# Presentation: 568732

## Surface Ozone Protocol

## Goals for the Training Session

- Provide an inquiry context for the data collection and science content
- Provide accurate science content
- Review procedures for data collection
- Review data entry and analysis
- Discuss classroom implementation ideas
- Collect feedback from participants

**Notes:**
These are the goals for the Surface Ozone Protocol training session.

## Inquiry Context

- Is the amount of surface ozone related to other atmospheric phenomena?
- What is the variability of ozone in the atmosphere daily? Seasonally? Annually?
- How can you use your data collected over a period of time to predict future changes in the atmosphere?

## Local Inquiry Example

**Notes:**
Students can generate local inquiry questions to create a context for data collection to answer the question. Local inquiry topics can be connected or scaled to provide a local to global perspective on environmental research.

Please generate a local example that teachers and students can relate to.
If you live in a city, how does ozone inside your classroom differ from ozone outside on a high ozone day? If your windows are closed, what would happen if you opened up the windows?
Are values of ozone higher on a clear day or a cloudy day?
When is the value of ozone higher? Summer or winter?

## Considered a pollutant
Globally its abundance is 
	unknown
Amount present in the air affects many other trace gases 
Helps assess the degree to which it is an environmental problem

- Globally its abundance is
- 	unknown
- Amount present in the air affects many other trace gases
- Helps assess the degree to which it is an environmental problem

**Why do GLOBE scientists research surface ozone?**

**Notes:**
Student-collected measurements in the Surface Ozone Protocol are helpful to scientists in the following ways.
-Ozone is considered a pollutant because it is the main component of smog.  Sometimes the term photochemical smog, which is the correct term for pollution found near most urban areas.

Photo shows Surface Ozone Co-Principal Investigator, Dr. Irene Ladd working with students on surface ozone measurements.

## Science Content: What is Surface Ozone?

**Notes:**
Ozone is one of many gases in the air present in small amounts.  These gases are called trace gases.  These trace gases play a role in the complex chemistry that determines air quality. Typical background values of ozone are 20-40 ppb. Parts per billion (ppb) of ozone means number of molecules of ozone for each billion molecules of air.

Chemical diagram:
The oxygen molecule contains two oxygen atoms (O2).  The ozone molecule contains three oxygen atoms (O3).  Ozone is created when certain chemicals are released into the atmosphere and these chemicals react with each other in sunlight.
Atmosphere diagram:
Ozone is in the stratosphere (about 90%) and is considered ‘good ozone’ because it absorbs much of the sun’s ultraviolet rays protecting life on Earth.  Ozone is also in the troposphere (a small amount) and is considered a pollutant, ‘bad ozone’.  

**Note: We are measuring surface ozone which is not an investigation in the holes of the protective “good” ozone layer.

## Science Content: Where does surface ozone come from?

- 	It is the primary component of **photochemical** smog

- Hydrocarbons + Nitrogen Oxides + h --> Ozone

- Combustion Products (from biomass or fossil-fuel burning),
- Trees

- Sunlight

**Notes:**
Ozone is the main component of smog.  Sometimes the term ‘photochemical smog’ is used which is the correct term for pollution found near most urban areas.  (This type of smog is the product of chemical reactions in the atmosphere taking place under sunlight.)

## Instruments: ZikuaTM Optical Scanner

- Exposed test strip placed in slot of scanner

- Instruments: ZikuaTM Optical Scanner

- 1

- 2

- 3

**Notes:**
The scanner provides a more sensitive reading of the color of the ozone test strip.
Reading is in units of parts per billion

Explanation of diagram: 
The Light Emitting Diode (LED) emits green light (540 nanometers) onto the test strip.  
The amount of light reflecting from the test strip depends on the test strip’s color.
The voltage measured from the photodiode is related to the amount of reflected light and therefore to the color of the test strip.

Maintenance:
Keep in its protective case 
Store at room temperature.
Turn scanner off when not in use.
Uses three AAA batteries (display will indicate low power)

## The Measurements

- Current temperature
- Cloud Protocols
- Wind direction
- Relative humidity

- Current temperature
- Cloud Protocols
- Wind direction
- Relative humidity
- Surface Ozone

**Ozone Test **
**Strip Exposure**

**Ozone Test**
**Strip Reading**

**Time=0**

**Time=1 hour later**

**Notes:**
This is a two-time measurement.  The ozone test strip should be exposed within one hour of local solar noon.  The reading of this strip should be exactly one hour later. 

## Collecting Data: Field/Lab Guides & Data Sheets

**Field/Lab Guides:**
- Exposing the Ozone Test Strip Field Guide
- Reading the Ozone Test Strip Field Guide
- Measuring Wind Direction Field Guide
- Cloud Cover and Contrail Cover Protocol Field Guide
- Cloud Type and Contrail Type Protocol Field Guide
- And _**one**_ of the following:
- Digital Multi-Day Max/Min/Current Temperature Protocol Field Guide
- Maximum, Minimum, and Current Temperature Protocol Field Guide
- And _**one**_ of the following:
- Digital Hygrometer Field Guide
- Sling Psychrometer Field Guide
**Data sheets:**
- Ozone Data Sheet

