the worksheet. 5. Discuss the two questions on the student worksheet. Before continuing on to the next activity, the fundamental factors that influence smog should be reviewed in order to confirm that all students understood the lesson. These factors can be found on the teacher version of the worksheet. Teacher Background Sunlight accelerates the chemical reactions that form ozone. Clouds reduce sunlight and slow ozone formation. Particle pollution forms more quickly when there is moisture or cloud droplets in the air and increasing cloud cover speeds up particle pollution formation. A temperature inversion is a layer of warm air above the ground that traps particle pollution and ground-level ozone below it. This lid prevents air from

Air Pollution

Module 5 Lesson 4

mixing upward as it normally does. Winds blow emissions from the pollution source to other areas. Calm winds cause emission levels to build up, or increase. Heat increases the chemical conversion of emissions to ozone and particle pollution. Lower temperatures enable gaseous emissions to convert into particles. All forms of electricity production affect the environment. Most of the electricity in the US is generated from fossil fuels such as coal, natural gas, and oil. Emissions from burning of fossil fuels can lead to smog, acid rain and haze. Renewable energy like hydroelectric power, wind and solar technologies produce significantly fewer emissions than traditional power generation technologies. Most all modes of transportation also release emissions due to burning fossil fuels Some consumer products like hair spray, paints, paint thinner, charcoal lighter fluid, glue, adhesives and gasoline add VOCs to the environment. Manufacturing facilities power plants, oil refineries and distribution centers, and food and agricultural processing also add to emissions by burning fossil fuels.

Although the weather plays a major role in air pollution, it cannot be controlled therefore students should be discussing ways of limiting emissions that are realistic and is supported by the data they provided above. Activity 4.3: New England Ozone Data 1984 2007 1. Before beginning this activity, remind students about what they read in activity 4.1 about the Clean Air Act. The Clean Air Act regulates the emissions that are put into the air by industries as well as motorized vehicles. 2. Then show them the maps provided on the PowerPoint 4.3 that show the sites from which ozone data was collected throughout New England. It is important to note that the data from these cities were then averaged to provide the data that is seen on the table in the worksheet. 3. The students should then look at the data provided on the worksheet. Before beginning to graph, you can ask some starting questions a. What are your first impressions when you look at the data provided? b. What do expect your graph to look like? c. Are there particular states you expect to have poorer air quality? Why? d. Are there particular years you expect to have poor air quality? Why? 4. Give students some time to work on the graph and questions. Before ending class, the overall question: Is the Clean Air Act working in New England should be discussed by the class. The trend on the graph suggests that the Clean Air Act might be working, there may be other variables that students propose. The number of ozone days in New England has been decreasing overall.

Air Pollution

Module 5 Lesson 4

Concluding the Lesson As an end of the class reflection, have students consider the following question: Given that the weather cannot be controlled, what do you think is a good way for our community to prevent air quality in the atmosphere?

a c t i o n s
High-Altitude Good Ozone

y o u

c a n

t a k e

Ground-Level Bad Ozone

Check the air quality forecast in your area. At times when the Air Quality Index (AQI) is forecast to be unhealthy, limit physical exertion outdoors. In many places, ozone peaks in mid-afternoon to early evening. Change the time of day of strenuous outdoor activity to avoid these hours, or reduce the intensity of the activity. For AQI forecasts, check your local media reports or visit: www.epa.gov/airnow Help your local electric utilities reduce ozone air pollution by conserving energy at home and the office. Consider setting your thermostat a little higher in the summer. Participate in your local utilities load-sharing and energy conservation programs. Reduce air pollution from cars, trucks, gas-powered lawn and garden equipment, boats and other engines by keeping equipment properly tuned and maintained. During the summer, fill your gas tank during the cooler evening hours and be careful not to spill gasoline. Reduce driving, carpool, use public transportation, walk, or bicycle to reduce ozone pollution, especially on hot summer days. Use household and garden chemicals wisely. Use low VOC paints and solvents. And be sure to read labels for proper use and disposal.

Protect yourself against sunburn. When the UV Index is high or very high: Limit outdoor activities between 10 am and 4 pm, when the sun is most intense. Twenty minutes before going outside, liberally apply a broad-spectrum sunscreen with a Sun Protection Factor (SPF) of at least 15. Reapply every two hours or after swimming or sweating. For UV Index forecasts, check local media reports or visit: www.epa.gov/sunwise/uvindex.html Use approved refrigerants in air conditioning and refrigeration equipment. Make sure technicians that work on your car or home air conditioners or refrigerator are certified to recover the refrigerant. Repair leaky air conditioning units before refilling them.

For air program information, contact your Regional EPA Office:

...or visit EPAs website at http://www.epa.gov/air

Region 8 - (800) 227-8917 www.epa.gov/region8/

Region 2 - (212) 637-4249 www.epa.gov/region2/ Region 5 - (312) 353-2211 www.epa.gov/region5/

10 8
Region 10 - (206) 553-1505 www.epa.gov/region10/

1 2
Region 1 - (617) 918-1660 www.epa.gov/region1/

5 9
Region 9 - (415) 947-8715 www.epa.gov/region9/

7
Region 7 - (913) 551-7020 www.epa.gov/region7/

EPA Headquarters (202) 564-7400 http://www.epa.gov/air http://www.ep

Region 3 - (215) 814-2100 www.epa.gov/region3/

4 6
Region 6 - (214) 665-7229 www.epa.gov/region6/

Region 4 - (404) 562-9077 www.epa.gov/region4/

about the cover...

