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CAPCO Classroom Aerosol Adventure Kit for grades 4-9 Teacher’s Guide Classroom Activities Experiments Student Materials Everything you need to teach about the Earth’s protective upper ozone layer, CFCs and aerosol products
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Capco Teacher's Kit for Aerosol Spray Products

Sep 03, 2014

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This is a teacher's kit filled with lessons and experiments to help students learn the science behind aerosol spray products, how they are made, and how they interact with our environment. Please contact the Consumer Aerosol Product Association: [email protected], if you have any questions.
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Page 1: Capco Teacher's Kit for Aerosol Spray Products

CAPCO Classroom

Aerosol Adventure Kitfor grades 4-9

• Teacher’s Guide• Classroom Activities• Experiments• Student Materials

Everything you need to teach about the Earth’s protective upper ozone layer,CFCs and aerosol products

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Dear Educator:

Thank you for your interest in teaching your students about aerosol technology.

The Consumer Aerosol Products Council’s (CAPCO) Classroom Aerosol Adventure Kit containsall of the materials educators need to teach students about the Earth’s protective upper ozonelayer, CFCs and aerosol products in a fun and active way.

Prepared with the guidance of middle school science teachers, the Kit will aid educators inexplaining the basic scientific principles of how aerosols work. Some of these principles includesuspensions, the behavior of gases under pressure, gases as propellants and the effect of physical changes and chemical reactions.

CAPCO is a non-profit educational organization dedicated to correcting the public misconcep-tion that aerosol products contribute to depletion of the Earth’s upper ozone layer. BecauseCFCs have been replaced as the propellant in nearly all consumer aerosol products sold in theU.S., “It’s O.K. to Spray!”

The CAPCO Classroom Aerosol Adventure Kit includes a teacher’s guide, classroom activities,student materials and experiments as well as the DVD, “Another Awesome Aerosol Adventure”by the producers of “Beakman’s World.” These materials are easily integrated into teachers’ curriculum and can be downloaded free of charge from CAPCO’s website, www.nocfcs.org.

Feel free to share this kit with other teachers at your school, or to copy the materials. We hopeyou enjoy the CAPCO Classroom Aerosol Adventure Kit and find it a useful addition to your lesson plans. Please help us continue to make this education unit the best it can be by letting usknow what you think. You can contact us through our website or by calling (703) 683-1044.

We hope you and your class have fun with your aerosol adventure!

The Consumer Aerosol Products Council

www.nocfcs.org

©2007, Consumer Aerosol Products Council (CAPCO)

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Table of ContentsSection 1: Aerosols and CFCs

Background About Aerosol Products: History and Facts ................................................................................................11

Aerosol Knowledge Questionnaire ....................................................................................................................................12

CFC Quiz: Chlorofluorocarbons: “Fact vs. Fiction” ..........................................................................................................13

Pre Activity: Scavenger Hunt ..............................................................................................................................................15Student Materials for Photocopying ..................................................................................................................................17

Activity 1: The Aerosol Collection....................................................................................................................................19Student Materials for Photocopying ..................................................................................................................................21

Activity 2: The Gelatin Party ............................................................................................................................................24Student Materials for Photocopying ..................................................................................................................................27

Activity 3: The Foaming Bottle Model ............................................................................................................................31Student Materials for Photocopying ..................................................................................................................................34

Activity 4: The Big Survey ................................................................................................................................................36Student Materials for Photocopying ..................................................................................................................................39

Section 2: Our Atmosphere and the Ozone LayerInstruction Guide: Our Atmosphere and the Ozone Layer ............................................................................................47

Ozone Q&A For Instructors................................................................................................................................................48

Student Activities (In-class or take-home):

Activity 5: “It’s Atmospheric!” Crossword Puzzle ..........................................................................................................50

Activity 6: Our Atmosphere and the Ozone Layer ........................................................................................................51

Activity 7: Atmosphere & Ozone Rap Poem/Song ..........................................................................................................52

Activity 8: Ozone Depletion Worksheet ..........................................................................................................................53

Activity 9: Whole Body Ozone Chemistry ......................................................................................................................54

Activity 10: Mock Trial......................................................................................................................................................65

Activity Sheet Answer Keys ..........................................................................................................................................80

Section 3: Lab Time!Lab Blueprint: For Organizing Your Experiment and Exploring Results ........................................................................85

Labs (In-class or take-home):

Experiment 1: Testing for Ground-Level Ozone (Easy to Moderate) ..........................................................................87

Experiment 2: Correlating Aerosol Knowledge and Consumer Use (Moderate)......................................................90

Experiment 3: Measuring Atmospheric Ozone from the Ground (Moderate to Advanced) ....................................92

Experiment 4: Measuring Atmospheric Ozone from Satellite (Moderate to Advanced) ..........................................94

Experiment 5: The Effect of Increased UV Levels in Population Growth (Moderate to Advanced) ........................96

Sample Lab Report ..........................................................................................................................................................98

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Integrating the Kit into Your CurriculumCAPCO is aware that educators must tailor their curriculum tomeet State Standards Of Learning (SOLs), determined by gradeand subject area. The CAPCO Classroom Aerosol Adventure Kithas been designed with your needs in mind and to be easilyintegrated into existing teaching structures and methods. It isan excellent complement to basic materials.

The Kit’s activities get progressively more challenging as stu-dents master the scientific principles of aerosol technology. As a teacher, it is up to you to determine which parts of the Kityou implement and use in your classroom. There are threebasic sections:

Section 1:The first section will help you determine your students’ understanding of aerosols, CFCs and the atmosphere. Itincludes lessons and guides for teaching the material as well ashomework assignments and activities to introduce students tothe basic principles.

It is also recommended that your class views the video,“Another Awesome Aerosol Adventure,” in this first stage ofinstruction.

Section 2:The second section contains fun, hands-on activities that aregrade-appropriate and that will give your students more in-depth knowledge of what aerosols are and how they work.These activities present numerous exercises to further explorethe science of aerosols, and even provide a variety of cross-curriculum options.

Section 3:The third section includes labs developed by science teacherMichael Baer of South Adams JR/SR High School in Berne,Indiana. These experiments allow students who have attained asolid understanding of the scientific principles of aerosol andatmospheric science, to take their knowledge a step further.They can be done at home or in the classroom. A sample labreport is also included in this section.

How it Can Fit into Your Earth orEnvironmental Sciences CurriculumIf you are investigating such topics as states of matter, atmos-pheric science, or the environment, the activities in the Kit willprovide support and reinforcement of existing lesson plans.Some of the activities involve information collection, but othersfocus on experimentation with what happens when gases arecompressed and how a propellant works in an aerosol product.The activities are particularly well-suited to incorporate intoEarth or Environmental sciences.

How it Can Fit with Your Social ScienceCurriculumExercises and activities in the Kit include surveying public opinion and analyzing data from the survey. Your students candevelop basic surveying skills that they can use in a number ofdifferent social science contexts later on.

Cross-Curriculum PossibilitiesWhile engaged in the activities in this package, your studentswill have the opportunity to work across the curriculum. Inaddition to science, they will be using mathematics (measuring,calculating, estimating, graphing), social studies (surveyingopinion), language arts (vocabulary, poetry, designing presentations), and graphic arts (structuring visual displays and layouts).

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CAPCO Classroom

Aerosol Adventure Kitfor grades 4-9

• Teacher’s Guide

• Classroom Activities

• Experiments

• Student Materials

Everything you need to teach about

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Section 1:Aerosols and CFCs

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Background About Aerosol Products:History:In the early 1970s, U.S. producers of aerosol products andpackaging voluntarily phased out chlorofluorocarbons (CFCs)as the propellant in consumer aerosol products. CFCs weretheorized to cause upper ozone layer depletion so the aerosolindustry was quick to develop alternative propellants includingpropane, butane, isobutane, nitrogen and nitrous oxide,depending upon the product.

In 1978, the U.S. government passed official regulations ban-ning CFC propellants in nearly all consumer aerosol productsproduced and sold in the United States. An exception wasmade for some unique medical uses such as inhalers.

In 1987, much of the world came together to sign theMontreal Protocol. Through this international agreement,more than 190 countries have agreed to ban the use of CFCs,including their use as propellants in consumer aerosol prod-ucts. Consumers can now be assured that “It’s O.K. to Spray!”and consumer aerosol products do not pose a threat to theEarth’s upper ozone layer.

As a result of the MMoonnttrreeaall PPrroottooccooll, evidence that the ozonelayer is repairing itself has recently been reported by theNational Oceanic & Atmospheric Administration (NOAA).1

To learn more about the MMoonnttrreeaall PPrroottooccooll and how theupper ozone layer is repairing itself, visit:

http://www.epa.gov/ozone/2007stratozoneprogressreport.html

Recycling:Aerosol products ARE recyclable, just like any other empty steelcontainer!

Given the public’s concern about solid waste disposal, theaerosol industry teamed with the steel industry to promote thecollection of empty aerosol cans in recycling programs nation-wide.

Thousands of communities now include aerosol products inboth household residential and curbside buy-back and drop-offprograms. Most aerosol cans are made of steel. Aluminumaerosol cans and containers are also recyclable. Check withyour local recycling coordinator or aluminum collection site fordetails about recycling in your area. Many recyclers are notaware that the U.S. EPA recommends that all aerosol products(including pesticide containers) are recycled once they areempty.

You can help our environment by encouraging your school andcommunity to accept empty aerosol cans along with othermetal containers. The Steel Recycling Institute can providemore information about recycling. Call 1-800-876-7274 or visit www.recycle-steel.org.

For more information on recycling in your community visit www.earth911.org.

Inhalant Abuse:There are some consumer products (both aerosol and non-aerosols) that can be abused by “huffing.” If you would likemore information or educational materials for students oradults on inhalation abuse, contact The Alliance for ConsumerEducation at www.inhalant.org.

1 Saiyid, Amena H. “Ozone Depletion, Ozone Hole at ‘Early Stage of Recovery,’ But Progress

Still Slow, NOAA Scientists Say.” BNA Daily Environmental Report, August, 2006.

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Aerosols and CFCs

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Aerosol Knowledge Questionnaire

Purpose: To find out what people know about aerosol products.

Instructions: Read each statement carefully, then tell us how much you agree or disagree with that statement by checking the boxthat best fits with your ideas:

For more information and fact sheets on aerosol products and aerosols and the environment, visit www.nocfcs.org.

# STATEMENTS: Strongly Agree Agree Disagree Strongly Disagree Not Certain

1 Aerosol products such as hairspray and spray deodorants can be bad for the environment

2 Aerosol products are useful

3 Aerosol products harm the upper ozone layer

4 Aerosol containers can be recycled

5 Most of today’s aerosolproducts contain CFCs

Aerosols and CFCs

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Read each statement and decide if it is Fact or Fiction, then circle the correct answer.

1. Aerosol products made or sold in the United States contain CFCs. FACT or FICTION

2. In the United States, all aerosol products havea “No CFC” logo.FACT or FICTION

3. Until 1978, some aerosol products did contain CFCs, which were linked to upper ozone layer depletion. FACT or FICTION

4. In 1978, the federal government passed regulations to protect the upper ozone layer and banned CFCs from aerosol products. FACT or FICTION

5. After 1987, many more countries joined the U.S. andchose to protect the upper ozone layer by banning CFCs.FACT or FICTION

6. There was a “hole” in the upper ozone layer. FACT or FICTION

7. As a result of the Montreal Protocol, the upperozone layer is progressively healing itself. FACT or FICTION

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Chlorofluorocarbons: FACT vs. FICTION

Aerosols and CFCs

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TEACHER’S ANSWER KEY:

Read each statement and decide if it is Fact or Fiction, then cir-cle the correct answer.

1. Aerosol products made or sold in the United States contain CFCs. FACT or FICTION

Explanation:Consumer aerosol products in the United States do not containCFCs, with exception to some unique medical products such asasthma inhalers. CFCs were used as a propellant in someaerosol products manufactured before 1978, but the U.S.Environmental Protection Agency (EPA) banned CFC propellants in the U.S. in 1978.

2. In the United States, all aerosol products havea “No CFC” logo. FACT or FICTION

Explanation:Many aerosol products do have a “No CFC” logo to serve as areminder to consumers. You can easily find an example of thisto show your students. However, many other product manufac-turers to date have chosen not to put a “No CFC” logo on thelabel, primarily for aesthetic reasons.

3. Until 1978, some aerosol products did contain CFCs, which were linked to upper ozone layer depletion. FACT or FICTION

Explanation:It was not until the 1970s that scientific research theorizedthat CFCs harm the upper ozone layer.

4. In 1978, the federal government passed a regulation to protect the upper ozone layer and banned CFCs from aerosol products. FACT or FICTION

Explanation:In the mid-1970s many companies that produced certainaerosol products voluntarily removed CFCs after scientificresearch suggested that CFCs were harmful to the upper ozonelayer. Then in 1978, the EPA and two other federal agenciespassed a mandatory ban on CFCs in all consumer aerosolproducts.

5. After 1987, many more countries joined the U.S. andchose to protect the upper ozone layer by banning CFCs. FACT or FICTION

Explanation:In 1987, countries around the world signed the MontrealProtocol and banned CFCs to protect the Earth’s upper ozonelayer. Over 190 countries have signed the Montreal Protocol.Other countries are still working towards banning CFCs.

6. There was a “hole” in the upper ozone layer. FACT or FICTION

Explanation:The term “hole” is misleading. The upper ozone layer aboveAntarctica experienced significant thinning, but there was nevera hole.

7. As a result of the Montreal Protocol, the upper ozone layer is progressively healing itself. FACT or FICTION

Explanation:The U.S. Environmental Protection Agency (EPA) has predictedthat by 2060 to 2075, the upper ozone layer will be back to theway it was prior to 1980.

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Aerosols and CFCs

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Pre-Activity: Scavenger HuntAerosol products are used by many people for a wide variety ofuseful purposes. This pre-activity is an investigation that willhelp students see the diversity of products that come inaerosol containers and their many uses. To do this, they willengage in a Scavenger Hunt to collect information aboutaerosol products. They will focus on just three different aerosolproducts, and will collect information on them using a datachart. The information your students collect in this Pre-Activitywill be used in Activity 1: The Aerosol Collection.

PLEASE NOTE: Before your students begin thisactivity, you will need to complete the AerosolKnowledge Questionnaire to establish what theyalready know about aerosol products. This willform baseline information for comparison whenthey have completed all the activities in this learn-ing package. The Questionnaire can be found atthe beginning of this kit.

What do students already know?If you have already shown the “Another Awesome AerosolAdventure” video to your students, then it is reasonable toassume that they will have a broader understanding of aerosolproducts than they did before viewing it. If you have chosennot to show the video prior to this activity (perhaps becauseyou prefer to use it at a later stage), then you can make evenfewer assumptions about their prior understanding of aerosolproducts.

BackgroundAerosol products that your students may find include spraypaint, air freshener, cleaners, disinfectants, hair spray, hairmousse, whipped cream, deodorant, bug spray, etc.

For the lesson after the Aerosol Scavenger Hunt (Activity1: The Aerosol Collection), students should bring in theircompleted Scavenger Hunt Information Chart to share.They will be working with the other members of the class insmall groups. They also will be drawing on the aerosol pictureposter display around the room for ideas and information forActivity 1.

Prep TimeYou may want to conduct your own scavenger hunt beforeassigning this activity to your students.

