ozoneand weather- cornell university（臭氧的天气-康奈尔大学）.docVIP

Ozone and Weather Teachers Guide by Stephen Jessup, CSIP Graduate Student Fellow, Cornell University Objective: To explore the conceptual relationships between weather parameters and ground-level ozone concentration, and to verify these relationships using historical data. Subject: Environmental Science, Earth Science Audience: These activities are intended for high school or advanced middle school students in Environmental Science and Earth Science classes. Some knowledge of basic meteorology is helpful but not necessary. Time required: These activities will take approximately four to five class periods. Realistically, its best to treat this as a week-long unit, including background information, these activities, and (if time allows) a sampling activity from the “Possible Extensions” below. It is recommended that some time (perhaps a full period) be given to introduce the activities and some basic information about ozone pollution. The first and second activities require roughly one period each. For both of these, the students can finish answering questions at home provided that they have completed the data collection and graphing in class. The third activity will likely take a bit longer, a period and a half to two periods. Again, the questions may be completed in class or at home. The final worksheet is included to review the main ideas of the unit and pull the concepts of the three activities together. Background: Description These activities follow a logical progression to build student understandings of the relationship between ground-level ozone concentrations and weather conditions. First, students read the background information provided in their handout. Then they explore a web-based model of the effects of weather parameters on ozone pollution in Sacramento, CA. This builds a theoretical understanding of the processes at work. Finally, the students collect archived ozone pollution and weather data and analyze how closely the model