TOP: The good ozone layer in the stratosphere protects life on Earth from the Suns harmful ultraviolet (UV) rays. MIDDLE: Antarctic Ozone Thinningshown in blue and purple, extended out over 16 million square miles or about the same size as North America (2001 NASA satellite image). BOTTOM: Bad ozone at ground-level is harmful to breathe and damages crops, trees, and other vegetation.
United States Environmental Protection Agency Office of Air and Radiation MC6101A 1200 Pennsylvania Avenue, NW Washington, DC 20460 EPA-451/K-03-001 June 2003

PRINTED ON RECYCLED PAPER

g o o d
What is Ozone?

u p

h i g h
What is Happening to the Good Ozone Layer?
Ozone is produced naturally in the stratosphere. But this good ozone is gradually being destroyed by man-made chemicals referred to as ozone-depleting substances (ODS), including chlorofluorocarbons (CFCs), hydrochlorofluorocarbons (HCFCs), halons, methyl bromide, carbon tetrachloride, and methyl chloroform. These substances were formerly used and sometimes still are used in coolants, foaming agents, fire extinguishers, solvents, pesticides, and aerosol propellants. Once released into the air these ozone-depleting substances degrade very slowly. In fact, they can remain intact for years as they move through the troposphere until they reach the stratosphere. There they are broken down by the intensity of the suns UV rays and release chlorine and bromine molecules, which destroy the good ozone. Scientists estimate that one chlorine atom can destroy 100,000 good ozone molecules. Even though we have reduced or eliminated the use of many ODSs, their use in the past can still affect the protective ozone layer. Research indicates that depletion of the good ozone layer is being reduced worldwide. Thinning of the protective ozone layer can be observed using satellite measurements, particularly over the Polar Regions.

b a d
What Causes Bad Ozone?
Ground-level or bad ozone is not emitted directly into the air, but is created by chemical reactions between oxides of nitrogen (NOx) and volatile organic compounds (VOC) in the presence of sunlight. Emissions from industrial facilities and electric utilities, motor vehicle exhaust, gasoline vapors, and chemical solvents are some of the major sources of NOx and VOC. At ground level, ozone is a harmful pollutant. Ozone pollution is a concern during the summer months because strong sunlight and hot weather result in harmful ozone concentrations in the air we
All other sources Industrial/ Commercial/ Residential Fuel Combustion

n e a r b y

Ozone is a gas that occurs both in the Earths upper atmosphere and at ground level. Ozone can be good or bad for your health and the environment, depending on its location in the atmosphere.

breathe. Many urban and suburban areas throughout the United States have high levels of bad ozone. But many rural areas of the country are also subject to high ozone levels as winds carry emissions hundreds of miles away from their original sources.

emphysema, and asthma. Bad ozone also can reduce lung function and inflame the linings of the lungs. Repeated exposure may permanently scar lung tissue. Healthy people also experience difficulty breathing when exposed to ozone pollution. Because ozone forms in hot weather, anyone who spends time outdoors in the summer may be affected, particularly children, outdoor workers and people exercising. Millions of Americans live in areas where the national ozone health standards are exceeded. Ground-level or bad ozone also damages vegetation and ecosystems. It leads to reduced agricultural crop and commercial forest yields, reduced growth and survivability of tree seedlings, and increased susceptibility to diseases, pests and other stresses such as harsh weather. In the United States alone, ground-level ozone is responsible for an estimated $500 million in reduced crop production each year. Ground-level ozone also damages the foliage of trees and other plants, affecting the landscape of cities, national parks and forests, and recreation areas.

How Can Ozone Be Both Good and Bad?

Ozone occurs in two layers of the atmosphere. The layer closest to the Earths surface is the troposphere. Here, groundlevel or bad ozone is an air pollutant that is harmful to breathe and it damages crops, trees and other vegetation. It is a main ingredient of urban smog. The troposphere generally extends to a level about 6 miles up, where it meets the second layer, the stratosphere. The stratosphere or good ozone layer extends upward from about 6 to 30 miles and protects life on Earth from the suns harmful ultraviolet (UV) rays.
Too little there Many popular consumer products like air conditioners and refrigerators involve CFCs or halons during either manufacture or use. Over time, these chemicals damage the earths protective ozone layer.

How Does the Depletion of Good Ozone Affect Human Health and the Environment?
Ozone depletion can cause increased amounts of UV radiation to reach the Earth which can lead to more cases of skin cancer, cataracts, and impaired immune systems. Overexposure to UV is believed to be contributing to the increase in melanoma, the most fatal of all skin cancers. Since 1990, the risk of developing melanoma has more than doubled. UV can also damage sensitive crops, such as soybeans, and reduce crop yields. Some scientists suggest that marine phytoplankton, which are the base of the ocean food chain, are already under stress from UV radiation. This stress could have adverse consequences for human food supplies from the oceans.