Safety Considerations for the CAPCO Classroom Aerosol Adventure Kit

Store all aerosol products in your classroom wherethey will be away from heat and risk of punctures.It is best to use cans that deliver personal careproducts, such as shaving cream, or food products,such as whipped cream. Although you may notwant to use empty cans, it would be best to findthose that only have a little product left in them toavoid the possibility of being accidentallydischarged.

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Activity: Scavenger Hunt

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ProcedureArrange for your students to make an Aerosol PictureGallery by bringing in pictures of aerosol products they find intheir homes, in newspaper advertising supplements or in magazines.

Students may prefer to take photographs of their can samplesrather than draw them. Some may even collaborate to video-tape their scavenger hunts. Ask your students to focus particularly on the type of delivery system the can uses.

A photocopy master of this information chart is included at the end of this section. You and your students may think thatanother design would do a better job. You also may want todesign a chart using a computer program.

For the Aerosol Scavenger Hunt, you could ask your students to take the chart home for a few days, or even a weekend, to see what they can find out about aerosol products at home or from looking through magazines.

The Aerosol Picture Gallery: The aerosol drawings and pictures from magazines that students bring in can be put up on posters around the room. Students will need to refer to this display later in Activity 1.

For Activity 1, students should bring in their completedScavenger Hunt Information Chart to share. They will beworking with other members of the class in small groups.

Pulling it All TogetherTake time at the end of the Pre-Activity for students to sharewhat they found in their Aerosol Scavenger Hunt. You maywish to have groups pool their charts so that each group produces one composite chart. These can be enlarged toposter size (using chart paper or poster board) and shared with the entire class.

All of the charts, whether individual or group efforts, will needto be brought to class for Activity 1.

Stress the point that your students will be using scientificprocesses throughout the CAPCO Classroom AerosolAdventure Kit.

You may want to ask your students if they can list some of thethings that scientists do when they investigate a problem.

Collect their thoughts and make a whole class list on theboard.

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Activity: Scavenger Hunt

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Getting StartedYou are going to start your investigation by going on a scav-enger hunt to find examples of different aerosol products. This should be done ahead of time to help you to begin your investigation. You are going to search for examples of aerosol products in your home, in advertisements, in magazines or oncoupons. Your teacher will help you to organize and get started.

During the Aerosol Scavenger Hunt you will need to lookfor as many different aerosol products as you can find. You mayfind some in your home or in advertisements.

The AssignmentFind three different products using aerosol technology,observe them closely, collect information about each one andrecord the data on a sheet your teacher will give you. Make adrawing of each product. Be sure to be clear and complete.

Remember to bring all your drawings and observation information to class for Activity 1.

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Student Materials Activity: Scavenger Hunt

Pre-Activity:

Scavenger Hunt

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You can use this chart for recording information about the 3 aerosol products You have found, or adapt it to suit your particular needs.

Scavenger Hunt Information Chart

Student Materials Activity: Scavenger Hunt

Items Aerosol X(for example only)

Aerosol 1 Aerosol 2 Aerosol 3

Name of Product

Type of Product

Type of can

Delivery method

Contents

Advantages

Disadvantages

Warnings/cautions

Special notes

Any other items?

Whippy

Whipped cream (food)

Metal (steel or alu-minum? Could you testwith a magnet to findout?)

Nozzle that gets pushedsideways

Cream, whipping gas, etc.

Convenient, can directspray, stays fresh

Can’t see contents, capfalls off easily, can’t berefilled

Don’t puncture, don’tburn, keep cool

Can can be recycled

Lots of information printed on can

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Activity 1:

The Aerosol CollectionThis activity is designed to introduce your students to aerosolsas a topic of investigation. To do this, they will use the informa-tion on aerosol products that they collected in the Pre-Activity, The Aerosol Picture Gallery in the room and a collection of aerosol products that you will provide. Your students may have a good sense of the variety of aerosol products available for the home market. They may not, however, know that aerosol products are used in medicine,industry, art and a number of other areas.

This activity is geared towards younger students, and teachersof grades 7-9 may want to go directly to Activity 3.

Your students will first be working in small collaborativegroups, and then as a whole class, to determine the key pointsabout aerosols: the variety of aerosol products, different waysin which they are used and the advantages and disadvantagesof using them. After finding some key points, each group willspecialize in one aspect of aerosols, using the information theycollect to produce a poster displaying their findings.

Teaching Objectives:To raise awareness of the different varieties of aerosol products

To establish groundwork for further discussion

Skills:• Investigation, classification, discussion, creative

thinking, organization

Materials:• Pre-Activity Scavenger Hunt sheet (page 30)• Various aerosol can products from household• Poster board• The Aerosol Picture Gallery created during

the Pre-Activity

Prep TimeMake a collection of aerosol products that your students canuse for this activity. It would help to enlist the aid of other faculty to contribute to the class collection.

Procedure1. You may want to take some time prior to this activity to askyour students if they know of any types of specialized aerosolproducts. Some used in dentistry, for example, have a numbingeffect on tissues. This spray lets the dentist work on a patientwithout pain to the gum tissue.

Certain kinds of art media, such as chalks, get “fixed” ontopaper with an aerosol product. This keeps the chalk fromrubbing off later.

Give your students time to think before they begin the activity.Then, list on the board any specialized aerosol products theymay know about.

2. You will be asking each group to design and make a posterwhich will inform others about their aerosol specialty. Let yourstudents use their charts and posters as review guides.

Making the posters will help the students to collect information and focus on just one aspect of aerosol products.Each student group then can become the “experts” in thatarea. They can be consulted by other groups as they build up a complete picture of aerosol products.

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Some ideas for the core concepts for these posters might include:

• Uses: clean ovens, hold hair in place, disinfect wounds, cover a surface with paint, eliminate odors, etc.

• Can materials: steel, aluminum

• Components: upright nozzles, “press-down” valves, valves with a directional attachment, etc.

• Delivery forms: mist, streams, foams, gels, etc.

• Contents: read labels for this information

• Advantages: delivers product precisely, provides large amount of product in a small storage space, delivers ready-to-use product, can be recycled, doesn’t spill, does not require contact with skin to apply (e.g., disinfectant), is air- tight, tamper-resistant, and can sit on a shelf for a long time

• Disadvantages: can’t see contents, requires special handling, actuator on some products can get clogged, needs to stay away from sources of heat, etc.

• Warnings and cautions: container can’t be punctured as it is under pressure, must be kept away from direct heat sources

3. The poster display: The posters can be put up around theroom and students can go on a tour to see what each of thegroups has discovered. Each touring group should take noteson any new information they see displayed about aerosol prod-ucts so that everyone has a common knowledge base.

4. Each group should be asked to make a short presentationabout their poster.

Pulling it All TogetherTake time at the end of the activity to help your students pulltogether all their discoveries about aerosol products into a listof Key Facts About Aerosol Products.

NOTE: This may be done using a chalkboard chart.You may also create a chart to hand out to eachstudent.

Safety Considerations For This ActivityStore all aerosol products in your classroom wherethey will be away from heat and risk of punctures.It is best to use cans that deliver personal careproducts, such as shaving cream or food products,such as whipped cream. Although you may notwant to use empty cans, it would be best to findthose that only have a little product left in them toavoid the possibility of being accidentally dis-charged.

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Activity 1:

The Aerosol CollectionThere are many things about aerosol products that you mightnot have noticed before. Like many things we use and seeevery day, there is much more to them than meets the eye.Only when we observe them closely and ask questions do webegin to understand more about them. In this activity, you andyour group are going to become investigators finding outabout one important area of aerosols. Your teacher will divideyou into groups, and each group will look at a certain aspect ofaerosol products. Finally, all the information will be shared and,together with your teacher, you will make a list of Key FactsAbout Aerosol Products.

Step 1Everyone should have helped to collect data about aerosolproducts ahead of time. You also will have looked for examplesof them in your home or in advertisements, magazines orcoupons, and drawn pictures of them. These drawings nowshould be ready for display so that others can examine them.In addition, your teacher will have collected and brought insome actual aerosol products for The Aerosol Collection.

With your teacher’s help, post up all the aerosol product drawings to make up the Aerosol Picture Gallery. Also,organize a display table for The Aerosol Collection.

Safety WarningDo not activate any of the aerosol cans, even if theyseem to be empty, unless your teacher asks you todo so.

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Step 2

With your group, take some time to study the Aerosol PictureGallery and your Scavenger Hunt Chart. Keep these ques-tions in mind while you are doing this:

• What do all aerosol products seem to have in common?

• What differences do aerosols have?

• What different kinds of products come in aerosol cans?

Now discuss these questions in your group. Make a note of thethings you have observed about each question. Record thisinformation on the chart your teacher has given you.

Step 3Now your group is going to specialize in one area of aerosolproducts. Here are some sample areas. If you can think of anyothers, add them to this list.

• Different shapes of cans

• Range of different aerosol products

• Materials from which aerosol products are made

• Different types of buttons and nozzles, and why we need them

• Information about contents written on the cans

• Advantages of using aerosol products

• Disadvantages of using aerosol products

• Warnings and cautions and their reasons

• Directions for use

Together with your teacher, decide which group is going tospecialize in which area (or areas). Once this is decided, yourgroup must try to find out as much as it can about its specialistarea by:

• Observing real cans and drawings carefully

• Noting all the ideas you have about your specialist area(s)based on your observations

• Agreeing on the most likely reasons for the can being the way it is

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Student Materials

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Step 4Now your group is going to make a poster showing what youhave discovered about your aerosol specialty. You first mustdecide the best way to do this so that others can easily see andunderstand. Be prepared to explain your poster to others.

Step 5Each group can nowpin up its poster foreveryone else to seeand discuss.

It may be helpful ifeach group, in turn,gives a short presenta-tion to explain the reasons for the information groupmembers have included in the poster.Organize a spacewhere the posters canbe left on display forlater reference.

Step 6With your teacher’s help, you are going to review all the thingsabout aerosol products that you have discovered from yourinvestigations.

Because each group specialized in a different aerosol area, youneed to be sure that you understand what other groups havedone. This is your chance to ask any questions about othergroups’ areas. If you are not clear about something, ask thespecialists for clarification.

Step 7Finally, your teacher will help you create a list called: KeyFacts About Aerosol Products.

This list will be the ideas you found during your investigation.As you learn more about aerosol products and the sciencebehind them, you may need to revise, change or add to thislist. Keep this list for future reference (or make your owncopy). What other questions can you ask about aerosol products?

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Student Materials

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Activity 2:

The Gelatin Party

Teaching Objectives:• To introduce the concept of pressure and

propellants in aerosol cans

• To give students a better understanding of how volume and pressure work together

• To establish the use of metric units in collecting data

Skills:• Investigation, measuring, collecting data

Materials:

• Whipped cream in aerosol can

• 4-5 10-oz beakers or graduated cylinders

• Stack of clear 10-oz cups

• Computer or calculator

• Paper towels

• 2 boxes of gelatin (optional)

This activity will show your students how a gas can expand. Italso will let your students investigate the difference in volumebetween the contents of an aerosol product and the dischargedamount. Using whipped cream, your students will work collaboratively to measure the discharged product as it issprayed out of the can.

They will then record this amount and compare it, mathematically, to the can’s volume. (Directions for finding the can’s volume by water displacement are given.)

This will help them see the effects of putting the can’s contentsunder pressure. When the pressure drops, as it does outsidethe can, the volume of the contents increases. The dischargedwhipped cream can be put to good use by having a gelatinparty as the closing event for this activity.

Your students may already have wondered at some time howso much whipped cream can come out of an aerosol can. Ifthey have read the label, they will know that the contents areunder pressure. Most of them, however, will not have any realunderstanding of what “under pressure” means.

This activity will help them get a mathematical sense of the difference in volume between the contents in the can ofwhipped cream and the contents when it comes out of the can.You will build on this knowledge using later activities in thispackage that will help students understand expansion and contraction of gases in aerosol cans.

BackgroundThe gas inside aerosol products, the propellant, which is dissolved in the other ingredients, pushes the product out ofthe can.

There are two types of propellants used in aerosol products:compressed gases, which are present only in a gaseous form,and liquefied propellants, which are gases at room temperatureand pressure, and liquid under higher pressure. The majorityof consumer aerosol products use liquefied propellants, mostof which are naturally occurring hydrocarbons such as propaneand butane. Propellants are under pressure inside the aerosol

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can; outside the aerosol can, the pressure is less. In nature, ascan be seen with air masses in the atmosphere, gases movefrom areas of high pressure to lower pressure. In an aerosolproduct, when the valve is opened, the product moves throughthe dip tube and out of the can. When it comes out into the air,the gas expands.

Aerosol FactCFCs have been banned in the U.S. for consumeraerosol products since 1978. An exception has beenmade for some unique medical uses such as inhalers.

Your students may think that some aerosol products (deodorant, for example) seem to have less product than other packaging forms (i.e., stick). This may be because thereappears to be empty space inside the can. In most aerosolproducts, a small amount of space is needed to enable theproduct to work. This space contains the gaseous propellantand prevents rupture or distortion of the can.

Demonstration OptionIf your budget is limited, or you are concerned aboutcreating a mess in the classroom, you may want to dothe activity as a demonstration for the whole class. Inthis case, you can ask two student groups to do thespraying and measuring for the whole class.

Two groups will give enough data for comparison, butwill keep the expense and mess to a minimum (andyou will still have enough whipped cream for theparty).

The propellants in whipped cream are compressed gases andare used to push product out of the can and to provide an aeration effect, i.e., whipped cream. You can simulate theaction of the gas in whipped cream by whipping a pint of heavycream for your students. This will give them some sense ofhow much the addition of a gas can inflate a product.

Prep Time1. You will need to arrange for a room outside of the sciencelab for this activity as your students will both be handling andeating food.

2. You also need to send home a permission slip just in caseyou have any students who can’t have sucrose (table sugar) orlactose. The gelatin desserts will need to be made and chilledin advance. If the cost of the whipped cream is a problem, youcould do this activity as a demonstration, but still have thegelatin party for the whole class.

3. The whipped cream and gelatin will need to be chilleduntil your students are ready to use them.

4. Your students will spray whipped cream into clean 10-ozplastic cups. To make this job easier, each of the students in aparticular group will have a specific job: one will be in chargeof spraying, one will measure volume, one will record, and onewill collect and take back the materials. Metric measuringdevices for students to copy and cut out are provided in theback of this activity.

Determining the Volume of a CanOne way to determine the volume of a can is to seehow much water the can displaces. These are thesteps you should use:

Step 1. Fill a large container with water all the way tothe top

Step 2. Put the water-filled container in a pan to holdthe overflow which will spill over the top when youput the aerosol can in the water

Step 3. Place the whipped cream can completelyunder the water

Step 4. Measure the volume of the overflow waternow in the pan by putting it in a measuring cup

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Procedure1. Students will do a displacement exercise to find the volumeof the whipped cream can. They will then use their calculatorsto figure out how much greater the discharged volume ofwhipped cream is than the volume of the can. They can do thisby dividing the discharged volume by the estimated can vol-ume. The value they get will tell them how many times the vol-ume of the contents expanded when it was discharged.

When the students are finished with the spraying and measur-ing, it would be a great time to have them put their whippedcream onto gelatin for a class party.

2. Advise your students that it would be a good idea to getsome sense of the volume that their cups hold (in metric units)before they start spraying whipped cream. They can tape themeasuring strip (provided at the end of this section) to theside of a 10-oz. clear plastic cup.

