Proposal to: xxxxxxx
Date: xx/xx/xx
School: xxxxxxxxx
Teacher: xxxxxxxx
Proposal Title: Support for Implementation of the Global Ozone Project
Amount Requested: $5,000
Summary: Our school requests support in the amount of $5,000 for
purchase of the GO3 Project package (Fig. 1). This will allow our
students to fully participate in the Global Ozone Project in which they
will measure ozone levels and meteorological parameters outside our
school and upload their data to an overlay in Google Earth to share with
the general public. Students will analyze their data and compare their
results with those of students in schools around the world. The ozone
measurements will be made with state-of-the-art scientific
instrumentation, and the data obtained by our students will contribute to
the world’s first global data base for ground-level ozone. Students at
Fig. 1. The GO3 Package includes a UVour school will be responsible for maintenance of the equipment,
absorbance-based ozone monitor, Davis
calibration and critical analysis of their data. They will learn about air weather station and netbook computer with
pollution issues through a special curriculum developed especially for software that automatically uploads data to
the GO3 Project and exchange ideas with students around the world for Google Earth.
reducing pollution and improving our environment through the GO3
Social Network. This is a rare opportunity for our students to actively participate in meaningful scientific
research using real scientific instruments, and the experience will hone their critical thinking skills while helping
prepare them for success in college and in their future careers. Currently, more than 75 schools are participating
in the Global Ozone Project, including 30 international schools in countries such as China, Russia, Australia,
Egypt, Spain and Brazil to name a few. It is expected that within the next three years, the program will grow to
more than 1,000 schools, providing the world with the first real time global map of air pollution, and it is our hope
that our school will be one of the pioneering schools in this important endeavor.
The GO3 Project. The Global Ozone (GO3) Project (go3project.com) is an innovative program designed to
promote environmental literacy, particularly knowledge of air pollution and climate change, through a hands-on
research project featuring global collaboration. The GO3 Project utilizes cutting edge air pollution monitoring
technology to involve students in service learning projects that enhance their understanding of the inextricable
link between humans and global atmospheric chemistry. The project fulfills a need K-12 teachers often express:
access to scientific instruments that allow students to make their own environmental measurements, thereby
creating a personal connection to the measurement results. GO3 Teachers report that student analysis of their
own data creates lasting impacts on both their learning and interest in environmental issues. The GO3 Project is
integrated into a formal curriculum, can be used to enhance a wide variety of science and math courses, and also
can be used in afterschool academic enrichment programs. Students assume a leadership role in the project by
installing and maintaining the ozone and weather monitoring stations at their schools. One student is designated
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the "GO3 Project Leader" and given the responsibility of making
sure that the data stream is accurate and as uninterrupted as
possible. Their ozone and meteorological measurements are
automatically uploaded to the GO3 database where they are and
available for online graphing and display on a Google Earth
overlay (e.g., see Fig. 2 showing data display for a few schools in
Colorado). Students perform global-scale research with fellow
students from around the world by viewing, downloading, and
analyzing data collaboratively.
Environmental Stewardship. The GO3 Project raises awareness Fig. 2. GO3 student ozone data displayed in real
about the interconnectedness of the Earth’s atmosphere, oceans, time on Google Earth. The ozone concentration is
cryosphere and biosphere through direct interaction of students encoded as height and color of a cylinder. The
with the environmental data they generate. With the knowledge of sponsor's logo is placed in a popup that provides
additional details
how ground-level ozone forms and is transported, students can
make informed decisions about how their lifestyle impacts the air quality and climate in their region and beyond.
Although the curriculum presents some strategies for reducing ground level ozone, students are encouraged to
invent their own solutions and to share them with others on the GO3 Social Network. The project highlights that
reducing ozone precursors also reduces greenhouse gas emissions, illustrating the interconnectedness between
various environmental issues.
Curriculum. As an integral component of the GO3 Project, the GO3 Curriculum discusses topics such as: the
chemistry of the formation of ground level ozone, causes of ozone depletion in the stratosphere including the
“ozone hole”, the health/environmental effects of ozone, and the role ground-level ozone plays in global climate
change, among others. Ground level ozone was chosen for the basis of the project because of its interesting
photochemistry with diurnal and seasonal variations, the fact that it is transported long distances (across
international boundaries), and because of the less well-known fact that ozone is one of the three most significant
anthropogenic greenhouse gases (along with CO2 and CH4). Ozone is second only to CO2 in projections of future
contributions to global warming. The curriculum also describes how the ozone monitor works (via an animated
video), and requires that students not be merely “users” of the equipment, but fully understand its functions and
participate in its maintenance and calibration.
Student Networking. A goal of the GO3 Project is to build a global community of students monitoring air
pollution, sharing data, and collaborating on the GO3 Social Network where they share and discuss their data and
proposed interpretations in blogs and forums. The site brings scientists, students, and teachers together in a
format similar to Facebook but with content monitored by the GO3 Foundation staff, where they can exchange
teaching materials, articles, discoveries, and ideas about reducing air pollutants. The network is also a very
helpful resource to teachers and students, where project veterans can assist newcomers with their monitoring
station setup and maintenance.
Sponsor Benefits. Sponsors of the GO3 Project have their logos displayed on the GO3 Project website and on
popups on the Google Earth display of ozone and meteorological data (Fig. 2). In addition, a press release
highlighting your sponsorship is provided to local media. Employees of your company are invited to visit our
school along with media representatives in a “media event” where your company is recognized for its donation.
GO3 Foundation. The Global Ozone Project is sponsored by the GO3 Foundation , a 501(c)(3) non profit
corporation. The IRS determination letter is posted at go3foundation.org/images/irs_determination_letter.pdf.
Your donation to the GO3 Foundation is tax deductable. Donations may be made directly to the GO3 Foundation
on behalf of our school by mailing a check to: GO3 Foundation, 2100 Central Ave., Suite 105, Boulder, CO
80301; Phone: (303)468-9123, Email: go3@go3project.com
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