Day 1
Objectives:
Students will be able to understand the composition and layout of the atmosphere.
Students will be able to understand the chemical reactions and formations that lead to the breakdown of ozone and why these chemicals persist in the atmosphere for years.
Activities:
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1. Class review of the atmosphere, its composition and lay-out using the student’s science book
____
Evaluation:
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____
Students will answer questions orally or on paper pertaining to the atmosphere.
____
Examples
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____
a. List and describe each layer of the atmosphere.
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____
b. Where is the ozone layer found?
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2. Class lecture/discussion using the provided background information on
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____
a. What is ozone and why is it important to have an ozone layer in the stratosphere?
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____
b. What are the chemical reactions that lead to the formation of ozone?
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____
c. What are the chemical reactions that lead to the breakdown of ozone and why these chemicals persist in the atmosphere.
____
Evaluation
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____
Create a review ditto based on the background information and your class level, for today’s lesson.
Day 2
Objective
Students will compare and contrast Nimbus-7 TOMs images from NASA (these have to be ordered from NASA and are about $15 each), and be able to understand dobsen units to form a conclusion.
Activity
Divide the students into groups of 2-3 and have them answer the following questions using the TOM’S images and the material from NASA that comes with them.
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a. What are Dobson units?
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b. Describe the color code.
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c. Which year had the highest ozone concentration and which the lowest?
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d. What month were the images taken and why?
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e. Where is the thinnest area of ozone located?
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f. Form a conclusion from these images.
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g. What do you think might happen to the ozone layer in the future?
Evaluation
Go over and discuss answers to the above questions.
Day 3
Objectives
Students will be able to compare the effect of ozone in the stratosphere, with its effects in the troposphere.
Students will be able to understand smog and ozone warnings given by DEP and the news media.
A homework assignment (an environmental questionaire) will be explained and due on day 4. Its purpose being to check public perceptions .
A take-home lab on air pollution will be passed out and explained
Activities
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l. Discussion of tropospheric ozone, its formation and consequences that will occur.
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2. Current media articles on ozone/smog will be discussed. These can easily be found in the school or public library.
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3. Demonstration (teacher) of the effects of ozone using an ultraviolet lamp with objects placed under it a week prior to class. Also, demonstrate ozone damage to foliage by using live plant samples or pictures (the cooperative extension agency should be helpful in getting these)
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4. Discuss public perceptions of the stratospheric and tropospheric ozone problems. Assign a homework assignment using a take-home questionnaire to be filled out by an adult of their choice.
Examples of questions could include:
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1. What is ozone?
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2. Why is it important to life on Earth?
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3. Where is it found?
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4. What is destroying the ozone layer and how?
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5. What is the number one air pollution problem in New Haven and Connecticut?
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6. What is (are) the causes of this pollution?
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7. How does it affect our health?
Evaluation
Class review questions based on today’s lesson.
Activity/ Homework
Assign a take-home lab due in 1 week, where students, using 2 plastic cups smeared with vasoline compare the amount of dust/pollution left on the cup. One cup will be placed in their home, while the other cup will be placed outside (somewhere it won’t get rained on). After one week, students are to compare the amount of dust left on both cups with that of their classmates. Also, for this assignment, students should answer the following questions:
a. Which cup looks dirtier?
b. What did this dirt look like?
c. Where might this pollution come from?
d. How does it compare to your classmates?
Day 4
Objectives
Students will discuss the results of their environmental questionnaires.
Students will find out how the media handles environmental problems and the public perceptions resulting from this.
Students will find and discuss articles from a media source relating to ozone and acid rain.
Activity
Hold class in the school’s library and split the students into groups of 2.
Have students pretend they are aliens, visiting from another planet doing research on Earth’s atmosphere and its effects on life.
Then have aliens/students form an opinion on the problems of our atmosphere (concentrating on ozone and acid rain) caused by humans using either magazines, newspapers or other references.
Also, have the aliens/students check out the health effects caused by acid rain and ozone on animals and plants.
Evaluation
Have each student (alien) write a 2 page report on their findings due at the end of class.
Discuss these findings, if there is time or do this tomorrow.
Day 5- Week 2
Objectives
Students will compare and contrast their findings from yesterday’s research.
Students from a video presentation, will be given an introduction to acid rain.
Activities
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1. Discussion/comparison of the research from the last class and how the media affect our viewpoints.