The top and bottom diameters, and the height of the side forthe appropriate type of cup have been provided on the photo-copy page. If you have graduated cylinders available, then yourstudents can use these to verify the metric volumes at certainheights on their 10-oz cups. This will ensure that they have themeasuring strip taped in the correct position.

The cream won’t deflate immediately, but it has a tendency notto keep its full volume for very long. If they have figured outhow much the cups hold in advance, that will make the meas-uring process much smoother.

3. To provide another illustration of what happens when a gasmixed with a product expands, you can whip a pint of heavycream into a metal bowl with a mixer. Be sure to record thecream’s volume, both before and after it is whipped. As youbeat air into the cream, its volume increases greatly.

4. Some of your students may be able to figure out the dis-charge volume by reading the can’s label carefully. Using thepart of the label where serving size information is provided, itis possible to figure out the discharged volume by multiplyingthe serving size volume by the number of servings per can.Two tablespoons are equivalent to one fluid ounce.

Your students can compare this calculated value with theirmeasured value from the experiment. A typical can of whippedcream has a discharged volume that is about 1.5 times greaterthan the undercharged volume of the can.

5. To whip heavy cream, place it in a chilled stainless steelbowl. Beat it at high speed with an electric mixer until it is still.Be sure to measure the volume before and after you whip theair into it.

Pulling it All TogetherAsk students to post their results for the “before and after” canvolume on a chalkboard data chart. They also can list the val-ues that they calculated for how many times the volumeincreased from inside the can to outside.

Ask your students to look for agreement and disagreementamong the values. If you find some that are way off, ask stu-dents to look for the causes of this. It may have been a meas-urement error, or a calculation problem.

See if your students can come up with logical reasons for whythe volumes inside and outside are so different. What inflatesthe whipped cream so much?

If you have chosen to whip the heavy cream as a demonstra-tion for your students, they will be able to see what the incor-poration of air into the cream can do for its volume.

Safety Considerations For This ActivitySince your students will be working with and tast-ing food products, you will need to conduct thisactivity outside the science classroom. You maywant to move to the cafeteria, a regular classroomor the Home Economics lab. Be sure that all mate-rials used for containing and eating the food areclean.

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Activity 2:

The Gelatin PartyMost aerosol cans seem to squirt out a lot of stuff. It’s as if theproduct you get is much more than the can appears to contain.In this activity, you will be working with your group to investi-gate the difference between the volume inside a can ofwhipped cream and the volume of the whipped cream when itis sprayed.

Step 1Collect all the materials for your group:

•aerosol can of whipped cream (unused)•spoons (one for every person)•stack of 10-oz clear plastic cups (about 10)•metric volume measuring strip•cups of gelatin (one for every person)•paper towels•container large enough to hold the whipped cream can•pan to hold water overflow•volume measure (such as a graduated cylinder or

measuring cup)

(Your teacher will arrange for either a largeice cooler or refrigerator to be available.)

Make a Prediction

Before you begin investigating,discuss what you think the likelyresult will be, based on yourknowledge of aerosols. Howmany cups do you think thesquirted out whipped cream ismost likely to fill up?

Now make your PREDICTIONand record it like this:

“My prediction is that the aerosol will deliver:”_______ cups, or_______ fluid ounces, or_______ cubic centimeters

Also record the reasons for your prediction:

“The reasons for my prediction are:”

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

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Step 2This activity moves quickly, once you start spraying and meas-uring whipped cream.

You will need to divide the work so that:

• one person is the sprayer• one is the measurer• one is the recorder• one is the materials manager (gets and takes back

materials)

Step 3Once all the materials are assembled and the recorder is ready,set up a row of cups and begin squirting the whipped cream in,cup by cup. It is important that each cup is filled to the samelevel each time. The recorder needs to be ready to write downthe volume right away, before the whipped cream deflates.

Step 4You can estimate the volume inside the can this way:

1. Fill the large container with water all the way to the top.

2. Place the water-filled container into a pan that will hold any overflow.

3. Hold the whipped cream can completely under the water.

4. Measure the volume of the overflow from the container by pouring it into a measuring cup.

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Step 5 Compare the estimated volume of the can with the dischargedwhipped cream volume.

What is the difference?

How many times greater is the discharged volume than the canvolume? ( You can find this out by dividing the discharged vol-ume by the can volume.)

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THINGS TO THINK ABOUT

• Were your results close to what you predicted?

• How far off were you?

• What do you think has to happen for the can volume to expand that much?

• Watch your teacher demonstrate how cream is whipped. What is there about this process that can helpyou understand what is happening in the can?

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Activity 3:

The Foaming Bottle ModelThis activity will let your students investigate the science ofhow aerosol propellants work and help them understand howthe can works to deliver the product.

Your students will be generating carbon dioxide gas in plastic16-oz bottles to propel their product (dish detergent) out ofthe bottle. The model works on the principle that a gas willmove from an area of high pressure (inside the bottle) to anarea of lower pressure (outside the bottle).

Teaching Objectives:• To show how gases move from areas where they

are under high pressure to areas where they are under lower pressure

• To review the concept of pressure and propellantsin aerosol cans

Skills:• Investigation, classification, discussion, data

collection

BackgroundYour students probably will have heard the rush of gas as itescapes from an aerosol can. They will know by this time thatthe contents of the can are under pressure. When the valve onthe can is pressed, a pathway is opened to the outside airwhere the pressure is less. The propellant rushes out, takingthe other contents of the can with it.

Your students may have seen the effects of a gas under pres-sure when they shake up a soda bottle before opening it. Thecontents of the bottle rush out when opened.

The gas that inflates whipped cream from an aerosol can isunder pressure inside the can; outside the can the pressure isless. When the valve on the aerosol opens, the gas carries theproduct through the dip tube and out of the can. The gasexpands when it comes out into the air.

It is important that you make the distinction to your studentsthat the ingredients inside aerosol products are speciallymatched to be chemically compatible. In other words, theydon’t react to form other products. The ingredients that thestudents are using for their model, vinegar and baking soda, doreact to form a new product, carbon dioxide. In this respect,the foaming bottle model does not show the chemical compati-bility of aerosol ingredients.

Demonstration OptionIf you are concerned about creating a mess, orabout your students investigating gases underpressure, you could do this activity as a demon-stration.

Prep Time1. You will need to collect 16-oz plastic soda bottles and largecafeteria trays prior to this activity. Each group of students willneed to have a bottle and a tray covered with a paper towel towork on. If you don’t have sinks in your classroom, you willneed to move somewhere where water is readily available forcleaning up after each use.

2. Make sure that your baking soda has not been sittingaround the classroom too long, or you may not get the resultsyou want.

3. Students should wear safety splash goggles for this activity.While all they are generating is carbon dioxide gas and soapsuds, soap in the eyes is a distinct possibility without protec-tion.

4. Provide plenty of paper towels for this activity.

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Materials:• Baking soda• Vinegar• 16-oz plastic bottles• Cafeteria trays or cookie sheets • Dish detergent• Safety goggles

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Procedure 1. Your students will first collect all of the needed materials andcover a tray with paper towels.

2. They will then put a bottle in the middle of the tray, and putthe soap and vinegar into the bottle.

Note: The soap is added to the baking soda andvinegar mixture for a couple of reasons: it acts asthe “product” carried out of the container by thegas, and it makes the reaction results easier toobserve. Any household dish detergent will workfine. Liquid hand soap, however, will not givegood results.

3. Allow your students a chance to make their predictions andrecord their reasons for them.

4. Add the baking soda to the bottle. When baking soda andvinegar are combined, they react to form a salt, water, and car-bon dioxide gas. The reaction happens as soon as the chemi-cals are combined, so warn your students to be ready!

This gas, when shaken with the soap, makes the soap foam.The foam will escape out of the bottle and onto the tray.

Remind your students to use senses other than sight to makeobservations during this investigation. Hearing and touch willboth come into play when observing the baking soda and vine-gar reaction.

5. You will need to set up a demonstration to show your stu-dents what happens when you shake the bottle. By doing thisas a demonstration, the soap suds are reduced and contained,and you can use the opportunity to question your studentsabout what they think might happen, and what might be a bet-ter way of going about the task.

6. When the students have finished making their first foamingbottle, they will have a chance to brainstorm suggestions forhow they could put a gas under greater pressure before itescapes, and then try the activity again.

NOTE: It is up to you whether you want your stu-dents to actually try their methods of puttingtheir gas under greater pressure. The safestmethod is for you to mix the vinegar and bakingsoda in a demonstration bottle, briefly cappingthe bottle as the reaction occurs.

7. Your students could increase the pressure of the gas insidetheir bottles by putting their hands over the bottles as the reac-tion occurs, then removing their hands. Be sure everyone iswearing goggles throughout this activity.

Safety Considerations for this ActivityDo not let your students put a cork or stopper intothe end of the bottle, as it could fly out and hurtsomeone.

Students must wear chemical splash goggles forthis activity to keep soap suds out of their eyes. Itis also important to remind students to clean upany spills immediately, as soap suds are very slip-pery on the floor.

Pulling it All TogetherAsk your students to share their observations of the foamingbottle model at the end of the class period. If you choose toallow the students to put their gas under greater pressure, alsoask them to share their methods for doing this.

Ask your students to reflect on the foaming bottle as a modelof what happens inside an aerosol can.

How is the foaming bottle a good model? (It shows how gasesmove from areas of high pressure to lower pressure. It alsoshows how the gas can carry a product out of the container.)

How could the foaming bottle be a better model? (It could con-tain chemical compatible ingredients. It also could have a valveto control the rate at which the product is delivered.)

How is the propellant in aerosol products kept from escapingfrom the can?

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Another reminder for your students is that in aerosol productsthere is no chemical reaction taking place. This experimentdoes involve a chemical reaction in the making of carbon diox-ide.

At this point, draw your students’ attention to the fact that thegas under pressure moved rapidly to where the pressure wasless (outside the bottle). Ask them to draw a parallel betweenthis and what happens in aerosol products.

Using the DVDYou may want to use the video “Another Awesome AerosolAdventure” at this point to illustrate or emphasize some ofthe concepts that your students have been investigating. Referto minutes 3:20 through 6:30 in the videotape to show howaerosol products work.

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Activity 3:

You will be working with a group of your classmates to makeand test a model of what happens when a gas moves from aplace where it is under high pressure to where it is underlower pressure. This is what happens with aerosol products. Inaerosol products, the gas inside (the propellant) is under suchhigh pressure when the can’s valve is opened, the propellantrushes out to where the pressure is lower, taking the productwith it. You will be using a chemical reaction to make the gas inyour model. This reaction is not what happens inside a realaerosol, but it is an easy way to demonstrate how a gas behavesunder pressure.

Step 1Collect all the materials for your group:

• 16-oz plastic soda bottle without cap• liquid dish detergent• large tray• funnel• tablespoon measure• baking soda• vinegar• paper towels• safety goggles

Step 2It is important that your team is organized for this investiga-tion. It will take several pairs of hands to do this activity, soyou will need to divide up the work so that:

• one person measures the vinegar, baking soda and dish detergent

• one person adds the ingredients to the bottle

• one person shakes the bottle

• one person records observations and results

Step 3Everyone in the groupneeds to put on gogglesfirst. Cover your tray withpaper towels and put thebottle in the middle ofthe tray. Once all thematerials are assembledand the recorder is ready,two tablespoons of dishdetergent and threetablespoons of vinegarshould be put into the bottle. (The funnel will help with this.)Rinse and dry the funnel.

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Activity 3: The Foaming Bottle Model

The Foaming Bottle Model

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Step 4Put 2 tablespoons of baking sodainto the funnel, but keep your fin-ger over the end. Carefully putthe funnel into the bottle andshake the baking soda into thebottle. Put your finger over thebottle and shake, then put itdown in the center of the tray.

Safety WarningDo not place a cap on the bottle.

Watch what happens to the contents. Record your observations.

Step 5When you finish, talk over with your group members how itmight be possible to increase the pressure of the gas inside thebottle. Discuss your ideas with your teacher. Rinse out the bot-tle and try the investigation again. Your teacher will do ademonstration later to show what happens when the pressureof the gas is increased.

Prediction Point

• What do you think will happen to the bottle’s contents when the gas in it is under greater pressure?

• Record your predictions and your reasons for them.

Step 6Look over your recorded observations. Share what your grouphas found with other groups in your class.

See what ideas other groups have had for increasing the pres-sure of the gas inside the bottle. (This is carbon dioxide gasthat you were making. Carbon dioxide is the same gas thatgives carbonated beverages their “fizz”, and is one of the gasesused as a propellant in a small percentage of aerosol products.)

Did anyone in your class have any ideas for how to release thegas and the other ingredients with a valve?

Things to Think About• Were your results close to what you predicted? Ifnot, how can you account for the difference?

• How is the foaming bottle investigation like therelease of a product from an aerosol? How is it dif-ferent?

• What could you do to make the foaming bottlemore like what really happens with aerosol prod-ucts? Is it possible with the materials you have?

• What part of the foaming bottle was the propel-lant? What was the product? How did the differ-ence in pressure inside and outside the bottlecause the propellant to work? Discuss some ofthese ideas with other people in your group.

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Activity 4:

The Big Survey

In this activity, your students will be pulling together what theyhave learned so far about aerosol products to construct a sur-vey to discover what other people know and believe aboutaerosol products. Many people still mistakenly hold the beliefthat “aerosol products destroy the Earth’s upper ozone layer.”

Before the activity, your students will have worked with you tochoose their target audience for the survey. Each of them willhave been responsible for identifying five people from thataudience to survey.

Your students will draw on a number of resources for back-ground information to use in constructing their survey. Othersources are the DVD and your students’ findings from theactivities. Although your students will work in small groups forsome of this activity, the survey that is finally produced will bea whole-class effort. Each of your students will give the surveyto members of the identified target audience. The data fromthe completed surveys will be pulled together, analyzed, andcompared to the students’ own knowledge and beliefs.

BackgroundYour students have probably completed surveys at one time oranother, or have seen survey forms in magazines or newspa-pers. What they may not have done is design and conduct asurvey. When designing a survey, it is important to be clear onthe type and quality of information that you want to collect.Your students first will be brainstorming, and then prioritizingthe key points on which they may want to survey their audi-ence. You may want to have some copies of commercial surveyforms available for your students to use as models. They maywant to focus in on the types of responses that are expectedfrom the survey subjects.

Teaching Objectives:• To introduce the concept of social sciences in

order to understand public opinion

• To develop an understanding of surveys and their role in the sciences

• To build writing skills used for scientific documents

Skills:• Creativity, data collection, investigation,

classification, evaluation, discussion, presenting results

Materials:• Data chart• Aerosol Knowledge Questionnaire

Prep Time1. Give your students enough notice that they will need to givethe survey to five people outside your class.

2. The class as a whole will need to decide which audiencethey would like to survey about aerosols They may choose towork with parents, another class in their school, members ofthe community, teachers or other audiences.

3. Your students can use the Aerosol KnowledgeQuestionnaire for ideas.

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Using the DVD

You may want to use portions of the DVD to reviewsome of the key ideas connected with aerosolproducts. Some of the more controversial issuesrelated to aerosol products and the environmentare dealt with in the video. This may help studentsclarify their own ideas about what they want todiscover through their survey. Refer to minutes6:30 through 10:30 in the videotape to addressthese issues.

