http://www.educationoasis.com/curriculum/LP/SCI/ground%20level%20ozone.htm
Ground Level Ozone
Submitted by: Jennifer Freed http://www.jenniferfreed.net/
School Affiliation: Mountain Ridge High School, Glendale, Arizona
Subject: Environmental Biology
Grade Levels: 9-12
Overview: In this project, students use real time data to predict the level of ground ozone in
their home city. They then measure the level of ground ozone and submit their data to an
online collaborative project. Throughout the project, online discussions are used. The students
finish by creating a web page describing the hazards of ground level ozone.
Rationale: Real time data creates "buy-in" for the students as they learn science concepts.
They can see how the ground level ozone values can affect their lives. Participating in the
online collaborative project allows them to participate in authentic research as well.
State/National Standards:
For an extensive list of Arizona State Standards, see the attachment at the end of the lesson.
Learning Objectives: By the end of this project, students will be able to:
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Describe what ozone is, when it is formed and what the health effects are from
breathing ozone.
Read the Environmental Protection Agency's Air Quality Index (AQI) chart, record
weather data, and determine the presence of ground level ozone.
Create graphs to help visualize or recognize trends.
Predict when ground level ozone may occur.
Use technology to determine current ground ozone levels.
Use knowledge gained to create awareness about ground level ozone and the
associated health effects.
Create a web page reporting information about ground level ozone and what people
can do to help with the problem.
Materials:
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Internet availability for real-time data site. The online discussion can be completed inclass as a journal assignment if an online discussion board is not available.
An ozone testing kit (we use Eco Badges) is needed for the online collaborative project
as well as an Internet connection; however, this part of the project is optional. (There
are some labs such as milkweed damage that can be found online that could test
ozone levels if a kit is not available.)
The final web page project could be modified to a brochure or poster if web page
posting is not available at a particular school or district.
Procedure:
The complete project and procedures as well as rubrics are found at
http://jenniferfreed.net/Design/ozone.htm
Here is a summary of the procedure:
1. What do you know about ozone? A series of questions about ozone to be completed by the
student in an online discussion (or at home as a writing assignment) to determine prior
knowledge.
2. In-class activity: KWL. What do you know about ground level ozone? What would you like to
know about ground level ozone?
3. The Ozone Between Us. Here the students go to the CIESE ozone project Web site to learn
about ground level ozone and how to read ozone maps.
4. In-class activity: Students report their findings from the Ozone Between Us activity to the
class. The class then discusses what they learned and watches a short video clip from "Ozone
Double Trouble" (available on the CIESE Web site).
5. Weather's Role. The students go on the CIESE Web site to learn how weather can affect
ground ozone levels.
6. In-class activity: Students report their findings from the Weather's Role activity to the
class. The class then discusses what they learned as well as compares their graphs.
7. Tracking Ozone. The students return to the CIESE web page to track ozone events and
learn how to create graphs and maps.
8. Can you use this information to predict ozone events? This is an online discussion (or athome writing assignment) where the students create a plan on how they would predict ozone
levels in their city.
9. Will There Be Ozone Tomorrow? The students return to the CIESE web site to predict ozone
levels for two days in their city based on current weather and ozone patterns.
10. Post your predictions. The students post their predictions on the online discussion board
(or can write them as a journal entry in class or at home).
11. Measuring Ozone. Students measure ozone levels for their city for a week to create ozone
graphs as well as to determine if their predictions were correct. They will then submit their
ozone data to the Pathfinder Science Web site for their collaborative online project.
12. Finish Will There Be Ozone Tomorrow. Students analyze their predictions and compare
them to the real ozone events.
13. Smog City. The students return to the CIESE Web site to perform simulated ozone events
and to learn what they can do to prevent ground level ozone contamination.
14. In-class activity: KWL. What did we learn about ozone from this unit?
15. What Can You Do? Students create an informational web page discussing the ground level
ozone problem as well as what people can do about it.
