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Ozone’s Effect on Our Environment
Rebecca Pittman, Educator, Mathematics & Science Center
Developed with funding from the Mathematics & Science Center as part of the
course, Air Quality for Sixth Grade Teachers, Summer 2004
Curriculum
Grade 6; Environmental Science
Key Concepts
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An ozone molecule contains three oxygen atoms bonded together.
Ozone found high in the stratosphere serves to protect the earth’s surface from
high-intensity solar ultraviolet radiation.
Ozone found near ground level can cause significant damage to living things and
some man-made materials.
Pollutants become trapped close to the Earth’s surface when the air over a city
does not move. These pollutants react with heat and sunlight to form smog and
ozone.
The hydrocarbons and nitrogen oxides that form ozone come from forests,
industries, and automobile exhaust.
Lightning and static discharges are one natural source of tropospheric ozone.
Overview
Ozone attacks and weakens the molecular bonds between the molecules that make
up rubber products. Rubber exposed to ozone will eventually become cracked and
brittle. This investigation uses changes in the properties of rubber bands as an
indicator of ozone.
Materials
For each team:
 8 medium size rubber bands
 hand lens
 4 small note cards
 felt pen
 3 coat hangers
 heavy wire (~12")
Safety
Normal classroom safety rules should always be followed.
Time
Introduction and setup: 30 minutes
Observations three times a week for two weeks: 5 minutes
Discussion and comparison of results: 30 minutes
Grouping
Teams of 3 or 4 students may identify and test three sites.
Procedure
1. Decide on potential test sites for your ozone study. Where might ozone
concentrations be highest? Why? Only place bands in shaded locations. Direct
solar radiation can cause damage that resembles ozone damage.
“Ozone’s Effect on Our Environment”
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© Mathematics & Science Center 2005
2
2. Bend one end of each coat hanger so that one rubber band can be placed around
it with very little stretching. Bend the other end of the coat hanger so a rubber
band can be tightly stretched across it.
3. Place a rubber band on the opposite ends of each of the coat hangers. Use the
felt tip pen to mark off a one inch long section on each rubber band. Place an
identifying number on each rubber band at one end of this mark.
4. Use the hand lens to observe the marked section on each rubber band. Make a
drawing of this section in your data table showing the condition of the rubber
band at the start date.
5. Write your group name, starting date, and the name of one of your chosen test
sites on each index card. Attach an index card to each hanger.
6. Place one hanger at each test location. Record any observed changes within the
marked section three times a week for the next two weeks.
7. Place the remaining two bands in a zip-lock bag in a dark cabinet in an area
where close to zero ozone concentrations are expected. Stretch one of these
bands on a piece of coat hanger or other heavy wire. Mark off one inch sections
on each of these bands. Label this location “Control”.
Create a table similar to the one below for recording findings.
Date
“Ozone’s Effect on Our Environment”
Band # /
Location
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Drawing of
Marked
Section
Observations
© Mathematics & Science Center 2005
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Assessment
1. Which location showed the greatest change? Which location showed the least
change?
2. On which day did you first note a noticeable change for the rubber band that
exhibited the greatest change?
3. What do you think was the source of ozone at each location that exhibited a
change?
4. Was there an observable difference between the normal and the stretched bands
at the same location? Offer an explanation for this observation?
5. Summarize your findings and discuss the economic impact of changes in
tropospheric ozone.
6. Create a graphic representation of your findings.
Resources
A Recipe for Ozone
http://coep.pharmacy.arizona.edu/air/index.html
This interactive on-line flash animation visually walks students through the
formation of ground level ozone.
NOAA Ozone Activities
http://www.ozonelayer.noaa.gov/
Explore the pull down menu beneath ‘Science’ and ‘Data’ to learn more about
ozone.
Ozone Information
http://www.ozoneapplications.com/ozoneinfo.htm
Properties of ozone and how it interacts with materials in our environment.
Virginia Department of Environmental Quality Ozone Monitoring
http://www.deq.state.va.us/airquality/
Hourly data from across the state is posted on this site. The Henrico County
monitoring station is located on campus at the Mathematics & Science Center. An
explanation of the Air Quality Index codes as well as animated ozone maps, ozone
forecasts, ozone history, and tips on how Virginians can help reduce ozone are
included.
Teacher Note:
The xerographic process in most copy machines uses electrostatic charging of a
cylinder. The accompanying ionization creates ozone in adjacent air making a room
containing a copy machine a good location for this experiment.
Ozone affected bands will appear dry and/or cracked. There is an apparent loss of
elasticity.
“Ozone’s Effect on Our Environment”
http://mathinscience.info/
© Mathematics & Science Center 2005