|
Quantitative Skills > Teaching Methods > Teaching with Data > Browse Examples > Mass Balance to Understand Atmospheric CFCs
Explore Teaching Examples | Provide Feedback

Using Mass Balance to Understand Atmospheric CFCs

Activity and Starting Point page by R.M. MacKay. Clark College, Physics and Meteorology.
Author Profile

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

  • Scientific Accuracy
  • Alignment of Learning Goals, Activities, and Assessments
  • Pedagogic Effectiveness
  • Robustness (usability and dependability of all components)
  • Completeness of the ActivitySheet web page

For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.

This resource received an Accept or Accept with minor revisions rating from a Panel Peer Review process

These materials were reviewed using face-to-face NSF-style review panel of geoscience and geoscience education experts to review groups of resources addressing a single theme. Panelists wrote reviews that addressed the criteria:

  1. scientific accuracy and currency
  2. usability and
  3. pedagogical effectiveness
Reviewers rated the resources:
  1. Accept
  2. Accept with minor revisions
  3. Accept with major revisions, or
  4. Reject.
They also singled out those resources they considered particularly exemplary, which are given a gold star rating.

Following the panel meetings, the conveners wrote summaries of the panel discussion for each resource; these were transmitted to the creator, along with anonymous versions of the reviews. Relatively few resources were accepted as is. In most cases, the majority of the resources were either designated as 1) Reject or 2) Accept with major revisions. Resources were most often rejected for their lack of completeness to be used in a classroom or they contained scientific inaccuracies.


This page first made public: Sep 8, 2006

This material was originally created for Starting Point:Introductory Geology
and is replicated here as part of the SERC Pedagogic Service.

Summary

Students use an interactive online mass balance model to help understand the observed levels of chlorofluorocarbon CFC-12 over the recent past. They then explore the influence of post Montreal Protocol emission scenarios on future CFC levels and discuss the relevance of this to stratospheric ozone recovery.

Learning Goals

CFCModelFigure
  • Use a model to estimate the future concentrations of CFC-12 under several different assumed emission scenarios.
  • Learn how a mass balance model applies to the global atmosphere.
  • Understand how atmospheric lifetime is related to the response time of atmospheric constituents.
  • Calibrate a model with recent observations.
  • Synthesize results into a well written summary.
  • Accurately read graphical information.
  • Read and interpolate data from a table of values.
  • Context for Use

    This activity is useful in any course with a section on atmospheric trace gases and/or stratospheric ozone. It has been used successfully in an introductory meteorology course as well as an upper division course on Earth's Climate for non-majors.

    Teaching Materials

    The CFC Activity Page has links to: Here are:
  • the CFC activity in pdf format (Acrobat (PDF) 168kB Aug22 04) for easy printout;
  • the CFC activity in MS Word format (Microsoft Word 78kB Aug22 04) for easy editing;
  • Teaching Notes and Tips

  • This activity takes about 2-hours to complete.
  • This activity works best with a PC, but with proper configuration also works on MAC OS X.

  • Little mathematical background is required to complete this activity.
  • Here are some suggestions for effective classroom use and more details of the mathematics behind the model.
  • Also see References and Resources below.
  • Assessment

  • Grading the completed activity sheet provided below can be used as an assessment of student understanding. Follow-up discussions in class, essay questions on exams, and the future success of students on other related activities are also useful measures of student understanding.
  • Answers for CFC activity (Acrobat (PDF) 176kB Aug22 04)
  • References and Resources

    The activity "Using Mass Balance to Understand Atmospheric Levels of CFCs" described here is the third part of a four part learning module that I use in my courses when discussing Earth's Climate and Stratospheric Ozone.


    The first and second activities are:
  • Mass Balance using a water bucket model, introduces students to mass balance concepts using a water bucket model.
  • Trace Gases, is designed to extend the fundamental ideas and the terminology of mass balance into an atmospheric science context.

    If you are short on time you can highlight key aspects of these first two activities in a lecture and then assign one or both of the activities below.


  • These last two activities can be done in any order and use real data to address issues that are currently of interest to many students.

  • Subject

    Environmental Science:Policy:Global Policy, Environmental Science:Global Change and Climate:Ozone depletion, Geoscience:Atmospheric Science:Meteorology:Atmospheric structure and composition

    Resource Type

    Datasets and Tools:Datasets with Teaching Activities, Activities:Lab Activity

    Special Interest

    Quantitative

    Grade Level

    College Lower (13-14):Introductory Level

    Quantitative Skills

    Graphs, Probability and Statistics:Describing Data Distribution, Models and Modeling

    Ready for Use

    Ready to Use:Meets Peer Review Standard:Anonymous Peer Review, Ready to Use

    Environmental Policy

    Global Policy

    Earth System Topics

    Climate, Atmosphere, Human Dimensions:Policy

    See more Browse Examples »