Extension/Enrichment:
The measurement of ozone and contribution to the online collaborative project through
Pathfinder Science could be used as an extension activity.
Assessment:
The students are assessed using their discussion question responses throughout the project.
The web page is used as a final assessment. Rubrics for this assessment are found on my Web
site as well: www.jenniferfreed.net
Resources Consulted:
The Center for Improved Engineering and Science Education (CIESE) Web site,
http://www.k12science.org/
Pathfinder Science Web site, http://pathfinderscience.net
Rubrics were created using Rubristar, http://rubistar.4teachers.org/index.php
Comments:
This project is a blend of two existing online projects with modifications as well as some
additions of my own. The original project comes from the Center for Improved Engineering
and Science online project entitled "Air Pollution: What's the Solution."
The online collaboration is from the Pathfinder Science online project called "Keeping an Eye
on Ozone."
The discussion questions, KWL activity, and other extensions were my additions to the
projects.
Attachment:
This lesson plans meets the following Arizona State Standards:
Standard 1: Science As Inquiry
Students understand and use the processes of scientific investigation and scientific ways of
knowing. They are able to design, conduct, describe and evaluate these investigations. They
are able to understand and apply concepts that unify scientific disciplines.
1SC-P1. Propose solutions to practical and theoretical problems by synthesizing and evaluating
information gained from scientific investigations
PO 2. Propose solutions to a problem, based on information gained from scientific investigation
1SC-P2. Compare observations of the real world to observations of a constructed model (e.g.,
an aquarium, a terrarium, a volcano)
PO 1. Assess the capability of a model to represent a "real world" scenario
1SC-P4. Create and defend a written plan of action for a scientific investigation
PO 1. Design an appropriate protocol (written plan of action) for the investigation of a
scientific problem
PO 2. Justify the protocol in terms of the elements of experimental design
1SC-P5. Apply the concepts of equilibrium, form and function to a variety of phenomena
PO 1. Predict the effects of various factors on the equilibrium of a system
1SC-P6. Identify and refine a researchable question, conduct the experiment, collect and
analyze data, share and discuss findings
PO 1. Construct a researchable question
PO 2. Employ a research design that incorporates a scientific method to carry out an
experiment
PO 3. Analyze experimental data
PO 4. Communicate experimental findings to others
Standard 3: Personal and Social Perspectives in Science and Technology
Students understand the impact of science on human activity and the environment and are
proficient in the uses of technology as they relate to science.
3SC-P2. Propose and test, using computer software or common materials, a solution to an
existing problem; or design a product to meet a need, using a model or simulation
PO 1. Describe a problem or need
PO 2. Propose a solution to the problem or design a product to meet the need
3SC-P4. Identify and describe the basic processes of the natural ecosystems and how these
processes affect, and are affected by, humans
PO 1. Describe the basic processes of the natural ecosystems (e.g., water cycle, nutrient
cycles)
PO 2. Explain how these processes affect, and are affected by, humans
http://www.sbcapcd.org/teachers.htm#Presentations
http://www.epa.gov/region01/students/teacher/aire.html
http://www.epa.gov/teachers/air.htm
http://www.projects.juliantrubin.com/science_fair_project/earthsciences/tropospheric_oz
one_1.html
Science Fair Project Guide
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Science Fair Project Information
Title: Study of tropospheric ozone using OSIRIS and TOMS data.
Physical Sciences
Subject: Earth Sciences
Grade level: High School - Grades 10-12
Earth Sciences
Academic Level: Advanced
Tropospheric Ozone
Project Type: Experimental
Cost: Low
Earth Sciences Fair
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Awards: 1st place, Canada Wide Virtual Science Fair (2004)
Affiliation: Canada Wide Virtual Science Fair (VSF)
Year: 2004
Description: The goal of this project is to use OSIRIS and TOMS ozone data to
find those areas on the Earth, where the concentration of tropospheric ozone is
systematically large. This is done by subtracting OSIRIS stratospheric ozone map
from TOMS total ozone maps.
