D EP Environmental Education Curricula

Lesson Plan
G R A D E : High School

L E S S O N TITLE: Health Effects of Air Pollution

Next
Generation
Science
Standards
HS-LS2-7 HS-LS2-7 Design, evaluate, a n d refine a solution for reducing the impacts of
h u m a n activities o n the e n v i r o n m e n t a n d biodiversity.

Science and Design, evaluate, a n d refine a solution to a c o m p l e x real-world

Engineering problem, based o n scientific knowledge, student-generated sources
Practices of evidence, prioritized criteria, a n d tradeoff considerations.
Disciplinary Moreover, anthropogenic changes (induced by h u m a n activity) in the
Core Ideas environment-including habitat destruction, pollution, introduction
of invasive species, overexploitation, a n d climate c h a n g e - c a n
disrupt an ecosystem a n d threaten the survival of s o m e species.
Crosscutting M u c h of science deals with constructing explanations of h o w things
Concepts c h a n g e a n d h o w they remain stable.
Objectives
Objective 1: Students will list a n d discuss the six criteria air
pollutants in the United States.
Objective 2: Students will discuss the detrimental health effects of
exposure to the criteria air pollutants.
Objective 3: Students will determine the air quality of their t o w n on
the d a y of their Health Effects of Air Pollution Project.
Vocabulary
Accretion T h e process of g r o w t h or increase, typically by the gradual
accumulation of additional layers or matter.
Anthropogenic Originating in h u m a n activity.
Micrometer T h e s ymbol for m i c r o m e t e r is p m . It is equal to 1 x 10 -6 meters, or
o n e millionth of a meter.
Volatile T h e abbreviation is V O C . V O C are a n y c o m p o u n d s of carbon,
Organic excluding certain identified c o m p o u n d s , whi c h participate in
Compounds atmospheric photochemical reactions.
Background
Teacher Version Sources: https://www.epa.gov/criteria-air-pollutants
Selected Materials f r o m ... A n d as noted below.
Criteria Air Pollutants

W h y Should W e Care A b o u t Air Pollution?

1
A s k students w h y they feel it is important to have clean air. Air Pollution can cause d a m a g e to health,
the e n v i r o n m e n t a n d property.

Air Pollution
T h e Clean Air Act requires E P A to set National A m b i e n t Air Quality Standards ( N A A Q S ) for six c o m m o n
air pollutants (also k n o w n as "criteria air pollutants"). T h e s e pollutants are f o u n d all over the U.S.,
s o m e f r o m natural sources a n d s o m e f r o m m a n - m a d e sources. T h e y can h a r m your health a n d the
environment, a n d cause property d a m a g e .
(Source - https://www.epa.gov/criteria-air-pollutants)

Criteria Air Pollutants

• carbon m o n o x i d e (CO)
• lead (Pb)
• ground-level o z o n e ( O 3 )
• particulate matter (PM)
• nitrogen dioxide ( N O 2 )
• sulfur dioxide ( S O 2 )

Non-criteria pollutants include benzene, dioxins a n d pesticides.

(Source - https://www.epa.gov/criteria-air-pollutants)

Carbon M o n o x i d e

Incomplete oxidation of carbon results in the production of carbon monoxide.

— Natural C O formation occurs f r o m photochemical reactions in the troposphere,
volcanoes, forest fires, etc.

Breathing air with a high concentration of C O reduces the a m o u n t of o x y g e n that can be transported
in the blood stream to critical organs like the heart a n d brain. At very high levels, wh i c h are possible
indoors or in other enclosed environments, C O can cause dizziness, confusion, unconsciousness a n d
death.

*Anthropogenic sources are " m a n - m a d e " sources, typically by incomplete combustion. C O can
b e c o m e high indoors by incomplete comb u s t i o n in an improperly operating furnace.

V ery high levels of C O are not likely to occur outdoors. How e v e r , w h e n C O levels are elevated
outdoors, they can be of concern for people with s o m e types of heart disease. T h e s e people already
h ave a reduced ability for getting oxygenated blood to their hearts in situations w h e r e the heart
n e e d s m o r e o x y g e n than usual.

T h e y are especially vulnerable to the effects of C O w h e n exercising or und e r increased stress. In these
situations, short-term exposure to elevated C O m a y result in reduced o xygen to the heart
a c c o m p a n i e d by chest pain also k n o w n as angina.
(Source - https://www.epa.gov/co-pollution/basic-information-about-carbon-monoxide-co-outdoor-
air-pollution#What is CO).

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Lead

Sources of lead emissions vary f r o m o n e area to another. At the national level, major sources of lead
in the air are ore a n d metals processing a n d piston-engine aircraft operating o n leaded aviation fuel.
Oth e r sources are w a s t e incinerators, utilities, a n d lead-acid battery manufacturers. T h e highest air
concentrations of lead are usually fo u n d near lead smelters #. Volcanic activity a n d airborne soil are
the primary natural sources of atmospheric lead.

