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Catchy Title: The Breathtaking Nature of the Urban Explosion, Part 2
Theme/Topic of Lesson: Measurement of Surface Ozone
Time Commitment: One 45 minutes period with 10 minute daily readings for duration of experiment
Subject Area(s):
Educational Technology - Integrating technology into the classroom
Health - Environmental health
Science - Biological and life sciences
Science - Environmental
Science - Chemistry
Science - Technology
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: How does the concentration of surface ozone levels vary during a given time period?
Overview:
The effects of ground level or surface ozone were investigated in The Urban Explosion & Its Consequences WebQuest in Part 1 of this series of 4 "The Breathtaking Nature..." lessons, which explain the relationship between surface ozone and respiratory problems - specifically, asthma. The next step in the study of this environmental health issue is to actually measure the air pollutant, ozone, and try to correlate it with other atmospheric conditions. All of this data can be used to help people with asthma or other chronic respiratory disorders to avoid the complications that come with high levels of surface ozone. Once the ozone data has been collected, it can then be added to an online database of information maintained by the GLOBE Program (http://www.globe.gov/fsl/welcome.html), a worldwide hands-on, primary and secondary school-based education and science program in which students take scientifically valid measurements in the fields of atmosphere, hydrology, soils, and/or land cover/phenology; report their data through the Internet; create maps and graphs on a free interactive Website to analyze data sets; and collaborate with scientists and other GLOBE students around the world.
Teachers utilizing this lesson may choose to have their students measure the ozone levels for a local purpose or become involved in the international Globe Program. The procedures in this lesson provide a link to the GLOBE Protocols for effectively measuring the surface ozone levels in a chosen area and how this data can be used to predict environmental health problems. Students will be measuring the concentration of surface ozone using an optical reader called the ZikuaTH marketed by Vistanomics, Inc. (http://www.chesapeake.edu/arenk2/Zikua%20Instrux%20Manual.pdf). The device works by measuring the ozone exposure on a test card that reacts with ozone. This card is then interpreted and quantified by the ZikuaTH using beams of light. Taking readings at various times of the day or over an extended period of time will show how the ozone concentration varies with time of day or days of the week. Detailed procedures for this laboratory-based lesson are found at the website produced for this lesson, The Measurement of Surface Ozone at: http://www.fastol.com/~renkwitz/measurement_surface_ozone.htm.
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Environmental Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. | Maryland State Indicators
6.12.5
investigate and analyze environmental issues from local to global perspectives (e.g., world population, food production and distribution, pollution and epidemics, biodiversity) to develop an action project that protects, sustains, or enhances the natural environment.
The student will identify an environmental issue and formulate related research questions. (CLG 6.4.1.)
The student will design and conduct the research. (CLG 6.4.2.)
The student will interpret findings to form conclusions and make recommendations to help resolve the issue. (CLG 6.4.3.)
The student will apply the conclusions to develop and implement an action project.(CLG 6.4.4.)
The student will analyze the effectiveness of the action project in terms of achieving the desired outcomes. (CLG 6.4.5.) | Environmental Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. | Maryland State Indicators
6.12.4
use concepts from chemistry, physics, biology, and ecology to analyze and interpret the impact both positive (recycling) and negative (toxic wastes) of human activities on the earth's resources (land, water, air, energy, biological).
The student will evaluate the interrelationships between humans and air quality. (CLG 6.3.1.)
The student will evaluate the interrelationship between humans and water quality and quantity.(CLG 6.3.2.)
The student will evaluate the interrelationships between humans and land resources. (CLG 6.3.3.)
The student will evaluate the interrelationships between humans and biological resources. (CLG 6.3.4.)
The student will evaluate the interrelationships between humans and energy resources. (CLG 6.3.5.) | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.12
analyze the interdependence of diverse living organisms and their interactions with the components of the biosphere.
The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem (diversity, succession, niche).
(CLG 3.5.2.)
