Deciviews from Look Rock, Great Smoky Mountains National Park: How Hazy is it?
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Sep 24, 2011
This material is replicated on a number of sites as part of the SERC Pedagogic Service Project
Gain experience using algorithms.
Use the Regional Haze Rule algorithm to calculate haze index.
Calculate extinction coefficient as part of an algorithm.
Calculate the standard visual range.
Compare results in order to assess how the haze index and standard visual range represent visibility.
- Describe how the Haze Index is like the Richter Magnitude.
In the process the students will:
Gain understanding of a logarithmic scale.
Be introduced to aerosols that affect air quality.
Understand how pollution affects visibility.
Describe the difference between regional haze and clouds.
Context for Use
Description and Teaching Materials
The module is a PowerPoint presentation with embedded spreadsheets. Click on the link below to download a copy of the module.
PowerPoint SSACgnp.TD883.LV1.7 (PowerPoint 3.2MB Oct26 12)
Optimal results are achieved with Microsoft Office 2007 or later; the module will function in earlier versions with slight cosmetic compromises. If the embedded spreadsheets are not visible, save the PowerPoint file to disk and open it from there.
The above PowerPoint presentation file is the student version of the module. It includes a template for students to use to complete the spreadsheet(s) and answer the end-of-module questions, and then turn in for grading.
An instructor version is available by request. The instructor version includes the completed spreadsheet. Send your request to Len Vacher (firstname.lastname@example.org) by filling out and submitting the Instructor Module Request Form (Acrobat (PDF) 91kB Aug20 12).
Teaching Notes and Tips
The module is constructed to be a stand-alone resource. It can be used as a homework assignment, lab activity, or as the basis of an interactive classroom activity. It was used as an out-of-class activity in a senior-elective course, Environmental Geology of the National Parks (for geology majors and nonmajors), during development of the module in Spring 2010, and as an out-of-class activity in Computational Geology (a QL course for geology majors) in Fall 2010 and Fall 2011. In both courses, the module was used after the students had worked through several other modules. In general, the students considered this module to be one of the more challenging of the collection, but well within their range of expectations for level of difficulty. It has not been implemented yet in the introductory-level Geology of National Parks course.
There is a slide at the end of the presentation that contains end-of-module questions. The end-of-module questions can be used to examine student understanding and learning gains from the module. Pre/post test, pre/post test answer key, and answer key for end-of-module questions are at the end of the instructor version of the module.
References and Resources
US National Park Service (NPS)
Look Rock Air Quality Station
Environmental Protection Agency
Clean Air Act
Clean Air Act Amendments