SCIENCE RELATED TOPIC 2

Pollution And Its Effect On Environment

What is pollution?

When something is added to the environment which is very harmful, poisonous or fatal to the animal, people surrounding it and other living things is called as pollution. In simple term pollution is a contamination by a chemical or other pollutant that renders part of the environment unfit for intended or desired use. It is triggered by industrial and commercial waste, agriculture practices, day to day human activities and most notably, modes of transportation and many the other sources. Pollution has many forms; it may be chemical substances or energy, such as noise, heat or light.

Some most common types of pollution:Pollution is a very voluminous term; here we present some of the common pollution’s.

1) Air Pollution:

Air pollution comes into picture due to the accumulation of hazardous substances into the atmosphere that danger human life and other living matter. The most dominant player responsible for pollution is automobiles; apart from that the other causes are Combustion of coal, Acid rain, Manufacturing buildings, Tobacco smoke, Paint fumes, Aerosol sprays, Nuclear weapons and wild fires. As far as effect of air pollution is concerned, respiratory diseases tops the chart of health problems. The second one is heart diseases, it caused due to increased level of carbon monoxide in the air. In addition to that you can avoid a risk of Asthma, Eye Irritation and a range of bronchial disease due to air pollution. If statistics is to be believed, this year air population segment will count for 80% of premature deaths.

 

SCIENCE RELATED TOPIC 1

Effects of atmospheric pollution

Atmospheric pollution operated on various levels. On each level, the pollutants have different impacts. They differ in their life cycle in the atmosphere and physiocochemical dynamics.

Local Level
Local pollution is mainly due to fixed sources (a mixture of residential and industrial) or mobile (exhausts fumes from road traffic). It is often ugly to look at or unpleasant to smell and the pollutants have a short life in the atmosphere. In the case of dense activity, high pollution levels can span whole agglomerations.

Regional Level
Urban or industrial pollution can cover large distances and affect suburbs of agglomerations and even rural areas. This is especially case for what are known as “secondary” pollutants such as ozone (photochemical pollution) or fallout in the shape of acid rain. Fallout can occur tens, even hundreds of kilometres away from the place of emission.

Worldwide Level
Two main pollution phenomena have been highlighted on this scale.
-The destruction of the stratospheric ozone, or "hole” in the ozone layer.
-Global warming or climatic imbalance, due to the increase in man-made greenhouse gasses.
At this level, the origin of the emission is of little importance: all components emitted will accumulate in the atmosphere and persist for several dozens or hundreds of years and have an impact across the whole planet.

 

ONLINE ASSIGNMENT

THINK-PAIR- SHARE

Thick-pair-share is a strategy designed to provide students with “food for thought” on a given topics enabling them to formulate individual ideas and share these ideas with another students. It is learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, think-pair-share encourages a high degree of pupil response and can help keep students on task.

PURPOSE

· Providing“think time” increases quality of student responses.

· Students become actively involved in thinking about the concepts presented in the lesson.

· When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic often revealed during this discussion stage.

· Students are more willing to participate since they don’t feel the peer pressure involved in responding in front of the whole class.

· Think-pair-share is easy to use on the spur of the moment.

· Easy to use in large classes.

STEPS

1. With students seated in teams of 4, have them number them from 1to 4.

2. Announce a discussion topic or problem to solve.

3. Give students at least 10 seconds of thick time to think of their own answer.

4. Using student numbers, announce discussion partners. (Example: for this discussion, student 1and 2 will be partners. At the same time, student 3 and 4 will talk over their ideas.)

5. Ask students to pair with their partner to discuss the topic or solution.

6. Finally, randomly call on a few students to share their ideas with the class.

Teachers may also ask students to write or diagram their responses while doing the think –pair share activity. Think, pair, share helps students develop conceptual understanding of a topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view.

HINTS AND MANAGEMENT IDEAS

· Assign partners- be sure to assign discussion partners rather than just saying “turn to a partner and talk it over”. When you don’t assign partners, students frequently turn to the most popular student and leave the other person out.

· Change partners- switch the discussion partners frequently. With students seated in teams, they can pair with the person beside them for one discussion and the person across from for the next discussion.

· Give think time- be sure to provide adequate “think time”. I generally have students give me a thumbs-up sign when something they are ready to share.

· Monitor discussions- walk around and monitor the discussion stage. You will frequently hear misunderstanding that you address during the whole-group that discussion that follows.

· Timed-pair-pair –if you notice that one person in each pair is monopolizing the conversation, you can switch to“timed-pair-share”. In this modification, you give each partner a certain amount of time to talk.

· Randomly select students- during the sharing stage at the end, call on students randomly. You can do this by having a jar of Popsicle sticks that have student names or numbers on them.

· Questioning- think-pair-share can be used for a single question or a series of questions. You might use it one time beginning of class to say “what do you about ---------?” or at the end of class to say“what have you learned today?”

USES FOR THINK-PAIR- SHARE

Note check, vocabulary review, quiz review, reading check , concept review, lecture check, outline, discussion questions, partner reading, topic development ,agree/disagree, brainstorming, simulations, current events opinion, conceding to the opposition, summarize, develop an opinion

 

A LESSON PLAN

A LESSON PLAN

INDUCTIVE THINKING MODEL

Name of School : standard: VIII Name of Teacher: Nayana Nirmal. S strength: Subject: Chemistry date: Unit : Structure of an atom duration:45 min Topic: Isotopes and Isobars

Name of concept : Isotopes and Isobars

OBJECTIVES

· Pupils develop observation skill

· Identification of isobars and isotopes

· Generalization about isobars and isotopes

· Pupil develop hypothesizing predicting results

PHASE 1: DATA CATEGORISATION

T : What is the common property of ₉₂U²³⁵,₉₂U²³⁸, ₁₈Ar⁴⁰,₂₀Ca⁴⁰, etc?

S : They all are elements.

T : can you name some elements having same mass number or atomic number

S : ₁H¹,₁H²,₁H³,₁₇Cl³⁵,₁₇Cl³⁶,₆C¹⁴,₇N¹⁴

T : Can you group these examples and name them according to their similarity

Group A	Group B
1H1,1H2,1H3 17Cl35, 17Cl36	6C14, 7 C14 18Ar40, 20Ca40

PHASE 2 : INTERPRETATION OF DATA

T: Let me analyze each group of example and know more about them what is the peculiarity of elements in group A?

S : They all have same atomic number.

T : Anything else?

S : Mass number of each pair is different.

T : Yes. You are right. They are called isotopes. what about group B?

S : Group B elements have same mass number

T : Is their atomic number equal?

S : No teacher.

T: Ok. They are called isobars. Isotopes are different forms of same elements. Their mass number will be different .elements having same mass number and different atomic numbers are called isobars. Isobars are of different elements.

PHASE 3 : APPLICATION OF GENERALISATION

T: Now I will give you examples of isotopes and isobars. You must name its type.

_6C¹⁴,₆C¹²

S: Isotope

T: Why it is called isotope?

S: Their atomic number is equal but mass number is different.

T: yes. Now ₆C¹⁴&₇N¹⁴

S: it is isobar.

T: why you called it as isobar

S: Because they have same mass number but different atomic number.

T:₁H¹,₁H²,₁H³

S: Isotope

T: ₈O¹⁵,₇N¹⁵

S: Isobar

T: yes. So isotopes have same atomic number and different mass number and isobars have same mass number but different atomic number.

 

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