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You can fir\d out more about these on the information sheets
Study the information sheetswhich give some ideas about the different types of
pollution.
1 What examples of pollution have you noticed in your own locality? List
them under the headings: Air pollution Water pollution Soil pollution
2 What sources of pollution can you identify in your own locality? (Are you
responsible for any pollution yourself?)
4 Do you know of any measures which are taken to reduce the amount of
pollution?
Page 1
UffESCOModule 16: Investigating pollution
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UlYESCOModule 16: Investigating pollution
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U1YESCO
Nodule 16: Investigating pollution
The instruction sheets show simple methods for measuring air pollution and
water pollution.
. If you choose air pollution: Set up a testing station in a secure place, at school
or at home. After a month, report your results to the rest of the class.
. If you choose water pollution: Your teacher will provide you with a sample of
water to test. Report your results to the rest of the class.
Now that you know how these techniques work, you can use them to investigate fc~
sources of air and water pollution in your locality.
Prepare a map of your area showing important industries, busy traffic zones,
railways, residential areas,green belt areas,farms.
Find out which way the prevailing wind blows, and mark this on your map,
Decide on some sensible places to sample the air for dust. Check with your
teacher that it is practical to set up testing stations in these places.
Set up dust sampling stations at the places you have chosen. After a month,
prepare a report to show your results. Try to identify the likely sourcesof any
pollution you have detected.
a
Prepare a map of your area showing important industries, busy traffic zones,
railways, residential areas,green belt areas,farms.
Find out where drinking water comes from in your area, and mark this on
your map. (There may be many different sources,for people, farm animals, wild
animals.)
Are there any other places where people come into contact with water, for
example, when swimming or washing?
Collect samples of water from different sources. Check with your teacher that it
is safe to do so.
Test your samples. Prepare a report to show your results. Try to identify the
likely sources of any pollution you have detected.
Fage 4
UffESCOModule 16: Investigating pollution
instruction sheet
Materials required
. plastic bottle
(1 litre capacity);
. stand;
. wire mesh;
. distilled water;
. filter paper and funnel;
. balance',
.
hotplate;
. evaporating basin.
Method
Place the dust collector where you want to collect dust, about 2 m abQvethe
ground. (Make sure it is somewhere where it will not be disturbed by people,
animals or birds.)
Check from time to time, adding distilled water to maintain the level. After
1 month, bring your collector into the lab.
Filter the liquid; weigh the filter paper before and after to determine the mass of
insoluble dust.
Collect the filtrate in an evaporating basin and evaporate; weigh before and after
to determine the mass of soluble dust.
Compare your results with those of others in the class. Does this method seem to
give reliable results? (If you used bottles of different sizes, you will have to
take account of their different areas.)
Fage S
U/YESCO
Module 16: Investigating pollution
Materials required
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gravel
coarse sand
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Method
Pour one sample through pot 1. Collect the filtrate and pass it through pot 2,
then pot 3.
Test the water before and after filtering. You could test
.
acidity (pH);
. oxygen content;
. smell;
. colour .
Page 6
UlYESCOModule 16: Investigating pollution
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. Polluted air may be the cause of sick building syndrome (eyes,nose and
throat congestion, lethargy, nausea).
. Smoke, including tobacco smoke, is an important indoor pollutant. It can
cause lung cancer.
. A badly-adjusted gas cooker or fire may produce poisonous carbon monoxide
gas. So maya car's exhaust.
. Some building materials, such as asbestos,produce hazardous dust.
. A well-ventilated building is less hazardous.
Make a list of possible sources of air pollution in your own home. The picture
above may give you some ideas. Can you say how these might affect you?
Suggest ways in which you might reduce air pollution in your home.
Some people use air-fresheners or incense sticks to perfume the air. Does this
help to reduce air pollution?
Page 7
~
U1YESCO
1'1odule16: Investigating pollution
In this activity, you can think about how to reduce the effects of pollution in your
own locality.
In this debate, you will be working in groups representing various local people.
Here are the groups:
. industrialowners;
. industrial workers;
. farmers;
. fishermen;
. tourists;
. government officials;
. local children;
. local villagers / townspeop le .
Working in groups, identify local sources of pollution which are important to the
people you represent. Try to decide how seriously they affect people. Put them
in order, from most serious to least serious. Think about how each source of
pollution might be reduced.
Now present your thoughts to the other groups. Remember that their ideas may
be different from yours, becausedifferent things may be important in their lives.
Try to draw up an agreed list of priorities. Which sources of pollution have the
most effect on people? Can you agree about how they might be reduced?
If your ideas are put into practice, there will be winners and losers. Who will
benefit? Who will have to pay the price of reducing pollution?
Page 8
UNESCOModule 16: Investigating pollution -Teacher's Notes
Acknowledgements
This module is based on a series of activities developed by Dr Neelima Jerath
and colleagues of the Punjab State Council for Science and Technology, India.
Introduction
In this module, students are asked to:
Teaching approaches
Pollution is a very broad topic, with many aspects -local, national and
international; chemical, physical and biological. This module focuses on local
sources of air, soil and water pollution and their effects. It only touches on more
global aspectsof pollution, such as the enhanced greenhouse effect and damage
to the ozone layer; also, it does not consider in depth ways of reducing pollution.
Notes on the activities
Page 1: This page introduces the idea that pollution has been increasing over
the years, as has our awarenessof pollution. The discussion questions give
students an opportunity to review their existing knowledge. The information
sheets (pages 2 and 3) can be used to stimulate and develop their awareness.
Pages 2,3: These pages take the form of information sheetsabout air, water
and soil pollution. The information they contain is presented in the form of
diagrams, tables and lists, since this will allow students to extract information
relevant to their own level of knowledge and understanding.
Page 4: Students can make simple measurements of air and water pollution.
Firstly, they should make a single measurement in order to learn the technique.
Then they should plan a series of measurements in their locality. They should
explain their choices of locations, predict what they will find, and then carry out
their measurements.
Page 1
U1YESCOModule 16; Investigating pollution -Teachers Notes
Air pollution measurements: Note that these will require to be carried out
over a period of weeks.
Pages 5,6: These pages give instructions for simple techniques for studying
air and water pollution.
Pages 7: This page brings home to students the idea that there are sources of
air pollution in their own homes. Some are clearly more significant than others,
and this will vary from house to house, and from country to country.
Ventilation is essential to reduce domestic air pollution, but people may reduce
ventilation to stop draughts, keep warm air in or noise and smells out.
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