Resource Image Archive: Solving the Smog Puzzle on Earth and from Space: Good vs. Bad Ozone, April 1, 2013
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Type of Resource: Web Seminar Archive
Publication Title: None
Grade Level: College, High School, Informal Education


This web seminar took place on April 1, 2013, from 6:30 p.m. to 8:00 p.m. eastern daylight time. The presenters were Michael Tinnesand, an educational consultant with the American Chemical Society; Ginger Butcher, education lead for NASA’s Aura mission; and Bryan Duncan, deputy project scientist for NASA’s Aura mission. In this program the presenters traced the story of scientists’ discovery of pollutants in our atmosphere and shared ideas for incorporating this and other chemical stories into the high school chemistry curriculum.

For more information about this web seminar, its presenter(s), read what participants said about it, and to see and download its PowerPoint slides go here.

Ideas For Use


Additional Info

Science Discipline: (mouse over for full classification)
Ozone layer
Scientists and inventors
Environmental change
Science and technological challenges in society
Chemical reactions
Intended User Role:College/University Professor (preservice science education), High-School Educator, Informal Educator, New Teacher, Professional Development Provider, Teacher
Educational Issues:Curriculum, Inquiry learning, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies


Resource Format:
Size: KB
Installation Remarks:

National Standards Correlation

This resource has 21 correlations with the National Standards.  

This resource has 21 correlations with the National Standards.  

  • Physical Science
    • Chemical Reactions
      • Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. (9-12)
      • Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog. (9-12)
  • Life Science
    • Organisms and environments
      • Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.
  • Earth Science
    • Structure of the earth system
      • The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. (5-8)
      • The atmosphere has different properties at different elevations. (5-8)
  • Science in Personal and Social Perspectives
    • Personal health
      • Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.
    • Changes in environments
      • Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.
      • Some environmental changes occur slowly, and others occur rapidly.
      • Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods.
    • Natural and human-induced hazards
      • Pollutants from human activities are released into the atmosphere. (Air Pollution) (9-12)
      • Thermal inversions trap the pollutants in the atmosphere near the Earth's surface. (9-12)
  • Context of Professional Development
    • Learning Communities
      • Provide regular, frequent opportunities for individual and collegial examination and reflection on classroom and institutional practice. (NSES)
  • Process Standards for Professional Development
    • Research-Based
      • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
    • Design
      • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
      • Address issues, events, problems, or topics significant in science and of interest to participants. (NSES)
    • Learning
      • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
    • Collaboration
      • Encourage and support teachers in efforts to collaborate. (NSES)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
      • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
      • Work together as colleagues within and across disciplines and grade levels.
    • Teachers of science actively participate in the ongoing planning and development of the school science program.
      • Plan and develop the school science program.

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