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Lesson 3: Ozone
Students will gain maximum benefit if all of the lessons are covered
in the order set out in this pack. However, lessons may be used in
isolation if teaching time does not permit, or if certain lessons prove
relevant for a particular syllabus.
It is hoped that you will find this resource pack both useful and
informative. If you have any criticisms, comments or ideas on how to
improve the pack we would be very interested to hear them. You
can contact us at the address below:
e-mail: aric@mmu.ac.uk
Internet: http://www.doc.mmu.ac.uk/aric/arichome.html
© ARIC 1999
The Thermosphere. This layer absorbs energy from the Sun and
temperatures within the layer can reach as high as 7000C. There
are very few gases or particles in this region of the atmosphere,
and it is the last layer that space rockets have to travel through
before they reach the near vacuum of space.
Most of the gases (apart from ozone) which give rise to the
natural greenhouse effect let through ultraviolet and visible
radiation, but absorb infrared radiation. The main greenhouse
gases are:
HCFCs and HFCs are also man-made chemicals; they are used as
replacements for CFCs.
Sea levels may rise; as warmer weather would melt the polar ice
caps, parts of the world may disappear, for example the Maldives,
Bangladesh and even East Anglia!!
There are many ways we, individually and as a family, can help stop
global warming. All involve reducing our energy use, or energy used
to make products which we buy, which reduces the amount of
greenhouse gases released
Questions/further work
1. Can you think of other ways in which the individual may help
reduce the emission of greenhouse gases into the atmosphere?
3. Can you list ten good and ten bad points about a warmer
world?
Introduction
can reach as high as 700oC, and all particles within the layer are
either positively or negatively charged. It is this ionisation of
atmospheric gases that leads to the phenomena of the Aurora
Borealis and Aurora Australis. The ionosphere and magnetosphere
are parts of the thermosphere.
Over the past few hundred years, human activity has led to large
amounts of greenhouse gases being released to the atmosphere.
Scientists believe that the resulting increase in the atmospheric
concentrations of these gases has caused an increase in the natural
greenhouse effect. This means that the atmosphere is trapping too
much heat, leading to an increase in the temperature of the Earth.
The enhanced greenhouse effect is therefore that part of the
greenhouse effect that can be attributed to anthropogenic emissions
of greenhouse gases. It is this enhanced greenhouse effect which
may be causing global warming and climatic change.
This section explains what the greenhouse gases are, and how most
of them have both natural and man-made sources. A list of the main
greenhouse gases is included. An enlarged illustration of the
contribution of the greenhouse gases to the enhancement of the
greenhouse effect (for photocopying as an OHP) is included at the
back of these notes.
phased out by the year 2029, but there are currently no restrictions on
HFCs.
CFCs are currently being phased out under the terms of the Montreal
Protocol. Though their replacements (HCFCs and HFCs) are also
greenhouse gases, they stay in the atmosphere for a shorter length of
time, so contribute less to the greenhouse effect over a long timescale
(but not over a short timescale, i.e. 10-20 years).
1. Can you think of other ways in which the individual may help
reduce the emission of greenhouse gases into the atmosphere?
Solution: Pupils should use the description of the various layers of the
atmosphere to formulate their answers.
3. Can you list good and bad points about living in a warmer world?
4. If the Earth did not have a greenhouse effect, describe what life
would be like on the surface. Which planet would the Earth most be
like: Venus, Jupiter or Mars?
Solution: The burning of fossil fuels, either through petrol and diesel
adds to the greenhouse effect. Electric trains do not emit greenhouse
gases but they run on electricity that may have been produced at a
coal, gas or oil-powered power station.
Glossary
Experiment
Introduction
Aim
Equipment
o
Initial temperature of both thermometers: = C
o
Final temperature of thermometer in bottle: = C
o
Final temperature of exposed thermometer: = C
Conclusion
Another sink for carbon dioxide is the ocean (Figure 2). (The
ocean is both a source and a sink for CO2.) The ocean acts as a big
reservoir holding CO2 within its watery depths. A molecule of
carbon may stay in the ocean for anything up to 200 years.