The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations (depletion of food, destruction of habitats, disease, natural disasters, pollution, population increase, urbanization). (CLG 3.5.3.)
The student will illustrate how all organisms are part of and depend on two major global food webs (oceanic food web, terrestrial food web).
(CLG 3.5.4.)
The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society and the environment. They may select topics such as bioethics, genetic engineering, endangered species, and food supply. (CLG 3.6.1.) | Chemistry
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. | Maryland State Indicators
4.12.1
use observation of the properties of matter to predict its structure and changes to its structure.
The student will select and use appropriate devices to measure directly or indirectly the length, mass, volume, or temperature of a substance (centigram balances, graduated cylinders & pipettes, metric rulers, thermometers & temperature probes).
(CLG 4.1.1.)
The student will gather and interpret data related to physical and chemical properties of matter such as density and percent composition (constructing data tables, graphing linear relationship, appropriate technology to analyze data).
(CLG 4.1.2.)
The student will distinguish among metallic, ionic, and covalent solids in terms of observable properties (solubility, melting point, boiling point, conductivity).
(CLG 4.2.4.)
The student will illustrate the structure of the atom and describe the characteristics of the particles found there (protons, neutrons, & electrons; nucleus). (CLG 4.2.1.) | Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
| Technology productivity tools
(Gr. 9-12) | ISTE Technology Standards
3. Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Investigate and apply
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
| Basic operations and concepts
(Gr. 9-12) | ISTE Technology Standards
1. Basic operations and concepts
| ISTE Technology Performance Indicators
Make informed choices
Make informed choices among technology systems, resources, and services.
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Learning Objectives:
The Students will:
determine the amount of ozone in ppb (parts per billion) using an ozone reader, noting color change of a paper strip in the presence of ozone. measure the concentrations of ground-level ozone in the atmosphere. observe changes in the concentrations of ozone over time. complete a data sheet to record ozone readings over a period of time. complete a Microsoft Excel spreadsheet and graph depicting the data.
interpret the data for the purpose of helping people with asthma, or other chronic respiratory disorders, to avoid complications from high levels of surface ozone.
Assessment
Students will fill out a data sheet that contains the PPB ozone readings collected over a series of test intervals e.g. hours or days. The data will be entered in an Microsoft Excel worksheet and plotted. The original data sheet, the finished spreadsheet and graph will be used for assessment of this activity. Since there is no correct answer for the data, the graphs’ variances in results are to be expected.
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Resources
Materials
Per classZikuaTH – Eco Badge® Test Card Reader The Eco Badge® Test Card Pack A supply of AAA batteries (each ZikuaTH Test Card Reader takes 3 AAA batteries)
as determined by instructorComputer with Internet access, printer, Adobe® Reader® installed, and Microsoft Excel
Print out of “Measurement of Ground Ozone Data Sheet” (downloadable from lesson website)
Print out of “Ozone Excel Data Sheet” (downloadable from lesson website)
Vocabulary
- ozone - A molecular form of the element oxygen containing three atoms of oxygen.
- zikua - Swahili for to reveal or to visualize.
Procedures
The detailed procedures for the laboratory investigation are found at the lesson website:
http://www.fastol.com/~renkwitz/measurement_surface_ozone.htm:
The students will:
- Download the Ozone.pdf file. This file contains an edited version of the protocols from the Globe Program for performing the ground level ozone. If you get a window that asks for a user name and password, simply click CANCEL and the download will continue.
- Download the Microsoft Word Document "Measurement of Ground Ozone Data Sheet." If you get a window that asks for a user name and password, simply click CANCEL and the download will continue.
- Download the Excel “Ozone Excel Data Sheet.” If you get a window that asks for a user name and password, simply click CANCEL and the download will continue.
- Click the following link if you need any instructions for using Excel. If you get a window that asks for a user name and password, simply click CANCEL and the download will continue.
