Acid Rain in NYC

Ms. Tiberi

IS 126 Albert Shanker School

Introduction

Your group has been hired by the Environmental Protection Agency (EPA) to study the effects of Acid Rain in NYC. Acid rain is a by-product of our industrialized society. Air pollution combines with water in the atmosphere and falls to the earth as acidic rain or snow. While many areas of New York State are not sensitive to acidity because of limestone deposits or soils which neutralize the acid, the Adirondacks, Catskills, Hudson Highlands, Rensselaer Plateau and parts of Long Island are particularly sensitive to acid rain. The soil and bedrock in these areas are not able to counteract the acid in the rain and snow.

Environmental Impacts of Acid Deposition

In the early 1970's, acid rain was identified as a serious ecological threat to New York State's waters and forests. The primary emissions responsible for acid rain are sulfur dioxide (SO₂) and oxides of nitrogen (NO_x) from the combustion of fossil fuels. Acid deposition is of particular concern to New York State because of important and sensitive ecosystems which lie immediately downwind of the largest mid-western utilities burning fossil fuels and emitting SO₂ and NO_x emissions in North America.

Acid deposition also damages building materials by eroding the ornamental facades (front of buildings), statues and other vulnerable edifices (large buildings) that are an important part of our heritage. In addition to being the main ingredient in acid rain formation, SO₂ also leads to sulfate formation; acidic particles that can cause respiratory problems in humans.

Your group is going to explore what can be done about the problem about acid rain in NYC.

Task

You will use the six steps of the PPA to produce:

Research paper of at least three typewritten pages (of not less than 10 point typing) poster to describe the following:

1. How acid rain is produced.

2. How acid rain causes problems in the environment.

3. Quote at least three pieces of supporting evidence to show the relationship between acid rain and the problems you described.

4. Explain and evaluate the existing Public Policies on how the problems can be reduced.

5. Select and evaluate three other recommendations on how the problems can be reduced.

6. Create a display board to support your written report.

7. Answer the questions in the worksheets given below:

8. Present your poster and research to the class.

Process/Resources

Use the following guidelines for the completion of the task

You will work in groups of four to carry out a research project on this problem. Each partner will be responsible for performing a particular task as a Public Policy Analyst as you follow the six steps of the PPA. You will then discuss collaboratively in your teams the policies you would recommend to solve the environmental problems: This is how you can carry out your project:

· Worksheet 1

· Worksheet 2

· Worksheet 3

· Worksheet 4

· Worksheet 5

· Worksheet 6

You will use the Internet, library, and the websites listed below to research your task.

1. Work with your team member to get information on each item in the “Task” section.

2. Describe at least three other problems associated with acid rain in your research.

3. Discuss the existing public policies on problems related to acid rain and also your recommendations for solutions.

4. Produce a typewritten report of at least three pages describing the findings of your research.

5. Produce a display board to highlight the main parts of your report and analysis.

6. Your audience should be given time three minutes to ask questions

RESOURCES:

Here are some useful websites for your project:

http://www.dec.ny.gov/chemical/8418.html

http://www.dec.ny.gov/chemical/283.html

http://classes.colgate.edu/aleventer/geol101/acidadir/acid14.htm

http://www.dec.ny.gov/chemical/8409.html

http://www.epa.gov/acidrain/education/site_students/whatcanyoudo.html

http://www.epa.gov/acidrain/reducing/

Evaluation

CATEGORY	4	3	2	1
Plan for Organizing Information	Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.	Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.	Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.	Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Ideas/Research Questions	Researchers independently identify at least 3 reasonable, insightful, creative ideas/questions to pursue when doing the research.	Researchers independently identify at least 3 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with some adult help, at least 3 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with considerable adult help, 3 reasonable ideas/questions to pursue when doing the research.
Delegation of Responsibility	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Quality of Sources	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Conclusion

The investigation of an environmental issue is the first step in the process for creating a solution to that issue. The interaction of governmental agencies and the public itself are central to any solutions. That interaction is the process you have now successfully completed.

Standards

STANDARD 4—The Physical Setting

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science

STANDARDS 2—Information Systems

1.3 Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.

STANDARD 7—Interdisciplinary Problem Solving CONNECTIONS:

1.1 Analyze science/technology/society problems and issues at the local level and

plan and carry out a remedial course of action.

WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.