How Does Bad Ozone Affect Human Health and the Environment?
Breathing ozone can trigger a variety of health problems including chest pain, coughing, throat irritation, and congestion. It can worsen bronchitis,

Motor Vehicles

What is Being Done About the Depletion of Good Ozone?

The United States, along with over 180 other countries, recognized the threats posed by ozone depletion and in 1987 adopted a treaty called the Montreal Protocol to phase out the production and use of ozone-depleting substances. EPA has established regulations to phase out ozone-depleting chemicals in the United States. Warning labels must be placed on all products containing CFCs or similar substances and nonessential uses of ozone-depleting products are prohibited. Releases into the air of refrigerants used in car and home air conditioning units and appliances are also prohibited. Some substitutes to ozone-depleting products have been produced and others are being developed. If the United States and other countries stop producing ozone-depleting substances, natural ozone production should return the ozone layer to normal levels by about 2050.

Utilities

What is Being Done About Bad Ozone?

Under the Clean Air Act, EPA has set protective health-based standards for ozone in the air we breathe. EPA, states, and cities have instituted a variety of multi-faceted programs to meet these health-based standards. Throughout the country, additional programs are being put into place to cut NOx and VOC emissions from vehicles, industrial facilities, and electric utilities. Programs are also aimed at reducing pollution by reformulating fuels and consumer/commercial products, such as paints and chemical solvents, that contain VOC. Voluntary programs also encourage communities to adopt practices, such as carpooling, to reduce harmful emissions.

Sources of NOx

Consumer Solvents Motor Vehicles

Industrial/ Commercial Processes

Too much here Cars, trucks, power plants and factories all emit air pollution that forms groundlevel ozone, a primary component of smog.

We live with ozone every day. It can protect life on earth or harm it, but we have the power to influence ozones impact by the way we live.

Sources of VOC

United States Environmental Protection Agency

Air and Radiation Washington, DC 20460

EPA-452/K-99-001 July 1999 http://www.epa.gov/oar/oaqps

1EPA

SmogWho Does It Hurt? What You Need to Know About Ozone and Your Health

Printed on paper containing at least 30% postconsumer recovered fiber.

SmogWho Does It Hurt?

What You Need to Know About Ozone and Your Health
Ozone, when it occurs at ground level, presents a serious air quality problem in many parts of the United States. When inhaled even at very low levels

On a hot, smoggy summer day,

have you ever wondered: Is the air safe to breathe? Should I be concerned about going outside?
In fact, breathing smoggy air can be hazardous because smog contains ozone, a pollutant that can harm our health when there are elevated levels in the air we breathe. This publication will tell you what kinds of health effects ozone can cause, when you should be concerned, and what you can do to avoid dangerous exposures. manmade chemicals. An area where ozone has been most significantly depletedfor example, over the North or South poleis sometimes called a hole in the ozone.
!

ozone can cause a number of respiratory health effects.

Bad Ozone. In the Earths lower

What is ozone? Ozone is an odorless, colorless gas composed of three atoms of oxygen. Ozone occurs both in the Earths upper atmosphere and at ground level. Ozone can be good or bad, depending on where it is found:
!

atmosphere, near ground level, ozone is formed when pollutants emitted by cars, power plants, industrial boilers, refineries, chemical plants, and other sources react chemically in the presence of sunlight. The booklet Ozone: Good Up High, Bad Nearby, which can be found on the web at http://www.epa.gov/oar/ oaqps/gooduphigh, contains additional information about both good and bad ozone. This publication, SmogWho Does It Hurt?, focuses on bad ozonethat is, ozone that occurs at ground level and can affect the health of people who breathe it.

Good Ozone. Ozone occurs naturally in the Earths upper atmosphere 10 to 30 miles above the Earths surfacewhere it forms a protective layer that shields us from the suns harmful ultraviolet rays. This good ozone is gradually being destroyed by

SmogWho Does It Hurt?

trations reach unhealthy levels, you can take simple precautions (described on page 6 in What can I do to avoid unhealthy exposure to ozone?) to protect your health.

How might ozone affect my health? Scientists have been studying the effects of ozone on human health for many years. So far, they have found that ozone can cause several types of short-term health effects in the lungs:
!

Ozone can irritate the respiratory system. When this happens,

Children and adults of all ages who are active outdoors are at risk from ozone exposure.

Should I be concerned about exposure to ground-level ozone? That depends on who you are and how much ozone is in the air. Most people only have to worry about ozone exposure when ground-level concentrations reach high levels. In many U.S. communities, this can happen frequently during the summer months. In general, as ground-level ozone concentrations increase, more and more people experience health effects, the effects become more serious, and more people are admitted to the hospital for respiratory problems. When ozone levels are very high, everyone should be concerned about ozone exposure.
Scientists have found that about one out of every three people in the United States is at a higher risk of experiencing ozone-related health effects (see box on page 3). If you are a member of a sensitive group, you should pay special attention to ozone levels in your area. This publication describes several tools that the U.S. Environmental Protection Agency (EPA), in partnership with State and local agencies, has developed to inform the public about local ozone levels. These tools provide the information you need to decide whether ozone levels on any particular day may be harmful to you. When ozone concen-

you might start coughing, feel an irritation in your throat, and/or experience an uncomfortable sensation in your chest. These symptoms can last for a few hours after ozone exposure and may even become painful.
!

