In this experiment the students will make their own pollution detector to check pollution levels in different locations. They will then have the opportunity to compare their results to the rest of the class, as well as classes in other parts of the country.
Did cards in similar locations within your class show similar results?
Why are there different amounts of particles in different locations?
Where would you expect to find more particles? What areas?
Students will make air pollution detectors.
Students will investigate how levels of air pollution differ in various locations.
per group:
4 pieces of string
petroeum jelly
hand lens
4 index cards
paper towel
pencil
paper
Air pollution
Air pollution
Indicate the level of completion with 1 being the low mark and 3 as the high mark. Check appropriate box and record data.
Hole punch
Use a pencil (or hole punch) to punch a hole in the top center of each index card. Do this to all of the cards.
Label each 1, 2, 3, and 4. On the backs of the cards write the names of the members in your group.
Tie a piece of the string the hole to the index card. Do this to all of the idex cards.
Pick a different location to tie each card. Record the location of each card on your chart making sure the card numbers match up to the card numbers on your chart.
Spread a thin layer of petrolum jelly on each card using your fingers. Use the paper towel to clean off any extra jelly on your fingers
After 1 day, observe each card with the hand lens. Record the amount of particles you see and describe the particles' appearance.
Compare and constrast each of the 4 index cards. Discuss the similarities and differences with your group.
Compare and contrast your cards with the class.
Have the kids pick various locations inside and outside the school. Some examples: one in the classroom by the window, one by the playground, one in or near the kitchen or cafeteria. Just make sure each group varies their locations so they will be able to compare. You don't want one group's detectors to all be within a close area of each other.
When describing where your locators are tell where they are, what they are close to. Tell if they are inside or outside. Give us a description so we understand why the detector had a lot of, or just a little, particles. Examples: Located in the classroom, by the window. Located outside by the playground equipment. Located in the lunch room near an air vent.
30 minutes for setup and 15-20 minutes the next day.
Pick various locations inside and outside the school. Some examples: one in the classroom by the widnow, one by the playground, one in or near the kitchen or cafeteria. Just make sure your group varies the locations so you will be able to compare. You don't want all of your detectors to all be within a close area of each other. Try to spread them out.
When describing where your locators are tell where they are, what they are close to. Tell if they are inside or outside. Give us a description so we understand why the detector had a lot of, or just a little, particles. Examples: Located in the classroom, by the window. Located outside by the playground equipment. Located in the lunch room near an air vent.
This would be a great experiment for home. What kind of air quality do you have in your home? Compare the air at school to home, or with some other neighbors in your town. Talk to the kids about what may be making the pollution greater in some of the places tested.
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