Name _______________________________________________________ APES Lab Activity

Ozone and the Ozone Layer

Introduction: Ozone is made up of 3 oxygen molecules. The
ozone layer is an important protective shield for life on Earth,
filtering out more than 99% of the ultraviolet rays from the sun
before they reach us. Ultraviolet rays can cause sunburns. The
amount of ozone protecting us is decreasing. Some scientists
predict that the increasing ultraviolet radiation that passes
through our "shield" will increase the incidences of skin
cancer, immune deficiencies and cataracts. In 1987, the U.S.
Environmental Protection Agency (EPA) estimated that 40
million Americans will get skin cancer during the next 88
years and of those, 800,000 will die. Even more serious is the
fact that the rate of ozone depletion, or the reduction of our
protective shield, is increasing, and at a fast rate.

Ozone gas in the stratosphere forms when oxygen molecules interact with ultraviolet rays from the sun. The amounts of
ozone in the stratosphere are changing all the time. Under normal circumstances, ozone is continuously being destroyed
and regenerated by the sun's ultraviolet rays. The seasons of the year, changing winds and even sunspots affect ozone
levels. Harmful pollutants in the air can also affect ozone by converting it into oxygen molecules and atoms, actually
forcing ozone to break down more rapidly than it can rebuild.

Ozone "holes" are areas where the ozone concentrations in these areas are lower than under normal conditions, allowing
more ultraviolet radiation to reach the Earth's surface. Ozone holes currently exist over Antarctica, the northern half of the
U.S. into Canada, and northern Europe and Tibet. Since scientists started measuring the ozone layer in the mid-1970s, it
has become clear that the ozone layer is thinning even more quickly than first predicted.

The only practical approach to stopping the destruction of the ozone layer is to reduce the amount of human-created
pollutants that contribute to its depletion. Efforts to protect the ozone layer now involve many different nations and
industries. The most common ozone-destroying pollutants are in a class of chemical compounds called
chlorofluorocarbons (CFCs), which were once used in air conditioner refrigerator coolants, lubricants, cleaning solvents,
plastic foam manufacturing and aerosol spray propellants. Engineers are inventing and designing new technologies to help
save the ozone and stop its reduction due to harmful CFCs. Many halons and halogens (groups of chemicals) are used in
place of CFCs and still can harm ozone molecules in the stratosphere.

Pre-Activity Questions
1. What is ozone and where is the ozone layer found?

2. Why is the ozone layer important to life on Earth?

3. Describe how ozone forms in the stratosphere?

4. Describe how ozone molecules are destroyed, by both natural and anthropogenic means?
Activity: Battling For Oxygen
When an ozone molecule absorbs UV light from the sun, it breaks down into an oxygen (O2) molecule and an oxygen
atom (O). Sometimes the oxygen molecule breaks into two oxygen atoms as well. Normally, the free oxygen atom
combines with other oxygen atoms or molecules to produce ozone again. Under normal circumstances, ozone is
continuously being destroyed and regenerated by the sun's ultraviolet rays. When there are no outside disturbances, this
process of breaking down ozone and building it back up occurs at a constant rate that keeps us protected from the sun's
harmful UV rays. However, harmful pollutants (such as CFCs ) can also break down ozone by converting it into oxygen
molecules and atoms. When this happens ozone breaks down much faster than it can build up and "holes" appear in the
ozone layer.

In today's activity, we are going to model just how pollutants destroy ozone.

Procedure
1. You will be in groups of 6-7.
2. You will use tape to measure off a 1m2 area to represent the atmosphere. Make it accessible to all group
members. You will also use the marshmallows and toothpicks to make oxygen molecules and ozone molecules (3
marshmallows) and free oxygen (one single marshmallow). Begin by setting up the simulation by making 25
each of ozone and oxygen molecules. You will need 50 individual free oxygens.
Run the simulation:
1. NATURAL CYCLING: Choose 2 students to be “Ozone Makers” and 2 students to be “UV Destroyers”. One
person will need to be the time keeper and referee.
a. Ozone Makers- create as much oxygen and ozone molecules as you can from the oxygen molecules in
your atmosphere
b. UV Destroyers- destroy as much oxygen or ozone molecules as you can (pull mini marshmallows off
toothpicks) and let free oxygen into the atmosphere
2. The makers and destroyers will have 30 seconds to create/destroy as much oxygen and ozone as they can.
3. After 30 seconds, count and record the amount of each molecule you have remaining and record in your data
table. (trial 1)
4. MAN MADE IMPACT: Assign one more student to be a “CFC”. Repeat steps 3-4 but with “CFC” also
destroying ozone along with “UV Destroyers”.
5. After 30 seconds, count and record the amount of each molecule you have remaining and record in your data
table. (trial 2)
6. Assign one more student to be a “CFC” (so now there are 2) and repeat steps 3-4.
7. After 30 seconds, count and record the amount of each molecule you have remaining and record in your data
table. (trial 3)
8. Reset the station by creating 25 oxygen molecules, 25 ozone molecules and 50 free oxygen atoms and repeat steps
1-7 above for trials 4-6.