There are a number of steps that our families and we can take to
reduce the amount of carbon dioxide being produced by being
energy efficient at home. The average home creates 7.5 tonnes of
carbon dioxide each year (the same weight as a full sized
elephant).
• Only use the heat, light and appliances you really need.
• Ask your parents to lag the hot water tank.
• Turn the thermostat of your central heating down by one or
two degrees Celsius.
• Buy energy saving lightbulbs.
• Use public transport, walk or ride a bike to school rather than
go in the car. (Did you know the average car emits more than
its own weight of carbon dioxide each year.)
• Plant trees at home and in your school grounds.
• Don’t buy over-packaged goods - recycle and reuse wherever
possible.
Questions/further work
Introduction
(See also the enlarged figure of carbon dioxide sinks at the back of
these notes, for photocopying to OHPs.)
This section aims to highlight the fact that CO2 could remain in the
atmosphere for up to two centuries before it is removed by various
reactions, thereby increasing the importance of CO2 as a greenhouse
gas.
Since the problem of global warming was first highlighted there have
been attempts by international governments to reduce the emissions
of greenhouse gases and try and solve the potential problem of global
warming. The most important such attempt to limit our rapidly
increasing carbon dioxide emissions is The United Nations
Framework Convention on Climate Change (FCCC)
Trend in atmospheric
concentration of
carbon dioxide.
Deforestation:
Think about the areas of the world that are being deforested.
How much land is being deforested?
Which areas are most severely affected by deforestation?
Fossil Fuels:
Where do fossil fuels come from?
Why do they release carbon dioxide when they are burnt?
Are they 'renewable'?
Sources
Sinks
Experiment
Introduction
Aims
Equipment
• Balloon Funnel
• Baking Powder
• Soft Drink Bottle
• Vinegar
• Straw
• Test tube
• Limewater (a solution of calcium hydroxide)
• Teaspoon
• Measuring Cylinder
Method
Hold the balloon and the top of the bottle tightly to trap the gas, allow
the balloon to fill up with CO2.
Conclusion
There are many ways in which carbon dioxide is created, both natural
and man-made. Carbon dioxide is already present in the atmosphere,
but over the past few centuries the amount that is there has been
increasing. If the amount of carbon dioxide in the atmosphere
continues to increase, the Earth will start to warm up too quickly, with
possibly damaging consequences for Earth’s ecosystems.
Further Investigations
Can you think of ways that CO2 is being taken out of the atmosphere
naturally?
Can you make a list of ways in which the amount of carbon dioxide
being released into the atmosphere (by man) can be reduced?
What is ozone?
Oxygen atoms (O) are the simplest form of oxygen. The atoms
exist as separate units; much of the oxygen in the highest part of
the atmosphere exists in this form.
Without the ozone layer the harmful UV rays would reach the
Earth's surface and cause serious damage to living things. There
would be a dramatic increase in the cases of skin cancer and eye
cataracts. UV radiation can also make it harder for our bodies to
fight off some diseases.
Stratospheric ozone
CFCs, when released from the surface of the Earth, rise slowly
into the stratosphere. Once there, they are bombarded by the
incoming UV light from the Sun, releasing the chlorine atoms from
the parent compound, which can then react with the ozone
molecules (Figure 3). Eventually the chlorine atom is removed
from the atmosphere by other reactions.
There are also many steps you can take to protect the ozone
layer:
•= Write to your local council and ask them if they recycle the
CFCs from fridges.
•= Don't stay out in the Sun for too long, especially between the
hours of 11am and 3pm when the Sun is at its strongest. Many
weather forecasts now issue warnings on the days you will be
most at risk.
•= After you swim be sure to reapply your sun cream, even though
it may say it’s waterproof on the label.
Questions/further work
1. Describe how the world might look without the ozone layer to
protect it from the damaging rays of the Sun.
Introduction
This lesson aims to introduce the pupils to the topic of ozone depletion
and the problems associated with it. As with the previous lessons the
format adopted is as a series of questions relating to ozone. The
questions asked are:
• What is ozone?
