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1、Lesson 6- Automobile Emissions Traffic Jam Background Information Emissions from an individual car are generally low, relative to the smokestack image many people associate with air pollution but in numerous cities across the country, the personal automobile is the single greatest poll

2、uter with emissions from millions of vehicles on the road. Driving a private car is probably a typical citizen’s most “polluting” daily activity. The Clean Air Act of 1970 gave EPA broad authority to regulate motor vehicle pollution, and the agency’s emission control policies have become prog

3、ressively more stringent since the early 1970’s. EPA standards dictate how much pollution autos may emit but automakers decide how to achieve the pollution limits. The emission reductions of the 1970’s came about because fundamental improvements in engine design plus the addition of charcoal

4、canisters to collect hydrocarbon vapors and exhaust gas recirculation valves to reduce nitrogen oxides. The advent of “first generation” catalytic converters in 1975 significantly reduced hydrocarbon and carbon monoxide emissions. The use of converters provided a huge indirect benefit as well

5、. The converters lead to the widespread introduction of unleaded gasoline because lead inactivates the catalyst. This resulted in dramatic reductions in ambient lead levels and alleviated many serious environmental and human health concerns associated with lead pollution. The next major mile

6、stone in vehicle emission control technology came in 1980-81. In response to tighter standards, manufacturers equipped new cars with even more sophisticated emission control systems. These systems generally include a “three-way” catalyst, an on-board computer, and an oxygen sensor. This equipment

7、 helps optimize the efficiency of the catalytic converter. Provisions of the 1990 Clean Air Act are further reducing vehicle emissions. Mobile source provisions include even tighter tailpipe standards, increased durability, improved control of evaporative emissions, and computerized diagnos

8、tic systems that identify malfunctioning emission controls. Even though efforts by government and industry have greatly reduced typical vehicle emissions, the number of miles Americans drive has more than doubled since 1970. The increase in travel has offset much of the emission control progr

9、ess. The net result is a modest reduction in each automotive pollutant except lead for which aggregate emissions have dropped by more than 95 percent. With ozone continuing to present a persistent urban air pollution problem, future vehicle emission control programs will emphasize hydrocarbon

10、 and nitrogen oxide reductions. Carbon monoxide control will remain critical in many cities and limits on vehicle-generated carbon dioxide may become important in the future. Objectives After completing the lesson, the students will be able to: 1. Describe how automobile emissions pollute

11、 the air. 2. Make inferences and predictions about traffic and air pollution. 3. Organize the data into charts and tables for interpretation. 4. Choose a reasonable solution from various alternatives. 5. Interpret data and draw conclusions pertaining to traffic. 6. Name the benefits of usi

12、ng high occupancy vehicles. Materials 1. One Traffic Simulation Data Table 1 per student 2. One Traffic Simulation Data Table 2-5 per student 3. 16 oz. plastic soda bottles (one per team of 2-4 students) 4. Large lima beans, kidney beans, black beans, lentils, and split peas or other

13、beans or objects of comparable size (enough to more than fill all the soda bottles) 4. Plastic cups (five per team of 2-4 students) 5. One calculator per student (optional) Preparation 1. You will need to make one “traffic simulator” per every 2-4 student team. A traffic simulator is

14、 a soda bottle filled with three kinds of beans of different sizes. To make the simulators, place one large lima bean in each bottle. This bean represents a form of mass transit (bus) carrying 55 people. Next, place two black beans in each bottle. The black beans represent a car pool with three

15、people in the vehicle. Then fill the rest of the bottle with small kidney beans until it is tightly packed. The kidney beans represent vehicles (cars, trucks, SUVs) carrying one person. Finally, put the top on the bottle and close tightly. 2. To go with each traffic simulator you made, you

16、will also need to prepare two small cups of small beans (one with lentils representing bicycles; the other with split peas representing pedestrians). Later in the lesson, the students will be asked to exchange these smaller beans with some of the larger beans in the simulators. 3. On the board,

17、 make the Traffic Simulator Key chart. Procedure 1. Ask the students if they have ever been in a traffic jam and discuss briefly. 2. Have the students draw a quick sketch of a traffic jam. Give them about five minutes to draw and then ask them what they think causes traffic jams.

