intervals. For a quicker version of Part II, students may collect and record data only for 6:00a.m., 8:00, 10:00, 12 noon, 2:00p.m. (14th hour), 4:00 (16th hour) 6:00 (18th hour) and 8:00 (20th hour). Another alternative is to complete this activity as a class, with students calling out answers for the teacher to record on an overhead projector version of the worksheet. Copies of the completed worksheet would need to be provided to students for graphing unless that, too, is done as a class. Should data collection and graphing be done as a class, it is recommended that students individually do the SMOG City simulation (in Extensions).
Duration: Homework assignment
For homework, have students graph the 8-hour ozone measurements vs. the
weather data for each of the three days selected, using data previously recorded on the Worksheet. Based on their graphs, have students explain how they now think weather contributes to the formation of ground level ozone. Answers should be recorded on the chart in the Drawing Conclusions section of the handout, attached at Step 2. Have students also compare their results to their predictions, as recorded in part 1 of the Worksheet. Note that accuracy of predictions is not a
factor in scoring the worksheets.
Background information as well as sample graphs can be seen on the Web site linked at this step. The graph examples could be printed on transparencies to show the class on an overhead projector. Note that the ozone vs. time bar graph is color-coded to match AQI condition colors for corresponding ozone concentration levels.
Web Resources for Step 4
Title: Air Pollution- What's the Solution? URL: http://www.k12science.org/curriculum/airproj/index.html Annotation: This Web site has good background information on "good ozone" vs. "bad ozone." For examples of graphs, which can be copied on transparencies and shown to students on an overhead projector, select "Tracking Ozone" from the menu on the left; then scroll down to click on "Teachers" and then, in the Notes sections, click on "Graphing Tips and Examples" and finally, select "Graphing Examples."
Duration: 15 minutes
Show students the attached PowerPoint presentation "Ground Level Ozone and Weather". (Transparencies for an overhead projector can be made from the presentation prior to the start of class, if no multimedia projection equipment is available). Ask students to discuss how their Worksheet conclusions compared
to the statements in the presentation.