• Why is ozone important?
• What is ground level ozone?
• What is stratospheric ozone?
• What is ozone depletion?
• What is depleting the ozone layer?
• What is being done to stop ozone depletion?
• How can you protect yourself against UV radiation?
What is ozone?
There are also several natural sources of VOCs of which the most
important compound is isoprene; this is primarily emitted from
conifers, but also by gorse and bracken. Emissions from vehicles are
the primary source of urban VOCs.
O + O2 → O3
O3 + hυ → O2 + O
Cl + O3 → ClO + O2
O2 + hυ → O + O
ClO + O → Cl + O2
The actual reaction mechanisms are much more complex, but the
crucial point is that the chlorine atom is 'recycled' and can repeat the
process many thousand of times until it is removed from the
atmosphere by one of its sinks. Bromine and fluorine act in a similar
way.
Chlorofluorocarbons (CFCs)
CFCs are anthropogenic compounds containing chlorine, fluorine and
carbon. They were first produced in the 1930s when they were
developed as refrigerants, and until the Second World War the uses
of CFCs were limited. However, after the War and up until 1987 they
were widely used as blowing agents in foam rubber, propellants in
aerosols, in air conditioning systems and in various other applications
(although much less so today). One reason CFCs were so widely
used by industry was because they are stable compounds, and it was
originally considered that they caused no environmental damage.
CFCs, when they are released, are not broken down in the lower
atmosphere because of their inert nature, so through time they rise up
into the stratosphere. Once they reach the stratosphere they are hit by
the incoming UV radiation, releasing a chlorine atom from the
compound.
HCFCs
HCFCs were developed as a replacement for the CFCs, which have
been phased out under the terms of the Montreal Protocol (see
following section). HCFCs are made up of hydrogen as well as
chlorine, fluorine and carbon. As a result of the presence of hydrogen
within these compounds they are less stable than CFCs and therefore
break down in the troposphere. Their shorter atmospheric lifetimes
means they are not as damaging as CFCs but they still have an
ozone depleting potential (ODP) because of the chlorine they
contain.
HFCs
HFCs are an alternative replacement for CFCs; they contain
hydrogen, fluorine and carbon, but do not contain chlorine. As a result
they have a very low ozone depleting potential (ODP). HFCs are
however very powerful greenhouse gases.
Methyl Bromide
Methyl bromide is a colourless, odourless gas that is widely used
within the agricultural industry as a pesticide. Its ozone depleting
Halons
Halons are predominantly used in fire extinguishers as they are fire
suppressants. Most of the world's halon supply has therefore yet to be
released into the atmosphere. Halons contain bromine and as a result
have high ozone depleting potentials.
This does not lead to a complete absence of ozone, but rather a large
reduction in its concentration over a wide area. This is the ozone
'hole'. In recent years the ozone hole has covered an areas of about
23 million square miles (about the size of the USA), with ozone
concentrations falling by 60% (against 1970s levels).
are a number of steps individuals can take to reduce the risk of skin
cancer to themselves, and it is important to make people aware of the
dangers.
•= Don't stay out in the Sun for too long, especially between the hours
of 11 am and 3pm when the Sun is at its most intense.
•= Protect yourself from the Sun, wear a wide-brimmed hat, a long-
sleeved T-shirt and trousers.
•= Wear a pair of sunglasses, but ensure they block out UV-B light.
•= Never stay out in the Sun without sun cream; use high-protection-
factor sunscreen and reapply it regularly.
1. Describe how the world might look without the ozone layer to
protect it from the damaging rays of the sun.
be able to stay in the Sun for 6 hours (although this is not really
advisable).
Some local authorities and large retail electrical stores have schemes
to recycle CFCs from fridges.
