This reading shows how Susan Solomon traveled to Antarctica and found high levels of chlorine oxide radicals (ClO) in the stratosphere there during the time of year when the ozone hole was prevalent. This was the last piece of evidence which convinced most scientists of the Molina model of CFC-catalyzed ozone destruction. The students should grasp the role of evidence in proving scietific theories.

Class Discussion Option

Susan Solomon's work was crucial in tipping world opinion concerning the ozone-CFC issue. The ozone hole had been a shock, but it was her work that finally convinced scientists, citizens, governments, and corporations to make serious efforts to reduce CFC use. In addition to the importance of her work in the ozone-CFC story, Solomon's approach to the implications of her work provides an opportunity for an interesting class discussion.

Solomon has remained fairly apolitical, staying out of the debate over CFC use. As she told R&D Magazine, "My opinion as a citizen is no more expert than yours. Do you think CFCs should be banned? That's your opinion."

Her approach provides an interesting opportunity for students to consider the ethical responsibilities scientists face. Solomon's thinking is an interesting contrast to the philosophy espoused by Mario Molina, who has been active politically in the campaign to regulate CFCs even since he first discovered the threat they posed to the ozone layer. It may be useful to allow the students to discuss the issues surrounding scientists-as-citizens. Is it proper for scientists to become active politically? What is the responsibility of a scientist who uncovers knowledge of potential dangers to humanity? But at the same time, it is important to ask if their objectivity will suffer if scientists have political agendas.

Obviously not all scientists feel the same way. It is curious to note that years of campaigning on the part of Molina did little to convince the world regulate CFCs, while the work of the apolitical Solomon managed to bring about massive shifting of opinions and a move toward the eventual phase-out of CFCs soon after her Antarctic expeditions yielded their data. It is hard to say whether it is best for scientists to become politically active like Molina, or to let their data do the talking like Solomon. But the students should understand that the conflicting responsibilities of scientists are hard to sort out, and will remain so as each individual scientist wrestles with the implication of his or her work.

Relevant National Science Education Standards

Science in Personal and Social Perspectives — The reading involves an environmental quality issue which is also a human-induced health hazard, plus the use of science in overcoming this global challenge.

History and Nature of Science — The reading clearly demonstrates science as a human endeavor.

Next: Why Antarctica?

Career Bio — Susan Solomon — Read about Dr. Solomon's life and work in her own words at this site from Careers Magazine.

References

Glanz, James. "How Susan Solomon's Research Changed Our View of Earth." R&D Magazine, 1994, 34(9), 46.

Heacox, Kim. Antarctica: The Last Continent. Washington, D.C.: National Geographic Society, 1989.

Roan, Sharon. Ozone Crisis: The 15-Year Evolution of a Sudden Global Emergency. New York: Wiley, 1989.