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2. Have students watch the video “Acid Rainbows,” a PBS video that is 28 minutes long. Copyright 1988 by KRMA in Denver, Colorado.
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3. Have students write down 15 facts about acid rain, they hear while-watching the video.
Evaluation
Discuss and collect the video facts. Students will have a general understanding of acid rain.
Day 6
Objectives
In order to understand acid rain, students will first gain knowledge of water as a resource using the SEPUP kit on chemical survey and solutions and pollution. These kits are part of the 8th grade science curriculum (starting in September 1993) and each middle school will have them.
Activity
SEPUP activity #1 from the chemical survey & solutions & pollution kit.
Evaluation
Students will be able to understand the difference between: solutions, solvents, solutes, dilute and concentrated.
Day 7
Objectives
Students will be able to understand the concept of pH.
Students will learn the differences between acids, bases and neutral substances using the SEPUP kit, Chemical survey & solutions & pollution kit.
Activities
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l. Lecture/discussion on the concept of pH using the background information provided.
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2. SEPUP activity from the chemical survey & solutions & pollution kit. Activity #3.
Evaluation
Make up review worksheet based on today’s class and level of students.
Day 8
Objectives
Students will be able to understand how a pH indicator works using an acid, base and neutral substance.
Students will be able to determine the pH of some common substances.
Activity
Taken from the EPA’s: “Acid Rain A Student’s First Sourcebook,” Copyright July 1990.
Materials
pH paper, garden soil pH testing kit (available from any garden center at a cost of between $15- $20), distilled water, white vinegar, household ammonia or baking soda mixed with water, 3 small clear cups per group, 3 measuring cups and spoons per group (spoons should be-1/4 teaspoon size, cups should be 1/4 & 1/2 cups), and each group should make up a chart for recording.
Procedure
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1. Rinse each cup with distilled water and label 1 cup vinegar, 1 cup ammonia or baking soda and 1 cup water.
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2. Pour ( cup distilled water in each cup).
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3. Add a teaspoon white vinegar to the vinegar cup and stir with a clean spoon.
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4. Add a teaspoon ammonia or baking soda to the next cup and stir with a clean spoon.
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5. Don’t add anything to the water cup.
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6. Dip an unused, clean strip of pH paper in the vinegar cup for about 2 seconds and using the color chart that comes with the pH paper, record the results. If using a garden pH tester kit, pour a teaspoon of the contents of the vinegar cup into the test container and shake once or twice, then compare with the color chart provided. Record the result.
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7. Repeat step 6 for both ammonia (or baking soda) and water and record the results.
Evaluation
Have students answer the question—Which substance is acidic, basic, or neutral.
Activity
Also, taken from the EPA’s “Sourcebook.”
Materials:
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Garden soil test kit, 3 fresh whole fruits (ex. lemons, oranges or melons), 3 beverages (ex. cola, 7-Up, milk), borax, measuring spoons 4 clear cups, stirring spoon, chart for recording data.
Procedure
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1. Cut each fruit in half, dry knife off after each cut.
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2. Squeeze 1/4 teaspoon of juice from the cut fruit into the test container and add 1/4 teaspoon of test solution. Cover and shake, or stir solution. Compare with the color chart and record the results.
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3. Repeat step 2 for the other 2 fruits.
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4. Pour 1/4 teaspoon of cola into the test container and add 1/4 teaspoon of the test solution. Cover and shake or stir. Compare with the color chart provided in the kit and record the result.
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5. Repeat step 4 for the other 2 beverages.
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6. Add one-eighth teaspoon borax to 1/4 cup distilled water and stir for about 2 minutes. Pour 1/4 teaspoon of the borax/water mixture into the test container, and add 1/4 teaspoon of the test solution. Cover and shake or stir. Compare with the color chart provided in the record the result.
Evaluation
After the lab, have students answer the following questions:
1. What was the pH of each substance tested?
2. Which ones were acids? Which ones were bases?
3. Using your results, explain why borax is a good cleaning agent.
Optional activity
In place of, or in addition to the garden pH test kit, use red cabbage juice, which is a natural pH indicator. To make it boil a red cabbage (cut up into pieces) in water for 30 minutes. Use the resulting juice left in the pot after boiling the cabbage. Cabbage juice (red) contains a chemical that changes its natural deep purple color to red in acids and blue in bases. Students really seem to like working with this.
