Twelfth Grade · Science · week 23

Stratospheric ozone: depletion and recovery

Explain the chemistry of CFC-driven stratospheric ozone depletion, and evaluate the Montreal Protocol as a case study in successful international environmental policy.

Contrast this week directly with last week: stratospheric ozone ("good ozone," high in the atmosphere) absorbs harmful ultraviolet radiation and protects life at the surface, while ground-level ozone ("bad ozone," from Week 22) is a harmful pollutant -- the identical molecule, but its location entirely determines whether it helps or harms. Chlorofluorocarbons (CFCs), once common in refrigerants and aerosol sprays, were found in the 1970s and 1980s to drift into the stratosphere and catalytically destroy ozone molecules -- a single chlorine atom can break apart tens of thousands of ozone molecules before it is finally removed from the stratosphere, since a catalyst is not consumed by the reaction it speeds up.

This discovery, along with the observed Antarctic "ozone hole," led to the Montreal Protocol of 1987, an international treaty phasing out CFCs and other ozone-depleting substances. It has since been ratified by every country in the United Nations -- a genuinely rare feat -- and atmospheric scientists widely point to it as one of the most successful environmental policies ever enacted: the ozone layer is on a documented recovery path, with major assessments projecting a return to pre-1980 levels by roughly the 2060s to 2070s. Whatever one's views on other environmental policy questions, this case is worth knowing as a clear example of science, public awareness, and international agreement leading to a measured result.

📋 For the teacher
Teach it (10–15 min):
  • Present the ozone hole and Montreal Protocol as a genuine science success story worth knowing regardless of anyone's views on other environmental policy debates.
  • Work through the catalyst multiplication together, and connect "catalyst" to any chemistry vocabulary your student may already know.
  • Ask your student to name each step in the chain: scientific discovery, public awareness, international agreement, measured result -- they will reuse this exact template for the Week 36 capstone.
  • Field investigation: this phenomenon is not something to observe directly at home, so instead have your student write a short outline (a few sentences) tracing the ozone story's chain of events from discovery to today's measured recovery, practicing the case-study structure they will use again in Week 36.
Talk about it:
  • Why is it important to know that "ozone" can be either helpful or harmful depending on where it is?
  • What made the Montreal Protocol's near-universal ratification so unusual compared to most international agreements?
  • What specific features of this case (clear science, measurable goal, global cooperation) do you think made it more likely to succeed than a harder problem might be?

Mastery looks like: They can correctly distinguish stratospheric from ground-level ozone in context, explain the catalytic chlorine mechanism, and state the key facts of the Montreal Protocol accurately.

Common stumbles: Confusing "good" and "bad" ozone as two different chemicals rather than the same molecule at different altitudes; assuming CFCs simply "used up" ozone in a one-to-one reaction rather than acting as a repeating catalyst.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
Records attendance + 15 min of Science for this learner.
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