# Plants that p r o duce of lead are k n o w n as lead smelters.

S o m e feel leaded gas provides m o r e p o w e r a n d less engine knocking for airplane engine operation.
Piston aviation engines have historically used leaded gas to provide these desired qualities.
(Source - https://www.epa.gov/lead-air-pollution/basic-information-about-lead-air-pollution#how)

As a result of EPA's regulatory efforts including the removal of lead f r o m m o t o r vehicle gasoline,
levels of lead in the air decreased in the U.S. by 9 8 percent b e t w e e n 1 9 8 0 a n d 2014.

S o m e countries (as of 2014) still use leaded fuel, or a combination of leaded a n d unleaded fuel m a y
b e available: Afghanistan, Algeria, Iraq, B u rma, Y e m e n a n d North Korea. It is not always clear h o w
m u c h leaded gas m a y be used by these countries.

O n c e taken into the body, lead distributes throughout the b o d y in the blood a n d is a c c u mulated in
the bones. D e p e n d i n g o n the level of exposure, lead can adversely affect the nervous system, kidney
function, i m m u n e system, reproductive a n d developmental systems a n d the cardiovascular
system. Lead exposure also affects the o x ygen carrying capacity of the blood.

T h e lead effects m o s t c o m m o n l y encountered in current populations are neurological effects in

children a n d cardiovascular effects (e.g., high blood pressure a n d heart disease) in adults. Infants a n d
y o u n g children are especially sensitive to e v e n low levels of lead, whi c h m a y contribute to behavioral
problems, learning deficits a n d lowered IQ.

Lead Is a cumulative poison. It is ingested in food a n d w a t e r (5-10% absorbed) as well as being

inhaled (20-50%).
(Source - https://www.epa.gov/lead-air-pollution/basic-information-about-lead-air-pollution#how)

G r o u n d Level O z o n e

O z o n e is f o r m e d in the a t m o s p h e r e w h e n energetic ultraviolet (UV) radiation dissociates molecules of

oxygen, O 2, into separate o x y g e n atoms. Free o xygen a t o m s can r e c o m b i n e to f o r m o x y g e n molecules
but if a free o x y g e n a t o m (O -2) collides with an o xygen molecule ( O 2 ), it joins up, forming o z o n e ( O 3 ).

High level atmospheric o z o n e is desired - it absorbs ultraviolet radiation f r o m the sun - but g r o u n d
level o z o n e is not.

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Ozone

Breathing o z o n e can trigger a variety of health problems, particularly for children, the elderly, a n d
people of all ages w h o h ave lung diseases such as asthma. G r o u n d level o z o n e can also have harmful
effects o n sensitive vegetation a n d ecosystems

Photo: http://www.theozonehole.com/images/ozoneform.gif

Volatile Organic C o m p o u n d s , s h o w n in the figure a b o v e as VOCs, are a large group of carbon-based

chemicals that easily evaporate at r o o m temperature. While m o s t people can smell high levels of
s o m e VOCs, others have n o o d o r - O d o r d oes not indicate the level of risk f r o m inhalation of this
g r o u p of chemicals. T h e y can be fou n d in household products including: paints, paint strippers, a n d
other solvents; w o o d preservatives; aerosol sprays; cleansers a n d disinfectants; m o t h repellents a n d
air fresheners; stored fuels a n d automotive products; h o b b y supplies; dry-cleaned clothing.

Particulate Matter

E xamples of natural sources of particulate matter include sea salt, soil dust, volcanic particles, a n d
s m o k e f r o m forest fires. Small particles are r e m o v e d f r o m the a t m o s p h e r e by accretion to water
droplets, whi c h g r o w in size until they are large e n o u g h to precipitate. Larger particles are r e m o v e d
by direct w a s h o u t by falling raindrops.

4
E P A groups particle pollution into t w o categories:

• "Inhalable coarse particles," such as those fou n d near r o a d w a y s a n d dusty industries, are
larger than 2.5 micrometers a n d smaller than 10 micrometers in diameter.
• "Fine particles," such as those fou n d in s m o k e a n d haze, are 2.5 micrometers in diameter a n d
smaller. T h e s e particles can be directly emitted f r o m sources such as forest fires, or they can
f o r m w h e n gases emitted f r o m p o w e r plants, industries a n d automobiles react in the air.

C P M ?. 5
Combustion particles, organic
H U M A N HAIR com p o u n d s , metals, etc.
50-70pm < 2 . 5 p m (microns)indiameter
(microns)indiameter

W PM-io
Dust, pollen, mold, etc.
<10 p m (microns)indiameter

90 p m (microns)indiameter
FINE B E A C H S A N D

Photo: https://www.epa.gov/sites/production/files/2016-09/pm2.5_scale_graphic-color_2.jpg

Particulate matter (PM) contains microscopic solids or liquid droplets that are so small that they can
be inhaled a n d cause serious health problems.