Homework
Allow students to bring home red and blue litmus paper, in order to check 4 substances (other than those used in class). Have them record which substances were basic and which were acidic. Collect their results in class the next day.
Day 9-week 3
Objectives
The students will be able to understand the formation of acid rain and acid precipitation.
The students will be able to analyze the causes of acid rain/acid precipitation.
The students will be able to understand the effects that acid rain has on the environment and living organisms—including man.
The student will understand how and why our government has gotten involved in helping to solve the acid rain problem.
Activities
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1. Class lecture/discussion on acid rain and the aforementioned objectives using the background information provided.
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2. Class demonstration using chalk or limestone or sea shells added to vinegar or hydrochloric acid.
Evaluation
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a. Review ditto on today’s class. Make up ditto based on background information presented and student levels.
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b. Collect air pollution assignment that was assigned a week ago and discuss results. Relate to acid rain and acid precipitation accumulating in our area and where they might have come from.
Day 10
Objectives
Students will understand the concept of buffering as it relates to the reducing of effects from acids and bases, including reduction in the effects of acid rain.
Students will understand that calcium carbonate( limestone) acts as a buffer in Connecticut’s waters, so we don’t see the problems acid rain can cause in our waters.
Activities
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1. Taken from the EPA’s “Acid Rain A Student’s First Sourcebook,” Copyright July 1990.
Materials:
pH paper (range pH 2-7) and color chart or garden pH test kit, white vinegar, distilled water, measuring cup and spoon, 2 stirring spoons, 1/2 cup crushed hydrated limestone or spray limestone, 2 cereal bowls (about 2-cup size), plastic wrap and recording chart.
Procedure
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1. Label one bowl vinegar and the other vinegar & limestone.
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2. Pour 1/4 cup crushed limestone into one bowl.
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3. Pour 1 teaspoon of vinegar into 2 cups of distilled water. stir well and check the pH with either pH paper or garden test kit or use a pH meter. The pH of the vinegar/water mixture should be about 4. If it is below 4, add a sprinkle of baking soda, stir well and recheck the pH. If the pH is above 4, add a drop or 2 of vinegar and again recheck the pH.
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4. Pour 1/2 of the crushed limestone into the other bowl that has the same vinegar/water mixture as in step 3. Check the pH and record the results.
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5. Add the rest of the limestone to this mixture and record the pH.
Evaluation/Conclusion
Have the students answer the following question:
a. What was the pH of the vinegar/water mixture?
b. What happened during this experiment?
Activity 2
Using cabbage juice have students add a few drops (enough to change the color) of the following substances placed in clear plastic cups: cola, baking soda/water mixture, lemon juice, vinegar, crushed aspirin in water, borax/water mixture. Determine by the color changes which ones are acids and which are bases. Record the results.
Then have students add some of the bases to the acids and record the color changes. Substances should change to a more neutral color.
Evaluation/Conclusion
Design a questionnaire on buffers, and how to neutralize and lessen the effects of acids, bases and thus acid rain. Discuss the results of the two experiments and how processes like buffering and neutralization occur naturally. Lastly, using oral questions and answers check to see if students understand these processes. See appendix p.l9-20 for extra review activities.
Day 11
Objectives
Students will be able to understand the “greenhouse effect” that keeps us alive on this planet.
Students will be able to understand the consequences if global warming occurs and increases the greenhouse effect here on earth.
Students will realize how the greenhouse gases form and interact, and how pollution has increased the amount of these gases in the atmosphere.
Activity
Lecture/discussion on global warming pertaining to the objectives listed above.
Evaluation
Students will be able to orally answer questions pertaining to the greenhouse effect and global warming.
Day 12
Objectives
Students will observe the greenhouse.
Students will review and compare the ozone dilemma, acid rain and global warming.
Activity 1
Using terrariums made for extra credit by students using inverted and cut soda bottles, students will observe and record the temperatures inside the terrariums. One which is placed in sunlight and one placed out of sunlight. Students will also record the conditions of the plants inside the terrariums.
Evaluation
Students will be able to answer the questions:
a. How does the greenhouse effect and global warming enable us to live?
b. What would happen if global warming increased on our planet?
Activity 2
Open book quiz on the environmental problems discussed in the past three weeks. Develop a quiz based on class discussions and labs. Go over quiz before the end of class.
