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ESS Term 3 (8.3)
2026 Syllabus Topic 4.1, 4.4, 6.1, 6.4, 7.3, 8.3
| Question | Answer |
|---|---|
| Identify the inputs that cause air pollution | Nitrogen Oxides (NOx), sulfur dioxide, carbon monoxide and particulate matter |
| Recall the sources of primary pollution | Natural and antrhopogenic. e.g. natural: forest fires, dust and volcanic eruptions. Anthropogenic includes burning for agricultural and forest clearance, burning of fossil fuels and biomass (energy production) and dust from construction/roads |
| Define primary pollution | are directly active at the point of emission. Include forest fires, dust and volcanic eruptions, burning of fossil fuels etc. |
| Describe the source of nitrogen oxides in the atmosphere | Collectively known as NOx, NO and NO2 gases are formed when Nitrogen gas and oxygen from the air combine during the combustion process. e.g. 50% from vehicles, 25% from industry and domestic sources, 25% from power stations. |
| provide examples of primary pollution | forest fires, dust and volcanic eruptions as natural sources, burning for agricultural and forest clearance, burning of fossil fuels and biomass for energy production, and dust from construction/roads as anthropogenic sources |
| describe some management strategies for urban air pollution | improved public transportation, infrastructure for cycling, growing trees, natural screens, green walls, compulsory catalytic converters, limited car use and pedestrianized town centres |
| describe how acid rain is formed | NOx and sulfur dioxide react with water and oxygen in the air to produce nitric and sulfuric acid, resulting in acid rain. |
| What are the three broad categories impacted by acid rain | ecology, humans and buildings. |
| Describe some of the ecological impacts of acid rain | on terrestrial habitats (leaching, toxification of the soil, direct impact on foliage); on freshwater habitats (toxicity due to aluminium solubilization, impacts on fish gills and invertebrate exoskeletons); |
| Describe some of the human impacts of acid rain | on breathing, from nitrate and sulfate particles (tissue damage and lung inflammation from components of PM2.5 and acid deposition). |
| Describe some of the building impacts of acid rain | the corrosion of marble, limestone, steel, paint and other construction materials; |
| Describe the three levels of pollution management | managed by altering human activity, controlling at the point of release or restoring the damaged systems . |
| Describe some examples of how NOx and sulfur dioxide can be reduced through altering human activity | using alternative energy sources , public education programs |
| Describe some examples of how NOx and sulfur dioxide can be reduced through controlling at the point of release | smoke stack scrubbers and catalytic converters |
| Describe some examples of how NOx and sulfur dioxide can be reduced through restoring the damaged systems | healthcare and adding limestone/fertilizer to lakes |
| Describe the physical process that redistributes gas through the atmosphere | wind |
| Describe the atmosphere | the boundary between Earth and space. It is the outer limit of the biosphere. Layers include: Troposphere (weather), Stratosphere (ozone layer), Mesosphere (meteors – coldest layer of the atmosphere), and Thermosphere (auroras). |
| Describe the tricellular model of atmospheric circulation | Differential heating creates the tricellular model that redistributes the heat from the equator to the poles. It disperses heat across the planet (reduced heat at equator, increased temp at higher lat's). Contains Hadley, Ferrel and Polar Cells. |
| Recall the influential greenhouse gases | water vapour, carbon dioxide, methane and nitrous oxide (N2O), and black carbon (aerosol). |
| Describe how greenhouse gases are impacting the Earth's atmosphere | GHGs and aerosols in the atmosphere absorb and re-emit some of the infrared (long-wave) radiation emitted from the Earth’s surface, preventing it from being radiated out into space. |
| What is radiative forcing? | the change in the Earth's energy balance caused by external factors like greenhouse gas increases or changes in solar output. |
| Why is water vapour excluded from climate models of global warming? | it is usually excluded from climate models as its abundance changes as a result of global warming; it is dynamic within the atmospheric system and is essential for life, so cannot be mitigated against. |
| Distinguish between the greenhouse effect and the enhanced greenhouse effect | The greenhouse effect is a natural process that keeps the Earth warm enough for life to be possible. The enhanced greenhouse effect has been used in reference to the accumulation of GHGs by human activity leading to global warming and climate change |
| Describe Differential Heating | The uneven heating of the Earth's surface that leads to atmospheric circulation. Solar Radiation is more intense at the equator and weaker at the poles. |
| Describe the gases contained in the atmosphere | Nitrogen (78%), oxygen (21%), and trace gases like argon and carbon dioxide (0.04%). |
| Describe the Earth's Energy Budget | The balance between the solar energy entering the Earth system and the energy radiating back into space, which maintains Earth's stable temperature (approx 30% reflected, 70% absorbed) |