Procedure1. After pulling together their resources, your students willmake a list of the five most important things they think that thegeneral public should understand about aerosol products.

2. Through sharing, the class will come up with a list of nomore than 10 items. They will divide this list so that each groupgets one item to work on. Each group will write a survey ques-tion on their item, using the format that the class has agreedupon.

Help your students to focus not just on one aspect of aerosolproducts, but a combination of attitudes, stereotypes and gen-eral knowledge. Some of the items on the lists that your stu-dents may come up with include:

• Wide variety of spray products and forms• How the cans work• Special delivery of products through aerosols• History of CFCs and the ozone layer• Recyclability of cans• Removal of CFCs• Warnings on the label• Delivery of a controlled dose• Advantages of an air-tight container

Encourage your students to be creative as they brainstorm theimportant points about aerosol products.

3. After reviewing the items, you will need to print out copiesof the survey for your students to distribute and collect.

4. The data then will be collated and organized into a datachart. You will need to decide if a graph is the best way ofshowing patterns and relationships in the data. Allow studentsto post their results and see what they found. A whole-classsharing session may also be effective.

5. Ask students to post or otherwise share their results fromthe survey. Look to see how the data naturally group them-selves. You may want to use percentages to show relationships,and then turn these into a bar graph.

If you choose not to have students design their own surveyquestionnaire, they can use the one provided at the end of thisactivity.

There are a variety of types of survey questions that your stu-dents could use. The important point to remember is that all ofthe final questions for the survey will need to follow the sameformat for the data to be easy to compare.

Some of the question forms include:

• Likert scale: usually a five point scale ( for example, 5 = Strongly Agree to 1 = stronglyDisagree)

• True/False or Yes/No responses• Open-ended or fill-in-the-blank responses• Multiple choice responses

The survey questions that have respondents either checking orcircling their answers are easiest to score but limit the varietyof responses. Open-ended questions can provide a great dealof information on an item, but take a much longer time toanalyze.

Since your students are probably beginners in survey design,encourage them to choose a simple type of question for thissurvey.

You will need to make copies of the students’ survey forms. Ifyou have a student who is adept in word processing or desktoppublishing, enlist his or her services to lay out the survey sothat it is attractive, easy to read and easily completed.

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When the data are all collated from the survey, make up awhole-class chart with your students to display what theyfound. They will be comparing these data with what they them-selves thought about aerosol products during the AerosolKnowledge Questionnaire.

Pulling it All TogetherWhen your students have completed their survey analysis, taketime to let them complete the Aerosol KnowledgeQuestionnaire. When they have completed that, re-distributetheir questionnaire results from the beginning of the program.Let them compare what they knew and believed then withtheir current knowledge and attitudes.

Then ask your students to compare their answers with theirsurvey results.

How similar are the survey results to their answers before com-pleting the activities in this kit? How similar are the results totheir answers after completing the activities?

What would your students suggest be done about educatingthe public about aerosol products? Give them time to brain-storm to see what they think would work best.

By analysis your students will be able to get some sense of anychange in their knowledge of and attitudes about aerosol products.

Take time with your students to look back over the experience.

Did your students enjoy learning this way? What other topicswould they like to investigate in a collaborative fashion? Whatother questions do they have about aerosol products that havenot yet been answered? How could they find out theseanswers?

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Activity 4:

The Big SurveyWe live in a world that is changing fast. Because of rapid com-munications (Internet, cable television, cell phones, etc.), weget to hear about important discoveries, issues and news in away which our grandparents could not have imagined whenthey were young. But, because we get so much information,we tend to only remember those things that really concern usat the time. We do not always “update” our knowledge, andthis can mean that we continue to “believe” what we originallylearned, even though it may no longer be true.

You will be working with a group of your classmates to find outwhat people know and believe about aerosol products: howthey work and their relationship with the environment. You willbe conducting a survey to find out.

Step 1The first thing you will need to do is to choose your targetsample (the group, or groups, of people you are going to sur-vey). Once you decide, each of you will be responsible foridentifying five subjects (people) from that group to be sur-veyed.

Sample Groups

Target sample groups might include:

• other students• parents• people from your community• a combination of these groups• other groups (e.g., people aged 20-40)

Step 2Before you design your survey, you need to be sure that youyourself understand the issues. To help you with this, pleasevisit the CAPCO website www.nocfcs.org, which has back-ground information on aerosol products and their relationshipwith the environment.

Read this over in your group and make notes of any importantpoints that you think people should understand aboutaerosols.

It also will be helpful to refer to any resource materials in yourclassroom, or school library, on aerosol products and how theywork.

Step 3With your group, discuss what you think are the five mostimportant things that the general public should understandabout aerosol products.

You can share your list with another group to get some moreideas.

Step 4With your teacher’s help, hold a whole-class sharing session.One person should be nominated as “recorder.” His or her jobwill be to make a list of the most important points aboutaerosol products that you all agree would be helpful for thepublic to understand.

Discuss these and come up with an agreed-upon list of nomore than 10 points. These points will become the basis ofyour survey.

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Step 5Designing a survey, especially the forms that you use for it, ismore complicated than many people think. You will need tospend some time thinking this out. You may have to try differ-ent ideas to see which works best before deciding on the “actu-al” version you will use.

With your teacher, decide which format of survey question willdraw the information you need from the public. Ask yourteacher for help with this. It is important that the data you col-lect be in a format that can be analyzed easily.

NOTE: By the end of STEP 5, you should have decid-ed on the format you are going to use for yoursurvey questions.

Step 6Now that you have agreed on a question format, you will needto formulate each question to fit that format. Your teacher willdivide up the work so that each group is writing a survey ques-tion for a particular point about aerosol products.

Share these questions with the class, so that you end up withthe entire survey being written on the board. Now, do a whole-class edit until you and your teacher are confident that yourquestions will get you the answers in the form you need foranalyzing.

NOTE: Remember to think about how you will beanalyzing the questions when the survey is com-pleted. This SURVEY CHECKLIST should help.

Survey Checklist• What type of answers will you end up with? (e.g.

“Yes/No,” a number like 1, 2 or 3, a pre-set choice of answers that people choose from, a written reply, etc.)

• How will the answers be recorded? Will the person you are surveying (the subject) write this down, or will you do it?

• Are the questions clear? Is there a risk of misun-derstanding?

• Is the list of questions reasonable for someone to answer comfortably? Is it too long or too short for this? Do you need to test it (“pilot” it) first?

• Would using a computer be helpful?

Only when you are sure that you have everything in order willyour survey form be ready to go.

Step 7Your teacher will help you find a convenient way to makecopies of your survey questions for your group to use. Beforeyou conduct the survey, discuss with your group what resultsyou think you will get from the survey. Record these predic-tions to look at again later. Now you should be ready to surveythe people that you identified at the beginning of this activity.Your teacher will set a time period for getting the survey com-pleted. Lastly, do not forget to thank people for their help withthe survey.

Prediction Point

What do you think the results of the surveywill be? (Think about this and write down yourprediction.)

Why do you think you will get these results?(Think about the reasons for your prediction andwrite them down.)

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Step 8When you have collected your surveys and brought them backto class, you can begin to analyze the results. You should havedecided on the best way to do this ahead of time (when youwere designing your survey questions and format). Yourmethod must be efficient and accurate. You have to combineall the separate survey answers into one “overall” collection ofdata.

A data chart is probably the best way of doing this.

Step 9Once the data have been gathered into an “overall” form, youcan analyze them to see what they are saying. Here are somethings to look for:

• Can you see any patterns and relationships?• Are there any unusual or odd results?• Is there anything that surprises you? Why?• How do these results compare with your earlier

predictions?• Would it help to show the data in another form (to

see it more clearly, or to show it to other people)?

Different Ways to Show Data• As percentages

• In a bar graph

• In a pie chart

• In pictures

• As a set of statements

Things to Think About* What were the most common misunder-

standings about aerosol products?

• Why do you think people felt that way?

• What do you think needs to happen for people to have a better understanding of how aerosol products work and how they affect the environment?

• Do you think your survey was fair, or did ithave a positive or negative slant?

Communicating to Others• When surveys are conducted, people who

contribute are usually very interested in the results. They like to see how their responses compare with other people’s responses.

• Discuss how you think it best to provide them with feedback. What is a good way to commu-nicate the results so that others can see and understand them easily?

• What format will be best?

• How can the results best be passed on toothers?

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Student Materials Activity 4: The Big Survey

Step 10If you completed Activities 1 and 2, you will remember thatyou were asked to use this chart to write down what you knewabout aerosol products.

Now you have a chance to do the same thing again. This timeyou will have the benefit of using all the things you havelearned. Your teacher will, once again, supply you with thesame chart.

Step 11Now compare your two charts and see how your knowledge,ideas and views have developed since the beginning of the pro-gram. Your teacher will collect both charts from you and willdiscuss these views with the class.

Professionals in both physical and social sciences, who conductresearch, usually make their findings known to others. That ishow the world’s knowledge grows and becomes widely known.In this program, YOU have been a scientist. The ways in whichyou have worked, and the questions you have investigatedhave followed the “scientific processes.” In this way, everyonecan contribute to a better understanding of the world we livein.

Reflecting on the Whole ProgramBefore you finish this program, spend a little time thinkingabout all you have done. Have a discussion with your group,the class and your teacher about it. Here are some questions tohelp, but try to think of others:

• What did I learn, and how do I know I learned it?

• How do I feel about the way we worked (working in small groups, whole-class discussions, investigating, sharing ideas and results, designing, displaying ways of showing information, solving problems, working with my teacher, managing the time, etc.)?

• How do you think this program could be improved?

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Student Materials Activity 4: The Big Survey

Purpose: To find out what people know about aerosol products.

Instructions: Read each statement carefully, then tell us how much you agree or disagree with that state-ment by checking the box that best fits with your ideas:

# STATEMENTS: Strongly Agree Agree Disagree Strongly Disagree Not Certain

1 Aerosol products such as hairspray and spray deodorants can bebad for the environment

2 Aerosol products are useful

3 Aerosol products harm the upper ozone layer

4 Aerosol containers can be recycled

5 Most of today’s aerosolproducts contain CFCs

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Section 2:

Our Atmosphereand the Ozone Layer

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Student Activity Sheets

Activity 5

“It’s Atmospheric!” Crossword PuzzleStudent Materials

Activity 6

Our Atmosphere and the Ozone LayerStudent Materials

Activity 7

Atmosphere Rap Poem/SongStudent Materials

Activity 8

Ozone Depletion WorksheetStudent Materials

Activity 9

Whole Body Ozone Chemistry(Teacher’s Guide for Activity)

Activity 10Mock Trial(Teacher’s Guide and Student Materials)

Activity Answer Keys For Activities 5, 6, & 8

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Section 2:

OUR ATMOSPHERE AND THE OZONE LAYER

Instructor’s Guide:Our Atmosphere and the Ozone Layer (this document)

After reading “Ozone Q&A for Instructors,” lead students through questions, using one or more of the activities below to demon-strate the lesson. The answer keys for Activities 5, 6 & 8 can be found at the end of Section 2.

Teaching Materials Our Atmosphere and the Ozone Layer

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Questions for the Classroom1. What is the atmosphere?

• A very thin layer wrapped around the Earth.

• Two gases make up most of the atmosphere: N2 (78%)and O2 (21%). Trace gases make up the remainder.

• Made up of 4 layers: troposphere, stratosphere, mesosphere, and thermosphere.

• The troposphere is the lowest layer of theatmosphere. This is where weather occurs.

• The stratosphere is the second lowest layer. It is very stable, so jets often fly in the stratosphere. This is also where the protective ozone layer is located.

• The mesosphere is above the stratosphere. This is where most meteors burn up as they enter the atmosphere. If you look at the Earth in a photograph from space, you can often see the mesosphere as a dark blue line around the planet.

• The thermosphere is above the mesosphere. The air isvery thin in the thermosphere and temperatures can be as high as 1500 degrees Celsius.

2. What is the ozone layer and why is it important to us?

• It is a naturally occurring concentration of ozone molecules (O3) in the stratosphere.

• Ozone is blue in color and has a strong odor.

• Ozone filters ultraviolet (UV ) radiation from the Sun.

• Too much UV exposure can lead to skin cancer, cataracts, weakened immune systems and reduced crop yield.

Activity Option:

Have students color and label “Our Atmosphere and the Ozone Layer,” the print-able picture of the atmosphere and its layers.

3. Is there a problem with the ozone layer?

• There is too little ozone in the stratosphere because naturally occurring and man-made chemicals have caused ozone to break down in the stratosphere.

• This is called “ozone depletion”.

• Scientists have been monitoring ozone layer condi-tions, particularly over Antarctica and have measured both seasonal and long-term thinning and thickening of the ozone layer.

For more information on ozone depletion, visitthe U.S. Environmental Protection Agency’s web-site at www.epa.gov/ozone/science/index.html

4. What harms the ozone layer?

• CFCs or (chlorofluorocarbons) harm the Earth’s upperozone layer. Also, other compounds containing chlorine: methyl chloroform (a solvent), carbon tetrachloride (an industrial chemical), and compoundscontaining bromine: halons (fire-extinguishing

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agents), and methyl bromide (produce and soil fumigant).

• All of these ozone-depleting substances are very stable, which is why they were used in certain products and processes. They rise slowly to the stratosphere; strong UV radiation breaks them down, damaging the protective ozone layer.

Activity Option:

“Whole Body Ozone Chemistry” or “Ozone Depletion” Worksheet.

5. Why did we start using CFCs? Do we still use CFCs?

• CFCs were popular because they are stable, non-flam-mable and low in toxicity. In the past, CFCs were used as refrigerants, solvents and as propellents in aerosol products.

• In the 1970s, researchers speculated that the chlorine in CFCs could be hurting the ozone layer. As a result of this research, the United States Government banned CFCs as propellants in aerosol products in 1978 except for their use in some medical applicationssuch as asthma inhalers. And, even these “essential use” products are being switched to non-CFC alternatives.

• Aerosol cans now use chemicals that do not deplete the ozone layer.

• In 1987, many countries came together to develop and sign the Montreal Protocol, an internationalagreement to phase out use of CFCs and other ozone-depleting substances.

• Today, more than 190 countries have signed the treaty.

6. Is the ozone layer healthy today?

• Because of international bans against CFCs and other ozone- depleting substances, there are fewer and fewer of these produced.

• Since CFCs and other ozone-depleting substances are slow to move into the stratosphere, it will take a long time for the ozone layer to recover fully.

• However, because of the actions of the international community, the ozone layer is healing itself and is on its way to full recovery. In fact, the EPA’s “Achievements in Stratospheric Ozone Protection” report, published in April 2007 in honor of the 20th Anniversary of the Montreal Protocol, predicts that theEarth’s upper ozone layer will be completely repaired by 2060 to 2075:

See the report on the U.S. EnvironmentalProtection Agency’s website athttp://www.epa.gov/ozone/2007stratozonepro-gressreport.html

Activities Options:

• “It’s Atmospheric!” crossword puzzle

• Watch “Another Awesome Aerosol Adventure” video

• Students can write an atmosphere/ozone layer poem/rap song

7. Do aerosol products sold in the UnitedStates contain CFCs if they do not have a“No CFC” logo?

• Many aerosol products do not have a “No CFC” logo to remind consumers that they are safe for the environment.

• Many product manufacturers to date have chosen not to put a “No CFC” logo on the label, primarily foraesthetic reasons.