Link:
http://www.virtualsciencefair.org/2004/pete4o0/public_html/pages/introduction.h
http://www.odec.ca/projects/2006/pete6o2/
Short Background
Ozone (O3) is a constituent of the troposphere (it is also an important constituent of
certain regions of the stratosphere commonly known as the Ozone layer). Photochem
and chemical reactions involving it drive many of the chemical processes that occur in
the atmosphere by day and by night. At abnormally high concentrations brought abou
by human activities (largely the combustion of fossil fuel), it is a pollutant, and a
constituent of smog. Many highly energetic reactions produce it, ranging from
combustion to photocopying. Often laser printers will have a smell of ozone, which in
high concentrations is toxic. Ozone is a powerful oxidizing agent readily reacting with
other chemical compounds to make many possibly toxic oxides.
The troposphere extends to between 10 and 18 kilometers above the surface of the
Earth and consists of many layers. Ozone is more concentrated above the mixing laye
or ground layer. Ground-level ozone, though less concentrated than ozone aloft, is m
of a problem because of its health effects.
Tropospheric ozone is a greenhouse gas and initiates the chemical removal of methan
and other hydrocarbons from the atmosphere. Thus, its concentration affects how lon
these compounds remain in the air.
The Orchid Grower
A Juvenile Science
Adventure Novel About
Orchids & Genetic
Engineering
Satellites can measure tropospheric ozone. Measurements specifically of ground-level
ozone require in situ monitoring technology.
The Total Ozone Mapping Spectrometer (TOMS) is a satellite instrument for measurin
ozone values. Of the five TOMS instruments which were built, four entered successful
orbit. Nimbus-7 and Meteor-3 provided global measurements of total column ozone o
daily basis and together provide a complete data set of daily ozone from November
1978 - December 1994. After an eighteen month period when the program had no on
orbit capability, ADEOS TOMS was launched on August 17, 1996 and provided data u
the satellite which housed it lost power on June 29, 1997. Earth Probe TOMS was
launched on July 2, 1996 to provide supplemental measurements, but was boosted to
higher orbit to replace the failed ADEOS. The only total failure in the series was
QuikTOMS, which was launched on September 21, 2001 but did not achieve an orbit.
The transmitter for the Earth Probe TOMS failed on December 2, 2006.
Since January 1, 2006 data from the Ozone Monitoring Instrument (OMI) has replace
Earth Probe TOMS.
OSIRIS (Optical, Spectroscopic, and Infrared Remote Imaging System) is the main
scientific imaging system on the orbiter of the ESA spacecraft Rosetta. It was built by
consortium led by the German Max Planck Institute for Solar System Research.
For More Information: Total Ozone Mapping Spectrometer (TOMS)
Source: Wikipedia (All text is available under the terms of the GNU Free Documentati
License)
Useful Links
Science Fair Projects Resources
Earth Sciences Resources
Citation Guides, Style Manuals, Reference
General Safety Resources
Electrical Safety FAQ
http://www.projects.juliantrubin.com/science_fair_project/environmental_sciences/groun
d_level_ozone_2.html
http://www.projects.juliantrubin.com/science_fair_project/environmental_sciences/groun
d_level_ozone_1.html
http://teachertech.rice.edu/Participants/lee/tropo.html
GROUND LEVEL OZONE TESTING
The Science Teacher, December '95
Field testing ground level ozone is from a module, "Ozone in Our Atmosphere" developed by
Project LEARN teachers at NCAR, National Center of Atmospheric Research, Boulder
Colorado. The test is over a hundred years old and was developed by Dr. Schoenbein in the
early 1800's. The test paper he developed contains Potassium Iodide, Corn Starch and water.
I would suggest that you use distilled water to make this paper and for the final reading.