| Describe the Coriolis Effect | Causes atmosphere to move faster at the equator than at the poles. Prevailing winds form at the Earth's surface due to the Coriolis effect. |
| Describe the atmosphere in a systems diagram | Inputs = Water (evaporation and transpiration) CO2, SO4 and NO2 from combustion NH4 from livestock Volcanic ash Solar radiation Outpus = precipitation solar radiation oxygen for respiration CO2 for photosynthesis |
| Describe the Greenhouse Effect | GHGs and aerosols in the atmosphere absorb and re-emit some of the infrared (long-wave) radiation emitted from the Earth’s surface, preventing it from being radiated out into space. |
| Describe Radiative Forcing | the change in the Earth's energy balance caused by a specific factor, like greenhouse gas emissions or changes in solar radiation. Formula = incoming energy − outgoing energy. GHG's contribute to positive radiative forcing. Aerosols can be +ve and -ve RF |
| Identify the most abundant Greenhouse Gases in the atmosphere | Carbon dioxide and water vapour, with methane contributing significantly to warming effects |
| Why is water vapour excluded from climate modelling on the Enhanced Greenhouse Effect? | its abundance changes as a result of global warming; it is dynamic within the atmospheric system and is essential for life, so cannot be mitigated against. |
| Describe the Enhanced Greenhouse Effect | the accumulation of GHGs by increased human activity (such as combustion of fossil fuels, deforestation etc.) leading to global warming (increasing mean global temperature) and eventually climate change. |
| Why is the atmosphere considered 'dynamic'? | the components and layers are the result of continuous physical and chemical processes. Including changes such as global warming, air movements due to temperature and pressure differences. Chemical processes include production of ozone from oxygen |
| Describe the Electromagnetic spectrum with reference to the sun | The Sun emits electromagnetic radiation in a range of wavelengths, from low frequency radio waves to high frequency gamma radiation. Radio waves and certain wavelengths of IR, Visible and UV light are able to penetrate the Earth's atmosphere. |
| Describe the danger of UV radiation | Shorter wavelengths of radiation (namely, UV radiation) have higher frequencies and, therefore, more energy, so pose an increased danger to life. |
| Describe how Stratospheric Ozone protects the Earth | It absorbs all incident UVC (which has the shortest wavelength) and most UVB rays. UVA, UVB and UVC radiation damages organisms. UV is damaging because it is high-energy radiation, especially the shortest wavelengths. |
| Describe some of the harmful effects of UV Radiation | Causes cataracts, DNA damage - increases the risk of mutations and skin cancer. In plants inhibits photosynthesis affecting primary productivity. It can affect aquatic species by reducing phytoplankton productivity, disrupting the food web. |
| Describe Stratospheric Ozone formation | UV-C splits O₂ into oxygen atoms; O atoms combine with O₂ to form ozone (O₃). Naturally occurring process that creates a protective layer in the stratosphere. The concentration of ozone molecules constant over long periods due to steady state equilibrium |
| Describe the role of Ozone-depleting substances in ozone breakdown | ODS's such as CFC's break up the dynamic equilibrium so ozone cannot re-form, augmenting the natural ozone breakdown process. |
| Describe the impacts of ozone depletion | allows increasing amounts of UVB radiation to reach the Earth’s surface, which impacts ecosystems and human health. Ozone depletion is not a cause of global warming. |
| Why are the 'holes' in the ozone layer more pronounced over the poles? | “holes” with greater depletion appear every spring due to the effects of ODSs and seasonal atmospheric weather patterns. Ozone-depleting reactions occur more efficiently in polar regions due to cold temperatures and polar stratospheric clouds (PSCs). |
| Describe the Montreal Protocol | an international treaty that regulates the production, trade and use of chlorofluorocarbons (CFCs) and other ODSs. It is regarded as the most successful agreement in management and intervention to resolve a significant environmental issue. |
| Describe how the Montreal Protocol relates to the planetary boundaries model | Actions taken in response to the Montreal Protocol have prevented the planetary boundary for stratospheric ozone depletion being crossed. Ozone data is showing a seasonal reduction in the size of 'hole' over the Antarctic. |
| Describe some pollution management strategies for reducing ozone depletion | Altering human activity (replacing OD refrigerants, using CFC alternatives), Controlling release (banning CFC's and halons, national legislation, policing and enforcement), cleanup and restoration (geoengineering to remove Cl from the stratosphere). |
| List examples of sources of waste | domestic, industrial and agricultural |
| Recall examples of types of waste | e-waste, food and biohazardous materials |
| Describe some of the examples of solid domestic waste (SDW) | paper, cardboard, glass, metal, plastics, organic (kitchen or garden), packaging, construction debris and clothing. |