18、3. Have the students draw something to represent air quality in their pictures. Remind them of the “Knocking Over Pollutants” lesson and how the class had made invisible things visible. Give them time to complete this and then discuss. Guide students to identify ground-level ozone, nitrogen oxid

19、es, and carbon monoxide as the most common pollutants that come heavily from cars, trucks, and other motor vehicles. 4. Write the word “emissions” on the board and explain that the exhaust that comes from car tailpipes is called “emissions.” Emissions also come from under the hood of the car

20、when the engine gets hot. Ask the students to explain why a traffic jam would cause even more pollution than a large number of cars moving freely. Guide students to understand that cars idling in traffic or at the drive-through windows use fuel inefficiently because they are not moving forward tow

21、ard their destination. 5. Write the word “congestion” on the board and ask the students to define it and explain how “congestion” is applied to traffic. Tell the students that there are people called transportation planners whose job it is to figure out how to get rid of the congestion in citie

22、s. These people often use models in their work to get a picture of what traffic might be like in a city. Traffic planners have to think a lot about how to reduce air pollution. 6. Show students a pre-make traffic simulator and tell them that in this lesson they will be transportation planner

23、s using a model called a “traffic simulator.” 7. Divide the students into teams of 2-4 (depending on the number of traffic simulators available). Give each team a simulator and explain that the simulator represents a traffic jam. Explain what each type of bean represents using the Traffic Simu

24、lator Key chart. 8. Have the students shake their simulators. Ask them what happens. They should respond that the beans barely move. Ask the students why this model is like a highway or street. Point out that it is a confined space and can only hold a finite amount. When you have too many

25、 cars on the highway, the vehicles slow down and can’t move very much. When there is all that congestion, air pollution increases. 9. Explain that this model represents a “rush hour” situation in which people are trying to get to work in the morning. Discuss the size of each “vehicle” and the

26、number of people it can move. Give each student a copy of the “Traffic Simulation Data Table 1” handout. Have the students open the traffic simulators and count the number of beans/vehicle of each type currently in the simulator. Have them record this data in Data Table 1. 10. Guide the stu

27、dents to determine the mathematical operation for discovering how many total people are carried by each type of vehicle (multiplication) and demonstrate with an example (e.g. 5 buses x 55 people per bus = 275 people carried by buses). Ask the students to calculate the total number of people carried

28、 by each type of vehicle and enter this data in Data Table 1. Instruct the students to also calculate the total number of vehicles in this scenario as well as the total number of people being moved and write the numbers in the Total column of Table 1. Tell the students to leave the “Pollution Valu

29、e” row blank for now. 11. Tell the students that, as good transportation planners, we want the beans/vehicles to move about freely so that the people can get where they are going in a timely fashion and not create excess air pollution. 12. Ask the students if there are any other options for

30、 getting to work other than the ones already named. (If the students suggest trains, planes, or boats, indicate that we are focusing on roads in cities.) Focus on bicycles and walking as two ways people can get to work and write them in on the traffic simulator key in the blank spaces next to lent

31、il and split pea. Indicate that they carry one person and write that in the “number of people” column. 13. Hand out two additional cups of small beans; one with lentils representing bicycles and the other with split peas representing walkers or “pedestrians”. Discuss why these beans are small

32、(a bicycle takes up approximately 1/12 of the space a car does). Indicate, however, that it takes longer to go far distances by bicycle and even longer to go by foot. In addition, tell students that some employees are allowed to telework which means that they can work from home rather than at the

33、office. In this activity, no more than five people who are represented in the simulators at the beginning will be allowed to telework so the students may take out up to five beans. 14. Now challenge the students to work in a group using the simulator to find bean combinations that allow the bea

34、n “traffic” to move freely but to move the maximum number of people as possible. Give each team three additional plastic cups for their extra beans. Make extra beans of each type available to the students. Hand out copies of the Traffic Simulation Data Tables 2-5 to each student. Have the groups

35、 work together to try different combinations and shake simulators to determine if the scenario allows for movement of the vehicles and people. 15. After each trial combination, each student should individually record the numbers of vehicle types, bikes, or pedestrians and calculate the number

36、of people moving by each mode of transportation. Students should try at least four different combinations and record their results in the other data tables. Remind students to calculate the total number of vehicles, bikes, or pedestrians and total number of people moved for each scenario and write

37、 the numbers in each table’s “totals” column. Tell the students to leave the “Pollution Value” rows blank for now. 16. Each team should select their “best-case scenario” model that allowed the bean vehicles, bikes, and pedestrians to move most freely while moving the greatest number of people

38、. 17. Have each group share their results with the class. Guide students to draw some conclusions as transportation planners about what can be done to reduce traffic jams. 18. Tell students that calculating the number of people moving freely is very important in transportation planning bu

39、t planners also have to think about air quality. The Environmental Protection Agency insists that transportation planners in certain cities use models to calculate pollutants from cars. Tell the students that as planners we are going to assign a number to each mode of transportation according to h

40、ow much pollution it puts out for every person it carries. 19. On the traffic simulator key, write the number “10” in the Pollution Value column in the Car row. Write in “3” for Car Pools, “2” for Buses, “0” for Bicycles, and “0” for pedestrians. Briefly explain why the number assigned to a