Ozone can reduce lung function.

When scientists refer to lung function, they mean the volume of air that you draw in when you take a full breath and the speed at which you are able to blow it out. Ozone can make it more difficult for you to breathe as deeply and vigorously as you normally would. When this happens, you may notice that breathing starts to feel uncomfortable. If you are exercising or working outdoors, you may notice that you are taking more rapid and shallow breaths than normal. Reduced lung function can be a particular problem for outdoor workers, competitive athletes, and other people who exercise outdoors.
!

Ozone can aggravate asthma.

When ozone levels are high, more asthmatics have asthma attacks that require a doctors attention or the use of additional medication. One reason this happens is that ozone makes people more sensitive to allergens, which are the most common triggers for asthma attacks. (Allergens come from dust mites, cockroaches, pets, fungus, and pollen.) Also, asthmatics are more severely affected by the reduced lung function and irritation that ozone causes in the respiratory system.

SmogWho Does It Hurt?

Ozone can inflame and damage the lining of the lung. Some scientists

Scientists suspect that ozone may have other effects on peoples health.

have compared ozones effect on the lining of the lung to the effect of sunburn on the skin. Ozone damages the cells that line the air spaces in the lung. Within a few days, the damaged cells are replaced and the old cells are shed much in the way that skin peels after a sunburn. If this kind of damage occurs repeatedly, the lung may change permanently in a way that could cause long-term health effects and a lower quality of life.

Ozone may aggravate chronic lung diseases, such as emphysema and bronchitis. Also, studies in animals suggest that ozone may reduce the immune systems ability to fight off bacterial infections in the respiratory system. Most of these effects are considered to be short-term effects because they eventually cease once the individual is no longer exposed to elevated levels of ozone. However, scientists are concerned that repeated short-term

Who is most at risk from ozone?

Four groups of people, described below, are particularly sensitive to ozone. These groups become sensitive to ozone when they are active outdoors, because physical activity (such as jogging or outdoor work) causes people to breathe faster and more deeply. During activity, ozone penetrates deeper into the parts of the lungs that are more vulnerable to injury. Sensitive groups include:
!

Children. Active children are the group at highest risk from ozone exposure. Such children often spend a large part of their summer vacation outdoors, engaged in vigorous activities either in their neighborhood or at summer camp. Children are also more likely to have asthma or other respiratory illnesses. Asthma is the most common chronic disease for children and may be aggravated by ozone exposure.

This photo shows a healthy lung airway (top) and an inflamed lung airway (bottom). Ozone can inflame the lungs lining, and repeated episodes of inflammation may cause permanent changes in the lung.

Adults who are active outdoors. Healthy adults of all ages who exercise or work vigorously outdoors are considered a sensitive group because they have a higher level of exposure to ozone than people who are less active outdoors.

People with respiratory diseases, such as asthma. There is no evidence that ozone causes asthma or other chronic respiratory disease, but these diseases do make the lungs more vulnerable to the effects of ozone. Thus, individuals with these conditions will generally experience the effects of ozone earlier and at lower levels than less sensitive individuals.

! People with unusual susceptibility to ozone. Scientists dont yet know why, but some healthy people are simply more sensitive to ozone than others. These individuals may experience more health effects from ozone exposure than the average person.

Scientists have studied other groups to find out whether they are at increased risk from ozone. So far there is little evidence to suggest that either the elderly or people with heart disease have heightened sensitivity to ozone. However, like other adults, elderly people will be at higher risk from ozone exposure if they suffer from respiratory disease, are active outdoors, or are unusually susceptible to ozone as described above.

SmogWho Does It Hurt?

How do scientists know about the health effects of ozone?

EPA has gathered a great deal of information about the health effects of ozone. This information comes from a number of sources, including animal research, studies that compare health statistics and ozone levels within communities, and controlled testing of human volunteers to determine how ozone affects lung function. In these studies, volunteers are exposed to ozone in specially designed chambers where their responses can be carefully measured. Volunteers are prescreened in medical examinations to determine their health status, and they are never exposed to ozone levels that exceed those found in major cities on a very smoggy day. Though our understanding of ozones effects has increased substantially in recent years, many important questions still remain to be investigated. For example, does repeated short-term exposure to high levels of ozone cause permanent lung damage? Does repeated exposure during childhood to high levels of ozone cause reduced lung function in adults? Scientists are continuing to study these and other questions to gain a better understanding of ozones effects.