| Recall some of the factors that can impact the volume and composition of waste | socio-economic, political, environmental and technological factors |
| Describe an example of how the volume and composition of waste varies over time | E-waste has only had a significant contribution to SDW in the last 10 years and at increasing levels. Plastic waste has increased over time as more packaging is used on foods. |
| Describe some examples of how socio-economic factors influence waste production | High income countries are generating more waste than low income countries. Food waste increases as average household waste increases due to higher consumption areas. Urban areas produce more non-organic waste |
| Describe some examples of how political factors influence waste production | Government policies and regulation particularly impact waste management practices (e.g. plastic bag bans, regulation on recycling rates, pay-as-you-throw schemes to reduce waste volume) |
| Describe some examples of how environmental factors influence waste production | Colder climates may generate more fuel waste due to heating, warmer countries may produce more waste associated with air conditioning, natural disasters can cause large amounts of debris that need to be disposed of |
| Describe some examples of how technological factors influence waste production | Digital technology has increased e-waste, advanced recycling technologies have reduced some waste |
| Describe how the production, treatment and management of waste has social impacts | High-income countries may 'export' their waste to low income countries. This may also have environmental impacts if the low income countries cannot treat the waste effectively. |
| Which are more sustainable? Preventative or restorative strategies for waste management | Preventative strategies are more sustainable. Reduction in the consumption of goods and, therefore, production of waste is the most sustainable option. |
| List some of the environmental impacts from waste management | Landfills: Soil contamination, methane emissions. Incineration: Air pollution from harmful emissions (e.g., dioxins). Plastic pollution: Non-biodegradable waste in oceans, harming marine life. |
| Define Biodegradability | Some materials (e.g., food waste) decompose quickly and pose less environmental risk. (Does not build up in organisms or get passed along food chains). Non-biodegradable materials (e.g., plastics) persist for years. |
| Define half-life | Refers to how long it takes for half of a pollutant to degrade. Long half-life substances (e.g., radioactive waste) cause long term issues |
| Define pollution | when harmful substances are added to an environment at a rate faster than they can be degraded or transformed into harmless substances |
| Describe some factors that impact the ability of an ecosystem to process waste | Biodegradability, half-lives. Persistent pollutants with long half-lives or low biodegradability accumulate and can cause long-term environmental harm |
| List some of the human impacts from waste management | Exposure to pollutants, diseases caused by contaminated water or air. Example: People living near landfills have a higher risk of respiratory illnesses. |
| Describe a Persistent Organic Pollutant (POPs) | These products are non-biodegradable and will accumulate in animal fat, causing cancer, immune damage, and reproductive disorders in both wildlife and humans. |
| Describe a preventative strategy for waste management | Focus on reducing waste at the source. Example: Reducing consumption, promoting recycling, banning single-use plastics. |
| Describe a restorative strategy for waste management | Focus on cleaning up after waste has already caused damage. Example: Ocean clean-up projects, land remediation efforts. |
| Recall the levels of pollution management and categorise these into preventative or restorative strategies. | Preventative strategies - altering human behaviour (reduced consumption) or controlling the release of pollutants (waste disposal). Restorative strategies include clean-up and restoration e.g. attempts to restore oceanic garbage patches. |
| Describe some of the waste disposal options for solid domestic waste | Landfill, incineration, waste to energy, exporting waste, recycling, composting |
| Describe strategies for promoting more sustainable management of SDW | taxes, incentives, social policies, legislation, education, campaigns and improved access to disposal facilities. |
| Describe the circular economy | an economic model focused on eliminating waste and pollution by keeping products and materials in use for as long as possible |
| Name the pollutants responsible for urban air pollution | nitrogen oxides (NOx), sulfur dioxide, carbon monoxide and particulate matter. |
| Describe how particulate matter is categorised | according to size of particle, with PM2.5 being fine particulate matter with a diameter of 2.5 micrometres or less and PM10 being air pollution that is made of larger particulate matter with a diameter of 10 micrometres. |
| Identify the largest cause of urban air pollution | Human impacts: i.e. combustion of fossil fuels, industrialisation, agriculture |
| Describe the causes of primary pollution | Natural and anthropocentric sources |
| Describe some examples of natural primary air pollution | Forest fires, dust and volcanic eruptions |