41、carpool is approximately 1/3 as much as for a single-occupancy car and why the number assigned to a bus is very small. Ask the students to explain why the number for bicycles and walking is “0”. 20. Demonstrate on the board how to calculate the Total Pollution Value by multiplying the number of

42、 people carried per vehicle by the pollution value assigned. Work through the pollution values calculations for Table 1 as a class. Have the students work in groups to calculate pollution values for at least two of their other trials including the “best-case scenario” for movement. The students s

43、hould record the totals in the “Pollution Value” row of their data tables. Ask students to share their results with the class. 21. Have the students use what they learned about traffic pollution and traffic planning to create solutions to traffic problems in their area. The students can make

44、 posters to post around the city encouraging people to carpool and take public transportation. Extensions 1. Have the local traffic planner come to class to speak about his or her job and traffic problems in the area. 2. Have the students make observations about the traffic congestion

45、 around the school building especially in the mornings and afternoons when the students are arriving or leaving the school building. Challenge the students to create a “School Transportation Plan” that gets students to school on time, reduces congestion, and improves air quality. Have the students

46、 present their plan to the school principal. 3. Discuss how Oklahoma no longer requires Vehicle Inspection Stickers. How does this decision affect air quality? What can be done to change this situation? Sources “Teacher Resource Manual” Georgia Clean Air Campaign. “Traffic Jams”

47、 Georgia Clean Air Campaign. Traffic Simulator Key Bean Mode of Transportation Number of People Pollution Value Lima Bus 55 .2 Black Car Pool 3 3 Kidney Car, SUV, Truck 1 10 Lentil Bicycle 1 0 Split Pea Pedestrian (Walker) 1

48、0 Traffic Simulation Data Table #1 Buses Car Pools Cars, SUVs, Trucks Totals Number of Vehicles, Bicycles, or Pedestrians Number of People Pollution Value Notes and Calculations:

49、 Traffic Simulation Data Table #2 Buses Car Pools Cars, SUVs, Trucks Bicycles Pedestrians Totals Number of People, Bicycles, or Pedestrians Number of People Pollution Value Traffic Simulation Data Table #3 Buses Car Pools Cars, SUVs, T

50、rucks Bicycles Pedestrians Totals Number of People, Bicycles, or Pedestrian Number of People Pollution Value Traffic Simulation Data Table #4 Buses Car Pools Cars, SUVs, Trucks Bicycles Pedestrians Totals Number of Vehicles, Bicyc

51、les, or Pedestrians Number of People Pollution Value Traffic Simulation Data Table #5 Buses Car Pools Cars, SUVs, Trucks Bicycles Pedestrians Totals Number of Vehicles, Bicycles, or Pedestrians Number of People P

52、ollution Value Lesson 6- Automobile Emissions 第6課-汽車排放 Traffic Jam 交通堵塞 Background Information 背景資料 Emissions from an individual car are generally low, relative to the smokestack image many people associate with air pollution but in numerous cities across the country, th

53、e personal automobile is the single greatest polluter with emissions from millions of vehicles on the road.? Driving a private car is probably a typical citizen's most “polluting” daily activity. 從個人汽車的排放量普遍偏低，相對于很多人煙囪圖像與空氣污染 ， 而且在全國許多城市的聯(lián)營公司，個人汽車是最大的單一由數(shù)以百萬計的車輛在道路上排放污染。駕駛一輛私家車可能是一個典型的公民最“污染”的日常活動。

54、 The Clean Air Act of 1970 gave EPA broad authority to regulate motor vehicle pollution, and the agency's emission control policies have become progressively more stringent since the early 1970's. 清潔空氣法1970年美國環(huán)保署了廣泛的權(quán)力 ， 規(guī)范機動車污染，該機構(gòu)的排放控制政策已逐步變得更加嚴格 ， 因為70年代初。 EPA standards dictate how much pollut

55、ion autos may emit but automakers decide how to achieve the pollution limits.? The emission reductions of the 1970's came about because fundamental improvements in engine design plus the addition of charcoal canisters to collect hydrocarbon vapors and exhaust gas recirculation valves to reduce nitro

56、gen oxides. 環(huán)保署標準規(guī)定汽車多少污染排放 ， 但汽車制造商可能會決定如何實現(xiàn)污染的限制。減少的排放量在1970年的約 ， 因為在發(fā)動機設(shè)計 ， 加上除了木炭罐收集根本的改善碳氫化合物氣體和廢氣再循環(huán)閥 ， 以減少來氮氧化物。 The advent of “first generation” catalytic converters in 1975 significantly reduced hydrocarbon and carbon monoxide emissions.? The use of converters provided a huge indirect ben