**Notes:**
Field/Lab Guides: All Field Guides are located in the Atmosphere Investigation of the Teacher’s Guide.  The respective chapter and pages numbers are included below:
-Exposing the Ozone Test Strip Field Guide (Surface Ozone Protocol – 6,7)
-Reading the Ozone Test Strip Field Guide (Surface Ozone Protocol – 8,9)
-Measuring Wind Direction Field Guide  (Surface Ozone Protocol – 10)
-Cloud Cover and Contrail Cover Protocol Field Guide (Cloud Protocols – 9)
-Cloud Type and Contrail Type Protocol Field Guide (Cloud Protocols – 10)
And one of the following:
-Digital Multi-Day Max/Min Current Temperature Protocol Field Guide (Multi-Day Maximum, Minimum, and Current Air and Soil Temperature Protocol – 10)
-Maximum, Minimum, and Current Temperature Protocol Field Guide (Maximum, Minimum, and Current Temperature Protocol – 7)
And one of the following:
-Digital Hygrometer Field Guide (Relative Humidity Protocol – 6)
-Sling Psychrometer Field Guide (Relative Humidity Protocol – 7)

Data sheets: The data sheets are located in the Appendix of the Atmosphere Investigation of the print Teacher’s Guide or they can be downloaded from the Teacher’s Guide link on the GLOBE Web site at any time.
-Ozone Data Sheet (Appendix - 23)

## Collecting Data: Protocol Exposing the ozone test strip

- Place scanner on shaded and level surface, wait 5 minutes
- Record cloud protocols, current temperature, wind direction and relative humidity
- Turn on scanner, wait 1 minute (the scanner will automatically turn off)
- Turn scanner back on
- Calibrate scanner with unexposed ozone test strip
- Place this ozone test strip on monitoring station

**Notes:**
This two time measurement may require a clear schedule for good implementation.  Here is an example:
Expose the ozone test strip at the same time as daily atmosphere measurements (within one hour of local solar noon).  
  Make sure the ozone strip is in the shade.
	Make sure you take current air temperature, relative humidity and cloud protocol measurements.
Note that you will need to go back outside 5-10 minutes before one hour has passed since the test strip was exposed, students should go back out to the ozone measurement station.
Note:
-expose the ozone test strip for ONLY one hour starting at within one hour of local solar noon
-keep the ozone test strips in the bag or pouch until it is placed on the ozone measurement station (the strip immediately begins to react)

## Collecting Data: ProtocolReading the ozone test strip

- Place scanner on shaded, level surface; Wait 5 minutes
- While waiting, record cloud protocols, current temperature, wind direction and relative humidity
- Turn on scanner; Wait 1 minute (the scanner will automatically turn off)
- Turn scanner back on
- Measure exposed ozone test strip in scanner
- Record the surface ozone reading

**Notes:**
About 5-10 minutes before one hour has passed since the test strip has been exposed, go back outside
	Place scanner on shaded level surface
	Take cloud, current temperature, wind direction, and relative humidity measurements a second time.

When you take your ozone reading, the scanner reading should stop fluctuating within 5-10 seconds. If it fluctuates, take the lower of the two readings. 

Note:
-if the temperature outside is not within 5 degrees C of the classroom temperature, keep the scanner inside and read the surface ozone measurement inside
-if the ozone test strip gets wet, the measurement will be marbled – enter M for data.
-if there is no measurement, no surface ozone present, enter 0

Reasonable measurements:
-Average concentrations range from almost 0 ppb to over 150 ppb depending on time of year and geographic location
-In extremely polluted conditions ozone can reach 200 ppb and more
-Levels of surface ozone exceeding 80 ppb for 8 hours or longer are considered harmful for most living things

## Collecting Data: ProtocolMeasuring Wind Direction

- Place wind direction instrument 1 meter above ground
- Align base with magnetic north
- Place right hand on hip, left arm out straight
- Turn your body in line with wind sail so that your left arm is pointing in the same direction as the sail
- Record the direction your right elbow is pointing

**Notes:**
**At this point give the participants the field guides and data collection sheets, go outside, and let them practice the measurements. 

## Enter Data on the GLOBE Web Site

- Step 1: Confirm that the atmospheric 	  	      	    study site definition is completed
- Step 2: Select “Surface Ozone” from the 	  	    atmosphere data entry menu
- Step 3: Select date/enter 2 UT times/select 		    site
- Step 4: Enter collected data
- Step 5: Confirm data entries on verification 	   	    page

**Notes:**
**At this point, direct the participants to the GLOBE training data entry site and have them enter the data from their data collection sheets. Note: You will need to have a site definition already established or complete the Instrument Construction, Site Selection, and Set-Up training and define an atmosphere study site prior to entering the Surface Ozone data.

Email data entry is also available.  Directions can be found on the GLOBE Web site under Data Entry.

## Looking at the Data

**Notes:**
What patterns do you see between the levels of ozone and temperature?
Are there any inconsistencies in the patterns identified?
• Highest Readings (55 ppb, 46 ppb) during times when temperature was warm (28°C) and cold (6°C) [Is temperature important?] 
• T < 20°C:  Average O3 = 15 ppb
• T > 20°C and no rain:  Average O3 = 38 ppb
• Wind from S or SW (& no rain): Average O3 = 46 ppb

Refer to the “Looking at Data” section of this protocol in the Teacher’s Guide for a data analysis activity.

## Classroom Implementation

- Inquiry
- Curriculum/Standards Alignment
- Assessment
- Classroom Management

**Notes:**
Have participants break into groups and discuss one or more of the following bullet items, as time allows.

Learning Activities for the Surface Ozone Protocol on the GLOBE Web site:
Constructing a Model of Parts Per Billion Surface Ozone in the Air

Reference: Project LEARN Web site has similar activity.

## Getting Started

- The GLOBE Web site has information
- _[http://www.globe.gov](http://www.globe.gov/)_
- GLOBE Help Desk or your Country Coordinator can support you as you get started.
- Get your students involved doing real science!