• Consumer aerosol products in the U.S. are CFC-free.

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Activity 5: “It’s Atmospheric!” Crossword Puzzle

ACTIVITY #5:

“It’s Atmospheric!” Crossword Puzzle

AcrossA2 The Earth’s protective ozone layer is thinnest above this continentD5 The ozone layer will heal itself in approximately 50 years, making our efforts at protecting the ozone layer an "environmental ______"F7 The ozone layer protects Earth because it ________ ultraviolet radiation from the SunI5 This type of can once used CFCs, but is now safe for the ozone layerK10 A very thin layer wrapped around the EarthL1 The process by which the ozone layer becomes thinner is called "ozone ________"M10 The layer of the atmosphere in which weather occurs011 In September of 2007, the Montreal Protocol will celebrate its _____anniversary.Q6 An ozone molecule is made up of thisS2 The color of ozone

DownA10 These man-made chemicals harm the Earth's protective ozone layerD3 This international treaty was adopted in 1987 to eliminate CFC production worldwide. D5 Too much ultraviolet radiation can cause this disease in humansD19 This element in CFCs depletes the ozone layerF8 This is the motto of the CAPCO F13 The layer of the atmosphere where Earth's protective ozone layer is located

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ACTIVITY #6:

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Our Atmosphere and the Ozone Layer

Activity 6: Our Atmosphere and the Ozone Layer

Instructions• Identify layers of the atmosphere and write in on blank lines

• Color layers of the atmosphere

• Draw line that identifies ozone layer

• Draw clouds in the layer of the atmosphere in which weather occurs

• Draw an airplane in the layer in which most commercial air travel occurs

• Draw a meteor shower in the appropriate layer

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ACTIVITY #7:

Instructions

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Atmosphere & Ozone Layer Poem/RapIn the space provided below, write a poem or rap about the atmosphere and/or Earth’s upper ozone layer based on what youlearned in class.

Activity 7: Atmosphere & Ozone Poem/Rap Song

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ACTIVITY #8:

Ozone Depletion Worksheet

InstructionsUsing the illustration, label the following steps in ozone depletion (not in order):

• Chlorine and Oxygen Bond

• CFCs Take Years to Reach Stratosphere

• Less Oxygen is Available to Form Ozone; Results: Thinner Ozone Layer

• Chlorine is Split from CFC

• More UV Light Reaches Earth

• UV Light Breaks Down CFCs

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Activity 8: Ozone Depletion Worksheet

UV LightUV Light

Ozone Layer

Stratosphere

CFCs

CFCs

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Activity #9:

Whole Body Ozone ChemistryInstructions

• Print out attached letters representing atoms. You’ll need 3 Chlorine (CL), 1 Carbon (C), 1 Fluorine (F) and the remainder of the class can use Oxygen (O).

• Follow the activity instructions (attached).

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Activity 9: Whole Body Ozone Chemistry

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clActivity 9: Whole Body Ozone Chemistry

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C

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F

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O

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Whole Body Ozone ChemistryIn this activity, students will play the roles of various atoms andmolecules to help them better understand the formation anddestruction of ozone in the stratosphere.

BackgroundOzone, a molecule containing three oxygen atoms, is madewhen UV light breaks the bonds of oxygen molecules contain-ing two oxygen atoms in the stratosphere. The single oxygenatom is highly reactive and bonds with another oxygen mole-cule creating ozone. By having students play the roles of vari-ous atoms and molecules, ideas of basic chemistry in theatmosphere are made more concrete. For example, pairs ofstudents can represent diatomic oxygen while a trio is requiredfor ozone. This illustrates chemical reactions involved in thephotochemistry of ozone production and destruction, alongwith a catalyst that affects the rate of the reaction.

Learning Goals 1. Students will understand how ozone is formed in the

Earth’s stratosphere and will be able to explain the importance of stratospheric ozone.

2. Students will be able to explain how ozone is destroyed in the stratosphere.

3. Students will understand that some chemicals can speed up the breakdown of ozone in the atmosphere.

4. Students will be able to explain why chloro-fluorocarbons are destructive to the ozone layer.

Alignment to National StandardsNational Science Education Standards

• Physical Science, Properties and Changes of Propertiesin Matter, Grades 5 to 8: “Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different character-istic properties. In chemical reactions, the total mass isconserved. Substances often are placed in categories or groups if they react in similar ways; metals are an example of such a group.”

• Physical Science, Chemical Reactions, Grades 9 to 12: “Light can initiate many important chemical reactions such as photosynthesis and the evolution of urban smog.”

• Physical Science, Chemical Reactions, Grades 9 to 12: “Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, the burning and processing of fossil fuels, the formation of polymers, and explosions.”

Benchmarks for Science Literacy, Project 2061,AAAS

• The Physical Setting, Structure of Matter, Grades 6 to 8: “All matter is made up of atoms, which are far too small to see directly through a microscope. The atomsof any element are alike but are different from atoms of other elements. Atoms may stick together in well-defined molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose all substances.”

• The Physical Setting, Structure of Matter, Grades 9 to 12: “The rate of reactions among atoms and moleculesdepends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials. Some atoms and molecules are highly effective in encouraging the interaction of others.”

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Grade Level/TimeGrade level:

6 to 9 (Note: Care must be taken with the younger grades tomake the atomic concepts simple and clear. You may wish toeliminate the more complex CFC reactions, for example.)

Time:

Allow a minimum of 30 minutes to run the students througheach simulation and discuss the meaning of each.

Materials

• 8 1/2 by 11 inch sheets of paper or cardboard•Hole punch•Magic markers•String•Flashlight•Clear red and blue plastic sheets to cover flashlight lens•String (optional)

Procedure

Note: As written, this activity requires thatstudents hold hands. Younger students may nothave any problems with this, however, theself-consciousness of adolescents may hinder thespontaneous movement and physical contactrequired for this activity. If you think this will beproblematic in your classroom, cut 12-inch lengthsof string for the students to hold to make the‘bonds.’

This activity should be done one step at a time, being sure thestudents understand the analogy. Otherwise the analogy maybe confusing or more difficult to understand than the conceptsbeing illustrated. It is essential to stop and discuss after eachsection.

Part 1:Modeling Oxygen in the Earth’s Atmosphere

1. Let 5 or 6 pairs of students represent oxygen molecules. Each student should construct a sign usinga piece of paper, writing a large O on it and attaching a string to go around their neck, indicating that they are oxygen atoms.

2. Students in each pair should hold hands to simulate the bonding between the atoms of oxygen in each molecule. Have these pairs of students move about in a cleared area in the classroom to simulate molecular motion. It is appropriate for them to bounce off a wall or collide with each other as they move about. After moving about for a minute or so, stop to discuss what has been demonstrated.

Questions and Observations

1. How are the moving pairs of students similar to what occurs in the air in the room? (Oxygen in the air existsas two atoms to each molecule, and, like all air mole-cules, oxygen is constantly in motion.)

2. How is it different? (Obviously the pair of students is much larger than one oxygen molecule. In addition, air has other gases—nitrogen, carbon dioxide, and other trace gases.)

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3. What could be done to make the analogy better? (Some suggestions might include having otherstudents act as nitrogen atoms, carbon dioxide molecules, etc. To make it more realistic, how many nitrogen molecules (N2) should be used for each oxygen molecule (O2)? About four, since air contains about 80% nitrogen and 20% oxygen.)

4. What is oxygen called if it has two atoms per mole-cule? (Diatomic oxygen also known as molecular oxygen. A single O atom is known as atomic oxygen.)

Part 2:Simulating the Formation of Ozone in theStratosphere

1. Repeat the steps under modeling the Earth’s oxygen, but this time darken or dim the lights in the room.

2. Add a student who, with a flashlight, simulates solar radiation. Place a clear blue plastic sheet over the lens of the flashlight to represent the ultraviolet, short wavelengths that are involved in the breakup of diatomic oxygen.

3. Let pairs of students representing oxygen begin their motion as before. When the student with the flashlightshines the light on a pair of students, the bond between them breaks, and students let go of their partner.

4. As the motion continues, these single atoms of oxygenmove around until they bump into a pair of oxygen atoms. Each of the single oxygen atoms combines withthe pair they bump into, forming a group of three oxygen atoms. These three students hold hands, representing a molecule of ozone.

Questions and Observations

1. How is this simulation similar to the way ozone is formed in the stratosphere? (UV light breaks the bonds on oxygen molecules, and the free oxygen atom combines with other oxygen molecules to produce ozone.)

2. What is oxygen with three atoms per molecule called? (ozone)

3. How many molecules of ozone can be formed by the breakup of one molecule of diatomic oxygen by ultra-violet light? (2)

4. Why is ozone formed this way in the stratosphere and not in the air near the Earth’s surface? (Much more ultraviolet light exists in the stratosphere than near the Earth’s surface.)

Part 3:Demonstrating How Ozone Breaks Down in theStratosphere

1. Have several groups of three students, each represent-ing ozone, move about the room. Pairs of students representing diatomic oxygen can be added as a touchof realism.

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2. This time the lens of the flashlight should be covered with clear red plastic to represent UV light of a longer wavelength.

3. When this light is used to illuminate an ozone molecule, the ozone breaks up to form a diatomic molecule (a pair of students) and an oxygen atom (single student).

4. This process is repeated by shining the light on a second ozone molecule, producing another pair of oxygen atoms and another single oxygen atom.

5. The two single oxygen atoms should then combine to form a pair of atoms, or a molecule of diatomic oxygen.

Questions and Observations

1. How many molecules of diatomic oxygen are formed from the breakup of two molecules of ozone? (3)

2. How is the breakup of ozone in the stratosphere similar to its formation there? (Both the formation andbreakup of ozone involve UV light, but different wavelengths.)

Part 4:An Example of a Chemical that Speeds up theBreakdown of Ozone

Of all the chemicals involved in the breakdown of stratosphericozone, none have received more attention than the chlorofluo-rocarbons, or CFCs. The two most common are CFC-11 (CFel3)and CFC-12 (CCl2F2). These compounds can be modeled byletting students represent atoms of carbon (C), chlorine (Cl),and fluorine (F). For example, a molecule of CFC-11 would becomposed of one student representing a carbon atom, anotherrepresenting a fluorine atom, and three students representingthree chlorine atoms. The students should hold hands todemonstrate how atoms are bonded in a molecule.

Graphic of the molecular structure of common CFCs

Questions and Observations

1. The CFCs are inert, that is, they do not react with other materials under most conditions. How can this be demonstrated using groups of students to repre-sent atoms of different elements? (The CFCs can movearound together, but students should lock elbows, showing that the bonds of these molecules do not break apart easily.)

2. The CFCs that enter the atmosphere at the Earth’s surface have found their way into the stratosphere. How can this be demonstrated using students to play the role of various gases in the air? (The CFCs can gradually move from the place designated in the classroom as the Earth’s surface to the place designated as the stratosphere. More ozone moleculesshould be in the stratosphere. The student with the flashlight representing UV light should be in the place designated as the stratosphere.)

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Part 5:The Role of Chlorine in the Breakdown of Ozonein the Stratosphere

UV light breaks down CFCs in the stratosphere, releasing chlo-rine atoms. This can be demonstrated by having a student witha flashlight shine a light on a group of students representing amolecule of CFC-11 or CFC-12. Let one student representing afreed chlorine atom move amidst groups of students represent-ing ozone. The chlorine is involved in the breakdown of ozoneas follows:

Cl + O3 ——> ClO +O2ClO + O ——> Cl + O2

1. A student representing chlorine pulls an oxygen atom away from an ozone molecule to form chloride oxide (ClO).

2. The two students representing ClO react with an oxygen atom.

3. The two students representing oxygen combine to form an oxygen molecule.

4. The student representing chlorine is then free to attack another molecule of oxygen.

5. Repeat these steps several times to show the chain reaction.

Questions and Observations

1. What is a catalyst? (A chemical that promotes a chemical reaction but is not used up in the reaction.)

2. Does the chlorine act as a catalyst in this reaction? ( Yes)

3. Why is the involvement of chlorine in the breakdown of ozone called a chain reaction? (Chlorine can cause the breakdown of many ozone molecules and the chlorine is not altered or destroyed.)

Assessment Ideas

• Because this is a complex, multi-step simulation, it would be difficult for the teacher to informally observeor question each student during the activities. We sug-gest instead that students keep a log of the discussion questions and answers as they go. This log can be turned in and evaluated by the teacher.

• Draw an unlabeled set of simple “ball and stick” molecular pictures on overheads illustrating each of the activities done by the students. Have students copy the overhead drawings and label each molecule and process.

• Provide gumdrops or clay and toothpicks for students to build the molecular models.

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Modifications for Alternative Learners

• The kinesthetic nature of the lesson will be easily followed by English Language Limited students, but the connection to the molecular processes may be difficult. Use overhead illustrations liberally to connectthe student activities to the processes, rather than relying only on voice.

• Students with physical limitations could be given gum-drops or clay and toothpicks to simulate molecular models.

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ACTIVITY #10:

Mock TrialThis activity brings the judicial system to life in your classroomas students take part in a mock trial. Using information fromthe CAPCO website, www.nocfcs.org and the U.S.Environmental Protection Agency’s website,www.epa.gov/ozone/science/index.html, students will researchand prepare written statements and act out a court case involv-ing CFCs, the environment and aerosol spray cans. While learn-ing about these important issues, this activity gives students anunderstanding of the American Justice System, making theCAPCO Classroom Aerosol Adventure Kit applicable to SocialStudies as well as Science standards. Students will actively learnthe different steps, procedures and rules of a trial, gain experi-ence speaking in front of their peers and learn how to formconvincing arguments.

BackgroundThough your students will be familiar with certain aspects ofthe courts, such as judges, lawyers and common legal jargon,this activity is a great way for students to learn the true formatof a court case while using current classroom materials. Thereare many different ways to incorporate the CAPCO ClassroomAerosol Adventure Kit into a mock trial format. Some sugges-tions include:

• Accusing a chlorine atom of breaking up an oxygen couple (molecule) and thus, creating bad ozone and endangering others.

• Putting an aerosol can from the 1960s on trial for endangering the ozone.

• Bringing a country that hasn’t signed the Montreal Protocol to court for endangering the rest of the world.

Witnesses and experts can include doctors discussing thehealth effects of ozone depletion, concerned citizens, or scien-tists explaining the role of chlorine in ozone depletion.Whatever the topic, each trial should include a judge, bailiff,jury, defendant, defense attorneys, prosecutors (criminal case)or plaintiffs (civil case), witnesses and experts.

Learning Goals

1. Students will gain a greater understanding of one of the three branches of government, the United States Judicial System, and learn the preparation, proceduresand rules involved in a court case.

2. Students will learn how to conduct and apply research, and use deduction to form convincing arguments.

3. Students will learn about aerosol cans, and the dangers of CFCs and ozone depletion.

Grade Level/TimeGrade level:

4 to 9 (Note: This material should be adjusted by the teacherto fit the ability of the students. For example, legal jargon, spe-cific objection rules, and re-cross and re-direct examinationcould be eliminated for younger grades).

Time:

Trial: 30 minutes Trial preparation: Can be done in-class or as a homeworkassignment.

Materials • Judge’s robe and gavel.

• Chairs and desks for attorneys, judge, jury, witnesses, experts and bailiff.