Particles less than 10 micrometers (pm) in diameter pose the greatest problems, because they can get
d e e p into your lungs, a n d s o m e m a y even get into your bloodstream. Fine particles ( P M 2.5) are the
m a i n cause of reduced visibility (haze) in parts of the United States, including m a n y of our treasured
national parks a n d wilderness areas.
(Source: https://www.epa.gov/pm-pollution/particulate-matter-pm-basics#effects)

Nitrous Oxides

Nitrogen Dioxide ( N O 2 ) is o n e of a gr o u p of highly reactive gases k n o w n as oxides of nitrogen or

nitrogen oxides ( N O x ). Although s o m e is naturally occurring, N O 2 primarily gets in the air f r o m the
burning of fuel. N O 2 forms f r o m emissions f r o m cars, trucks a n d buses, p o w e r plants, a n d off-road
equipment.

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Other nitrogen oxides include nitrous acid a n d nitric acid. N O 2 is used as the indicator for the larger
gr o u p of nitrogen oxides. (Source - https://www.epa.gov/no2-pollution/basic-information-about-
n o 2 # W h a t is N O 2 )
Breathing air with a high concentration of N O 2 can irritate airways in the h u m a n respiratory system.
Such exposures over short periods can aggravate respiratory diseases, particularly asthma, leading to
respiratory s y m p t o m s (such as coughing, w h e e z i n g or difficulty breathing), hospital admissions a n d
visits to e m e r g e n c y rooms. Longer exposures to elevated concentrations of N O 2 m a y contribute to
the d e v e l o p m e n t of a s t h m a a n d potentially increase susceptibility to respiratory infections. People
with asthma, as well as children a n d the elderly are generally at greater risk for the health effects of
N O 2 . N O 2 along with other N O x reacts with other chemicals in the air to f o r m both particulate matter
a n d ozone. Both of these are also harmful w h e n inhaled d u e to effects o n the respiratory system.

A s t h m a attacks a n d respiratory issues can cause lost school days for students a n d lost w o r k days for
parents, not to m e n t i o n the discomfort a n d scare caused by the inability to breath comfortably.
(Source - https://www.epa.gov/no2-pollution/basic-information-about-no2#What is N O 2 )

Sulfur Oxides
T h e largest source of S O 2 in the a t m o s p h e r e is the burning of fossil fuels by p o w e r plants a n d other
industrial facilities. Smaller sources of S O 2 emissions include: industrial processes such as extracting
metal f r o m ore, natural sources such as volcanoes, a n d locomotives, ships a n d other vehicles a n d
hea v y e q u i p m e n t that burn fuel with a high sulfur content. (Source - https://www.epa.gov/so2-
pollution/sulfur-dioxide-basics#what is so2)

In an attempt to lower sulfur emissions international conventions n o w require that m o s t ships burn
low sulfur fuels, or that the ship has a "scrubber" to r e m o v e sulfur f r o m the exhaust stream f r o m the
ship.

At high concentrations, gaseous S O 2 can h a r m trees a n d plants by d a m a g i n g foliage a n d decreasing

g r o w t h a n d can contribute to acid rain whi c h can h a r m sensitive ecosystems. Short-term exposures
to S O 2 can h a r m the h u m a n respiratory system a n d m a k e breathing difficult. Children, the elderly,
a n d those w h o suffer f r o m a s t h m a are particularly sensitive to effects of S O 2 .

Unpolluted rain is naturally acidic because C O 2 f r o m the a t m o s p h e r e dissolves to a sufficient extent

to f o r m carbonic acid. Rainwater typically has a ph = 5.0-5.6. C a r b o n dioxide a n d w a t e r in the air react
together to f o r m carbonic acid, a w e a k acid. Thus, normal rainwater has a p H of 5.6, not a neutral 7 as
y o u might expect o n the p H scale. W h e n the p H level of rainwater goes b e l o w 5.6 (not 7) it is
considered acid rain. (Source - https://www.epa.gov/so2-pollution/sulfur-dioxide-basics#what is so2)
Cross Cutting Concepts M u c h of science deals with constructing explanations of h o w things
c h a n g e a n d h o w they remain stable.

A s k the students if they think their actions h ave a n y effect o n the air quality a round th e m . Discuss
h o w the air quality in M a i n e is greatly affected by "upstream" states to their w e s t w h e r e industrial
activities m a y be greater. T h e United States has a rule that says if a d o w n s t r e a m state can not m e e t
their required air quality standards d u e to the action of an "upstream" state than the "upstream"
state m a y be required to c h a n g e their actions to reduce the pollution that might travel to another
state.

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In Class Project Reference Data from Source:

W h a t is the Air Quality T o d a y in Your http://www.maine.gov/dep/air/ozone/

Town?

1. D o y o u think like the air quality in your t o w n is g o o d today? W h y or w h y not?

Have the students write h o w they feel about the air quality and ask them to explain w h y or
w h y not they think the air quality is good or poor.
2. H a v e students access the following w e b site: http://www.maine.gov/dep/air/ozone/, whi c h is
the M a i n e D e p a r t m e n t of Environmental Protection Air Quality Page. The following
information is an example of the information you can find on this page for the date of access.
Students will be able to find information for the day of site access as well as a forecast for the
following day.

