Hi everyone. I gave my student the task of documenting the ozone hole area at their last five birthdays (from 2000-2005), downloading images from the Earthprobe. It was very rewarding to see all of the students working with the software and comparing their resulting graphs.I am including an attachment with the graph of a student whos birthday is November 6. I found to situations interesting. The fist one was that in some of the images the areas were fragmented. The class as a group came with a solution to this in order to plot the value in the graph; conducting the area measurement as instructed in the steps, but adding the values for the fragments in the excel spreadsheet. The other situation was that some students had trouble interpreting the graph. They identified the lowest values in their graphs as bigger holes, while it is the opposite since lower values means less area and smaller holes.
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