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Prep Time

1. To participate in this activity, students should be taught about the rule of law in limited governments, and the proceedings and players in a court case beforethey are assigned their roles.

Roles for a class of 25 could be distributed in the following way:• 1 judge• 7 jury members• 1 defendant• 3 defense attorneys• 3 prosecutors• 1 bailiff• 2 witnesses• 2 experts• 5 members of the press

2. After roles have been distributed, students assigned asattorneys write briefs that summarize the question at hand and concisely argue their given position. Witnesses and experts should create written statements that contain all the information they will beproviding in their testimony at the trial.

3. To make the trial more realistic, attain a gavel and robefor the judge and a badge for the bailiff.

4. A classroom should be transformed into a trial room by setting it up in the following format:

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Procedure*Please Note: These procedures were created for amiddle school Mock Trial program and can be sim-plified (by excluding numbers 6 and 7) or mademore challenging by including proper rules relat-ing to evidence and questioning.

1. Opening Court: When the judge enters the room, the bailiff opens the court by saying “All Rise. The SuperiorCourt for the State of ____________ is now open and in session, with the Honorable Judge ______presiding. All persons having due cause of action here-in, draw near and give attention according to law. You may be seated.”

2. Call of the Calendar: Judge will announce the name of the first case and ask if the parties are ready: “The firstmatter on today’s docket is ___________. Is the prosecution ready? (Plaintiff ’s attorney responds: “Ready, your honor”). “Is the defense ready?” (Defense’s attorney responds: “Ready, your honor”). “You may proceed.”

3. Opening Statements: Time allotted based on time available for the Mock Trial. The prosecution side is first, followed by the defense. An attorney from each side introduces his or her team and client, and outlines the case as they plan to present it, highlighting key testimony, and describing the compensation requested.

4. Direct Examination by Prosecution: Prosecution calls the team’s first witness: “Your Honor, I would like to call to the stand.” The bailiff then approaches the witness or expert and asks, “Do you solemnly swear oraffirm that the testimony you may give in the cause now pending before this court should be the truth, the whole truth and nothing but the truth according to the Mock Trial Rules?” The witness takes the oath by saying, “I do.” Attorney will ask the witness narrative questions to provide facts for the court.

5. Cross-examination by Defense: Defense attorney asks witnesses questions based on the information he or she previously spoke about. These questions are meant to show weaknesses of the witness’s previous testimony, discredit the witness’s credibility, or show bias in his or her statements.

6. OPTIONAL:

Redirect Examination: The prosecution attorney who did thefirst direct examination can ask the witness three follow-upquestions at this time to explain any damaging admissions.Facts not brought up previously cannot be introduced.

7. OPTIONAL:

Re-cross Examination: The defense attorney in the first cross-examination can ask the witness three questions. Again, newinformation cannot be introduced at this time.

8. Direct examination by the Defense: After the prosecution has presented all of its witnesses, the defense may present its witnesses, following the same format as number 4.

9. Cross-examination by Prosecution: Follows same format as number 5.

10.OPTIONAL:

Redirect Examination by defense: Follows same format as number 6.

11. OPTIONAL:

Re-cross examination by prosecution: Follows same format asnumber 7.

12. Closing Arguments: The defense, followed by the prosecution, summarizes the case in a way more favor-able to their positions, referring to testimony that supports their case. The attorney on each side giving the closing arguments should not be the one who delivered the opening statements.

13. Jury Deliberation and Verdict: For a guilty verdict in a criminal case, the jury must decide that the evidence against the defendant shows guilt, “beyond a reason-able doubt.” For a guilty verdict in a civil case, the jurymust decide that the evidence against the defendant shows that he or she is “more likely than not” to have committed the crime.

*This format was adapted from the Middle School Mock TrialProgram-2004 from the Connecticut Consortium for Law &Citizenship Education, Inc. and the Connecticut BarAssociation.

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Pulling it All Together:Mock Trial Rules

1. Evidence:

• Must be relevant to the case.

• Must not be about how honest or dishonest a person has been in the past. This issue can only be allowed if that person testifies.

2. Hearsay:

Any evidence of a statement made out of court by someoneother than the witness testifying in order to prove the truth.

• Hearsay is not allowed.

3. Opinion Testimony:

Non-expert witnesses may not give opinions that require spe-cial knowledge beyond that of ordinary people.

4. Leading:

Asking the witness or expert yes or no questions.

• Only allowed during cross and re-cross examination.

If any of these rules are violated by one team, the other teammay make an “objection.”

Examples of Objections:Irrelevant Evidence:

“Objection. This testimony is irrelevant.”

Leading question:

“Objection. Counsel is leading the witness.”

Improper character testimony:

“Objection. This is testimony about character that doesn’trelate to truthfulness or untruthfulness.”

Beyond the scope of direct, cross or redirect:

“Objection. Counsel is asking the witness about mattersnot raised in the direct examination.”

Hearsay:

“Objection. Counsel’s question calls for hearsay.”

Improper opinion:

“Objection. Counsel is asking the witness to give an expertopinion, and this witness has not been qualified as anexpert.”

Invention of facts:

“Your Honor, we object on the basis that the opposingcounsel’s question seeks evidence outside the records ofthis case.”

Lack of personal knowledge:

“Objection your Honor. The witness has no personalknowledge to answer that question.”

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ACTIVITY #10:

Mock TrialProcedure

• Opening Court: When the judge enters the room, the bailiff opens the court by saying “All Rise. The Superior Court for the State of ______ is now open and in session, with the Honorable Judge ______ presiding. All persons having due cause of action herein, draw near and give attention according to law.You may be seated.”

• Call of the Calendar: The judge will announce the name of the first case and ask if the parties are ready: “The first matter on today’s docket is __________.Is the prosecution ready? (Plaintiff ’s attorney responds: “Ready, your honor). “Is the defense ready?” (defense’s attorney responds: “Ready, your honor). “You may proceed.”

• Opening Statements: Time allotted based on time available for the mock trial. The prosecution side is first, followed by the defense. An attorney from each side introduces his or her team and client, and out-lines the case as they plan to present it, highlighting key testimony and describing the compensation requested.

• Direct Examination by Prosecution: Prosecution calls the team’s first witness: “Your Honor, I would like to call________ to the stand.” The bailiff then approaches the witness or expert and asks, “Do you solemnly swear or affirm that the testimony you may give in the cause now pending before this Court should be the truth, the whole truth and nothing but the truth according to the Mock Trial Rules?” The wit-ness takes the oath by saying, “I do.” Attorney will ask the witness narrative questions to provide facts for the court.

• Cross Examination by Defense: Defense attorney asks witnesses questions based on the information he or she previously spoke about. These questions are

meant to show weaknesses of the witness’s previous testimony, discredit the witness’s credibility, or show bias in his or her statements.

OPTIONAL Redirect Examination:

The prosecution attorney who did the first direct examinationcan ask the witness three follow-up questions at this time toexplain any damaging admissions. Facts not previously broughtup cannot be introduced.

OPTIONAL Re-Cross Examination:

The defense attorney in the first cross-examination can ask thewitness three questions. Again, new information cannot beintroduced at this time.

• Direct Examination by Defense: After the prosecution attorneys have presented all of their witnesses, the defense may present their witnesses, following the same format as number 4.

• Cross-examination by Prosecution: Follows same format as number 5.

OPTIONAL Redirect Examination by Defense:

Following same format as number 6.

OPTIONAL Re-cross examination by Prosecution:

Following same format as number 7.

• Closing Arguments: The defense, followed by the prosecution, summarizes the case in a way more favor-able to their positions, referring to testimony that sup-ports their case. The attorney on each side giving the closing arguments should not be the one who delivered the opening statements.

• Jury Deliberation and Verdict: For a guilty verdict in a criminal case, the jury must decide that the evidence against the defendant shows guilt, “beyond a reason-able doubt.” For a guilty verdict in a civil case, the jury must decide that the evidence against the defendant shows that he or she is “more likely than not” to have committed the crime.

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ACTIVITY #10:

Mock TrialCharacter: BAILIFF

Role:

Assist the judge in conducting the trial by opening the court, swearing in witnesses and experts, maintaining order and serving astimekeeper.

Procedure

1. Opening the Court at the Beginning of a Trial: When the judge enters the room, the bailiff opens the court by saying:

“All Rise. The Superior Court for the State of is now open and in session, with the Honorable Judge______________ presiding. All persons having due cause of action herein, draw near and give attention according to law. You may be seated.”

2. Swearing in Witnesses and Experts: After an attorney calls a witness or expert to the stand, the bailiff approaches the witness or expert and asks:

“Do you solemnly swear or affirm that the testimony you may give in the cause now pending before this Court should be the truth, the whole truth and nothing but the truth according to the Mock Trial Rules?”

The witness or expert takes the oath by saying, “I do.”

3. Maintaining Order: If the judge decides to evict an individual from the courtroom, the bailiff should escort that person out of the room.

4. Keeping Time: The bailiff should have a stopwatch and keep a record of the time used by each side on an official time sheet. The bailiff should signal to each side two times before their time is up at whatever intervals the time limit set by the teacher calls for.

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ACTIVITY #10:

Mock TrialCharacter: ATTORNEY

Role:

Control the presentation of evidence at a trial and argue the merits of his or her side of the case.

1. Research the case by reviewing the case materials supplied and plan the team’s strategy for presenting evidence.

2. Help witnesses and experts study their roles and prepare testimony.

3. Deliver opening and closing statements, and question witnesses and experts during direct and cross examination.

4. Introduce evidence and question witnesses during direct and cross examination to bring out the full story. Attorneys do NOT supply information about the case themselves. To do this, attorneys must be familiar with the written statements the witnesses and experts have prepared.

Procedure

1. Opening Statements: The prosecution goes first, followed by the defense. One attorney from each side will introduce his or her team and client, and outline the case as they plan to present it, highlighting key testimony and describing the relief requested.

2. Direct Examination: First made by the prosecution. Prosecution calls the team’s first witness: “Your Honor, I would like to call ____________ to the stand.”

TYPE OF QUESTION:

Neutral Questions: Open-ended questions that don’t suggest the answer and usually invite the witness or expert to give a narrative response.

EXAMPLE: “What are aerosol products?”

3. Cross examination: After the prosecution team questions their witnesses and experts, the defense attorney cross examines the witness. During cross examination, attorneys want to show the weaknesses of the previous testimony, discredit a witness or expert’s credibility, or show bias in his or her statements.

TYPE OF QUESTION:

Leading Question: Suggests to the witness or expert the answer desired by the attorney and usually has only yes or no answers that don’t allow a narrative response.

Can only be used in cross-examination.

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Attorneys can only ask questions that relate to matters brought up during the direct examination or to matters relating to the wit-ness or experts’ credibility or believability.

EXAMPLES: “Isn’t it true that CFCs are no longer used in consumer aerosol products?

4. OPTIONAL Redirect Examination: The prosecution attorney who did the first direct examination can ask the witness three follow-up questions at this time to explain any damaging admissions. Facts not

previously brought up cannot be discussed.

5. OPTIONAL Re-cross examination: The defense attorney in the first cross-examination can ask the witness three questions. New information cannot be introduced at this time.

6. Direct Examination by Defense: After the prosecution attorneys have presented all of their witnesses, the defense may present their witnesses, following the same format as the prosecution.

Cross -examination by prosecution.

OPTIONAL Redirect Examination by the defense

OPTIONAL Re-cross Examination by the prosecution.

Closing Arguments: The defense, followed by the prosecution, summarizes the case in a way more favorable to their positions,referring to testimony that supports their case. The attorney on each side giving the closing arguments shouldn’t be those whodelivered the opening statements.

Rules

1. Evidence:

• Must be relevant to the case.

• Must not be about how honest or dishonest a person has been in the past, unless that person testifies.

• When presented, three steps must be taken:

1. The witness must identify the object or document

2. Evidence must be shown to the opposing counsel.

3. Evidence must be offered into evidence.

Hearsay: Any evidence of a statement made out of court by someone other than the witness testifying in order to prove the truth.

Hearsay is not allowed.

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Opinion Testimony: Non-expert witnesses may not give opinions that require special knowledge beyond that ofordinary people.

Opinion Testimony by Experts: Only people who are shown to be experts can give opinions that require special knowledge. To show the court how the person is an expert, the attorney must first ask the expert about his or herqualification.

Leading: Asking the witness or expert yes or no questions.

Only allowed during cross and re-cross examination.

*If any of these rules are violated, the opposing counsel can “object.” The Judge decides if the objection is“sustained” (the witness doesn’t have to answer the question for which the objection was made) or“overruled” (the witness must answer the question for which the objection was made).

Examples of Objections:

Irrelevant Evidence: “Objection. This testimony is irrelevant.”

Leading Question: “Objection. Counsel is leading “the witness.”

Improper Character Testimony: “Objection. This is testimony about character that doesn’t relate to truthfulness or untruthfulness.”

Beyond the Scope of Direct, Cross or Redirect: “Objection. Counsel is asking the witness about matters not raised in the direct examination.”

Hearsay: “Objection. Counsel’s question calls for hearsay.”

Improper Opinion: “Objection. Counsel is asking the witness to give an expert opinion, and this witness has not been qualified as an expert.”

Invention of Facts: “Your Honor, we object on the basis that the opposing counsel’s question seeks evidence outside the records of this case.”

Lack of Personal Knowledge: “Objection your Honor. The witness has no personal knowledge to answer that question.”

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ACTIVITY #10:

Mock TrialCharacter: WITNESS

Role:

To tell the court the facts of the case.

1. Witnesses are to submit their written testimony to the judge before the trial begins. If you are a witness, this statement includes recollections of the event/s or individual/s in question. If at any time the witness forgets any content of his or herstatement, the questioning attorney can present it to the witness to silently read over. The attorneys for whom you are a witness should help prepare and familiarize you with your role.

2. Witnesses may not sit with the attorneys during the trial.

Rules:

To avoid an objection by the opposing counsel that could discredit the witness, there are some things that a witness should try toavoid in an answer:

Lack of Personal Knowledge: A witness shouldn’t testify on any matter in which he or she has no personal knowledge.

Opinion Testimony by Non-experts: Witnesses may not give opinions that require special knowledge.

Character Evaluation: Witnesses cannot testify about how honest or dishonest a person has been in the past, unless that person is testifying.

Hearsay occurs when a witness testifies about statements they heard by someone out of court to prove the truth of the matterasserted in the statement. Hearsay isn’t allowed.

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ACTIVITY #10:

Mock TrialCharacter: EXPERT

Role:

To tell the court the facts of the case.

1. Experts are to submit their written testimony to the judge before the trial begins. An expert’s testimony will include his or her knowledge of the subject at hand. If at any time the expert forgets any content of his or her statement, the questioningattorney can present it to the expert to silently read over. The attorneys for whom you are an expert for should help prepare and familiarize you with your role.

Rules:

To avoid an objection by the opposing counsel that could discredit the expert, there are some things that an expert should try toavoid in an answer:

1. Lack of personal knowledge: an expert shouldn’t testify on any matter in which he or she has no personal knowledge.

2. Character evaluation: experts cannot testify about how honest or dishonest a person has been unless that person testifies.

3. Hearsay occurs when a witness testifies about statements they heard by someone out of court to prove the truth of the matter asserted in the statement. Hearsay isn’t allowed.

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ACTIVITY #10:

Mock TrialCharacter: JURY MEMBER

Role:

Listen carefully to what witnesses say and decide if the facts that are presented prove the defendant is guilty or not guilty.