Region Ozone Particle

l
Northern Good Good

Western Mtns Good Moderate

W e s t e r n Interior Good Moderate

Eastern Interior Good Good

S o u t h w e s t Coast Good Moderate

Mid-Coast Good Good

Downeast Good Good

High Elevation Good Good

Ozone Particle Pollution

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 Note that the information is listed by forecast region. Have your students scroll d o w n the site
page and select their town in the following block on the w e b site page to see what region they
live in.

N o t sure w h a t forecast region your t o w n is in? Select it f r o m the list:

I- - - - - - - - - - - - 3
3. List the o z o n e a n d particle pollution conditions for your region.
Good, Moderate, Unhealthy for sensitive groups, Unhealthy, Very unhealthy.

4. H a v e the students scroll d o w n to the Forecast L egend to list w h a t health effects are expected
with these air quality levels.

Forecast L e g e n d
Air Quality Color
Health Effects
Descriptor Code

Good GREEN N o Health Notice.N o health impacts expected in this range. It’s a great day to be active
outside!
Moderate YELLOW Limited Health Notice. Sensitive people should consider reducing prolonged or heavy
exertion. Watch for symptoms such as coughing or shortness of breath. These are signs to take
it easy.
Unhealthy for ORANGE Health Notice.People with heart or lung disease, the elderly, teenagers and children should
Sensitive reduce prolonged or heavy exertion. It is okay to be active outside, but take more breaks and
Groups do less intense activities. Watch for symptoms such as coughing or shortness of breath.
Asthmatics should follow their action plans and keep quick relief meds handy. Those with
heart disease should watch for palpitations, shortness of breath or unusual fatigue and contact
your health provider of necessary.
Unhealthy RED Health Advisory .People with heart or lung disease, the elderly, teenagers and children should
avoid prolonged or heavy exertion and consider moving activities indoors or rescheduling.
Everyone else should reduce prolonged or heavy exertion. Take more breaks during all outdoor
activities.
Very PURPLE Health Alert.People with respiratory or heart disease, the elderly, teenagers and children
Unhealthy should avoid any outdoor activity. M o v e activities indoors or reschedule to a time w hen air
quality is better. Everyone else should avoid prolonged or heavy exertion. Consider moving
activities indoors or rescheduling to a time w hen air quality is better.

Answers will vary

5. W h a t air quality descriptor is associated with the color purple?

Very unhealthy

6. W h a t health effects are associated with the Very Unhealthy air quality descriptor?
Health Alert. People with respiratory or heart disease, the elderly, teenagers and children
should avoid any outdoor activity. M o v e activities indoors or reschedule to a time w h e n air
quality is better. Everyone else should avoid prolonged or heavy exertion. Consider moving
activities indoors or rescheduling to a time w h e n air quality is better.

8
Teacher
Prep
Advanced 1) R e a d a n d consider associated b a ckground material a n d in
Preparation class project. (1 hour)
Steps & 2) R e v i e w N A S A video clip (1:55 minutes)
Duration 3) R e v i e w Air Pollution Health Effects PowerPoint (20 minutes)
4) A s s e m b l e Project Materials & Practice Project (1 hours)
Needed
Materials
1) N A S A : U.S. air quality improving (1:55),
https://www.youtube.com/watch?v=L 6 F 0 N 2 E p 3 A
2) Health Effects of Air Pollution PowerPoint (with e m b e d d e d
N A S A video
3) Health Effects of Air Pollution Lesson Plan
4) Student W o r k s h e e t
5) Student Laptops with internet access

Duration of 6 0 minutes
activities
Safety notes A l ways follow your school's c o m p u t e r policy w h e n going online.
Procedures
for
instruction
Introduce the class to the idea ~ 2 minutes
of air pollution a n d its health
effects.
Introduce the Idea of Air ~ 2 5 minutes
Pollutants, Criteria Air (PowerPoint a n d e m b e d d e d video)
Pollutants, a n d the adverse
health effects of exposure to
such pollutants.
W h a t is the Air Quality T o d a y in ~ 2 0 minutes
Your T o w n ? (Class Project)
Discussion ~ 1 0 minutes
Student
Materials
Background Reading assignment prior to the demonstration day.
Informational
Sheet
Vocabulary List Available for clarification of terminology as students read their
B a ckground Informational Sheet a n d In Class Procedure.

9
 Student Background Information Sheet - Health Effects of Air Pollution
Air Pollution
T h e Clean Air Act requires E P A to set National A m b i e n t Air Quality Standards ( N A A Q S ) for six c o m m o n
air pollutants (also k n o w n as "criteria air pollutants"). T h e s e pollutants are f o u n d all over the U.S.,
s o m e f r o m natural sources a n d s o m e f r o m m a n - m a d e sources. T h e y can h a r m your health a n d the
environment, a n d cause property d a m a g e .
(Source - https://www.epa.gov/criteria-air-pollutants)

Criteria Air Pollutants

• carbon m o n o x i d e (CO)
• lead (Pb)
• ground-level o z o n e ( O 3 )
• particulate matter (PM)
• nitrogen dioxide ( N O 2 )
• sulfur dioxide ( S O 2 )

Non-criteria pollutants include benzene, dioxins a n d pesticides.

(Source - https://www.epa.gov/criteria-air-pollutants)

Carbon M o n o x i d e

Incomplete oxidation of carbon results in the production of carbon monoxide.