- Click on Zikua. This file will explain how to set up, calibrate and operate the Zikua card reader. If you get a window that asks for a user name and password, simply click CANCEL and the download will continue.
- Click on Zikua-PC Software Instructions. This file will explain the computer software that is used to evaluate the Zikua ozone data. If you get a window that asks for a user name and password, simply click CANCEL and the download will continue.
Day 1: Measurement of Ground Level Ozone
Daily Challenge Question: How is ground level ozone measured with a Zikua device?
45 minutes
Set-up Directions:
Students will need a hard copy of the “Measurement of Ground Ozone Data Sheet.” A location for measuring the ground level ozone should be chosen outside the school, away from any tampering. The detailed instructions for operating and calibrating the ZikuaTH are contained in the Ozone.pdf file at:
http://www.chesapeake.edu/arenk2/Zikua-PC%20Software.pdf. It can be used online, or hard copies made and distributed to the students. The ZikuaTH with test strips and fresh batteries should be available for the student groups.
Additional Information:
This investigation will require that you operate the ZikuaTH and do some preliminary measurements before students are given their assignments. The experiment is simple to perform, but the calibration of the ZikuaTH is critical and should be done in a group fashion. Have the students calibrate the instrument at the same time following the pdf filenstructions, but you will need to check each step in the process to insure success during the testing phase. After they have taken the readings and recorded their data students will need to transfer the information over to the “Ozone Excel Data Sheet.” They are going to plot this data, so they will need to be given some instruction on using the Chart Wizard. Walk them through the process if they are not familiar with it.
Teacher Presentation & Motivation:
There is much here for you to enrich. The first and most important correlate of the ozone data is its PPB level and its relationship to breathing problems. Students can be lead to make many connections concerning the web-like interactions of the environment and ozone. Starting with the sun and oxygen, relate the production of good and bad ozone and its health issues. The physical atmospheric conditions during the heat of summer vs. the cold of winter will become evident from ozone readings done over a period of a year. This is an activity that connects together all of the components of an environmental health issue and will be a great source of discussion and interaction in your classroom.
Activity 1 - The Measurement of Ground Level Ozone
Students in groups selected by the teacher will follow procedures and links for this activity on the online website. Ground level ozone will be measured by the students, with teacher assistance, using the ZikuaTH. Data will be recorded and plotted by the student groups to show the amount of ozone present in the air at various times during the day and over periods of weeks and months. The collected data will be related to the problems of asthma in the online lesson website.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students groups will follow procedures and links for this activity on the online website which will give them background information on ground level ozone and the procedures for measuring ground level ozone using the ZikuaTH.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students groups will follow procedures and links for this activity on the online website which will give them background information on ground level ozone and the procedures for measuring ground level ozone using the ZikuaTH.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Student groups, with teacher assistance, will actually measure ground level ozone at various times during the daytime hours over a period of several weeks or months (as determined by the teacher) and will record and plot data to show the amount of ozone present in the air.
Wrap Up:
Student groups will combine their data in a class chart and plot the averages of their measurements. A class discussion should be conducted to consider the implications of the measurements and their relationship to breathing problems on an hourly, daily or seasonal basis.
Enrichment Options
Parent-Home Connection
Students could arrange with the teacher to use the ZakuaTH to work with their parents to take measurements of ground level ozone at the parent's work place for comparative study.
Cross-Curricular Extensions
- Health
The data from this lesson can be used to show the relationship between atmospheric conditions and asthmatic problems.
- Mathematics
Data that is collected in this lesson can be charted and graphed. Long-term studies will allow for statistical applications to evaluate cumulative data.
- Technology
The use of the Zikua, which can interface with a computer, allows students the opportunity to see how environmental data is collected using technological applications.
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Author: Doug Becker & Art Renkwitz
Program: EnviroHealth Connections
Author's School System: Dorchester County Public Schools
Author's School: Cambridge-South Dorchester High
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