Data Table
Trial Ozone (O3) Oxygen Molecules (O2) Free Oxygen (O)

Pre experiment data

4
 5

Summary

What is the percent of change in the amount of ozone from beginning to end for trials 1-3 and 4-6?

Was there any noticeable difference between the two sets of trials? What might have accounted for that?

Create a bar graph of each trial (add them here).

Scientists and engineers have been measuring the ozone layer for many years, and encouraging people to stop the
destruction of the ozone layer by reducing the human-created pollutants that contribute to its depletion. Today, many
nations and industries have taken steps, including the design of new technologies by engineers, to reduce the production
of CFCs and protect the ozone layer from harmful CFCs. As pollution to the atmosphere increases, the amount of ozone
decreases. In other words, an increase in the amount of pollutants that reach the upper atmosphere disrupts the process that
makes ozone our safe protective shield. One CFC is capable of destroying 100,000 ozone molecules.

Summary of the Vienna and Montreal Protocol:

► The Vienna Convention: Adopted in 1985, The Vienna Convention for the Protection of the Ozone Layer is the
precursor to the Montreal Protocol. The Vienna Convention is often called a framework convention, because it
 served as a framework for efforts to protect the globe’s ozone layer. The Vienna Convention did not require
countries to take concrete actions to control ozone depleting substances. Instead, in accordance with the
provisions of the Convention, the countries of the world agreed the Montreal Protocol on Substances that Deplete
the Ozone Layer under the Convention, to advance that goal.
► Montreal Protocol: The Montreal Protocol on Substances that Deplete the Ozone Layer, also known simply as the
Montreal Protocol, is an international treaty designed to protect the ozone layer by phasing out the production of
numerous substances that are responsible for ozone depletion. There has been many alterations to this protocol
► The London Amendment (1990):changed the ODS emission schedule by requiring the complete
phaseout of CFCs, halons, and carbon tetrachloride by 2000 in developed countries, and by 2010 in
developing countries. Methyl chloroform was also added to the list of controlled ODSs, with phaseout in
developed countries targeted in 2005, and in 2015 for developing countries.
► The Copenhagen Amendment (1992):significantly accelerated the phaseout of ODSs and incorporated
an hydrochlorofluorocarbons (HCFC) phaseout for developed countries, beginning in 2004. Under this
agreement, CFCs, halons, carbon tetrachloride, and methyl chloroform were targeted for complete
phaseout in 1996 in developed countries. In addition, methyl bromide consumption of methyl bromide
was capped at 1991 levels. More information on the phaseout of ODS is found here .
► The Montreal Amendment (1997): included the phaseout of HCFCs in developing countries, as well as
the phaseout of methyl bromide in developed and developing countries in 2005 and 2015, respectively.
► The Beijing Amendment (1999): included tightened controls on the production and trade of HCFCs.
Bromochloromethane was also added to the list of controlled substances with phaseout targeted for 2004.
► The Kigali Amendment (2016) : extended controls to phase down the production and consumption of
hydrofluorocarbons (HFCs) because these substances were adopted by industries in moving away from
ozone-depleting substances and they are potent greenhouse gases damaging to the earth’s climate.
►

► OzonAction: UNEP’s Division of Technology, Industry, and Economics OzonAction Programme provides
industry, government, and other stakeholders in developing countries with information exchange services,
training, and networking. In addition to these core clearinghouse services, the Program also provides assistance
with Country Programs and Institutional Strengthening projects.

Graphing Questions:
(Highlight answer for 1 and 2)
Use the graph to answer questions 1-4
1. When were the most CFCs produced?
a. 1972
b. 1978
c. 1988
d. 2000

2. When did CFC production first reach

200 thousand tons?
a. 1972
b. 1956
c. 1964
d. 1960
3. What is the percent change in CFC production between 1988 and 2000?

4. What accounts for the change over that time period (#3)?