HR: 10:35h
AN: ED21D-02    [PDF]
TI: An Evaluation of the GLOBE Surface Ozone Protocol After Five Years of Implementation
AU: * Pippin, M
EM: m.r.pippin@larc.nasa.gov
AF: NASA Langley Research Center, MS 401B, Hampton, VA 23681 United States
AU: Ladd, I
EM: i.h.ladd@larc.nasa.gov
AF: NASA Langley Research Center, MS 401B, Hampton, VA 23681 United States
AU: Fishman, J
EM: j.fishman@larc.nasa.gov
AF: NASA Langley Research Center, MS 401B, Hampton, VA 23681 United States
AB: The Surface Ozone Protocol has been a part of the GLOBE Program since 1998. Our goal has been to introduce the student to the subject of atmospheric chemistry and the relationship between air quality and other parameters such as temperature and cloud cover by providing teachers and students with a relatively accurate and inexpensive method to measure ozone. During the past five years, our group can point to both successes and disappointments. Vital elements for the successes include teacher training in data collection and analysis with integration into the core curriculum, a support structure within the schools and community to facilitate continuous data collection and reporting, quality assurance of the reported data and an open channel of communication between teachers and scientists. Once the protocol is implemented, we recognize that our GLOBE teachers require additional structure and support beyond the initial GLOBE training. Out of 57 GLOBE schools reporting ozone data, 47 schools have reported fewer than 100 data points, with 38 of those schools reporting fewer than 30 data points. However, four schools located in the Czech Republic are successfully implementing the surface ozone protocol and have reported over 500 ozone measurements with meta data providing continuous data sets over several years. We are currently developing the infrastructure for educator/community teams to facilitate year-round surface ozone measurements, and providing on-site training, follow up visits, and electronic based interactions to support the educator/community teams and students as they gather data. We present the successful strategies from the Czech Republic schools and provide suggestions for improving the involvement and retention for the U.S. schools.
DE: 6605 Education
SC: Education and Human Resources [ED]
MN: 2003 Fall Meeting