Procedure:

When listening to witnesses testify you should:

1. Determine whether or not they are telling the truth.

2. Decide if what they say is important to the case.

3. Decide if they are accurate in the information they give.

4. Compare testimony of witnesses to determine whether or not the facts fit together.

5. Discuss with fellow jurors and make a decision based on the testimony of the witnesses. For a guilty verdict in a criminal case, the jury must decide that the evidence against the defendant shows guilt, “beyond a reasonable doubt.” For a guilty verdict in a civil case, the jury must decide that the evidence against the defendant shows that he or she is “more likely than not” to have committed the crime.

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ACTIVITY #10:

Mock TrialCharacter: HEAD JUROR

Role:

1. To listen carefully to what witnesses say and decide if the facts presented prove the defendant is guilty or not guilty of the accusation.

2. Lead the discussion of the jury.

3. Conduct secret ballots.

4. Announce the verdict before the court or to the judge.

Procedure:When listening to witnesses testify you should:

1. Determine whether or not they are telling the truth.

2. Decide if what they say is important to the case.

3. Decide if they are accurate in the information they give.

4. Compare testimony of witness to determine whether or not the facts fit together.

5. Discuss with fellow jurors and make a decision based on the testimony of the witnesses. For a guilty verdict in a criminal case, the jury must decide that the evidence against the defendant shows guilt, “beyond a reasonable doubt.” For a guilty verdict in a civil case, the jury must decide that the evidence against the defendant shows that he or she is “more likely than not” to have committed the crime.

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ACTIVITY #10:

Mock TrialCharacter: JUDGE

Role:

Keep order in the court, prevent chaos, explain the appropriate rules to the jury and follow and enforce the law.

Procedure:

1. The judge must be familiar with courtroom procedures before the trial begins.

2. Call of the Calendar: Judge will announce the name of the first case and ask if the parties are ready: “The first matter on today’s docket is ______. Is the prosecution ready? (Plaintiff ’s attorney responds: “Ready, your honor”). “Is the defense ready?” Defense’s attorney responds: “Ready, your honor”). “You may proceed.”

3. During the trial, the judge will make decisions on whether objections are “sustained” (the witness doesn’t have to answer the question for which the objection was made) or “overruled” (the witness must answer the question for which the objection was made).

Rules

1. Evidence:

• Must be relevant to the case.

• Must not be about how honest or dishonest a person has been in the past, unless that person testifies.

2. Hearsay: Any evidence of a statement made out of court by someone other than the witness testifying in order to prove the truth.

• Hearsay is not allowed.

3. Opinion Testimony: Non-expert witnesses may not give opinions that require special knowledge beyond that of ordinary people.

4. Leading: Asking the witness or expert yes or no questions

• Only allowed during cross and re-cross examination.

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Examples of Objections:

1. Irrelevant Evidence: “Objection. This testimony is irrelevant.”

2. Leading Question: “Objection. Counsel is leading the witness.”

3. Improper Character Testimony: “Objection. This is testimony about character that doesn’t relate to truthfulness or untruthfulness.”

4. Beyond the Scope of Direct, Cross or redirect: “Objection. Counsel is asking the witness about matters not raised in the direct examination.”

5. Hearsay: “Objection. Counsel’s question calls for hearsay.”

6. Improper Opinion: “Objection. Counsel is asking the witness to give an expert opinion, and this witness has notbeen qualified as an expert.”

7. Invention of Facts: “Your Honor, we object on the basis that the opposing counsel’s question seeks evidence outside the records of this case.”

8. Lack of Personal Knowledge: “Objection your Honor. The witness has no personal knowledge to answer that question.”

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TEACHER’S ANSWER KEY ACTIVITY #5:“It’s Atmospheric!” Crossword Puzzle

AcrossA2 The Earth’s protective ozone layer is thinnest above this continentD5 The ozone layer will heal itself in approximately 50 years, making our efforts at protecting the ozone layer an "environmental ______"F7 The ozone layer protects Earth because it ________ ultraviolet radiation from the SunI5 This type of can once used CFCs, but is now safe for the ozone layerK10 A very thin layer wrapped around the EarthL1 The process by which the ozone layer becomes thinner is called "ozone ________"M10 The layer of the atmosphere in which weather occurs011 In September of 2007, the Montreal Protocol will celebrate its _____anniversary.Q6 An ozone molecule is made up of thisS2 The color of ozone

DownA10 These man-made chemicals harm the Earth's protective ozone layerD3 This international treaty was adopted in 1987 to eliminate CFC production worldwide. D5 Too much ultraviolet radiation can cause this disease in humansD19 This element in CFCs depletes the ozone layerF8 This is the motto of the CAPCO F13 The layer of the atmosphere where Earth's protective ozone layer is located

T HEI

Activity #5: teacher’s Answer Key

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TEACHER’S ANSWER KEY—ACTIVITY #6:Our Atmosphere and the Ozone Layer

Instructions

Identify layers of the atmosphere and write in on blank lines

Color layers of the atmosphere

Draw line that identifies ozone layer

Draw clouds in the layer of the atmosphere in which weather occurs

Draw an airplane in the layer in which most commercial air travel occurs

Draw a meteor shower in the appropriate layer

ThermosphereMesosphere

Stratosphere

Troposphere

Ozone Layer

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TEACHER’S ANSWER KEY ACTIVITY #8:Ozone Depletion Worksheet

Instructions

Using the Illustration, Label the Following Steps in Ozone Depletion (not in order):

Chlorine and Oxygen Bond

CFCs Take Years to Reach Stratosphere

Less Oxygen is Available to Form Ozone; Results: Thinner Ozone Layer

Chlorine is Split from CFC

More UV Light Reaches Earth

UV Light Breaks Down CFCs

CI-O Bond

Results:ThinnerOzoneLayer

UV LightUV Light

Ozone Layer

Stratosphere

CFCs

CFCs

Activity #8: teacher’s Answer Key

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Section 3:Lab Time!

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Section 3:

Lab Time!

1. Solve a problem by carrying out the scientific method:

a. State the problem.What is the question you are asking or problem you want to solve?

b. Learn more about your project.Use the library or the Internet to gather information about the topic that will help you make an educated guess.

c. Make an “educated guess” to answer your question.Based on the information you have gathered, come upwith a hypothesis, i.e. an “educated guess”:

e.g. Finish the sentence:“If (these conditions) happen, then (this) will result.”Or in more scientific terms,“If (cause), then (effect).”

d. Experiment! Test to see if your hypothesis is correct.Use the ideas given in this kit as suggestions. Feel free to modify (but check with a parent first!)Always remember: SAFETY FIRST!

e. Conclusion: What have you learned?Does your hypothesis seem right or wrong? Remember, if your hypothesis seems to be wrong, that’s O.K.! You may just need to change your hypothesis and carry out your experiment again to test it.

2. Write a report to describe what you did in Step 1and what you discovered:

a. Reports are meant to present information accurately and objectively.

b. Reports are easier to read if they are organized into sections.

c. Generally, reports should be typed on plain white paper in easy-to-read fonts such as 12-point Times New Roman, and should not include unnecessary colorful designs.

d. Be sure to follow any guidelines your teacher may have given you.

Reports often have nine standard sections:

a. Title: The question you asked or the problem you solved (see sample pages). Include your name, the date, and any other information requested by your teacher.

b. Table of Contents: A list of the sections included in your report.

c. Introduction: A brief summary stating what you were trying to find, how you proceeded, and what youfound.

d. Background Information: Describe the research you conducted and what you learned prior to doing the experiment. Only include information that is relevant to your question.

Lab Blueprint

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Lab Blueprint:Confused about all those science terms like “scientific method,” “independent variables,”“controls,” “hypothesis,” etc.?

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e. Hypothesis: State your hypothesis and explain why you thought this was the answer to your question. What have you learned that caused you to suggest thishypothesis?

f. Materials: Describe the specific materials you used foryour experiment.

g. Procedures: Explain, step by step, how you carried outyour experiment. Be sure to explain why you did each step.

h. Results: Describe what you found. Use metric units to measure. Tables, charts, and graphs are often best used to describe your findings.

i) Conclusion: Do you think your hypothesis is still the answer to the question? Or, do you think your hypoth-

- esis is incorrect? What did you learn? What might you do differently next time?

3. Make a display to show what you did and whatyou learned:

a. Your display should be well-organized.

b. Your display should show clearly what question/s you were trying to find an answer to, how you did it, and what answers you found.

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Experiment 1:

Testing for Ground-LevelOzone Difficulty: Easy to Moderate

BackgroundThe Earth’s upper ozone layer acts like sunscreen, or a shieldthat protects organisms on Earth from dangerous ultravioletradiation (UV rays) given off by the Sun. When certain chemi-cals are continually released into the atmosphere, their reac-tion with the upper ozone layer is destructive. For example,chlorofluorocarbons (CFCs), used prior to the 1970s aspropellants in some aerosol products, caused significantdamage to the Earth’s upper ozone layer, reducing protectionon Earth from harmful UV rays.

The Earth’s upper ozone layer, located in the stratosphere, isoften confused with the Earth’s ground-level ozone layer, con-tained in the troposphere. High concentration of ozone in thestratosphere is good because it increases protection from theSun’s UV rays. However, ozone in the troposphere is oftencalled “bad ozone” because it is a component of “smog.”Vehicle exhaust, industrial emissions, gasoline vapors andchemical solvents react when mixed with strong sunlight andbad weather to create “bad ozone,” which pollutes the air. Forhumans, this leads to respiratory health problems includingbronchitis, heart disease, emphysema, and asthmas. In addi-tion, high concentrations of “bad ozone” damage plant life byinterfering with the ability of plants to produce and store food,making them more susceptible to disease, insects, pollutantsand harsh weather.

In the 1970s, consumer aerosol products became associatedwith the “hole in the ozone layer” because they used CFCs aspropellants. Because CFCs damage the Earth’s upper ozonelayer, they were banned as propellants in the U.S. in 1978. Mostcountries around the world soon followed the U.S. and alsobanned the use of CFCs as propellants in most consumeraerosol products. Recent studies have shown that the upperozone layer has made significant progress in repairing itself as aresult of regulation.

Ozone gas was discovered in 1839 by Christian Schoenbein. Hedemonstrated that ozone is a natural component of the lower atmosphere (the troposphere) and developed a way to meas-ure the amount of ozone using a mixture of starch, potassiumiodide and water spread on filter paper. Called “Schoenbeinpaper,” it changes color when ozone is present because ozonecauses iodide to oxidize into iodine (l2) in the reaction:

2Kl + O3 + H2O – 2KOH + O2 + I2

The iodine reacts with the starch, staining the paper a shade ofpurple. The intensity of the blue/purple color measures theamount of ozone present in the air: the darker the color, themore ozone that is present.

[Note: In areas of high humidity, this activity may not be conclusive.]

Learning Goals1. The student will understand the presence of ozone

gas in our atmosphere.

2. The student will be able to use Schoenbein paper to demonstrate variations in the amount of ozone present in the troposphere, and to discover that the amount of ozone can vary from day to day and from place to place.

3. The student will be able to explain Schoenbein paper detection of ozone as an oxidation reaction caused by the ozone in the surrounding air.

4. The student will be able to draw conclusions about cause and effect of varying ozone levels in the air based on test results.

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Student Materials

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Materials for Making Schoenbein Paper• Potassium iodide (available from a science laboratory

or science supply catalog)• Distilled water• Spray bottle filled with distilled water • Filter paper (coffee filter paper may be used)• Heat source (preferably an electric hot plate or an

electric range)• Corn starch• Glass (not metal) stirring rod • Small brush, such as an artist’s paintbrush• 250 ml beaker or similar glass or Pyrex container• Glass or Pyrex plate• Clean computer paper (for drying filter paper)• Sealable plastic storage bags or food containers• Appropriately-detailed maps of the area to be

investigated

Procedure for Preparing Schoenbein Paper(For safety, prepare under adult supervision!)

1. In a 250 ml beaker, add approximately 1 1/4 teaspoonsof corn starch to 100 ml of distilled water.

2. Heat the mixture, stirring it constantly until the mixture thickens and becomes clearer.

3. Remove the beaker from the heat source and add 1/4 teaspoon of potassium iodide, stirring well. Allow this solution to cool before proceeding to the next step.

4. With a piece of filter paper laid on the glass plate, carefully brush the paste evenly onto the filter paper. Turn the filter paper over and do the same on the other side. Immediately wash your hands of any potassium iodide solution as it may irritate sensitive skin.

5. Allow the paper to dry thoroughly. The “WARM” setting on a kitchen oven works well, but keep the Schoenbein paper out of direct sunlight at all times.

6. Cut the filter paper into 1-inch wide strips and store them in a sealable plastic storage bag out of direct sunlight until used.

Procedure for Ozone Testing UsingSchoenbein Paper

1. In the area to be tested for the presence of ozone, spray a strip of the test filter paper with distilled water and hang it at a data collection site out of direct sunlight. Make certain the strip can hang freely.

[Note: The xerographic process in most copymachines uses electrostatic charging of a cylinder.The accompanying ionization creates ozone inadjacent air, so a room containing a copy machinemakes a good location for this experiment.]

2. Expose the paper for approximately eight hours. Note where each strip was hung.

3. After exposure, seal the strip in an airtight container if the results will not be recorded immediately.

4. To observe and record test results, spray the paper with distilled water and observe the color.

[Note: Because relative humidity affects results,Schoenbein paper should not be left outside dur-ing periods of high humidity.]

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Discussion1. Were there any changes in the color of the

Schoenbein paper?

[Note: Paper color may not be uniform and willvary depending on the amount of oxidation.]

2. Might there be an explanation for the causes of color variation? For example, sites near heavy traffic areas will show greater color change due to oxidants and nitrous oxides from car exhaust.

3. Was the relative humidity for your test day high or low? The student can determine this experimentally, or consult local weather data.

[Note: Since water is a reactant in the oxidation reactionon the Schoenbein paper, humidity will affect the reaction.Sites near lakes or streams may show greater change.]

4. Besides location and humidity, what effect might time of day, wind speed, wind direction, temperature, relative humidity, clouds, rain, or even the season have on the amount of ozone present in the air? The student can collect this data experimentally, or consultlocal weather data.

Extensions1. Contact a local air quality control board and request

data for your test week and compare your readings to theirs. What might explain any differences? Are there any correlations? Collect daily ozone data for a week and graph the concentrations. This data can be plot-ted on a graph using parts per billion (ppb) on the vertical axis and the days on the horizontal axis.

2. Make a color chart of Schoenbein paper shades to ozone ppb provided by local air quality control data collected in the same site. This may assist you in inter-preting your ground ozone level data.

3. Construct an ozone concentration map of your town or area by testing a variety of sites and then plotting relative ozone concentrations on a local map. Try to identify the sources of relatively high concentrations. How does this concentration map change hourly, daily, or weekly? Is there a noticeable change on particular days of the week? Why?

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Experiment 2:

Correlating AerosolKnowledge and Consumer UseDifficulty: Moderate

BackgroundThe Earth’s upper ozone layer acts like sunscreen, or a shieldthat protects organisms on Earth from the dangerous ultravio-let radiation (UV rays) given off by the Sun. When certainchemicals are continually released into the atmosphere, theirreaction with the upper ozone layer is destructive. For exam-ple, chlorofluorocarbons (CFCs), used prior to the 1970s and70s as propellants in some aerosol products, caused significantdamage to the Earth’s upper ozone layer, reducing protectionon Earth from harmful UV rays.