— Natural C O formation occurs f r o m photochemical reactions in the troposphere,
volcanoes, forest fires, etc.

Breathing air with a high concentration of C O reduces the a m o u n t of o x y g e n that can be transported
in the blood stream to critical organs like the heart a n d brain. At very high levels, wh i c h are possible
indoors or in other enclosed environments, C O can cause dizziness, confusion, unconsciousness a n d
death.

Very high levels of C O are not likely to occur outdoors. How e v e r , w h e n C O levels are elevated
outdoors, they can be of concern for people with s o m e types of heart disease. T h e s e people already
h ave a reduced ability for getting oxygenated blood to their hearts in situations w h e r e the heart
nee d s m o r e o x y g e n than usual.

T h e y are especially vulnerable to the effects of C O w h e n exercising or und e r increased stress. In these
situations, short-term exposure to elevated C O m a y result in reduced o xygen to the heart
a c c o m p a n i e d by chest pain also k n o w n as angina.
(Source - https://www.epa.gov/co-pollution/basic-information-about-carbon-monoxide-co-outdoor-
air-pollution#What is CO).

Lead

Sources of lead emissions vary f r o m o n e area to another. At the national level, major sources of lead
in the air are ore a n d metals processing a n d piston-engine aircraft operating o n leaded aviation fuel.
Oth e r sources are w a s t e incinerators, utilities, a n d lead-acid battery manufacturers. T h e highest air

10
concentrations of lead are usually fo u n d near lead smelters #. Volcanic activity a n d airborne soil are
the primary natural sources of atmospheric lead.

# Plants that p r o duce of lead are k n o w n as lead smelters.

As a result of EPA's regulatory efforts including the removal of lead f r o m m o t o r vehicle gasoline,
levels of lead in the air decreased in the U.S. by 9 8 percent b e t w e e n 1 9 8 0 a n d 2014.

S o m e countries (as of 2014) still use leaded fuel, or a combination of leaded a n d unleaded fuel m a y
be available: Afghanistan, Algeria, Iraq, B u rma, Y e m e n a n d North Korea. It is not always clear h o w
m u c h leaded gas m a y be used by these countries.

O n c e taken into the body, lead distributes throughout the b o d y in the blood a n d is a c c u mulated in
the bones. D e p e n d i n g o n the level of exposure, lead can adversely affect the nervous system, kidney
function, i m m u n e system, reproductive a n d developmental systems a n d the cardiovascular
system. Lead exposure also affects the o x ygen carrying capacity of the blood.

T h e lead effects m o s t c o m m o n l y encountered in current populations are neurological effects in

children a n d cardiovascular effects (e.g., high blood pressure a n d heart disease) in adults. Infants a n d
y o u n g children are especially sensitive to e v e n low levels of lead, whi c h m a y contribute to behavioral
problems, learning deficits a n d lowered IQ.

Lead Is a cumulative poison. It is ingested in food a n d w a t e r (5-10% absorbed) as well as being

inhaled (20-50%).
(Source - https://www.epa.gov/lead-air-pollution/basic-information-about-lead-air-pollution#how)

G r o u n d Level O z o n e

O z o n e is f o r m e d in the a t m o s p h e r e w h e n energetic ultraviolet (UV) radiation dissociates molecules of

oxygen, O 2, into separate o x y g e n atoms. Free o x y g e n a t o m s can r e c o m b i n e to f o r m o x y g e n molecules
but if a free o x y g e n a t o m (O -2) collides with an o xygen molecule ( O 2 ), it joins up, forming o z o n e ( O 3 ).

High level atmospheric o z o n e is desired - it absorbs ultraviolet radiation f r o m the sun - but g r o u n d
level o z o n e is not.

Ozone

Breathing o z o n e can trigger a variety of health problems, particularly for children, the elderly, a n d
people of all ages w h o h ave lung diseases such as asthma. G r o u n d level o z o n e can also have harmful
effects o n sensitive vegetation a n d ecosystems.

11
 NO* + VOC + Heat& Sunlight= Ozone
Ground-levelOf'b*d*o/OneIsnotemitteddirectly
Intotheair.butIscreatedbychemkal reactions

ofSeat& sunlight.
W tmotionsfrom
IndustrialfacMietandelectric
utilities.motorvehkleexhaust
1 gasolineva<xxs.and chemicalsolventsare
someofthemaporsourcesofoxidesofnitrogen
* >NO»: and volatileorganiccompounds (VOC)

Photo: http://www.theozonehole.com/images/ozoneform.gif

Volatile Organic C o m p o u n d s , s h o w n in the figure a b o v e as VOCs, are a large group of carbon-based

chemicals that easily evaporate at r o o m temperature. While m o s t people can smell high levels of
s o m e VOCs, others have n o o d o r - O d o r d oes not indicate the level of risk.

Particulate Matter

E xamples of natural sources of particulate matter include sea salt, soil dust, volcanic particles, a n d
s m o k e f r o m forest fires. Small particles are r e m o v e d f r o m the a t m o s p h e r e by accretion to water
droplets, whi c h g r o w in size until they are large e n o u g h to precipitate. Larger particles are r e m o v e d
by direct w a s h o u t by falling raindrops.