Glossary
Formation
Destruction
Introduction
In lessons one and two, the greenhouse effect and the role of
greenhouse gases were explained. The greenhouse effect was
found to occur because of certain absorbing gases in the Earth's
atmosphere known as the greenhouse gases, the most important
of which are water vapour and carbon dioxide.
may continue to rise for a long time to come (Figure 2). It has
been predicted that average temperatures will carry on rising by
about 0.3oC per decade, but some areas will warm up much faster
than others, whilst some may even cool down. Scientists also fear
that natural disasters like floods will be more extreme, and occur
more frequently.
There are currents in the ocean which might change if the water
warms up. This is important because some of these currents can
affect climate. In the winter, an ocean current called the Gulf
Stream helps to keep the British weather relatively warm
compared to the same latitude on the east coast of America.
such as wheat and rice, but others like maize and sugarcane will
not grow any faster.
At the moment, some countries are too cold to grow certain crops,
and so an increase in temperature may allow a more varied range
of foodstuffs to be grown. For example, a crop such as maize
cannot be grown in the UK at the present time, but if average
temperatures increase by just 0.5oC, it could be cultivated across
much of southern England. Russia is another place that might be
able to grow more crops if its climate was warmer.
Questions/further work
2. How do you think people in very dry areas could manage with
even less water?
Introduction
The theory of, and gases involved with, global warming have already
been discussed in lessons one and two. The causes and effects of
ozone depletion are covered in lesson three. The scope of this lesson
is therefore restricted to the possible effects of climate change.
Climate Modelling
Even the best climate models have a very coarse resolution, with cells
hundreds of kilometres square. Consequently, on a regional scale
these models become very crude approximations to real climate
systems. Modellers of climate therefore have decreasing confidence
in their projections of climate change as the scale of the projection
diminishes; this is analogous to the clarity of a photograph decreasing
if it is enlarged. Assessments of the local effects of climate change are
therefore highly speculative, and will remain so until the resolution of
the models, and the understanding of the processes involved,
improves dramatically.
One of the most serious threats posed by global warming is that these
increases in temperature will not be uniformly distributed across the
It is also thought that the warming of the oceans may change ocean
currents. This could have important consequences for regional
climates. The Gulf Stream is responsible for moderating climate in
coastal northwest Europe; its disruption would have serious
implications for the UK. Fisheries and ocean productivity for important
species such as cod could be affected as a result of changing
migratory patterns. This could have implications for food stocks.
Many areas in the world rely on groundwater for much of their water
supply. An increase in sea level may lead to increased salination of
groundwater, contaminating water supplies. An rise in global
temperatures would increase the rates of evaporation and
transpiration, but may also increase precipitation. On the whole,
however, it is thought that warming would reduce the availability of
water resources.
As with other impacts, some areas are more sensitive to change than
others. Brazil, Peru, the Sahel region of Africa, south-east Asia and
China are thought to be at considerable risk. In general, crops are at
their most vulnerable where they are grown close to their limits in
terms of conditions such as temperature or soil moisture.
Species particularly at risk from climate change are those which exist
at the edge of their optimal range, are geographically localised (for
example in montane ecosystems or reservations), and occupy highly
specialised niches.
1. Can you think of any parts of the UK that could be affected by sea-
level rise?
Sample solution: Any low-lying area will be at risk from flooding if sea
levels do rise, for example East Anglia and the Norfolk Broads and
London (through the Thames Estuary)
2. How do you think people in very dry areas could manage with even
less water?
Sample answer: Any animal which has a highly specific habitat with a
small range of dietary foodstuffs will be affected by global warming, for
example the panda, polar bear.
4. What might life be like in the UK if the climate was much hotter?
This could be turned into an essay type question where the pupils
could write 'a day in the life...' type answer describing the UK as a
Mediterranean-type holiday resort.
Glossary
groundwater: water that has seeped from the surface, and is held
underground in porous and permeable rocks.
Experiment
Introduction
The world's ice can be divided into two types: sea-ice and land-ice.
Both are at risk of melting by global warming and climate change. This
experiment looks at the relative importance of land-ice and sea-ice
when assessing the effects of climate change.
Aim
To find out if the melting of land and/or sea-ice will contribute to sea-
level rise.
