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Ozone (O3) is a molecule made up of three atoms of oxygen (O), and is mostly found in the strato-
sphere, where it protects us from the Sun’s harmful ultraviolet (UV) radiation. Although it represents
Timeline of Stratospheric
Timeline Ozone
of Stratospheric Depletion
Ozone Depletionand Observations
& Observations
only a tiny fraction of the atmosphere, ozone is crucial for life on Earth.
Ozone in the stratosphere—a layer of the atmosphere between 15 and 50 kilometers (10 and 31 miles)
above us—acts as a shield to protect Earth’s surface from the sun’s harmful ultraviolet radiation. With- Congress directs NASA to research Lowest value (deepest hole) Nobel Prize in Chemistry to
out ozone, the Sun’s intense UV radiation would sterilize the Earth’s surface. With a weakening of this and monitor the upper atmosphere for ozone recorded at Paul Crutzen, Mario J. Molina,
shield, more intense UV-B and UV-A radiation exposure at the surface would lead to quicker sunburns, 73 Dobson Units and Frank Sherwood Rowland
CFC ozone-depletion hypothesized
skin cancer, and even reduced crop yields in plants.
by Rowland & Molina Small ozone hole caused by
However, near the surface where we live and breathe, ozone is a harmful pollutant that causes dam- Antarctic ozone hole major stratospheric warming
age to lung tissue and plants. This “bad” ozone forms when sunlight initiates chemical reactions in the First global surface observations discovered by
air involving pollutants, particularly a family of gases called nitrogen oxides (released from vehicles of CFCs reported British Antarctic Survey
and industry during the combustion process) and with volatile organic compounds (carbon-containing Record mean size of 50
2.0
chemicals that evaporate easily into the air, such as petroleum products). ozone hole at 26.2 km2
(one-month period)
30
Stratosphere
15-50 km (10-31 miles) 1.0
0.5
Troposphere Observations or industry data 10
0-15 km (0-10 miles) Surface-level Ozone (SMOG)
Future projections
Natural emissions
Ozone is good in the stratosphere because it absorbs all of the most energetic ultraviolet radiation
(UV-C), most of the UV-B radiation and some of the least energetic UV radiation (UV-A). Ozone is
“bad” in the troposphere because it is harmful to breathe and is the primary component of smog 1965 1975 1985 1995 2005 2015
in summer. NIMBUS-4 BUV NIMBUS-7 TOMS EP-TOMS NPP OMPS
NASA METEOR-3 TOMS EOS Aura OMI
Satellite SAGE I SAGE II
Chemistry of the Ozone Layer
NIMBUS-3 IRIS
Observations SAGE III SAGE III-ISS
UARS HALOE
There are natural processes that create and destroy ozone in the stratosphere. These processes
regulate a balance of ozone and form the ozone layer.
Ozone is created primarily by sunlight. When high-energy ultraviolet rays (UV-C) strike an oxygen This timeline highlights the average area of the ozone hole between September 7th and sphere. Daily space-based observations of global stratospheric ozone levels–particularly over
molecule (O2), they split the molecule into two single oxygen atoms, known as atomic oxygen. October 13th as observed by NASA spaced-based instruments (see colored bars and scale Antarctica—started in 1978 with the Total Ozone Mapper (TOMS). The TOMS instruments
on right), and the emissions rates of human-produced ozone-depleting substances (ODSs) on board multiple platforms provided observations of the ozone hole for nearly 29 years, with
A freed oxygen atom then combines with an- combined with natural emissions of halogen source gases (grey, see scale on left). The the exception of 1995 after the TOMS instrument on METEOR-3 stopped sending data in
other oxygen molecule to form a molecule of Montreal Protocol and it’s amendments, which allowed regulators to limit the amount of December of 1994. The historical record of ozone depletion provided by NASA instruments
ozone (O3). Because there is so much oxygen + + ODSs released, had a major impact on the emissions, as seen by their timing indicated by shows the slowing of this depletion after emissions of ODSs were reduced.
in our atmosphere, this “ozone-oxygen cycle” the red squares. In the meantime, the ODS burden (ODS remaining in the stratosphere) is
The Vienna Convention was agreed to in 1985, and called out ODSs as an ozone threat.
is continuously absorbing high-energy ultravio- O2 UV-C O O decreasing slowly because of the long lifetimes of ODS in the atmosphere. Ozone recovery,
Faced with the strong possibility that ODSs—gases containing halogens such as CFCs—
let radiation (UV-C) and completely blocking it in turn, will further lag the ODS decrease and likely occur in the 2050-2060 time frame.
