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Answers to Science
Answers to Science and Society
These questions require students to demonstrate the ability to generalize from given information to gain new information or to broaden the context. There may require development of conceptual models or advanced decision-making skills. Student answers will vary, so the answers presented here are given merely as guidelines for assessing the students' responses.
Relevant National Science Education Standards
Science as Inquiry — The students
must design their own scientific inquiries to answer Science Question 2 and Science and Society
Question 1.
Physical Science — The students
are asked practical questions concerning the interactions of matter with UV energy. Also,
Faces: Past, Present and Future Question 1 and Science Question 1 require the students to not
only know physical science concepts such as chemical reactions, the structure of matter, and the
interactions of matter and energy, but that they apply that knowledge to further inquiry into
the subject of atmospheric ozone.
Earth and Space Science —
Knowledge of energy in the earth system (in the form of UV radiation) and the geochemistry of
ozone depletion are essential in order to answer the questions, especially Science and Society
Question 2.
Science and Technology — The
limits of the abilities of technological design are evident in the questions that are centered
on the flawed technology of CFC refrigerants. Also, the students explore the relatively simple
technological approaches to UV-blocking, e.g. long sleeves and shade trees.
Science in Personal and Social
Perspectives — Environmental quality, human induced hazards, and the role science and
technology in the global challenge of addressing ozone depletion are the topics around which the
questions revolve.
History and Nature of Science —
Knowledge of the lives and careers of Molina and Francisco are necessary to answer the
questions, as is historical knowledge of how CFCs came to be used in the first place. In
addition, the inquiry involved in Science Question 2 and Science and Society Question 1 drives
home the nature of scientific knowledge, and Faces: Past, Present and Future Question 1 not only
involves historical perspective but requires the students explore the nature of scientific
discovery as something that depends on the discoveries of previous science.
Unifying Concepts and Processes —
The students must be able to make practical decisions and practice scientific inquiry based on
their understanding of the many systems involved in the ozone story.