E P A groups particle pollution into t w o categories:

• "Inhalable coarse particles," such as those fou n d near r o a d w a y s a n d dusty industries, are
larger than 2.5 micrometers a n d smaller than 10 micrometers in diameter.
• "Fine particles," such as those fou n d in s m o k e a n d haze, are 2.5 micrometers in diameter a n d
smaller. T h e s e particles can be directly emitted f r o m sources such as forest fires, or they can
f o r m w h e n gases emitted f r o m p o w e r plants, industries a n d automobiles react in the air.

Photo: https://www.epa.gov/sites/production/files/2016-09/pm2.5_scale_graphic-color_2.jpg

12
Particulate matter (PM) contains microscopic solids or liquid droplets that are so small that they can
be inhaled a n d cause serious health problems.

Particles less than 10 micrometers (pm) in diameter pose the greatest problems, because they can get
d e e p into your lungs, a n d s o m e m a y even get into your bloodstream. Fine particles ( P M 2.5) are the
m a i n cause of reduced visibility (haze) in parts of the United States, including m a n y of our treasured
national parks a n d wilderness areas.
(Source: https://www.epa.gov/pm-pollution/particulate-matter-pm-basics#effects)

Nitrous Oxides

Nitrogen Dioxide ( N O 2 ) is o n e of a gr o u p of highly reactive gases k n o w n as oxides of nitrogen or

nitrogen oxides ( N O x ). Although s o m e is naturally occurring, N O 2 primarily gets in the air f r o m the
burning of fuel. N O 2 forms f r o m emissions f r o m cars, trucks a n d buses, p o w e r plants, a n d off-road
equipment.

Other nitrogen oxides include nitrous acid a n d nitric acid. N O 2 is used as the indicator for the larger
gr o u p of nitrogen oxides. (Source - https://www.epa.gov/no2-pollution/basic-information-about-
n o 2 # W h a t is N O 2 )

Breathing air with a high concentration of N O 2 can irritate airways in the h u m a n respiratory system.
Such exposures over short periods can aggravate respiratory diseases, particularly asthma, leading to
respiratory s y m p t o m s (such as coughing, w h e e z i n g or difficulty breathing), hospital admissions a n d
visits to e m e r g e n c y rooms. Longer exposures to elevated concentrations of N O 2 m a y contribute to
the d e v e l o p m e n t of a s t h m a a n d potentially increase susceptibility to respiratory infections. People
with asthma, as well as children a n d the elderly are generally at greater risk for the health effects of
N O 2 . N O 2 along with other N O x reacts with other chemicals in the air to f o r m both particulate matter
a n d ozone. Both of these are also harmful w h e n inhaled d u e to effects o n the respiratory system.

A s t h m a attacks a n d respiratory issues can cause lost school days for students a n d lost w o r k days for
parents, not to m e n t i o n the discomfort a n d scare caused by the inability to breath comfortably.
(Source - https://www.epa.gov/no2-pollution/basic-information-about-no2#What is N O 2 )

Sulfur Oxides
T h e largest source of S O 2 in the a t m o s p h e r e is the burning of fossil fuels by p o w e r plants a n d other
industrial facilities. Smaller sources of S O 2 emissions include: industrial processes such as extracting
metal f r o m ore, natural sources such as volcanoes, a n d locomotives, ships a n d other vehicles a n d
hea v y e q u i p m e n t that burn fuel with a high sulfur content. (Source - https://www.epa.gov/so2-
pollution/sulfur-dioxide-basics#what is so2)

In an attempt to lower sulfur emissions international conventions n o w require that m o s t ships burn
low sulfur fuels, or that the ship has a "scrubber" to r e m o v e sulfur f r o m the exhaust stream f r o m the
ship.

At high concentrations, gaseous S O 2 can h a r m trees a n d plants by d a m a g i n g foliage a n d decreasing

g r o w t h a n d can contribute to acid rain whi c h can h a r m sensitive ecosystems. Short-term exposures
to S O 2 can h a r m the h u m a n respiratory system a n d m a k e breathing difficult. Children, the elderly,
a n d those w h o suffer f r o m a s t h m a are particularly sensitive to effects of S O 2 .

13
Unpolluted rain is naturally acidic because C O 2 f r o m the a t m o s p h e r e dissolves to a sufficient extent
to f o r m carbonic acid. Rainwater typically has a ph = 5.0-5.6. C a r b o n dioxide a n d w a t e r in the air react
together to f o r m carbonic acid, a w e a k acid. Thus, normal rainwater has a p H of 5.6, not a neutral 7 as
y o u might expect o n the p H scale. W h e n the p H level of rainwater goes b e l o w 5.6 (not 7) it is
considered acid rain. (Source - https://www.epa.gov/so2-pollution/sulfur-dioxide-basics#what is so2)
Student Vocabulary List- Health Effects of Air Pollution
Accretion T h e process of g r o w t h or increase, typically by the gradual
accumulation of additional layers or matter.
Anthropogenic Originating in h u m a n activity.
Micrometer T h e s ymbol for m i c r o m e t e r is p m . It is equal to 1 x 10 -6 meters, or
o n e millionth of a meter.
Volatile T h e abbreviation is V O C . V O C are a n y c o m p o u n d s of carbon,
Organic excluding certain identified c o m p o u n d s , whi c h participate in
Compounds atmospheric photochemical reactions.

