Ozone independent research projects (TOMS)

TEACHER COPY

PROJECT 4

Use "Overpass Date" available from NIMBUS-7, ADEOS, or METEOR-3 to determine the lowest yearly ozone value (in DU) for any 3 cities/stations of your choice between 1978-1993. Try and chose 1 city/station from the far north, 1 city station near the equator, and 1 city/station near the South Pole. Then, use the graph paper provided to graph the data from all 3 cities on ONE GRAPH. (Use different colors, and be sure to plot DU vs. Year). Then, answer the questions that follow.

Objectives: the student will be able to:

-construct a graph of ozone data
-analyze available data to infer how different parts of the globe experience different magnitudes of ozone variability and trends.

Materials: Graph Paper

Procedure:

  1. Hand out graph paper
  2. Have students look up the data and graph the three stations (with three different colors). Be sure the graph is of DU vs. Year
  3. Place these 2 questions on the blackboard and have students answer them.
      Question 1: What place had the biggest change from '78 - '92?

      Question 2: With each station you graphed, did the ozone minimum occur close to the same month every year?

      Question 3: List at least 3 conclusions you can infer from this research. (HINT: Be sure to explain any releationship with variability and location... maybe season)

 

Summary: ***The overpass data, while very useful, might take a long time to load. Also, in order to find the minimum ozone report for a year, the students must read each piece of data. Luckily, the data table is in a good format, and scanning 1 year of data will take a few minutes. The first 6 columns are (disregard 'x'ed sections):

YRDAY xx xxxxx Latitude Longitude OZONE (in DU)

**NOTE: The dates are written as Year/Day. For example "78001" is the 1st day of 1978. "86059" would be the 59th day of 1986, or 2/28/86.

Since a lot of data needs to be scanned, you are encouraged to have students work in groups. Hopefully, by the end of retrieving this data, your students will realize that the lowest ozone data point USUALLY occurs at the same time each year. This will help them in their conclusions.
Finally, since students will chose different data points, all graphs and answers to questions should vary, BUT the trends should be the same. In general:

(1) The South Pole SHOULD have the biggest variability (thanks to the ozone hole)
(2) The North Pole SHOULD have some variability, but not nearly as sever as the South Pole. (Sometimes, North Pole readings are higher than the other two places).

(3) The Equator SHOULD have little variability in ozone amounts.

 
(4) The minimum ozone value SHOULD be roughly at the same time of year every year EXCEPT the equator station might vary more.
 

Coding:
Maryland Core Learning Goals (Science):
National Standards (Science): A1,3,4,5,6 ; D2 ; F1,4,5 ; G3
National Standards (Geography): 1, 2, 3, 14
National Standards (Mathematics): 1, 2.2, 2.3, 4.1, 4.2, 4.4, 6.1, 6.2, 10.1, 10.2, 10.4, 10.7, 10.8

 

Head Page - Background - Credits - OVERVIEW OF ALL PROJECTS

PROJECT 1 TEACHER COPY

PROJECT 2 TEACHER COPY

PROJECT 3 TEACHER COPY

PROJECT 5 TEACHER COPY - PROJECT 5 PRINTABLE WORK SHEET