A volunteer in an ozone research study breathes into a spirometera device that measures lung function.

damage from ozone exposure may permanently injure the lung. For example, repeated ozone impacts on the developing lungs of children may lead to reduced lung function as adults. Also, ozone exposure may speed up the decline in lung function that occurs as a natural result of the aging process. Research is underway to help us better understand the possible long-term effects of ozone exposure.

over timeparticularly when exposure to high ozone levels continues for several days. This does not mean that they have developed resistance to ozone. In fact, scientists have found that ozone continues to cause lung damage even when the symptoms have disappeared. The best way to protect your health is to find out when ozone levels are elevated in your area and take simple precautions to minimize exposure even when you dont feel obvious symptoms.

How can I tell if I am being affected by ozone? Often, people exposed to ozone experience recognizable symptoms, including coughing, irritation in the airways, rapid or shallow breathing, and discomfort when breathing or general discomfort in the chest. People with asthma may experience asthma attacks. When ozone levels are higher than normal, any of these symptoms may indicate that you should minimize the time spent outdoors, or at least reduce your activity level, to protect your health until ozone levels decline.
Ozone damage also can occur without any noticeable signs. Sometimes there are no symptoms, or sometimes they are too subtle to notice. People who live in areas where ozone levels are frequently high may find that their initial symptoms of ozone exposure go away
4

How can I find out about ozone levels in my area? EPA and State and local air agencies have developed a number of tools to provide people with information on local ozone levels, their potential health effects, and suggested activities for reducing ozone exposure.
Air Quality Index. EPA has developed the Air Quality Index, or AQI, (formerly known as the Pollutant Standards Index) for reporting the levels of ozone and other common air pollutants. The index makes it easier for the public to understand the health significance of air pollution levels. Air quality is measured by a nationwide monitoring system that records concentrations of ozone and several other air pollutants at more than a thousand locations across the country.

SmogWho Does It Hurt?

EPA translates the pollutant concentrations to the standard AQI index, which ranges from 0 to 500. The higher the AQI value for a pollutant, the greater the danger. An AQI value of 100 usually corresponds to the national ambient air quality standard (NAAQS) for the pollutant. These standards are established by EPA under the Clean Air Act to protect public health and the environment. The AQI scale has been divided into distinct categories, each corresponding to a different level of health concern. In the table below, the AQI ranges are shown in the middle column and the associated air quality descriptors are shown in the right column. The left column shows the ozone concentrations, measured in parts per million (ppm), that correspond to each category. Though the AQI scale extends to 500, levels above 300 rarely occur in the United States. This publication and most other references to the AQI do not list health effects and cautionary statements for levels above 300. If ozone levels above 300 should ever occur, everyone should avoid physical exertion outdoors. When pollutant levels are high, states are required to report the AQI in large metropolitan areas (populations over 350,000) of the United States. You may see the AQI for ozone reported in your newspaper, or your local television or radio weathercasters may use the AQI to provide information about

ozone in your area. Heres the type of report you might hear: The Air Quality Index today was 160. Air quality was unhealthy due to ozone. Hot, sunny weather and stagnant air caused ozone in Center City to rise to unhealthy levels.
AQI Colors. To make it easier for the public to quickly understand the air quality in their communities, EPA has assigned a specific color to each AQI category. You will see these colors when the AQI is reported in a color formatsuch as in a color-print newspaper, on television broadcasts, or on your State or local air pollution agencys web site. This color scheme can help you quickly determine whether air pollutants are reaching unhealthy levels in your area. For example, the color orange means that conditions are unhealthy for sensitive groups, the color red means that conditions are unhealthy for everyone, and so on. Ozone Maps. In many areas of the country, measurements of ozone concentrations are converted into color contours of the AQI categories (green, yellow, orange, red, and purple, shown below) and displayed on a map (see example above) to show ozone levels

This map shows ozone levels in the eastern United States on August 24, 1998. Ozone maps are updated several times daily to show how ozone levels change throughout the day.

Ozone Concentration (ppm)

(8-hour average, unless noted)

Air Quality Index Values 0 to 50 51 to 100 101 to 150 151 to 200 201 to 300

Air Quality Descriptor Good Moderate Unhealthy for Sensitive Groups Unhealthy Very Unhealthy
SmogWho Does It Hurt?
5

0.0 to 0.064 0.065 to 0.084 0.085 to 0.104 0.105 to 0.124 0.125 (8-hr.) to 0.404 (1-hr.)

In general, when ozone levels are elevated, your chances of being affected by ozone increase the longer you are active outdoors and the more strenuous the activity you engage in.

in the local area. The map is updated throughout the day and shows how ozone builds during hot summer days. In some areas, ozone maps are used to show a forecast of ozone levels for the next day. Once you understand the color scheme, you can use the maps to quickly determine whether ozone concentrations are reaching unhealthy levels in your area. Ozone maps appear on some televised weather broadcasts and are also available from EPAs web site at http://www.epa.gov/airnow.

if they are active outdoors. You may therefore want to pay special attention to the guidance for sensitive groups. In general, when ozone levels are elevated, your chances of being affected by ozone increase the longer you are active outdoors and the more strenuous the activity you engage in. Scientific studies show that:
! At ozone levels above 0.12 ppm, heavy outdoor exertion for short periods of time (1 to 3 hours) can increase your risk of experiencing respiratory symptoms and reduced lung function. ! At ozone levels between 0.08 and 0.12 ppm, even moderate outdoor exertion for longer periods of time (4 to 8 hours) can increase your risk of experiencing ozone-related effects.