14
 Student Worksheet: W h a t is the Air Quality T o d a y in Your T o w n ?
Name
Date
D o y o u feel like the air quality in your t o w n is g o o d today? W h y or w h y not?

W i t h your teacher's permission access the following w e b site:

http://www.maine.gov/dep/air/ozone/, which is the M a i n e D e p a r t m e n t of Environmental
Protection Air Quality Page. List the o z o n e a n d particle pollution conditions for your region. Note
that the information is listed by forecast regions. T o find your region scroll d o w n the site p a g e a n d
select your t o w n in the following block o n the w e b site p age to see w h a t region in whi c h y o u live.

N o t sure w h a t forecast region your t o w n is in? Select it f r o m the list:

I
----------- 3

Scroll d o w n to the Forecast L egend to list w h a t health effects are expected with these air quality
levels.

W h a t air quality descriptor is associated with the color purple?

W h a t health effects are associated with the V ery Unhealthy air quality descriptor?

15
 ProjectAssessment
Project Title:

Instructor/School/Grade:
/ /
Instructor Contact Information:

Date assigned:___________ Number of Students Participating___________

T h e following questions are intended to help us understand your feelings regarding the presentation a nd
materials. Your sincerity in answering these questions is appreciated. Please feel free to use the space at
the e n d of the form for a n y additional c o m m e n t s that you m a y have. Thisform hasbeen leftinMicrosoft
Word formatso thatyou may fillitinelectronically. Please fillout the form completelyand emailyour
assessmenttod a v i d . m a d o r e @ m a i n e . g o v .
Ranking System
1 ~ Excellent / Strongly agree
2 ~ Good - Above average / Moderately agree
3 ~ Average - ok / Neutral in agree or disagree
4 ~ Poor - below average / Moderately disagree
4 ~ Very poor - not acceptable / Strongly disagree
N A / not applicable
1 2 3 4 5 NA Questions
Course Content
1. Value of course content to you.
2. Importance of course content given your teaching topic.
3. Overall rating of course content.
4. Ease of implementing materials into daily lessons.
Materials/Project
5. Movie (if applicable) wa s easy to present.
6. Student worksheet w a s useful and easy to follow.
7. Student project stimulated thinking & conversation.
8. Th e project put ideas across effectively.
9. Teacher materials were useful and easy to follow.
10. The method of material presentation encouraged students feel free to ask
questions, disagree, express ideas, etc.
Self-Evaluation (Instructor)
11. W h a t wa s your level of knowledge concerning this topic prior to this
presentation?

Please continue on the second page... 16

Please share any recommendations you feel would be helpful.

Thank you for providing your feedback!

Please email your assessment to d a v i d . m a d o r e @ m a i n e . g o v .

17
 Health Effects of
Air Pollution
Education Curriculum
High School Program

MAINE D E P A R T M E N T OF ENVIRONMENTAL PROTECTION

Protecting Maine’sAir, Land and Water
Why Should We Care About Air
Pollution?
 Air Pollution
• The Clean Air Act requires EPA to set National
Ambient Air Quality Standards (NAAQS) for
six c o m m o n air pollutants (also k n o w n
as "criteria air pollutants").
• These pollutants are found all over the U.S.,
s o m e from natural sources and s o m e from
m a n - m a d e sources.
• They can h a rm your health and the
environment, and cause property damage.
MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 CriteriaAir Pollutants
• carbon monoxide
• lead
• ground-level ozone
• particulate matter
• nitrogen dioxide
• sulfur dioxide

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Carbon Monoxide
• Incomplete oxidation of carbon results in the production of
carbon monoxide.
— Natural C O formation occurs from photochemical reactions
in the troposphere, volcanoes, forest fires, etc.
• Breathing air with a high concentration of C O
reduces the a m o u n t of oxygen that can be
transported in the blood stream to critical organs like
the heart and brain.
• At very high levels, which are possible indoors or in other
enclosed environments, C O can cause dizziness, confusion,
unconsciousness and death.
MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Lead
• Sources of lead emissions vary from one area to another.
- At the national level, major sources of lead in the air are ore and
metals processing and piston-engine aircraft operating on leaded
aviation fuel.
- Other sources are waste incinerators, utilities, and lead-acid battery
manufacturers. The highest air concentrations of lead are usually
found near lead smelters.
- Volcanic activity and airborne soil are the primary natural sources of
atmospheric lead.
 Lead
• As a result of EPA’s regulatory efforts including
the removal of lead from motor vehicle
gasoline, levels of lead in the air decreased
by 98 percent between 1980 and 2014.