Schoenbein's paper is placed in an area away from light for eight hours to allow for a reaction.
This test is based on the oxidation capability of ozone.
Ozone in the air will oxidize the potassium iodide on the Schoenbein paper to produce iodine.
The iodine reacts with starch and produces a purple color. The exact shade of purple
correlates to the amount of ozone present in the air. The two reactions involved are:
2KI + 03 + H2O
2KOH + O2 + I
I2 + starch
Blue or Purple color
Schoenbein Paper Preparation. . . . . . . . . . . . . . . .
1. Place 100 ml of water in a 250ml beaker then add 5g of corn starch.
2. Heat and stir mixture until it gels. The mixture is gelled when it thickens and
becomes somewhat translucent.
3. Remove the beaker from the heat and add 1g of potassium iodide and stir well.
Cool the solution.
4. Lay a piece of filter paper on a glass plate and carefully brush the paste onto the
filter paper. Turn the filter paper over and do the same on the other side. Apply
the paste as uniformly as possible. The paper can be exposed for immediate
testing at this point.
5. Allow the paper to dry. Do not set in direct sunlight. A low-temperature drying
oven works best. To save time, place the paper on a microwave-safe plate and
microwave on high for 30 to 60 seconds.
6. Cut the filter paper into 1inch wide strips, place them in a zipper-lock plastic bag
or glass jar out of direct sunlight.
*Wash hands thoroughly with soap and scrub under fingernails with a brush after
working with the potassium iodide mixture.
Testing Procedure. . . . . . . . . . . . . . . . . .
1. Dip a strip of test paper in distilled water and hang it at a data collection site out
of direct sunlight. Make sure the strip can hang freely.
2. Expose the paper for approximately eight hours. Seal it in an airtight container if
the results will not be recorded immediately.
3. To observe and record test results, dip the paper in distilled water. Observe the
color and determine the Schoenbein Number using the Schoenbein color scale.
4. Determine the relative humidity of the data collection site by using a bulb
psychrometer or local weather data. Round off the relative humidity reading to the
nearest 10 percent. (High relative humidity makes the paper more sensitive to
ozone, and a higher Schoenbein Number is observed. To correct for this, the
relative humidity must be determined and figured into the calculation of ozone
contration.) Refer to the Relative Humidity Number Chart. Along the bottom of
the chart, find the point that corresponds to the Schoenbein number that you
recorded. From that point, draw a line upward until it intersects with the curve
that corresponds to your humidity reading. To find the ozone concentration in
parts per billion, draw a perpendicular line from the Schoenbein number/relative
humidity point of intersection to the left side of the chart.
Observation and Questions. . . . . . . . . . . . . . . . . .
Schoenbein Color Scale
Relative Humidity Schoenbein Number Chart Scale
1. What change in the test paper, if any, did you observe? (The color of the
paper may not be uniform. Determine the Schoenbein Number by the
color in a area with the most noticeable change.)
2. Compare your test paper to those of other students. Do all the test papers
appear the same? (individual test papers will vary depending on the
amount of oxidants at the site. Be aware that false positive results can
occur from nitrogen oxides in heavy traffic areas.)
3. Was the relative humidity for your test day high or low? (individual results
will vary depending on the specific relative humidity of the site.)
4. Why do you think the test papers did not all appear the same?
5. Would the parts per billion of ozone be the same for Schoenbein Number
of 4 at a relative humidity of 30 percent and 70 percent? (Hint: Refer to
the Relative Humidity Schoenbein Number Chart.)
Based on the data you collected, do you think this method is a good way to measure
tropospheric ozone? Why or why not? Compare data with those from local monitoring
stations. Also, if possible get information about the wind direction during your study and
determine how it affected your measurements. Texas City's weather can be found at
Texas City Weather. Compare local weather with state and national maps. Last but
not least, Examine the UV Index for the area you are testing. More websites with
ozone information: Clean The Air / Pathfinder Science / NCAR, Boulder Colorado/
Texas Air Information / Let's Clean the Air!
