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Topics Explored: Stratospheric and Tropospheric Ozone, Causes of Ozone Depletion, Chemical Substitutes for CFCs
This case study explores the importance of stratospheric ozone to life on Earth, and how its depletion has impacted the globe.  Answer key included.

Case Study: Stratospheric Ozone Depletion (Teacher & Student Edition)

  • ZIP file containing 2 PDF files 
    (1 Teacher Edition and 1 Student Edition)

  • Next Generation Science Standards (NGSS):
    HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
    HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
    HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.


    AP® Environmental Science Learning Objectives:
    9.1 Explain the importance of stratospheric ozone to life on Earth.
    9.2 Describe chemicals used to substitute for chlorofluorocarbons (CFCs).


    AP® Environmental Science Practices:
    1: Explain environmental concepts, processes, and models presented in written format. 
    2: Analyze visual representations of environmental concepts and processes. 
    3: Analyze sources of information about environmental issues. 
    4: Analyze research studies that test environmental principles. 
    5: Analyze and interpret quantitative data represented in tables, charts, and graphs.
    6: Apply quantitative methods to address environmental concepts.
    7: Propose and justify solutions to environmental problems.


    IB® Environmental Systems Learning Objectives:
    3.2.2 Replenishable natural capital, such as groundwater and the ozone layer, is non living but is also often dependent on the solar “engine” for renewal.
    5.6.1 Outline the overall structure and composition of the atmosphere.
    5.6.2 Describe the role of ozone in the absorption of ultraviolet radiation.
    5.6.3 Explain the interaction between ozone and halogenated organic gases.
    5.6.4 State the effects of ultraviolet radiation on living tissues and biological productivity. 
    5.6.5 Describe three methods of reducing the manufacture and release of ozone-depleting substances.
    5.6.6 Describe and evaluate the role of national and international organizations in reducing the emissions of ozone-depleting substances.


    AP® is a registered trademark registered by the College Board®. IB® is a trademark registered by the International Baccalaureate Organization®. This work/product/service has been developed independently from and is not endorsed by the College Board® or the International Baccalaureate Organization®. 

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