Fortunately, in light of this concern, many studies were con-ducted in the 1970s to learn more about protecting the Earth’supper ozone layer. As a result of increased awareness and con-cern, in 1978 the US banned CFC-producing agents and similarchemicals from most consumer aerosol products to help pro-tect the Earth’s upper ozone layer from further damage causedby CFCs. Many other countries were quick to follow the US.

The consumer aerosol products industry also addressed thisban by switching to non-CFC aerosol propellants that do notharm the Earth’s upper ozone layer. However, many consumerscontinue to avoid aerosol products, holding to the belief thatconsumer aerosol products still damage the Earth’s upperozone layer.

Learning Goals 1. The student will understand that consumer aerosol

products no longer harm the Earth’s upper ozone layer.

2. The student will develop and use an assessment quiz based on general atmosphere and aerosol knowledge.

3. The student will survey consumers to see how widely they use products with aerosol versus non-aerosol “pump” spray delivery.

4. The student will determine if there is a correlation between aerosol product use, and knowledge of atmosphere and aerosol product concerns.

Materials • CAPCO website quiz “Check your gray matter”

You can find this quiz on CAPCO’s website: http://nocfcs.org/kids/quiz.htm (20 questions on atmosphere, aerosol, and general content knowledge),or a similar quiz covering the same content in preferred evaluation format (paper quiz, online, etc.)

• Graphing materials

Procedure 1. Determine what specified products will be included in

the survey and use the same products for each survey administered. They should be products that are readily available in both aerosol and non-aerosol “pump” spray delivery, such as hairsprays, deodorants,colognes, perfumes, cleaners, etc.

2. For each household, give the quiz assessment to the same member of each household; for example, the female head of the household. Allow exactly the same amount of time for each quiz to be taken.

[Note: Another valid method might be to give thequiz to all members of the household above a cer-tain age, and average those scores into a“Household Average Score,” rather than surveyingjust one member of the household.]

3. Inventory the total number of aerosol vs. non-aerosol spray products as previously specified. This inventorymay be house-wide, or the student may elect to inventory only a select room (kitchen, bathroom, etc.)for each household.

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Discussion1. What was your original hypothesis regarding knowledge and number (or %) of aerosol delivery? One possible hypothesis

might expect that the higher the knowledge score, the more aerosol products (or higher % of aerosol delivery products) found in that household.

Extensions2. From the data collected, make a scattergram (correlation graph) or line(s) graph plotting the quiz score on one axis and

the number of products on the other axis. On this graph, the student may plot aerosol product data in one color, and non-aerosol spray data in another color as a two-line line graph. The student may elect to plot the aerosol vs. non-aerosol data as a percentage, i.e. what percent of spray products inventoried in each household is aerosol in form.

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Scattergram (correlation) showing positive correlation

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Higher # or % aerosol use

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Single-Line graphDouble-Line (comparison) graph

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Experiment 3:

Measuring Atmospheric Ozonefrom the Ground Difficulty: Moderate to Advanced

BackgroundThe Earth’s upper ozone layer acts like a sunscreen, or a shieldthat protects organisms on Earth from the dangerous ultravio-let radiation (UV rays) given off by the Sun. Prior to the 1970s,consumer aerosol products in the U.S. used chlorofluorocar-bons (CFCs) as propellants. CFCs rise to the Earth’s upperozone layer and react with the ozone. The effect is destructiveand reduces the upper ozone layer’s ability to absorb the Sun’sUV rays. Scientists and environmentalists were concerned thatthe use of aerosol products might result in an increase in UVrays reaching lower levels of our atmosphere. Consequently,the Environmental Protection Agency (EPA) banned the use ofCFC propellants in 1978.

Scientists on the ground can determine the presence andamount of ozone in the atmosphere by measuring the amountof UV radiation being absorbed by the atmosphere. They canthen calculate how much ozone must be present in order toabsorb that amount of UV radiation. Ozone presence is typical-ly measured in Dobson units (DU), with one Dobson unitequivalent to a 0.1 mm layer of ozone (at 0 0C and 1 atmos-phere of pressure). This represents how thick the ozone layerwould be if it were located at the Earth’s surface at 320F.Measurements are typically taken at 12:00 noon local time fromabout 350 ozone recording stations worldwide. The data isoften publicly accessible from a variety of online databases.

Learning Goals1. The student will learn how scientists and environmen-

talists measure atmospheric ozone from the ground.

2. The student will learn the role atmospheric ozone plays in affecting weather.

3. The student will learn to use relevant data to determine what factors will produce impact changes in the ozone layer.

Materials• Computer with Internet access• Graphing materials or graphing software

Procedure1. In order to track atmospheric ozone from the ground,

the student must often first determine the specific latitude and longitude of the site. This information is available on maps, GPS units, or from various geo-science websites such as :http://www.naffis.com/maphacks/latandlon.html.

2. Many atmospheric ozone tracking measuring stations are operated by U.S. governmental agencies, such as the EPA and the National Aeronautics and Space Administration (NASA). The EPA’s AIRNow site allows people to monitor atmospheric ozone from a variety of ground stations, using data obtained from its web-site: http://airnow.gov. The student may use this site to rack various ozone-related weather and environ-mental conditions. This site provides locations of Ozone Monitoring Stations, current and archived Air Quality Index, and Daily UV Index health standards.

Discussion 1. How does the daily ozone profile compare with daily

weather? The student might track the ozone level (Dobson units, parts-per-million, etc.) and compare it to the daily high temperature to see if there is a correlation (i.e. does high ozone level cause higher-than-average temperature? Or might it result from the higher than normal temperatures?).

2. How does the daily ozone profile compare with seasonal changes? The student might track the level seasonally and see if there appears to be regular seasonal changes.

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3. Does a catastrophic event (such as volcaniceruption, earthquake, hurricane, etc.) seem to have any effect on atmospheric ozone level? The student might check the archives to see if data collected shortly after such an event might produce a noticeableimpact on the ozone level.

4. Does the ground measure atmospheric ozone level correlate to that measured from satellite? What mightcause any differences?

5.. Does the atmospheric ozone level measured from ground seem to change in industrial areas after the CFC ban in 1978? (Remember such an impact might not be instantaneous).

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Experiment 4:

Difficulty: Moderate to Advanced

BackgroundThe ozone layer protects the Earth from harmful ultraviolet(UV ) Sun rays, similar to the way sunscreen protects humansfrom sunburns. Prior to 1978, some consumer aerosol productsused chlorofluorocarbons (CFCs) as aerosol propellants. SinceCFCs negatively react with the Earth’s upper ozone layer byreducing its ability to absorb the Sun’s UV radiation, scientistsand environmentalists were concerned that use of aerosolproducts might result in an increase in UV rays reaching lowerlevels of the Earth’s atmosphere. Consequently, theEnvironmental Protection Agency (EPA) banned the use of CFCpropellants in 1978.

Scientists using satellites can determine the presence and theamount of ozone in the atmosphere by measuring the amountof UV radiation being absorbed by the atmosphere. They, then,calculate how much ozone must be present in order to absorbthat amount of UV radiation. Satellite data is essentially thesame as that recorded from ground instruments, but it viewsthe measurements from outer space, collected from above theozone layer. Ozone presence is typically measured in Dobsonunits (DU), with one Dobson unit equivalent to a 0.1 mm layerof ozone (at 00C and 1 atmosphere of pressure); this repre-sents how thick the ozone layer would be if it were located atthe Earth’s surface at 320F.

Measurements are from a variety of satellites, each recordingspecific data from a specific location and for a specified timeperiod. Satellite data may be publicly available online from thevarious agencies that manage the satellites. For example:

• NOAA Satellite Information Service; National Environmental Satellite Data and Information (NESDIS): www.nesdis.noaa.gov/.

• Space Science and Engineering Center, University of Wisconsin-Madison: www.SSEC.wisc.edu/data/.

• NASA’s Global Hydrology and Climate Center: www.ghcc.msfc.nasa.gov/GOES/.

Learning Goals1. The student will learn how scientists and environmen-

talists measure atmospheric ozone from satellites.

2. The student will learn the role atmospheric ozone plays in affecting weather.

3. The student will learn to use relevant data to deter-mine what factors may impact changes in the ozone layer.

Materials• Computer with Internet access• Graphing materials or graphing software

Procedure1. Using the NASA website, http://gsfc.nasa.gov/, or

another Internet website, find the satellite data for theTotal Ozone Mapping Spectrometer (TOMS) program.

2. Determine which of these NASA satellites were in use during the desired time period:

NIMBUS-7 METEOR-3Earth Probe OMI/Aura

EXAMPLE:What was the ozone reading above Chicago, ILon Jan 1st, 1979?

[NOTE: Make sure you use data from the correctsatellite, knowing the date of operation; in thiscase, it would be the NIMBUS-7 satellite]

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Measuring Atmospheric Ozone from Satellite

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3. Go to the TOMS homepage and search for Nimbus-7 data.

4. Click on the “Ozone over Selected Locations” link.

5. Scroll to “Chicago, IL” and select it.

6. Scroll down date data to Day 001 of 1979 (which would be Jan 1st of 1979, etc.).

7. Follow the table row to the column headed “OZONE”, measured in Dobson units.

8. Other dates or cities can be selected in the same manner.

ANS: The ozone reading above Chicagoon 1/1/79 was 321.7 Du

Discussion1. How does the daily ozone profile compare with daily

weather? The student might track ozone level (Dobson units, parts-per-million, etc.) and compare it to the daily high temperature to see if there is a corre-lation (i.e. Does high ozone level cause higher-than-average temperature? Or, might it result from the higher-than-normal temperatures?).

2. Does the daily ozone profile compare with seasonal changes? The student might track the ozone level seasonally and see if there appears to be regular seasonal changes.

3. Does a catastrophic event (such as volcanic eruption, earthquake, hurricane, etc.) seem to have any effect on the atmospheric ozone level? The student might check the archives to see if data collected shortly after such an event might produce a noticeable impact on the ozone level.

4. Does the satellite-measured atmospheric ozone level correlate to that measured from ground-level? What might cause any differences?

5. Does the atmospheric ozone level measured from satellite seem to change in industrial areas after the CFC ban in 1978? (Remember such an impact might not be instantaneous).

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Experiment 5:

BackgroundThe Earth’s upper ozone layer acts like a sunscreen, or a shieldthat protects organisms on Earth from the dangerous ultravio-let radiation (UV rays) given off by the Sun. If certain chemicalssuch as aerosol propellants used prior to the 1970s were continually released into the atmosphere, they would depletethe upper ozone layer and less protection would remain toscreen out harmful radiations.

UV light is known to degrade certain substances and to stimu-late certain biochemical reactions. This activity will allow thestudent to investigate the impact of increased levels of UV radi-ation on the growth of various organism populations.

Learning Goals1. The student will understand the relationship between theozone layer and increased UV levels.

2. The student will determine if there is a correlation betweenincreased UV levels and the growth of various organism popu-lations.

Materials • UV light and clamp-type lamp• Culture of Paramecium, baker’s yeast, brine shrimp or another safe microorganism• Magnifier or microscope as appropriate• Graph paper (may be used to assist counting

populations by counting a sample population in a small area and then calculating to compute the entire population)

(Adult supervision and selection of microorganism is strongly recommended.)

Procedure 1. Determine what specified organism is to be used and

prepare a culture of the organism according to the supplier’s directions.

2. Prepare two sample cultures under identical conditions (control). Then expose one of the samples to continuous UV light so that it illuminates only the test sample (variable). Each day at the same time-say, at 12 hour intervals-make certain to stir the sample to be sure that it is uniformly mixed. Then, take a representative sample and count the living organisms you see in each sample:

a. Paramecium may usually be counted directly under a microscope without extensive staining.

b. Yeasts may require straining, and then counting under a microscope to see how many living yeast cells are in a given volume.

c. Brine shrimp can typically be counted under hand magnification.

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The Effect of Increased UV Levels on Population GrowthDifficulty: Moderate to Advanced (Adult supervision is recommended.)

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Discussion1. What was your original hypothesis of how UV expo-

sure affects population growth? Was there a correlation?

2. Do you think the UV exposure killed the organisms, or simply slowed down their ability to reproduce? Could there have been other factors responsible for causing any noted effects?

3. Make a line graph from the data collected, plotting thepopulation on the vertical axis and the number of hours (or days) of UV exposure on the horizontal axis.

4. If increased UV exposure will affect population growth,then what might be the impact on life of a “hole” in theozone layer?

Extensions1. A similar investigation may be done using hydrilia or

other similar aquatic plants (often available in aquarium supply stores). Place equal samples of the plant in identical water samples and seal them in transparent plastic storage bags or storage containers. Expose the containers and plants to different amountsof UV light in an otherwise ambient room light (or try it in the dark!), and test the water for dissolved oxygen (reflecting photosynthesis levels resulting from plant growth) using a Hack Dissolved Oxygen kit (this or similar kits are available from aquarium supply or swimming pool/water testing supply stores). Graph the percentage of dissolved oxygen on the vertical axisand the UV exposure time on the horizontal axis. Interpret as described above.

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Sample Lab Report

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SAMPLE LAB REPORTNOTE: This is a sample that you can use as a format

for writing YOUR project report. Follow the format, but substitute YOUR data and information.

Identifying Common Minerals[NAME]

Submitted: [DATE]

PURPOSE:To identify unknown minerals using their physical properties and a classification key.

HYPOTHESIS:If I run tests to determine the physical properties of a mineral and apply those properties to a dichotomous key, then I will be ableto identify five different unknown mineral samples. [NOTE: cause & effect]

PROCEDURE:First, I recorded the colors of the mineral samples. Next, I ran a streak test on each sample by scratching each against a whiteporcelain tile to see if it produced a colored powder. Then….. [NOTE: Some teachers allow this to be presented in list form….]

DATA:As I collected my data, I wrote it into my lab book on the table provided or on my own data and calculations sheet. This sheet isattached to this report. A table (if any) may look something like this:

color mass (g) vol (ml) streak hardness luster cleavage/fracture

orange 11.50 2.3 white 6 non-metal/dull fracture

golden 4.95 4.95 rust 3.5 metal/gold cubic clvg.

purple 7.6 3.1 none 7 non-metal/ glassy shell-frac.

CALCULATIONS (if any):To compute density, I took the mass divided by the volume for each mineral. For example, for mineral #1, I took 11.50g/2.3 ml =5.0 g/ml. This is also a specific gravity (SG) of 5.0 (with no label). I did the same thing for my other minerals (mineral #2 and min-eral #3).

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DISCUSSION:• Identify what you investigated and list the results. Talkabout at least two of the physical properties that youfound for each mineral.

• What tests that you ran caused some difficulty or problems?

• Where could you possibly have made errors that couldgive you poor or incorrect results?

• Compare what you found with the descriptions givenin the lab book or other sources. Use percent error (ifappropriate):

%E = theoretical – experimental/theoretical x 100

• This shows how close your results were to an accept-ed value; usually a 5%-10% error or less is acceptable.

• For example, for mineral #1, my SG was 5.0 and, theoretically, for the same mineral it should have been 2.7(from a reference book). So, my % error is: [2.7 - 5.0]/2.7x 100 = 85% error

CONCLUSION:Summarize your results. List each with two specific properties.

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Lab time!

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