| Describe some examples of anthropocentric primary air pollution | burning for agricultural and forest clearance, burning of fossil fuels and biomass for energy production, and dust from construction/roads |
| Identify the source of the most common air pollutants in urban environments | directly or indirectly from combustion of fossil fuels. |
| Identify the most common types of air pollutants in urban environments caused by the combustion of fossil fuels | PM2.5, PM10, carbon monoxide and sulfur dioxide are primary pollutants, and tropospheric ozone is a secondary pollutant. |
| Identify different management and intervention strategies that can be used to reduce urban air pollution. | improved public transportation, infrastructure for cycling, growing trees, natural screens, green walls, compulsory catalytic converters, limited car use and pedestrianized town centres. |
| Describe the formation of acid rain | NOx and sulfur dioxide react with water and oxygen in the air to produce nitric and sulfuric acid (the chemistry of acid rain formulation IS required) |
| Describe why acid rain is a form of secondary air pollution | The pollutants are not active on emission and NOx and sulfur dioxide need to react with water and oxygen in the atmosphere to produce the nitric and sulfuric acid |
| Describe some of the impacts of acid rain | ecology, humans and buildings. leaching, toxification of soil, foliage); aluminium solubilization, impacts on fish gills and invertebrates); buildings - corrosion of marble, limestone, steel, paint; humans - tissue damage and lung inflammation) |
| Name the pollutants responsible for urban air pollution | nitrogen oxides (NOx), sulfur dioxide, carbon monoxide and particulate matter. |
| Describe how particulate matter is categorised | according to size of particle, with PM2.5 being fine particulate matter with a diameter of 2.5 micrometres or less and PM10 being air pollution that is made of larger particulate matter with a diameter of 10 micrometres. |
| Identify the largest cause of urban air pollution | Human impacts: i.e. combustion of fossil fuels, industrialisation, agriculture |
| Describe the causes of primary pollution | Natural and anthropocentric sources |
| Describe some examples of natural primary air pollution | Forest fires, dust and volcanic eruptions |
| Describe some examples of anthropocentric primary air pollution | burning for agricultural and forest clearance, burning of fossil fuels and biomass for energy production, and dust from construction/roads |
| Identify the source of the most common air pollutants in urban environments | directly or indirectly from combustion of fossil fuels. |
| Identify the most common types of air pollutants in urban environments caused by the combustion of fossil fuels | PM2.5, PM10, carbon monoxide and sulfur dioxide are primary pollutants, and tropospheric ozone is a secondary pollutant. |
| Identify different management and intervention strategies that can be used to reduce urban air pollution. | improved public transportation, infrastructure for cycling, growing trees, natural screens, green walls, compulsory catalytic converters, limited car use and pedestrianized town centres. |
| Describe the formation of acid rain | NOx and sulfur dioxide react with water and oxygen in the air to produce nitric and sulfuric acid (the chemistry of acid rain formulation IS required) |
| Describe why acid rain is a form of secondary air pollution | The pollutants are not active on emission and NOx and sulfur dioxide need to react with water and oxygen in the atmosphere to produce the nitric and sulfuric acid |
| Describe some of the impacts of acid rain | ecology, humans and buildings. leaching, toxification of soil, foliage); aluminium solubilization, impacts on fish gills and invertebrates); buildings - corrosion of marble, limestone, steel, paint; humans - tissue damage and lung inflammation) |
| Recall the three levels of pollution management | pollutants can be managed by altering human activity controlling at the point of release or restoring the damaged systems |
| Recall examples of the first level of pollution management that can manage air pollution | pollutants can be managed by altering human activity (for example, using alternative energy sources), |
| Recall examples of the second level of pollution management that can manage air pollution | pollutants can be managed by controlling at the point of release (for example, scrubbers and catalytic converters) or |
| Recall examples of the third level of pollution management that can manage air pollution | pollutants can be managed by restoring the damaged systems (for example, healthcare and adding limestone/fertilizer to lakes). |
| recall the purpose of an indicator species | an organism whose presence, absence, or abundance provides information about the health and condition of an ecosystem, making it a valuable tool for monitoring environmental change |
| Plan an experiment to use an indicator species as a correlate for pollution in the local environment. | Using an indicator spp such as mayfly or stonefly nymphs in water or lichens in air quality. Sample sites, including locations you suspect are polluted and clean (e.g., upstream vs. downstream from pollution source). Lincoln Index calculation |
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