Air Quality Management Plotting trends assignment:
Air Quality Management
Plotting trends assignment:
Please take a look at the historical data on 8-Hour Ozone Exceedance Days at: https://mde.maryland.gov/programs/Air/AirQualityMonitoring/Pages/HistoricalData.aspx
Provide a scatter plot of the data from 2008 to 2018 on this website. What does the scatter plot show? Make sure to appropriately label x-axis, y-axis, and legends.
Would a bar graph be more useful than a scatter plot for these data? Explain why or why not after providing a bar graph of the same four sets of data from 2008 to 2018.
What does the scatter plot show?
Would a bar graph be more useful than a scatter plot for these data?
Explain why or why not after providing a bar graph of the same four sets of data from 2008 to 2018.
ENMT380 Air Quality Management
Week 4 Assignment
(1) Carbon dioxide and water combined typically make up 1-3% of our atmosphere, and yet, we are constantly monitoring the atmospheric content of CO2 and H2O. Why? Explain the typical atmospheric concentration of these two gases and the reasons they vary in atmospheric content.
(2) With one exception, the relative concentrations of atmospheric gases do not change with height. Indicate this exception, its concentration patterns, and reasons why this is the case.
(3) The atmosphere is in constant motion. Why? What is the general pattern of airflow? Explain why there is this general pattern of airflow and why atmospheric gases don’t simply flow into outer space.
(4) The composition of the Earth’s atmosphere has changed in the past 200 years. What are/were the major changes in our atmospheric composition?
(5) Name the top five air pollutants we presently regulate. Is there a common source for these top five air pollutants? If so, what is it? What percentage of our atmospheric gases do these top five regulated gases make up?
(6) Identify what occurs to each of these molecules in our atmosphere. What process uses them up and what is the resulting molecule after the original gas has been transformed? Make sure that the molecule it is transformed into follows logically from the process that uses this molecule.
(7) Identify two factors that affect the lifetime of pollutants in the atmosphere, and explain how these two factors affect pollutant lifetime.
(8) When fossil fuel is burned, many different types of carbon-based molecules can be emitted. Of all carbon-based emissions, carbon dioxide is the best-case scenario given what will occur to the other carbon-based emissions. Explain why you agree or disagree with the previous statement and the consequence of this fact.
(9) The CAA dealt with both stratospheric and tropospheric ozone issues. Explain which sections address which issue and how these two issues are addressed.
(10) A colleague comments to you that the ozone hole must be getting worse since we are having so many ozone alert days. How would you gently correct this misconception of your colleague in relating ozone alert days with the ozone hole?
ENMT380 Air Quality Management
Week 5 Assignment
Outline for final assessment
To help you get an appropriate start to your final project, you will be required to submit an outline into your assignment folder in Week 5 of this class. The outline is the basic framework for the project. The main components in the outline should include topic/title, brief history of the your locality, potential point and non-point sources, and each item required in the grading rubric above. The outline must include bullets and be organized in a logical format. The outline needs to contain some information indicating that you have done some research and thought about this project. It can be 1-2 sentences under each requirement. You should submit at least two reliable references with your outline. Your outline accounts for 4% of your total course grade and should demonstrate that you have used the resources provided for you in https://libguides.umgc.edu/enmt380
If your location has no air quality issue, make sure to find the nearest location to you that does have air quality issues.
I will use the checklist below for the final project outline to provide comments back to you:
Need in outline (One sentence under each subtopic will suffice for outline. If you still need to investigate the subtopic, just note that and/or tell me what you think is relevant under that subtopic.)
Do you presently have? My comments on what you presently have will be provided to you in brown in this column. Please use my comments positively to move your final assessment forward.
Topic/title
Brief history of the your locality
Potential point and nonpoint sources (please remember to identify largest source for those air pollutants with data)
Explanation of why your locality is concerned about these pollutants
Sampling and analysis of one pollutant
Identification of meteorological events that must be accounted for in managing this local air quality
Discussion of relevant local and federal regulations for these air pollutants
Discussion of regulatory strategies for these pollutants
At least three reliable references for your final project topic, with notes on how you will find additional resources for your final assessment
ENMT380 Air Quality Management
Week 6 Assignment
Health and welfare effects of air pollution, and strategies & tactics for air quality management
We have covered the sources, effects, controls, and management of various air pollutants in the past six weeks of class. To help you synthesize and apply what you have learned, please answer the following questions:
Making a 3×7 table: What were/are the sources for the six criteria pollutants in the U.S.? (10 points possible) What are the major possible effects of these air pollutants on you & your family, and home. (20 points possible)
The table below should be filled for your specific situation:
Criteria Air Pollutant in U.S. Major sources in U.S. Major effects of each pollutant to you and your family located in _____________
Name and briefly describe two technological controls, including which air pollutants are mitigated by those two technologies and how, and the waste created from those technologies. That is, you should clearly describe the inputs and outputs of these two technologies. (30 points possible)
Briefly discuss the strategy and tactics used by the U.S. EPA to manage one of the air pollutants you discussed with your answer to the previous question. (10 points possible)
Explore how one other country outside the U.S. manages that air pollutant, providing two paragraphs summary of what you have found in your research including identification of drivers, monitors, and policies and regulations. (30 points possible)
Please review the grading rubric that comes with each assignment to make sure you have fulfilled the requirements in the grading rubric. The grading rubric is used to assess your work, with additional detailed comments provided in addition to the general comments that are part of each of the assessment categories for each grading criteria. You can view the grading rubric by clicking on the “rubric” associated with each assignment and by clicking on the “feedback” after each assignment has been graded.