*Write to: The Nation Center of Atmospheric Research, NCAR, P.O. Box 3000,
Boulder Colorado, 80307-3000, Attention: Carol McLaren, for information on the
ozone module and others.
Email
Back
These pages authored and maintained by Judy Lee.
Revised:
. Copyright © 1998 CRPC GirlTECH. All rights reserved.
http://www.theteachersguide.com/Environment.html#Air
http://www.ucar.edu/learn/index.htm
 module for teachers and students
Ozone Attack
In this activity, students will observe how ozone can damage rubber bands and through a
comparison, they will be able to determine the relative ozone levels for different locations.
Background
Ozone is present in the air that surrounds us. It is formed when hydrocarbons (HCs) and
nitrogen oxides (NOx) from forests, industries, and automobile exhaust react with heat and
sunlight. This tropospheric ozone is often called "bad" ozone because it damages living tissue.
Some tropospheric ozone is natural. Lightning and static discharges are one natural source of
tropospheric ozone. Ozone gives off the acrid smell after a lightning discharge. Some ozone is
also produced when natural hydrocarbons formed by trees and other vegetation react with
nitrogen oxides in the atmosphere and sunlight.
This activity is based on the high oxidation capacity of ozone, which causes rubber and plastic
products to break down after relatively short exposure. By observing how rubber bands
deteriorate and develop cracks or pits, the relative ozone levels can be determined for
different locations. If you would like to extend this activity into an inquiry-based laboratory for
your students, a guide has been included along with a sample lab report format.
Note: The xerographic process in most copy machines uses electrostatic charging of a
cylinder. The accompanying ionization creates ozone in adjacent air, so a room containing a
copy machine makes a good location for this experiment.
Learning Goals
1. Students will understand that tropospheric ozone is often called "bad"
ozone because it breaks down certain materials.
2. Students will be able to explain that concentrations of ozone are not
uniform.
3. Students will be able to demonstrate that the longer the exposure to
ozone, the greater the effect.
Alignment to National Standards
National Science Education Standards
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Science As Inquiry, Grades 5 to 8, pp. 143: "Content Standard A: As a
result of activities in grades 5 - 8, all students should develop abilities to
do scientific inquiry and understandings about scientific inquiry."
Benchmarks for Science Literacy, Project 2061, AAAS
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Scientific Inquiry, all grades, pgs. 9-13.
Grade Level/Time
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Grade level: 6 to 9
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Time: Variable depending on the nature of the student experiment but use
the following as a general guide:
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Introduction by teacher: 20 minutes
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Experiment set-up by students: 20 minutes
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Daily observations for at least one week: 5 minutes
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Discussion and comparison of results: 30 minutes
Materials (per group of students)
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3 glass jars or beakers
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3 medium size rubber bands
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Hand lens
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Felt pen
Procedure
1. Have students work in groups of 2 or 3. Each group will have 3 jars or
beakers and 3 medium size rubber bands, and will place each jar in a
different location.
2. Place a rubber band around each glass jar or beaker near the center
without stretching it very much. (The results of this experiment will be
altered if the rubber bands are stretched a great deal.)
3. Write the group name, starting date, and location on a piece of paper and
place it on the beaker or jar.
4. Use the hand lens to observe a section of the rubber band. Mark this
section with a felt pen.
5. Make a drawing of this section showing the condition of the rubber band.
6. Place one jar outside away from direct sunlight. Place one jar in the
classroom. Place one jar near the copy machine.
7. Observe and record (write and draw) changes within the marked section
each day for the next week.
Observations and Questions
1. Make drawings and a table describing the observable changes in the
rubber bands. (Cracking or pitting of the rubber bands should be observed
in some locations.)
2. Which location showed the greatest changes? Which location showed the
least changes? (Answers will vary. Usually the sample near the copy
machine will show more changes.)