EarthQuest: The Ozone Layer and Homo Sapiens
Ozone is a pungent gas naturally present in small amounts at ground level and in much larger abundance in the stratosphere, where it forms a layer that plays a critical role in the earth’s ecological balance. Ozone is produced from atmospheric oxygen by the action of sunlight. In turn, ozone absorbs certain kinds of ultraviolet light that are potentially harmful to living things. Life as we know it on the planet’s surface is possible in part becaue of the protection afforded by the stratospheric ozone layer.
Since the disvoery of ozone and the recognition of its unique importance to life, much has been learned about the nature and chemistry of this atmospheric component. Gradually it has become clear that the ozone layer can be affectedd all too easily by other molecules some of which are products of human activity.
Chlorofluorocarbons, once thought to be miracle compounds completely benign to their environment, are now recognized as ozone destroyers. Scientific evidence has established that large-scale ozone losses over the Antarctic are caused by these compounds.
Recognizing this problem, many nations have taken collective action to eliminate the production and use of the most harmful of these compounds. Industry is seeking safe substitutes.
This timeline (see EarthQuest picture) depicts the history of ozone—its science and its relationship to mankind—from its discovery in 1840 to the present.
Source: Reprinted from EarthQuest, Fall 1991, UCAR Office for Interdisciplinary Earth Studies
(figure available in print form)
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1. Ozone Discovered. A letter entitled “Research on the nature of the odor in certain chemical reactions” was presented to the Academic des Sciences in Paris by C.F. Shoenbein in 1840. Shoenbein was unable to determine the origin of the chemical species that he had found or to characterize its structure, but named the mysterious pungent-smelling molecule “ozone.” A few years later, J.I. Soret identified the compound as O3.
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2. UV-Ozone Cutoff Discovered. in 1879 81, W.N. Hartley and A. Cornu measured the ultraviolet radiation reaching the surface of the earth and found a sharp cutoff, which they correctly attributed to ozone. These pioneering measurements also showed that the bulk of the ozone must be in the upper atmosphere rather than near ground level. The ozone layer had been discovered.
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3. Ozone and Meteorology. During the late 1920s, G.M.B. Dobson and his colleagues presented the first systematic measurements of the distribution and variability of the ozone layer. While it might be anticipated that ozone’s production by the action of sunlight on oxygen would lead to a tropical maximum, the measurements revealed the surprising result of a maximum during spring at high latitudes. Dobson correctly concluded that stratosphyeric winds must play an important role in transporting ozone around the globe. Thus, via ozone studies he formulated a general picture of the circulation of the stratosphere that has endured largely unchanged into contemporary scientific thought.
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4. CFCs Invented. In 1928, an industrial chemist named T. Midgley was asked to develop a nonflammable, nontoxic compound to replace the hazardous compounds (such as ammonia) then used in home refrigerators. Within two days, he selected a chloroflourocarbon (CFC) as the ideal refrigereant. In a dramatic demonstration of its complete safety for living things, Midgley personally inhaled the compound.
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5. Pure Oxygen Chemistry. In 1930, S. Chapman presented the first theory of ozone chemistry. He postulated a simple three-step mechanism involving production of atomic oxygen via sunlight, followed by reaction of atomic oxygen with oxygen molecules (in the illustration, “M” indicates any molecule) to produce ozone, in chemical balance with destructon via the reaction of atomic oxygen and ozone. This series of “oxygen-only” reactions became known as the Chapman cycle and broadly explained why the ozone layer forms at stratospheric altitudes.
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6. CFC Usage Grows. During the 1950s, chlorofluorocarbons came into widespread use in a variety of applications, particularly for refrigeration and later in air conditioning, spray cans, and foams, and as solvents. The chlorofluorocarbons were hailed as miracle chemicals.
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7. Hydrogen-Ozone Chemistry. Scientific studies in the 1950s began to reveal that the pure oxygen chemistry envisioned by Chapman was not sufficient to explain the observed distribution of atmospheric ozone. In the mid-1960s, J. Hampson postulated a series of reactions involving hydrogen compounds produced from water vapor that are capable of rapidly destroying ozone. It became clear that the chemistry that establishes the ozone layer is dependent upon more than just oxygen.