ENMT380 Air Quality Management
Final Assessment
Final applied project on local air pollution issues
This homework will be presented to the rest of the class during week 8. You should definitely be working on this beginning week 2 because this assignment is a way for you to demonstrate your ability to apply what we have discussed and learned in the classroom. Note that there are three parts to this final applied project, an outline, a power point presentation with notes, and a class presentation and participation of these final projects.
You will present a brief power point with your own voice with the following content:
Identify air pollutants of greatest concern in your locality (can be up to four pollutants — whatever you find in your research as air pollutants of greatest concern)
Identify the health and welfare effects of the air pollutants
Identify the largest source for those pollutants, using a reliable reference as your source of information
Investigate the emissions data from this largest source of local air pollutant. What are the actual emissions data for at least two of the air pollutants emitted by this point source? If your largest emissions are from non-point sources, please examine what types of pollutants are emitted from these non-point sources and any data that can be obtained from non-point sources.
Briefly explain how at least one of the pollutants are sampled and analyzed.
Identify meteorological events that must be accounted for in managing this local air quality
Identify the relevant local and federal regulations for these air pollutants.
How well do the actual emissions meet the regulatory limits?
Explain why either the local or federal regulations would be more relevant in this case.
Identify regulatory air pollution control strategies for these four pollutants
The general grading rubric for this homework is as follows:
Clear introduction that addresses the main issues/concerns including a brief history = 10 points possible
Clear and correct identification of pollutants of greatest concern in your locality, with supporting data on what these sources are = 10 points possible
Clear explanation of why your locality is concerned about these pollutants, with clear supporting data = 10 points possible
Clear and correct identification of the largest source for those air pollutants, with supporting data on what these sources are = 10 points possible
Clear explanation of how one of the pollutants is sampled and analyzed = 10 points possible
Clear identification of meteorological events that must be accounted for in managing this local air quality. A picture here that is relevant to your local events would be helpful, along with a reference of when this event last occurred = 10 points possible
Clear discussion of strategies and tactics used to manage these pollutants = 10 points possible
Clear discussion of relevant local and federal regulations for these air pollutants. = 10 points possible.
Please connect the regulation with the pollutants you are discussing. For every irrelevant regulation, one point will be taken out. In other words, please don’t list a bunch of regulations that you think might be related to the air pollutants you are presenting!
Clear conclusions that tie in what we have learned from your presentation = 10 points possible
Appropriate references and citations in APA format = 10 points possible
The points are converted to percentage and reported as percentage in your portfolio.
Implicit in all of the grading rubric is that you will incorporate concepts we have covered in this class as appropriate. Remember that this project is an assessment of what you have learned in this course, and hence, it is very important that you keep up with the readings and discussions throughout the course. I will be involved with the discussion of these final assessment, and do expect students to be able to answer questions that are clearly related to the concepts we have covered in this class.
Please note that clarity typically increases when using the same units to compare X and Y and when data can be provided in percentage as well as actual amounts. Using appropriate charts, tables, and figures often increase clarity of a presentation. I would prefer a voice presentation of your power point, but if you are not able to do this, then make sure your power points are easy to follow and that you have notes that clearly expand upon every point you want to make for each bullet point on your power point. Please note that effective power points are concise and clean, with plenty of white (or any other color that is easy on the eye) space and graphics.
For those of you living outside the U.S., you may choose to investigate your present locality or you may choose an area in the U.S. that you plan to come home to.
Please review the grading rubric that comes with each assignment to make sure you have fulfilled the requirements in the grading rubric. The grading rubric is used to assess your work, with additional detailed comments provided in addition to the general comments that comes under each of the assessment categories for each grading criteria. You can view the grading rubric by clicking on the “rubric” associated with each assignment and by clicking on the “feedback” after each assignment has been graded.
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