from reaching the Earth’s surface. This process could cause serious ozone depletion, policy makers from around the world signed the Mon-
creates heat which warms the upper part of the In 1975, the United States Congress recognized the importance of understanding such at- treal Protocol treaty in 1987, limiting CFC production and usage. As a result of the Montreal
stratosphere mospheric phenomena and directed NASA to research and monitor the upper atmosphere Protocol and its subsequent Amendments and Adjustments, ODS emissions decreased sub-
+ + stantially between 1990 and the present.
in order to better understand the chemical and physical integrity of the Earth’s upper atmo-
Ozone is very reactive, and attacks other mole- O O2 O3 heat
cules in the air, often regenerating oxygen in the
process. Also—and this is why ozone is impor-
tant to us—ozone in the stratosphere absorbs
much of the sun’s UV-B rays, splitting back into
Measuring Ozone in the Earth’s Atmosphere Visualizing the Ozone Hole Color by Number Worksheet
Scientists have been measuring ozone since the 1920’s using ground-based instruments that look This activity will introduce students to the use of color maps to visualize data about stratospher- NASA’s fleet of Earth observing satellites produce 1500 Terabytes of data each year, enough to fill
skyward. Data from these instruments, although useful in learning about ozone, only tell us about the ic ozone. Scientists use colors and other representations for data to help interpret and visualize 3000 laptops, each with a 500 GB hard drive. To help interpret this wealth of data, scientists rely
ozone above their sites, and do not provide a picture of global ozone concentrations. To get a global information. Data are mapped to colors and other representations to help the mind interpret this on techniques to visualize information such as mapping data values to colors. Create your own
view of ozone concentrations and its distribution, scientists use data from satellites. information. Sometimes this means creating an image that looks much like an aerial photo of the color map using data from Aura’s OMI instrument of total ozone from October 2012.
planet’s surface, but other data are best mapped to a color scale. In this lesson, students will dis-
The principle of measuring ozone is simple. We know from measurements how much incoming UV-B cover that selecting a good color scale is both essential to understanding data and to accurately
sunlight arrives at the top of the Earth’s atmosphere every second. We also know how much light Total Ozone October 2012
communicating science.
(including UV-B) is scattered by air molecules in the atmosphere--this is called “Rayleigh scattering,”
and this is the same phenomenon that makes the sky appear blue. So we can calculate the amount of Objectives 274 289 291 300 305 307 312 314 312 320 318 319 309 302 296 292
UV-B sunlight that would make it to the Earth’s surface if there were no ozone to absorb it. When we
After completing this activity, students should be able to
measure the amount of UV-B sunlight from the ground, we find it is much less than what we calculated.
• describe why color maps are used to visualize data 280 289 296 304 309 311 314 314 323 330 334 329 330 317 307 297
The difference is the amount of UV-B
• interpret data using a color mapped image
absorbed by ozone, and from that we
space-based • compare and evaluate different color scales 279 292 308 313 312 310 306 311 322 331 345 343 346 332 324 308
instrument can calculate the amount of ozone.
incoming Measuring ozone from space is similar, Standards (Grades 9-12)
UV-B
293 305 311 315 310 289 283 279 290 314 336 359 360 353 339 320
top of the atm
osphere but you have to know the amount of the NGSS: Practice 4 Analyzing and Interpreting Data
solar UV-B light that is backscattered, AAAS: 12E/H2 Check graphs to see that they do not misrepresent results by using inappropriate scales.
AAAS: 11C/H4 Graphs and equations are useful ways for depicting and analyzing patterns of change. 305 314 317 318 300 259 236 232 236 257 291 342 374 372 356 332
or bouncing, off molecules in the at-
mosphere (Rayleigh scattering, again) NSES: Unifying Concepts and Processes Standard: Evidence, models, and explanation.
in the direction of the satellite. This NSES: Content Standard E: Understandings about science and technology 305 316 325 325 289 242 208 194 196 217 247 301 368 386 370 347
More UV-B
is absorbed as it measurement technique is depicted
passes a 2nd time Engage
through the ozone in the figure on left. We can calculate 321 325 321 330 288 232 195 179 169 180 216 280 357 400 376 352
layer and atmosphere how much UV-B light the space-based Ask questions about the front of the poster. When was the ozone hole the smallest? (1979) When
instrument would observe if there did the ozone hole grow the fastest? (1981–1985, pattern of growth, no shrinking) What year had
322 328 326 325 304 253 210 187 177 186 219 287 359 402 388 364
Some UV-B were no ozone. However, the amount the largest ozone hole? (2006) Ask students to provide evidence for their answers. (the graph, the
is absorbed by
the atmosphere of UV-B measured is much less be- globes, the colors) Ask how these helped answer the questions.