What can I do to avoid unhealthy exposure to ozone? You can take a number of steps. The chart on page 7 tells you what types of health effects may occur at specific ozone concentrations and what you can do to avoid them. If you are a parent, keep in mind that your children are likely to be at higher risk, particularly

EPA recommends limiting outdoor activities as ozone levels rise to unhealthy levels. You can limit the

What does exertion have to do with ozone-related health effects?

Exercise and outdoor activities can play an important role in maintaining good health. Physical exertion helps build up strength in the heart and lungs. But exerting yourself outdoors can actually increase your chances of experiencing health effects when ozone concentrations are at unhealthy levels. Why is this true? Think of it this way: Exertion generally causes you to breathe harder and faster. When this happens, more ozone is taken into your lungs, and ozone reaches tissues that are susceptible to injury. Research has shown that respiratory effects are observed at lower ozone concentrations if either the level or duration of exertion is increased. This is why EPA recommends decreasing the level or duration of exertion to avoid ozone health effects. Examples of typical daily activities that involve moderate exertion include climbing stairs, light jogging, easy cycling, playing tennis or baseball, and stacking firewood. Outdoor occupational activities such as simple construction work, pushing a wheelbarrow with a load, using a sledgehammer, or digging in your garden, would also involve moderate exertion. Activities that involve heavy exertion include vigorous running or cycling, playing basketball or soccer, chopping wood, and heavy manual labor. Because fitness levels vary widely among individuals, what is moderate exertion for one person may be heavy exertion for another. No matter how fit you are, cutting back on the level or duration of exertion when ozone levels are high will help protect you from ozones harmful effects.

SmogWho Does It Hurt?

Health Effects and Protective Actions for Specific Ozone Ranges

Ozone Level Good Moderate Health Effects and Protective Actions What are the possible health effects? ! No health effects are expected. What are the possible health effects? ! Unusually sensitive individuals may experience respiratory effects from prolonged exposure to ozone during outdoor exertion. What can I do to protect my health? ! When ozone levels are in the moderate range, consider limiting prolonged outdoor exertion if you are unusually sensitive to ozone. Unhealthy for Sensitive Groups What are the possible health effects? 1 ! If you are a member of a sensitive group, you may experience respiratory symptoms (such as coughing or pain when taking a deep breath) and reduced lung function, which can cause some breathing discomfort.
!

What can I do to protect my health? If you are a member of a sensitive group,1 limit prolonged outdoor exertion. In general, you can protect your health by reducing how long or how strenuously you exert yourself outdoors and by planning outdoor activities when ozone levels are lower (usually in the early morning or evening). You can check with your State air agency to find out about current or predicted ozone levels in your location. This information on ozone levels is available on the Internet at http://www.epa.gov/airnow.

Unhealthy

What are the possible health effects? 1 ! If you are a member of a sensitive group, you have a higher chance of experiencing respiratory symptoms (such as aggravated cough or pain when taking a deep breath), and reduced lung function, which can cause some breathing difficulty.
!

At this level, anyone could experience respiratory effects.

What can I do to protect my health? 1 ! If you are a member of a sensitive group, avoid prolonged outdoor exertion. Everyone else especially childrenshould limit prolonged outdoor exertion.
! !

Plan outdoor activities when ozone levels are lower (usually in the early morning or evening). You can check with your State air agency to find out about current or predicted ozone levels in your location. This information on ozone levels is available on the Internet at http://www.epa.gov/airnow.

Very Unhealthy

What are the possible health effects? 1 ! Members of sensitive groups will likely experience increasingly severe respiratory symptoms and impaired breathing.
!

Many healthy people in the general population engaged in moderate exertion will experience some kind of effect. According to EPA estimates, approximately: Half will experience moderately reduced lung function. One-fifth will experience severely reduced lung function. ! 10 to 15 percent will experience moderate to severe respiratory symptoms (such as aggravated cough and pain when taking a deep breath).
! !

People with asthma or other respiratory conditions will be more severely affected, leading some to increase medication usage and seek medical attention at an emergency room or clinic.

What can I do to protect my health? 1 ! If you are a member of a sensitive group, avoid outdoor activity altogether. Everyone elseespecially childrenshould limit outdoor exertion and avoid heavy exertion altogether.
!

Check with your State air agency to find out about current or predicted ozone levels in your location. This information on ozone levels is available on the Internet at http://www.epa.gov/airnow.

1Members

of sensitive groups include children who are active outdoors; adults involved in moderate or strenuous outdoor activities; individuals with respiratory disease, such as asthma; and individuals with unusual susceptibility to ozone.

SmogWho Does It Hurt?

The best way to protect your health is to find out when ozone levels are elevated in your area and take simple precautions to minimize exposureeven when you dont feel obvious symptoms.
Motor vehicles are a major contributor to smog.

amount of time you are active outdoors or your activity level. For example, if youre involved in an activity that requires heavy exertion, such as running or heavy manual labor (see box on page 6), you can reduce the time you spend on this activity or substitute another activity that requires less exertion (e.g., go for a walk rather than a

jog). In addition, you can plan outdoor activities when ozone levels are lower, usually in the early morning or evening.

