CAUSES AND EFFECTS OF ACID RAIN

Title: Causes and Effects of Acid Rain

Topic: Eighth grade Science. The students will learn how to perform experiments with using the  scientific methods, research and describe the causes and effects and formation of acid rain, and compile combined experimental data and research data into a Excel line graph. The group will then present to the class their project to show their findings.

Learner: Eighth grader students will be placed in groups of three to perform different experiments. Groups will perform experiment such as: measuring pH, and then they will research data together from the internet.

Author: Tasha Ector

Grade level: Eighth graders

Subject Area: Science

Goal: Students will learn about acid rain and it impact on the local environment and planetary environment.
Objectives: After researching levels of acid rain in their region, with using rain and river water, students will be able to:

• summarize concepts of acid rain including how it is formed, and impact the environment. Each student should write how each concept relates to acid rain and they should add a resolution.
• make a hypothesis of pH levels for both the local river and local rain. Each prediction will be determined if the water is acidic or basic by using the pH level scale.

1. Label the first cup as vinegar, second cup ammonia and third water.
2. Pour 1/2 cup distilled water each in the three cups
3. Add 1/2 teaspoon vinegar to vinegar cup and stir with clean stir spoon
4. Add 1/2 teaspoon ammonia to ammonia cup and stir with clean spoon
5. Do not add anything to water cup
6. Write hypothesis to what each group members think
   
7. Follow instruction that came with pH paper for testing the pH of the vinegar mix. Record the pH value.
8. Follow instruction that came with pH paper for testing the pH of the ammonia mix. Record the pH value.
9. Follow instruction that came with pH paper for testing the pH of the distilled water. Record the pH value.
10. Repeat steps 7-9 two more times for accurate results

Record questions and answers in notebook

1. Is vinegar an acid or base
2. Is ammonia an acid or base
3. What is the pH of distilled water? Did the pH level surprise you? Why do you think distilled water did not have a neutral pH?
   
4. Were your hypothesis correct?

1. Label clean beaker as river water
2. Pour water in beaker labeled river water (provided by instructor)
   
3. write hypothesis to what each group members think
4. Follow instruction that came with pH paper for testing the pH levels of the river water. Record the pH value.
5. Repeat steps 7-9 from experiment 1 two more times for accurate results

1. Label clean beaker as rain water
2. Pour water in beaker labeled rain water (provided by instructor)
3. write hypothesis to what each group members think
   
4. Follow instruction that came with pH paper for testing the pH of the rain water. Record the pH value
5. Repeat steps 7-9 from experiment 1 two more times for accurate results

1. What is the pH levels of river water?
   
2. What is the pH levels of rain water?
3.  Is it what you expected? 
4. Was one of the samples more acidic than the other? Which one? If they are different, what do you think the reason for the difference was?
5. Were your hypothesis correct?

• work in teams to conduct research on acid rain. Students will find data for his or her state to compare to the experiment results.
• using Excel, students will work in teams to enter data and create scatter plots to depict pH levels of acid rain statewide.
• using a multimedia presentation tools, students will work in teams to develop a presentation. The presentation will include charts developed in Excel and will show data comparison between experiment results and internet results.

1. Turn computer on and access internet
2. go to http://nadp.sws.uiuc.edu/isopleths
3. click on annual maps
4. select the most recent year that is available
5. select the report titled "Lab pH"
6. students also have the optional to surf the internet and find alternate maps within the United States that relates to his or her state
7. record results in lab notebook
   

1. Student one needs to enter data/experiment 2 from notebook into excel spreadsheet
2. Student two needs to enter data/experiment 2 from notebook into excel spreadsheet
3. Student three needs to enter data/experiment 2 from notebook into excel spreadsheet
4. Group needs to construct a cluster column chart that reflects data results
5. The cluster column chart should be labeled and titled: Groups can be creative and titled the graph of their choice
6. The cluster column chart should be added in Presentation

1. repeat steps 1 -6 from chart 1
   
2. the data will be different because this chart will only have rain water data; therefore, the chart will have one column that reflects the internet findings from US maps. http://nadp.sws.uiuc.edu/isopleths 
   

1. Students will get together after they have perform in class experiments and obtain computer maps research
2. With using computer with internet access students will compile information/research into presentation
3. There are no restrictions on power point presentation and creativity is optional
4. The group must present power point presentation to class during class time with using appointed computer/projector