57、efit as well.? The converters lead to the widespread introduction of unleaded gasoline because lead inactivates the catalyst.? This resulted in dramatic reductions in ambient lead levels and alleviated many serious environmental and human health concerns associated with lead pollution. “第一代的來臨”在1975

58、年顯著降低催化轉(zhuǎn)換器的碳氫化合物和一氧化碳的排放。使用的轉(zhuǎn)換提供了一個巨大的間接受益。轉(zhuǎn)換器導(dǎo)致廣泛使用無鉛汽油 ， 因為鉛催化劑的失活。這導(dǎo)致大幅度削減空氣的含鉛量 ， 減輕了許多嚴重的環(huán)境和人類健康與鉛污染相關(guān)的關(guān)切。 The next major milestone in vehicle emission control technology came in 1980-81.?In response to tighter standards, manufacturers equipped new cars with even more sophisticated emission c

59、ontrol systems.? These systems generally include a “three-way” catalyst, an on-board computer, and an oxygen sensor.? This equipment helps optimize the efficiency of the catalytic converter. 其次 ， 在汽車排放控制技術(shù)的重要里程碑出現(xiàn)在1980-81針對更嚴格的標準。商，制造商配備了更先進的排放控制系統(tǒng)的新車型。這些系統(tǒng)通常包括“三路”的催化劑，一載計算機和一個氧傳感器。此設(shè)備可幫助優(yōu)化催化轉(zhuǎn)換器的效率。

60、 Provisions of the 1990 Clean Air Act are further reducing vehicle emissions.?Mobile source provisions include even tighter tailpipe standards, increased durability, improved control of evaporative emissions, and computerized diagnostic systems that identify malfunctioning emission controls. 1990年

61、清潔空氣法的規(guī)定進一步減少車輛排放的廢氣。流動污染源的規(guī)定包括更緊密的廢氣標準，提高了耐用性，改進的蒸發(fā)排放控制，電腦診斷系統(tǒng) ， 查明故障的排放控制。 Even though efforts by government and industry have greatly reduced typical vehicle emissions, the number of miles Americans drive has more than doubled since 1970.? The increase in travel has offset much of the emission

62、control progress.? The net result is a modest reduction in each automotive pollutant except lead for which aggregate emissions have dropped by more than 95 percent. 盡管政府和工業(yè)界的努力 ， 大大減少車輛廢氣排放典型的美國人駕駛的里程數(shù)增加了一倍多自1970年以來。的旅費增加抵消了排放控制的進展了。最后的結(jié)果是在每一個汽車略為降低除牽頭污染物的排放總量已超過百分之九十五下降。 With ozone continuing to

63、present a persistent urban air pollution problem, future vehicle emission control programs will emphasize hydrocarbon and nitrogen oxide reductions.? Carbon monoxide control will remain critical in many cities and limits on vehicle-generated carbon dioxide may become important in the future. 由于臭氧繼續(xù)提

64、出一個持久的城市空氣污染的問題，未來汽車排放控制計劃將強調(diào)碳氫化合物和氮氧化物的減少。一氧化碳的控制將繼續(xù)留在許多城市和車輛的限制關(guān)鍵生成二氧化碳可能成為未來的重要。 Objectives 目標 After completing the lesson, the students will be able to: 課程完成后，學(xué)生將能夠： 1.? Describe how automobile emissions pollute the air. 1。描述如何汽車排放污染空氣。 2.? Make inferences and predictions about traffic a

65、nd air pollution. 2。進行推論和有關(guān)交通和空氣污染的預(yù)測。 3.? Organize the data into charts and tables for interpretation. 3。整理成圖和表中的數(shù)據(jù)解釋。 4.? Choose a reasonable solution from various alternatives. 4。選擇不同選擇合理的解決辦法。 5.? Interpret data and draw conclusions pertaining to traffic. 5。解釋數(shù)據(jù) ， 并得出結(jié)論 ， 有關(guān)的交通。 6.? Name

66、 the benefits of using high occupancy vehicles. 6。名稱使用高占用車輛的好處。 Materials 材料 1.? One Traffic Simulation Data Table 1 per student 1。一個交通仿真數(shù)據(jù)表1每個學(xué)生 2.? One Traffic Simulation Data Table 2-5 per student 2。一個交通仿真數(shù)據(jù)表2-5每個學(xué)生 3.? 16 oz. 3。16盎司 plastic soda bottles (one per team of 2-4 students) 塑料飲料瓶（每個學(xué)生的2-4隊） 4.? Large lima beans, kidney beans, black beans, lentils, and split peas or other be