T his lesson includes a simple "how-to" graphing example followed by other more sophisticated examples of graphing using NASA images and images from the Neumayer Antarctic Station. If you have experience graphing and don't need to follow the "how-to" you may want to try the following....

F irst turn your attention to the "Ozone Chemistry" section. This area contains enough material to enable students to find data and images for graphing. You may want to download the images onto floppy disk or print themout (preferably in color) and consult later when graphing data are assembled. The initial time requirement for this exercise was three hours. The time should be divided into three equal segments.

  1. One hour (or class period) to describe ozone chemistry. Follow the links in the "Ozone Chemistry" section.
  2. Studnts should spend at least one hour finding and downloading graphics and data from the World Wide Web (WWW). Browsing time will depend upon the number of on-line computers at your school and the access rates of your connection.
  3. Once data or graphics are obtained, students should spend another class period (or one hour) graphing their data. Some examples of graphs are included in the "Graphing" section.
  4. If time permits, some of the social and political issues around ozone depletion may be examined in an additional class period. Some examples might be:
    • Economic impact of removing CFC's from the biosphere
    • Graphing worldwide production of CFC's since their discovery in 1928.
    • Arguments over the sources of atmospheric chlorine.
    • International agreements on controlling CFC production
    • Problems concerning disposal of CFC's

Many thanks to: Eric Beach and all the other fine folks at NASA

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