3. On which day did you first see noticeable changes? (Answers will vary
depending upon the ozone concentration.)
4. Did all the rubber bands change on the same day? (Probably not.)
5. What do you think may have caused the change in the rubber bands?
(Ozone will deteriorate the rubber bands at a rate dependent upon the
ozone levels in the surrounding air.)
6. What might explain why you observed different degrees of change in
various locations? (Hopefully students will relate the amount of change to
different ozone levels.)
7. What do you think the effect on the rubber bands might suggest about any
possible effect of ozone on living tissue, such as plants or your own
lungs? (Scientists are studying if there is a direct relationship between
ozone levels and the amount of damage to biological materials.)
8. Describe in a short paragraph why your data might suggest possible
hazards to people who work in copy rooms. (Scientists are trying to
determine if high concentrations of ozone might be harmful to tissues of
people working for long periods of time near copy machines.)
Extensions
1. Have students try different sizes of rubber bands, stretching versus not
stretching the rubber bands, nylon stockings, different types of plastics,
etc., at different locations, for different amounts of time. Students can look
at differences in ozone levels at different street intersections, since ozone
is formed by the interaction of hydrocarbons and nitrogen oxides with
sunlight. Students should keep a record of weather conditions, particularly
sunlight, and level of air pollution during the recording time. The health
department in some cities records pollution levels, including ozone levels.
2. Determine the economic impact of changes in tropospheric ozone. Things
to consider: cost of ozone damage to materials such as tires, rubber, and
plastics; costs and benefits of pollution mitigation.
3. Consider the impact ozone has upon society, for example, health care,
crop damage, etc.
Assessment Ideas
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This would serve well as a scientific inquiry task and allow the teacher to
assess student understanding of ozone effects as well as the students'
ability to design and conduct simple, independent experiments. A simple
laboratory report would be an appropriate assessment tool.
Modifications for Alternative Learners
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English Language Limited (ELL) students should be able to carry out this
lab with little difficulty. If done as an inquiry task, all students should be
given clear and specific directions on how to write up the lab. Students in
general, and ELL students in particular, might benefit from a simulated
report example prepared by the teacher as a guide (particularly if they
have limited experience with inquiry lab reports).
Notes to Teacher
Suggestions to implement this activity through an inquiry approach
1. You may wish to use cheaper and less breakable band tensioning
devices than the bottles or beakers recommended in the original
experiment. Bent clothes hangers or strips of wood should work OK.
The jars were recommended in the original experiment because they
distribute the tension equally around the band, so damage should be
uniform. The disadvantage of this approach is that only one side of the
band is exposed to the air. Simple wire and wood hangers will
maximize exposure, making changes obvious in a shorter period of
time. Even in potentially polluted areas, however, the students should
allow 48 hours for ozone damage to become apparent.
2. Use any acceptable form of a lab write-up or oral lab report. Students
should have the opportunity to explain what the question is and why it's
important, describe in detail their experimental procedure, report their
results in text and graphic form (graphs, tables), and explain how the
data they collected answers the question. An example lab write-up
format (intended for 9th grade students) is appended.
Example Lab Report Format
In this class we will frequently be doing labs that you design and carry out on
your own. For these labs, you will turn in a report, either on paper or on disk
(your choice), that follows the following format:
1. TITLE: The title should specifically describe what the lab is about ("The
effect of insecticides on plant growth," not "Chemicals and plants").
2. INTRODUCTION: Tell the reader why you are doing the study. Give
enough background information so the reader will understand why the
subject and the study is important. Tell the reader what you are trying to
figure out in the form of a clear, logical, and answerable question.
3. MATERIALS: List all the supplies that you used so someone else could
use exactly the same materials when repeating your study.