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8. The International Geophysical Year. The IGY in 1957 was marked by intense international research programs on the earth and its environment. A network of ground-based instruments for continuous monitoring of ozone using the technique pioneered by Dobson was established worldwide (the Dobson network). The one installed by the British Antartic Survey at their remote site at Halley Bay, Antarctica, was to play a fateful role in the interaction of humankind and the ozone layer.
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9. Nitrogen-Ozone Chemistry. Concern about the possible use of supersonic transport planes led to the discovery of an ozone-destroying catalytic cycle involving nitrogen compounds by P. Crutzen and H.S. Johnston in 1970-71. Although the initial projections of large ozone decreases due to these aircraft were later shown to be excessive, the discovery revealed yet another chemical mechanism for rapid ozone loss. It also provided the first stimulus to public awareness regarding the importance and fragility of the ozone layer.
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10. Chlorine-Ozone Chemistry. Measurements taken in the early 1970s revealed a growing abundance of chlorofluorocarbsons at ground level, prompting M. Molina and F.S. Rowland to wonder where exactly these miracle chemicals end up. They studied the problem in detail and concluded that their eventual fate must be to rise up into the stratosphere, break down, and begin to destroy the ozone layer in like manner to the action of hydrogen and nitrogen. While hydrogen and nitrogen compounds are naturally produced in large quantites in addition to manmade contributions, the chloroine perturbation was recognized as potentially more disturbing, since the natural source of chlorine to the atmosphere is small.
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11. CFC Aerosol Ban. Theoretical calculations suggested that continuing use of CFCs might cause about 5% depletion of the ozone layer in 100 years or so. Concern over the possible future depletion of the earth’s ozone layer by the action of chlorofluorocarbons led the United States, Canada, Norway, and Sweden to ban their use in nearly all spray cans in their countries. Global use of chlorofluorocarbsons slowed significantly.
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12. CFC Usage Grows Again. Chlorofluorocarbons use began to increase again in the early 1980s, due in part to their use as cleaning agents in the rapidly expanding electronics industry. Home insulation and foam-blowing applications were also booming. Growing populations and worldwide industrial development created an expanding market.
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13. Ozone Hole Discovered. In 1985, scientists from the British Antartic Survey reported their observatins of a deepening depletion in teh springtime ozone layer above Halley Bay, Antartica. Their work was quickly confirmed by measurements from satellites and from other Antarctic research stations, including the South Pole (United States) and Syowa (Japan). The phenomenon bacame known as the “ozone hole.” The observed change in ozone was about 40% in 1985, as compared to projections of about 5% in 100 years, raising fears that ozone depletion may have been drastically underestimated.
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14. National Ozone Expedition (NOZE). In response to the discovery of the ozone hole, a National Ozone Expedition was dispateched to McMurdo Station, Antartica, from August to November 1986. A series of ground-based and balloon-based measurements were carried out that pointed toward chlorine and bromine compounds as the likely cause of the ozone hole.
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15. Montreal Protocol Signed. On 16 September 1987, the United Nations adopted the Montreal Protocol on Substances that Deplete the Ozone Layer. It required a freeze on the annual use of CFCs as early as 1990, with decreases leading to a 50% reduction by the year 2000. A freesze on halon annual production would occur in 1993. Progress in science and technology would set the pace for future changes in the provisions.
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16. Airborne Antarctic Ozone Experiment (AAOE). In August-September 1987, a series of high-flying aircraft flights probed the stratosphere from South Ameica to Antarctica under AAOE. This sequence of direct measurements clearly confirmed that chlorine and bromine compounds were the primary agents responsible for the Antarctic ozone hole.
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17. Ozone Depletion Not Confined to Antarctica. Observations of trends from ozone measurement stations worldwide along with satellite data were carefully analyzed by an international group of experts in 1988. They came to the alarming conclusion that ozone decreases that could not be explained by known natural effects were already occurring not only in Antarctica, but also in the Nothern Hemisphere midlatitudes and in the Arctic. Moreover, the decreases were larger than what could be explained by the cruurent global models.
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18. Montreal Protocol Amended. The participating countries are required to periodically assess the adequacy of the protocol’s provisions in light of new scientific and technical advances. Because CFCs and halons were identified as the cause of the Antarctic ozone hole and in view of the downward trends in global ozone, the contracting parties substantially strengthened the protocol. The new provisions broadened the scope of the chemicals that are controlled, called for acceleerated reduction in emission, and required complete phaseout of CFCs, halons (except essential uses), and other major ozone-depleting substances by the turn of the century.
