+ Visit NASA.gov + Visit the ASDC Home Page Creating and Analyzing Graphs of Tropospheric Ozone Image courtesy MY NASA DATA Purpose: Students will create and analyze graphs using archived atmospheric data to compare the ozone levels of selected regions around the world. Grade Level: Grades 7- 12 Estimated Time for Completing Activity: 1 to 2 45- 50 minute class period(s) Learning Outcomes: Students will be able to locate and identify geographical regions using latitude and longitude. Students will be able to graph archived ozone data from the Live Access Server. Students will be able to analyze graphs to compare ozone levels for selected geographical regions. National Standards: Science Content: A Science as Inquiry Geography: Places and Regions Science Content: D Earth and Space Science Virginia Standards of Learning: ES.1b: The student will plan and conduct investigations in which technologies, including computers, probeware, and global positioning systems (GPS), are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions. ES.1c: The student will plan and conduct investigations in which scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted. ES.3d: The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key concepts include location by latitude and longitude and topographic profiles. 6.6: The student will investigate and understand the properties of air and the structure and dynamics of the Earth's atmosphere. Prerequisite: Familiarity with accessing websites on the Internet Familiarity with using longitude and latitude Familiarity with at least one method of graphing data Tools: Computer with internet access Graph paper or access to a computer graphing program Vocabulary: atmospheric column dobson unit ozone stratosphere troposphere Background: Ozone levels in the troposphere are an indicator of the quality of air. There is 'good' ozone and 'bad' ozone- the 'good' ozone being in the stratosphere. This layer of ozone is what protects us from harmful UV rays reaching the Earth's surface. It is the layer of ozone in the troposphere- the 'bad' ozone that we will be studying. This layer of ozone is an important greenhouse gas. It has huge impact on crop production,as well as health. In short, it is considered a polluting factor. Procedure: To begin, enter the MY NASA DATA homepage. Click on Data Access, then on the Live Access Server. Click on the Atmosphere link and then click on the Air Quality link. Check the box by the Monthly Tropospheric Ozone Residual (TOR) and then click next. You are now at a point where you will set parameters. First of all, choose 'Time series (t)' from the 'Select view' menu. 'Select output' should then default to 'Line plot'. Set the starting date to 1 January 1999 and leave the ending dates the same. You now have two choices for how to proceed: Choice 1 Enter one set of latitude-longitude numbers from below. Click next. A line graph will be produced. Choice 2 Enter one set of latitude-longitude numbers from below. Set 'Select output' to 'table of values (text)'. This will give you a list of data points. This list can either be downloaded to a graphing program, such as Excel, or can be graphed by hand on graph paper. Once you have decided on a choice of graph production, repeat the procedure for each of these 4 locations. Set 1: 34 N 118.5 W Set 2: 34.2 S 58.3 W Set 3: 6.1 S 106.5 E Set 4: 1.0 S 15.0 E Questions: 1. Analyze each graph. a. On a world map find the latitude-longitude region of each graph. Where is it? b. For each location, what could be the cause of the ozone levels indicated? Do some research about that area, if needed. 2. Examine each graph individually. a. Why might the ozone levels vary by month? b. Why might the changes observed from year to year be apparent? 3. Compare the four graphs. Note differences between the graphs at different times Extensions: All four sets of latitude-longitude pairs are for regions that are over land. Pick a region that is in the middle of an ocean and compare the ozone levels there to those in your four graphs. Draw some conclusions about the sources of ozone in the troposphere. Repeat this step for several ocean basins. Are your results consistent in each case? Are they consistent with the ozone sources you have identified? Lesson plan contributed by Kelen K. Panec, Cedar Falls, IA Click here for Teachers Notes + Freedom of Information Act + The President's Management Agenda + Privacy Policy and Important Notices NASA Official: Lin H. Chambers Last Updated: January 24, 2007 + Contact Us + Interested in our Monthly E-note?