Designing Environmental Solutions

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    Chapter 2
    • Explore

    Detecting Air Pollution

    • Reflect and Connect
    Steps:

    Answer the following questions on your own in your technology notebook.

    1. You have learned more about air pollution in this activity.

      1. List two ways that humans contribute to air pollution.
      2. List two events that contribute to air pollution not caused by humans.
    2. How could the air pollution detector that you made be considered a technology? Explain your answer. Use the definition of a technology in your answer.

    3. You worked on the teamwork skill of making sure everyone understands when you shared information about pollutants. How did you make sure everyone understood? How did this teamwork skill help you learn?

    Answers to Reflect and Connect

    Allow students time to answer these questions. Once they have had time to complete their responses, you may want to hold a class discussion on some or all of them.

    1. You have learned more about air pollution in this activity.

      1. List two ways that humans contribute to air pollution.

        Students will have different answers. They may say by driving cars, burning fires in fireplaces, or running power plants and other factories.

      2. List two events that contribute to air pollution not caused by humans.

      3. Student answers will vary. They may say that forest fires and gases reacting with the Sun can both cause air pollution.

    2. How could the air pollution detector that you made be considered a technology? Explain your answer. Use the definition of a technology in your answer.

      The pollution detector could be considered a technology. It solved a problem by letting students learn what was in the air.

    3. You worked on the teamwork skill of making sure everyone understands when you shared information about pollutants. How did you make sure everyone understood? How did this teamwork skill help you learn?

      Students may list the ideas in the hint of making sure no one looked confused and by asking questions. Students should see that this helped with learning because the team did not just move on, leaving some people confused.

    Remember that the purpose of a design is one criterion for the design. Often, other criteria must be met as well.