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19. U.S. Clean Air Act Amendments of 1990. While the Clean Air Act focuses mainly on urban pollution and acid rain, it also addresses the protection of the ozone layer. Because of recent scientific findings, Congress enacted amendments that are even more stringent than the updated Montreal Protocol. Notably, these include requirments for recycling CFCs and limitations on the time that CFC replacements can be used. The Clean Air Act also recognized that progress in research is essential and requires periodic reports on the health of our ozone shield.
Reprinted from EarthQuest Fall 1991 Science Capsule, UCAR office for Interdisciplinary Earth Studies.
Classification of Areas Violating the Ozone Standard
Category
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Relative Ranking
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Location/Area
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EXTREME
|
1
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Los Angeles
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SEVERE
|
2
|
Houston
|
|
3
|
NY/NJ/Southwestern CT
|
|
4
|
Baltimore
|
|
5
|
Chicago
|
|
6
|
San Diego
|
|
7
|
Philadelphia
|
|
8
|
Milwaukee
|
|
9
|
Muskegon, WI
|
SERIOUS
|
10
|
Sheboygan, WI
|
|
11
|
Greater Connecticut
|
|
l2
|
Bakersfield, CA
|
|
13
|
Fresno, CA
|
|
14
|
El Paso, TX
|
CRITERIA FOR SELECTING EMISSION REDUCTION STRATEGIES
Connecticut will have to make considerable reductions in the emissions of VOC and NOx. With the understanding that reducing our ozone pollution will not be easy, the Connecticut Department of Environmental Protection has established the following guidelines for evaluating various control strategies.
A strategy must be
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l. effective in reducing emissions,
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2. cost effective,
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3. equitable (i.e.., the people creating the pollution should bear the brunt of the cost of control),
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4. easy to implement, administer and enforce,
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5. consistent with existing law, and
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6. consistent with other social goals, such as energy conservation.
For further information, contact Vic Yanosy, DEP Bureau of Air Management, 566-2690 Hartford, Connecticut
1/27/93
Department of Environmental Protection: 1993
(figure available in print form)
Describing the air quality, and was developed by the federal government for use throughout the nation. The rationale was to convert the various pollutant readings to a common index which has a value of 100 equivalent to the health standard for all pollutants.
The index of 0-500 is divided into 5 categories with corresponding descriptor labels (see Fig. 2).
____
DESCRIPTOR
RANGE
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CATEGORY
|
EFFECTS
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0=PSI=50
|
“Good”
|
No significant effects
|
50PSI100
|
“Moderate”
|
Human health not affected unless such levels continue for many days. Some damage to materials and vegetation.
|
100PSI200
|
“Unhealthful”
|
High risk individuals experience mild aggravation of disease symptoms; those with lung or heart disease should reduce physical exertion and outdoor activity. Healthy individuals notice irritations.
|
200PSI300
|
“Very Unhealthful”
|
Lung and Heart disease patients experience significant aggravation of disease symptoms and decreased exercise tolerance. These individuals should stay indoors and reduce physical activity. Widespread irritation symptoms in the healthy population.
|
300=PSI=500
|
“Hazardous”
|
(300 to 400) High risk individuals should stay indoors and avoid physical activity. Significant aggravation of symptoms and decreased exercise tolerance in healthy persons; premature onset of certain diseases. General population should avoid outdoor activity. (401-500) Premature death of some members of the “high risk” group. Healthy people will experience symptoms that affect their normal activity. All people should remain indoors with windows and doors closed, minimize physical exertion and avoid vehicular traffic.
|
As can be seen, the health standard (PSI=100) is the division between acceptable air and unacceptable air.
The Daily PSI Report is available each working day at approximately 3:00 p.m. by calling:
—Governor’s Information Office: 1-800-842-2220
—Recorded Message: 566-3449
—The American Lung Association: 289-5401
DEP, 199O, “Connecticut’s Air Quality”
Figure 1. Good Old Days v. Present
(figure available in print form)
Figure 2. The Air Quality Index
(figure available in print form)
Connecticut 1989 Air Quality by County (# days)
(figure available in print form)
Connecticut’s Air Monitoring Network by County (# sites)
(figure available in print form)