Near-Ground Level Ozone Pollution

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This lab exercise is designed to provide a basic understanding of a real-world scientific investigation. Learners are introduced to the concept of tropospheric ozone as an air pollutant due to human activities and burning of fossil fuels. Students analyze and visualize data to investigate this air pollution and climate change problem, determine the season in which it commonly occurs, and communicate the results.

Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

Evaluate a question to determine if it is testable and relevant.

Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.

Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).

Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.

Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source.

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

Select appropriate tools to collect, record, analyze, and evaluate data.

Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

Near-Ground Level Ozone Pollution

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Science and Engineering Practices

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Crosscutting Concepts