What can I do to reduce ozone levels? Ground-level ozone is created when certain pollutants, known as ozone precursors, react in heat and sunlight to form ozone. Cars and other vehicles are the largest source of ozone precursors. Other important sources include industrial facilities, power plants, gasoline-powered mowers, and evaporation of cleaners, paints, and other chemicals.
We can all help reduce ozone levels by taking the following steps:
! Drive less. For example, instead of using a car, you may want to walk, use mass transit, or ride a bike. ! !

Carpool. Make sure your car is well-tuned.

! Take care not to spill gasoline when you fill the tank of your car or lawn or recreation equipment. ! Make sure that you tightly seal the lids of chemical productssuch as solvents, garden chemicals, or household cleanersto keep evaporation to a minimum.

You can help reduce ozone levels by walking, biking, carpooling, or using public transportation as an alternative to driving.

For more ideas about what you can do, visit EPAs web site at http://www.epa. gov/airnow/consumer.html.

SmogWho Does It Hurt?

Air Pollution Name: _________________________________ Date: _________ Lesson 4.2: Smog City!

Module 5 Lesson 4 Class/Period:________

Directions: Go to http://www.smogcity2.org, then click on Create your own Smog City 2 experience found at the lower left hand part of the page. Before beginning, click on How to use controls which appears at the upper left hand part of the new page. Read through the directions and then you can continue.

The air particle levels and ground level ozone is low at the beginning of this simulation. Your objective is to predict what will happen when you move one of the ten controls for either weather, emissions or population. Then try moving the control. Record what happened to the levels. Reset the simulation and try this two more times with one different control each time. Control Moved Prediction Level Changes

Air Pollution

Module 5 Lesson 4

Now try it again but move two or three controls of your choice at one time. The important part is to first record the controls you will be moving and make a prediction before you move them. Controls Moved Prediction Level Changes

Conclusions: 1. What do you think are the two most important factors in causing unhealthy air pollution levels to increase in a city? Explain why, using what happened in the simulation.

2. What can cities do to lower air pollution? Use what happened in the simulation to support your response.

Air Pollution Name: _____Teacher Version_____________ Date: _________ Lesson 4.2: Smog City!

Module 5 Lesson 4 Class/Period:________

Directions: Go to http://www.smogcity2.org, then click on Create your own Smog City 2 experience found at the lower left hand part of the page. Before beginning click on How to use controls which appears at the upper left hand part of the new page. Read through the directions and then you can continue.

The air particle levels and ground level ozone is low at the beginning of this simulation. Your objective is to predict what will happen when you move one of the ten controls for weather, emissions or population. Then try moving the control. Record what happened to the levels. Reset the simulation and try this two more times with one different control each time. Control Moved There are 4 potential weather controls they can move: 1. Cloud/sky cover 2. Inversion 3. Wind 4. Temperature Prediction Answers will vary Level Changes If they change any ONE weather characteristic, the health will always remain GOOD and the Air quality will stay Good

There are 5 emissions controls Answers will vary they can move: 1. Energy Sources 2. Cars and trucks 3. Off Road 4. Consumer Products 5. Industry There is 1 population control Answers will vary they cam move: 1. Population

If they change any ONE emission characteristic, the health will always remain GOOD and the Air quality will stay Good If they only change the population size, the health will always remain GOOD and the Air quality will stay Good

Air Pollution

Module 5 Lesson 4

Now try it again but move two or three controls of your choice at one time. The important part is to first record the controls you will be moving and make a prediction before you move them. Controls Moved Answers will vary. Different combinations of two or more factors will result in unhealthy air quality. Prediction Level Changes

Conclusions: 1. What do you think are the two most important factors in causing unhealthy air pollution levels to increase in a city? Explain why using what happened in the simulation.

2. What can cities do to lower air pollution? Use what happened in the simulation to support your response. Answers will vary, the basic ideas associated with this simulation are Sunlight accelerates the chemical reactions that form ozone. Clouds reduce sunlight and slow ozone formation. Particle pollution forms more quickly when there is moisture or

Air Pollution

Module 5 Lesson 4

cloud droplets in the air and increasing cloud cover speeds up particle pollution formation. A temperature inversion is a layer of warm air above the ground that traps particle pollution and ground-level ozone below it. This lid prevents air from mixing upward as it normally does. Winds blow emissions from the pollution source to other areas. Calm winds cause emission levels to build up, or increase. Heat increases the chemical conversion of emissions to ozone and particle pollution. Lower temperatures enable gaseous emissions to convert into particles. All forms of electricity production affect the environment. Most of the electricity in the US is generated from fossil fuels such as coal, natural gas, and oil. Emissions from burning of fossil fuels can lead to smog, acid rain and haze. Renewable energy like hydroelectric power, wind and solar technologies produce significantly fewer emissions than traditional power generation technologies. Most all modes of transportation also release emissions due to burning fossil fuels Some consumer products like hair spray, paints, paint thinner, charcoal lighter fluid, glue, adhesives and gasoline add VOCs to the environment. Manufacturing facilities power plants, oil refineries and distribution centers, and food and agricultural processing also add to emissions by burning fossil fuels.