Equipment
Place half the ice in the bottom of one box (the sea-ice box), and the
other half on the piece of wood in the other box (the land-ice box).
Results
change in level = cm
change in level = cm
Compare the first and second measurements for each box. Subtract
the first from the second to find out how much the water level has
risen.
You will find that the water level in the sea-ice box has not changed,
whereas the level in the land-ice box has risen.
Conclusion
The melting of land-ice contributes to sea level rise, but sea-ice does
not.
Further Work
Can you find out where some of the largest masses of land and sea-
ice are?
Can you suggest reasons why the melting of sea-ice doesn't increase
sea levels?
Introduction
Some people say that because we are not sure about how much
climates will change, or how quickly, we should wait to see what
happens. They can't see the climate changing, so it is not really
happening. The truth is if we wait to see what happens, it may
then be too late to prevent a lot of the damage. Already the
temperature of the world is increasing. That is why scientists and
governments around the world are talking about what all of us can
do to help prevent global warming.
'Cleaner' energy
Energy efficiency
It will even help if you use less electricity by turning off lights
when they are not needed, or only boiling as much water as you
need in the kettle. If everyone were to use less electricity, the
power stations would have to burn less coal, oil and gas to keep
everyone supplied with the energy they require. One problem is
that making power stations, factories, buildings or cars more
energy efficient costs a lot of money in the first place.
Aid from the developed world would help the developing world to
buy the technology it needs to reduce greenhouse gas emissions,
or to adapt to the effects of climate change. As part of an
international effort to slow down the emission of greenhouse
gases, the developed world will pass on some of its technological
discoveries to allow the developing world to develop cleaner and
safer sources of energy such as solar power.
3. Find out what type of energy is used in your own home and how
much it costs to run through a twelve month period (ask your
parents for the old bills).
Introduction
This lesson looks at the sectors which emit the most greenhouse
gases (especially energy production and consumption), and what
options are open to reduce these emissions. The following sectors are
discussed.
Energy Sources
Energy Efficiency
This highlights another point which limits the rate at which energy
efficiency can make an impact. Often there is a considerable capital
investment required to improve energy efficiency; this investment will
usually have to wait until refurbishment or replacement of the existing
system. For example improving the insulating properties of houses is
cheaper and easier when new ones are constructed. Thus the
improvements in efficiencies in a sector depend on the turnover rates
for the existing stock; the housing stock will improve only slowly,
whereas household appliances such as washing machines are
replaced more frequently by new models with better efficiencies.
There are two types of substitute for CFCs: HCFCs and HFCs. Both
are greenhouse gases, though less effective than CFCs. HCFCs are
also ozone-depleting, and are due to be phased out by 2029. This late
date is to encourage countries to move away from using the more
harmful CFCs. There is no current restriction on HFCs because there
is as yet no evidence that they are ozone-depleting.
One major sink for CO2 is its absorption by green plants, especially
forests. When forests are chopped down, CO2 is released from the
burning of waste products such as roots, undergrowth and small
branches, and from the slower decay of timber products. There is
therefore an increase in the amount of CO2 produced, and a reduction
in the amount absorbed.
One obvious solution is to use fewer timber products, and to use them
more efficiently. Timber is a renewable resource, and it is possible to
extend forests or plant the same number of trees as are cut down.
However, this would increase the price of timber, and there is often
pressure for the cleared land to be used for purposes other than
forestry.
Hence the developing world seeks aid from the richer countries in the
form of scientific and technological expertise. For example, the
Montreal Protocol (see above) gives developing countries an
additional 10 year period of grace, extending their deadline for
ceasing production of CFCs.
3. Find out what type of energy is used in your own home and how
much it costs to run over a twelve month period.
Most people save their old bills. This exercise is useful to encourage
pupils to think about the actual cost of energy.
4. The figure at the end of these notes (for OHP reproduction) can be
used to show the children what constitutes an inefficient kitchen. The
class could then, for example, be asked what measures they would
take to make the kitchen more efficient.
Longer term
Glossary