DRAFT How does the size of the ozone hole change throughout the year? Activity to experience an inquiry based learning experience.

1
DRAFT How does the size of the ozone hole change
throughout the year? Activity to experience an
inquiry based learning experience.

• Ashlee and Jessica
• (vmarion_at_ursuline.edu)

2
Research Focus

• Using selected data sets from the past ten plus
  years describe the changes indicated in the size
  of the Ozone hole. Support your response with
  evidence. Further determine if there are other
  meteorological factors occurring at the same
  time. The size of the ozone hole does fluctuate,
  however, other meteorological factors may be
  occurring (not occurring) in tandem. You will
  need to determine this. See rubric for scoring of
  this section of the assignment.
• In addition you are to replicate this
  activity/process for seventh graders. See
  separate set of directions and rubric.
• Baseline Content
• http//www.ozonelayer.noaa.gov/science/basics.htm
• http//www.ozonelayer.noaa.gov/science/ozhole.htm
• http//www.ozonelayer.noaa.gov/science/o3depletion
  .htm
• http//jwocky.gsfc.nasa.gov/teacher/ozone_overhead
  _v8.html (information on content)
• http//adsabs.harvard.edu/abs/2006AtmRe..81..124L
• http//www.inderscience.com/search/index.php?actio
  nrecordrec_id6855prevQueryps10mor
• http//ams.allenpress.com/perlserv/?requestget-ab
  stractdoi10.11752F1520-0469(1960)0173C01953AR
  BOAMP3E2.0.CO3B2ct1
• http//www.cosis.net/abstracts/EMS2008/00301/EMS20
  08-A-00301.pdf
• http//www.ratical.org/ratville/ozoneDepletion.htm
  l
• http//www.sciencemag.org/cgi/content/abstract/320
  /5880/1201?hits10RESULTFORMATFIRSTINDEX0maxt
  oshowHITS10fulltextthesensitivityofpolaro
  zonedepletiontoproposedgeoengineeringschemes
  searchid1resourcetypeHWCIT
• United Nations (2007, October 22). Antarctic
  Ozone Hole Shrinking Because Of Mild Weather, Not
  Recovery. ScienceDaily. Retrieved January 7,
  2009, from http//www.sciencedaily.com
  /releases/2007/10/071021114804.htm
• http//www.sciencedaily.com/releases/2007/10/07102
  1114804.htm

Your final activity will be to adapt this
activity or process for use with seventh graders
3
Data

• http//www.ozonelayer.noaa.gov/data/data.htm
• http//ozonewatch.gsfc.nasa.gov/meteorology/flux_2
  008.html
• You are permitted to use additional data sets if
  these two do not suit your needs.

4
Context

• Middle school students share a belief that
  humanity has ruined the world for them and they
  now have the responsibility to save it.
• The widening of the ozone hole is one global
  concern.
• Content of activity directly relates to state
  standards.

5
Data Summary

• Describe Using only two sets of data, one of the
  measurement of the ozone hole in Antarctica and
  another of heat flux in Antarctica include the
  graphs, tables, or figures you created to
  organize your data.
• http//www.cpc.ncep.noaa.gov/products/stratosphere
  /polar/gif_files/ozone_hole_plot.png
• (Technological trouble inserting sample tables)

6
Sample of table 1
Size of Ozone Hole Size of Ozone Hole
Million Sq Km in
August September October November December

2008 red 0 15 24 15 9

2007 blue 7 19 20 9 2

2006 green 0 23 24 17 12
7
Sample of table 2
Heat Flux Kms 100hPa in
45 day mean

2008 -6 -7 -9 -17 -8

2007 -5 -8 -12 -20 -8

2006 -5 -5 0 -15 -10

8
Method

• Reviewed state standards and selected an
  indicator.
• Reviewed and selected websites and data sets
  related to said indicator.
• Constructed question related to state indicator
  and could be answered from studying and using
  given websites.
• Reviewed and analyzed the 20 years of graphs
  depicting the size of the ozone hole.
  (http//www.cpc.ncep.noaa.gov/products/stratospher
  e/polar/polar.shtml) and identified patterns. It
  was at this point that seasonality or changing
  of size was noted.
• Constructed second question. Are other
  meteorological factors changing at the same time?
• Reviewed and analyzed http//ozonewatch.gsfc.nasa.
  gov/meteorology/flux_2008.html
• These two data banks offer reliable and presumed,
  accurate information.
• Explain the method that you plan to use to
  examine the data.
• This section should be written in bullet
  statements, not in paragraph form.

9
Data Summary

• There is a widening of the ozone hole. However,
  at times it also narrows. (Need more time to
  analyze the data to learn if and when it narrows,
  does it ever narrow to a size 20 years ago?)
• As the ozone hole widens (this is where I fall
  short of the scientific terms) there is something
  happening as evidenced by the changing
  measurement of heat flux, or is it?

10
Conclusion

• Describe the insight the data/process provided in
  answering your question.
• Did not realize that the size of the ozone hole
  changes in size.
• Data is not given for all of the months, why?
• There is data on the ozone hole and on the ozone
  level. Students will need to make sure they know
  what the data is actually reporting.

11
Implications

• If you had more time to work on this project or
  if someone were to pick up where you left off,
  describe what else would you do or what
  additional questions would you pursue if you had
  time and data available

12
Educator Implications

• My lack of baseline information hindered my
  ability to generate a research question. Once I
  did some reading I started to think that I might
  be able to do this. Finding data sets was the
  second problem encountered.
• I made modifications for my students as I
  constructed this power point. Hence, all the
  websites given in the first few slides. I believe
  that giving a road map to the pre-service
  teachers will also model for them what they will
  need to do for their future students.