汽车专业毕业设计-翻译-中英文automobile-emissions.doc
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1、Lesson 6- Automobile EmissionsTraffic JamBackground 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 polluter with emissi
2、ons from millions of vehicles on the road. Driving a private car is probably a typical citizens most “polluting” daily activity. The Clean Air Act of 1970 gave EPA broad authority to regulate motor vehicle pollution, and the agencys emission control policies have become progressively more stringent
3、since the early 1970s. EPA standards dictate how much pollution autos may emit but automakers decide how to achieve the pollution limits. The emission reductions of the 1970s came about because fundamental improvements in engine design plus the addition of charcoal canisters to collect hydrocarbon v
4、apors 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. The converters lead to the widespread i
5、ntroduction 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 milestone in vehicle emission control technology came
6、 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 helps optimize the efficiency of the catalytic conv
7、erter. 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. E
8、ven 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 progress. The net result is a modest reduction in each automotive polluta
9、nt 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 and nitrogen oxide reductions. Carbon monoxide control will remain critica
10、l in many cities and limits on vehicle-generated carbon dioxide may become important in the future.ObjectivesAfter completing the lesson, the students will be able to:1. Describe how automobile emissions pollute the air.2. Make inferences and predictions about traffic and air pollution.3. Organize t
11、he 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 using high occupancy vehicles.Materials1. One Traffic Simulation Data Table 1 per student2. One Traffic Sim
12、ulation Data Table 2-5 per student3. 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 beans or objects of comparable size (enough to more than fill all the soda bottles)4. Plastic cups (five per team of 2-4 stu
13、dents)5. One calculator per student (optional)Preparation1. You will need to make one “traffic simulator” per every 2-4 student team. A traffic simulator is 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
14、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 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 (car
15、s, 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 will also need to prepare two small cups of small beans (one with lentils representing bicycles; the other with split peas representing pedestrians). Later i
16、n 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, make the Traffic Simulator Key chart.Procedure1. Ask the students if they have ever been in a traffic jam and discuss briefly.2. Have the students draw a quick sk
17、etch of a traffic jam. Give them about five minutes to draw and then ask them what they think causes traffic jams. 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.
18、 Give them time to complete this and then discuss. Guide students to identify ground-level ozone, nitrogen oxides, 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
19、that comes from car tailpipes is called “emissions.” Emissions also come from under the hood of the car 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
20、traffic or at the drive-through windows use fuel inefficiently because they are not moving forward toward 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
21、 transportation planners whose job it is to figure out how to get rid of the congestion in cities. 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
22、 traffic simulator and tell them that in this lesson they will be transportation planners 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 represent
23、s a traffic jam. Explain what each type of bean represents using the Traffic Simulator 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 co
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