Although the weather plays a major role in air pollution, it cannot be controlled therefore students should be discussing ways of limiting emissions that are realistic and is supported by the data they provided above.

Air Pollution Name: _________________________________ Date: _________

Module 5 Lesson 4 Class/Period:________

Lesson 4.3: Is the Clean Air Act working in New England Directions: Look at the table on page 2. This data shows the number of days each year from 19832007 that New England exceeded the acceptable amount of ground level ozone for at least 8 hours. Using the column labeled New England, graph the points below, then answer the questions.

Air Pollution

Module 5 Lesson 4

Historical Exceedance Days of EPA's 8-hour Average Ground-Level Ozone Standard Exceedance Days Per Area(Click on an area for a graph of the data) Year
1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007*

New England
90 60 50 35 46 56 31 31 40 27 30 33 29 20 30 28 35 19 32 43 17 13 26 16 26

CT
84 54 41 28 37 50 26 24 34 19 27 28 24 16 27 25 33 13 26 36 14 6 20 13 17

ME
21 25 21 9 10 35 11 15 17 12 14 10 14 5 11 11 10 3 15 17 5 1 4 2 8

MA
62 44 38 24 24 43 21 22 26 20 23 20 20 15 24 12 22 5 27 30 11 8 20 11 20

NH
10 10 8 9 13 27 11 9 13 7 8 9 9 6 10 7 9 1 10 13 1 4 3 2 6

RI
24 28 16 12 18 19 9 13 20 5 7 8 11 4 11 5 13 8 15 17 10 4 8 3 8

VT
4 4 6 1 3 14 2 5 10 6 4 2 3 3 2 0 2 1 2 5 0 1 0 0 1

Air Pollution

Module 5 Lesson 4

Questions: 1. Congress passed the Clean Air Act in 1963, the Air Quality Act in 1967, the Clean Air Act Extension of 1970, and Clean Air Act Amendments in 1977 and 1990. These Acts give the Environmental Protection Agency the authority to regulate the emissions associated with such sources as cars, factories, etc. Do you think the Clean Air Act is working in New England? Explain your answer using data to support it.

2. The graph does not represented by a straight line. Given what you learned in activity 4.2, what might be some reasons for zig-zag pattern you see?

3. Choose two states on the table and compare there overall exceedance of ground-level ozone. What might be some reasons for the differences?

Air Pollution

Module 5 Lesson 4

Name: _______Teacher Version______ Period/Class: __________________ Date:__________ Lesson 4.3: Is the Clean Air Act working in New England Directions: Look at the table on page 2. This data shows the number of days each year from 19832007 that New England exceeded the acceptable amount of ground level ozone for at least 8 hours. Using the column labeled New England, graph the points below, then answer the questions.

Air Pollution

Module 5 Lesson 4

Historical Exceedance Days of EPA's 8-hour Average Ground-Level Ozone Standard Exceedance Days Per Area(Click on an area for a graph of the data) Year
1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007*

New England
90 60 50 35 46 56 31 31 40 27 30 33 29 20 30 28 35 19 32 43 17 13 26 16 26

CT
84 54 41 28 37 50 26 24 34 19 27 28 24 16 27 25 33 13 26 36 14 6 20 13 17

ME
21 25 21 9 10 35 11 15 17 12 14 10 14 5 11 11 10 3 15 17 5 1 4 2 8

MA
62 44 38 24 24 43 21 22 26 20 23 20 20 15 24 12 22 5 27 30 11 8 20 11 20

NH
10 10 8 9 13 27 11 9 13 7 8 9 9 6 10 7 9 1 10 13 1 4 3 2 6

RI
24 28 16 12 18 19 9 13 20 5 7 8 11 4 11 5 13 8 15 17 10 4 8 3 8

VT
4 4 6 1 3 14 2 5 10 6 4 2 3 3 2 0 2 1 2 5 0 1 0 0 1

Air Pollution

Module 5 Lesson 4

Questions: 1. Congress passed the Clean Air Act in 1963, the Air Quality Act in 1967, the Clean Air Act Extension of 1970, and Clean Air Act Amendments in 1977 and 1990. These Acts give the Environmental Protection Agency the authority to regulate the emissions associated with such sources as cars, factories, etc. Do you think the Clean Air Act is working in New England? Explain your answer using data to support it. Although there may be some variation in the answers, overall there has been a decrease in the average number of ozone exceedance. Students may comment on the fact that it took some time after 1963 to see any drastic changes on the graph.

2. The graph does not represented by a straight line. Given what you learned in activity 4.2, what might be some reasons for zig-zag pattern you see? Students can refer to weather as a major reason for the pattern. The amount of sunlight, wind, or inversion can all be factors.

3. Choose two states on the table and compare there overall exceedance of ground-level ozone. What might be some reasons for the differences? Answers will vary. Students may discuss how many people live in the different states, how developed the states are (e.g. number and size of cities), and how the weather is different across the tow states (e.g. more sunlight or more wind).