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Lead
• O n c e taken into the body, lead distributes
throughout the body in the blood and is
accumulated in the bones.
• Depending on the level of exposure, lead
can adversely affect the nervous system,
kidney function, i m m u n e system,
reproductive and developmental systems
and the cardiovascular system.
• Lead exposure also affects the oxygen
carrying capacity of the blood.

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Ground Level Ozone
• Ozone is formed in the atmosphere w h e n
energetic ultraviolet (UV) radiation dissociates
molecules of oxygen, O 2, into separate oxygen
atoms.
• Free oxygen atoms can recombine to form
oxygen molecules but if a free oxygen at om
(O-2) collides with an oxygen molecule(O2), it
joins up, forming ozone (O3).

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Ozone
• Breathing ozone can trigger a variety of health
problems, particularly for children, the elderly,
and people of all ages w h o have lung diseases
such as asthma.
• Ground level ozone can also have harmful
effects on sensitive vegetation and
ecosystems. \
 Ozone

■ N O x + V O C + H e j f ft S u n l i g h t = O z o n e
(j'Ob-'td-l-' H-'l i>- 'thjd □.■(■ v m v i v :' L'lriiUcdd-.Ltllh
IrrlrtIhfrdir,IjuTh crfraredby chenk'jl r^-icChi-m
tretwwn N O * jrtJ V Q C i Ifl In*1|y
<j| lyu! & JufllkJTH.

|inf from

Uldulfi rrujtfpr yfrtiitle<3*K*:<H,

qj-iOli ^ vj ^ o i j. H<Iw K * f H i fli<>
w * i » &r rh> i d X J K « d w f l * * -o^ nicw^tri
'NCbtf a<\t >oi#iii* oitj-inte c<yps»trfrfs IVO C ;

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Particulate Matter
• Sea salt, soil dust, volcanic particles, s m o k e from forest fires
account for particulate emissions each year.
• Small particles are r e m o v e d from the atmosphere by
accretion to water droplets, which gro w in size until they are
large enough to precipitate.
• Larger particles are r em oved by direct washout by falling
raindrops.
 Particular Matter
EPA groups particle pollution into t w o categories:

• "Inhalable coarse particles," such as those found near

roadways and dusty industries, are larger than 2.5
micrometers and smaller than 10 micrometers in diameter.
• "Fine particles," such as those found in s m o k e and haze, are
2.5 micrometers in diameter and smaller. These particles can
be directly emitted from sources such as forest fires, or they
can form w h e n gases emitted from p o w e r plants, industries
and automobiles react in the air.

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Particulate Matter
C PM2.5
Combustion particles, organic
HUMAN HAIR comp o u n d s, metals, etc.
50-70um <2.5 u m (microns)indiameter
(microns)indiameter

PM10
Dust pollen mold etc
Oum (microns)indiameter

90 u m (microns)indiameter
FNE BEACH SAND

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Particulate Matter
Particulate matter contains microscopic solids or
liquid droplets that are so small that they can be
inhaled and cause serious health problems.
 Nitrous Oxides
• Nitrogen Dioxide ( N O 2) is one of a group of
highly reactive gases k n o w n as oxides of
nitrogen or nitrogen oxides ( N O x).
• Although s o m e is naturally occurring,
N O 2 primarily gets in the air from the burning
of fuel.
• N O 2 forms from emissions from cars, trucks
and buses, p o w e r plants, and off-road
equipment.
MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Nitrous Oxides
• Breathing air with a high concentration of N O 2 can irritate
airways in the h u m a n respiratory system.
- Such exposures over short periods can aggravate respiratory diseases,
particularly asthma, leading to respiratory s y m p t o m s (such as
coughing, wheezing or difficulty breathing), hospital admissions and
visits to em er ge ncy rooms.
- Longer exposures to elevated concentrations of N O 2 m a y contribute to
the development of asthma and potentially increase susceptibility to
respiratory infections. People with asthma, as well as children and the
elderly are generally at greater risk for the health effects of N O 2.
- N O 2 along with other N O x reacts with other chemicals in the air to
form both particulate matter and ozone. Both of these are also
harmful w h e n inhaled due to effects on the respiratory system.

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Sulfur Oxides
• The largest source of S O 2 in the atmosphere is
the burning of fossil fuels by p o w e r plants and
other industrial facilities.
Smaller sources of S O 2 emissions include:
— industrial processes such as extracting metal from
ore
— natural sources such as volcanoes
— and locomotives, ships and other vehicles and
heavy equipment that burn fuel with a high sulfur
content.
MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
 Sulfur Oxides
• At high concentrations, gaseous S O 2 can h a r m trees and
plants by damaging foliage and decreasing growth and can
contribute to acid rain which can h a r m sensitive ecosystems.
Short-term exposures to S O 2 can h a r m the h u m a n respiratory
system and m a k e breathing difficult. Children, the elderly, and
those w h o suffer from asthma are particularly sensitive to
effects of S O 2

SO2
MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
N A S A : U.S. air quality improving (1:55)

MAINE D E P A R T M E N T O F E N V I R O N M E N T A L P R O T E C T I O N www.maine.gov/dep
What istheAir Quality Today inYour
Town?
www.maine.gov/dep