324 326 327 328 327 297 247 224 216 222 254 306 375 408 386 358
and the ozone layer
cause UV-B is passing through the at-
ozone la
yer
mosphere a second time. Again, from
Explore
the amount of UV-B that’s “missing,” Using the “Color by Number” worksheet, ask students to create a visual representation that accu- 320 329 331 332 342 340 304 285 279 283 307 353 395 403 383 362
we can calculate the amount of ozone. rately communicates the size of the ozone hole. Invite students to make up their own color scale.
Rayleigh-scattering The seven ranges of ozone data may be divided any way they like. Ranges don’t have to start at 315 325 340 348 359 368 363 352 357 347 366 399 409 397 376 357
ground-based The longest satellite record of ozone
(one of many) zero and don’t have to be even units. They can choose any colors or shades of colors they like. If
instrument
data has been from instruments us- only one student is participating, color two maps with different scales. Encourage students to think
Earth’s surfac 315 326 331 356 362 381 397 402 401 407 415 415 406 390 369 348
e ing this backscatter method. The first about the range and why they choose it.
measurements were taken by the BUV
instrument on Nimbus-4 satellite in 1970 followed by the Total Ozone Mapping Spectrometer (TOMS) Explain 311 323 341 349 366 385 404 412 424 423 423 413 396 378 359 340
instruments on the Nimbus-7, Earth Probe, and Meteor-3 satellites, several SBUVs on NOAA satellites, Post drawings on the wall and compare. Do any look like there is almost no hole? Which one is easi-
the Ozone Monitoring Instrument (OMI) onboard the EOS Aura satellite, and the Ozone Mapping and est to understand? Why? Hardest to understand? Why? Why not use the same color for all types of 304 322 330 345 361 376 395 406 411 408 397 388 376 358 341 326
Profiler Suite (OMPS) on the Suomi NPP satellite. The Europeans also flew BUV-type instruments on data? Explain how the different color scales help us to visualize data by drawing attention to what is
their environmental satellites. important, such as the location of the ozone hole. However, color can also be deceptive, such as a 302 320 327 339 354 368 378 389 397 389 381 367 359 342 331 316
Another type of instrument uses occultation to measure ozone, such as the Stratospheric Aerosol and break in a color scale that stands out where there is nothing really unique about the data.
Gas Experiment (SAGE) instruments including the upcoming SAGE-III-ISS onboard the International 292 306 318 329 338 347 352 361 368 367 361 356 342 330 320 306
Evaluate
Space Station, the Atmospheric Chemistry Experiment (ACE), and Halogen Occultation Experiment
(HALOE) on the UARS satellite. Other techniques include measuring the radiation emitted from the Looking back at the poster, ask students “Why was this particular color scale chosen?” (There is a
noticeable break from light to dark blue at 220 DU, where values lower than 220 DU are considered Color Scale (Dobson Units)
atmosphere in the infrared and microwave wavelengths where ozone also absorbs and allows instru-
ments to detect the radiation change. to be the “ozone hole.”) Ask students to think about their scales and describe why they choose cer-
tain colors and data ranges. Which data were emphasized or de-emphasized in their color maps?
In addition to the OMI instrument, the Aura satellite carried three other ozone-measuring instruments,
the High Resolution Dynamics Limb Sounder (HIRDLS), the Tropospheric Emission Spectrometer Extension
(TES) using infrared emission, and the Microwave Limb Sounder (MLS). (Note: All these instruments For extended activities, additional resources, and adaptations for other grades, visit http://aura.gsfc. Directions: Create your own color map. Color in the color scale with any colors or shades of
measure several other atmospheric constituents in addition to ozone.) nasa.gov/outreach/ozoneholeposter/. colors you choose. Label the data ranges for each color. Ranges do not have to start at zero or be
segmented evenly. Your challenge is to create a color scale that will accurately represent the size
of the ozone hole.
EW-2013-3-012-GSFC