4. PROCEDURE: Pretend your lab is like a recipe and that you are writing
for a reader not as smart as you. You have to describe exactly what to
do and how to do it or the reader will probably mess it up. Procedures
are best written in a numbered list (step 1, step 2, etc.) rather than in
paragraph form, but if you like the paragraph form and can write very
clearly, you may use it. If you've done it correctly, a younger student
ought to be able to follow your instructions. Drawings or diagrams are
often helpful. Be sure to identify CONTROL treatments and
REPLICATES clearly in your procedure.
5. RESULTS: Data can take many forms, but it all needs to be clearly
shown to the reader. You may use drawings, tables, or graphs,
depending on what you are trying to show, but all have to be very well
labeled, with titles and all units shown. You must also write in
paragraph form what you found. This is where you draw the reader's
attention to the most important or useful parts of your data. We will
discuss these issues further in class.
6. DISCUSSION AND CONCLUSION: This is the heart of the lab! Plan to
spend LOTS of time on this section! This section should be written in
paragraph form, not in a list. There are several parts to a good
discussion section:
a. Summarize why you did the lab and how you did it.
b. Summarize what you found.
c. Relate your findings specifically back to your purpose or question.
Did you fulfill the purpose, answer the question? (It's totally OK if the
answer is no; many experiments don't turn out to be what we expect
them to be.) Either way, explain why.
d. Discuss sources of error: These are things that you couldn't control—
faulty equipment, limits on time or resources, other things you didn't
plan on. Don't cop-out by just reporting that you messed up.
e. If I wanted to pursue this research, what would you recommend that I
do next? Leave me with a sense of where the research would go from
here.
Student Handout
Ozone Attack
Background
You've already learned in class that the substance known as ozone ( ) can be found high in
the stratosphere where it serves to protect the earth's surface from high-intensity solar
ultraviolet radiation. You've also learned that ozone can be found near ground level, a product
of chemicals that comprise 'smog.' As a component of the lower atmosphere, it can cause
significant damage to living things and some man-made materials.
Simple rubber bands, under tension, can indicate the presence of ozone. Because ozone
attacks and weakens the molecular bonds between the molecules that make up rubber, the
bands become cracked and brittle upon exposure to ozone. In this investigation, you will use
the degradation of rubber bands as an indicator of ozone as you survey areas for the presence
of ozone.
Procedure
1. You will be provided with a standard set of rubber bands and objects to
stretch and hold the bands. (SEE NOTE #1 TO TEACHER)
2. Working alone or with a partner according to your teacher's directions,
think about where you might expect to find high ozone concentrations and
why, based on what you've learned about ozone. Develop a plan to
determine whether or not these areas have high ozone concentrations as
compared to other areas of potentially lower ozone, using the rubber band
tests. In designing the study you will have to decide how long to run the
test, where to place the rubber bands, and how you will measure and
compare any possible ozone effects on the bands. In all these studies, be
sure to only place the bands in shaded locations. If exposed to the sun,
the direct action of solar UV on the bands can cause damage that
resembles ozone damage. In order to design a good investigation,
remember to always set aside one (or more) rubber band tests to be
placed in an area of certain low (or zero) ozone concentration (in a ziplock bag in a dark cupboard, for example, or sealed in a bottle with some
activated charcoal to absorb any ozone that may be present in the air).
3. Show your experimental design to your teacher for approval before you
proceed, then carry out the experiment, taking careful notes on what you
do, how you do it, and the data that you collect.
4. Report the results of the study according to your teacher's instructions.
Observations and Questions
1. Make drawings and a table describing the observable changes in the
rubber bands.
2. Which location showed the greatest changes? Which location showed the
least changes?
3. On which day did you first see noticeable changes?
4. Did all the rubber bands change on the same day?
5. What do you think may have caused the change in the rubber bands?
6. What might explain why you observed different degrees of change in
various locations?
7. What do you think the effect on the rubber bands might suggest about any
possible effect of ozone on living tissue, such as plants or your own
lungs?
8. Describe in a short paragraph why your data might suggest possible
hazards to people who work in copy rooms.