The purpose of this activity is to construct a model that will provide students with a visual representation of parts per billion. Students work in teams to construct cubes of different volumes and to compare them to get a feel for parts per million by volume and parts per billion by volume. The intended outcome is that students gain a feeling for the small quantities of gases, such as ozone, present in the Earth's atmosphere. Educational levels: Middle school, High school

The GLOBE Program, UCAR (University Corporation for Atmospheric Research)

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GLOBE® 2005  Model of ppvb of Surface Ozone Learning Activity - 1 Atmosphere 
A
ppendix
W
elcom
e
Introduction
Protocols
Learning A
ctivities
!
?Constructing a Model of 
ppbv of Surface Ozone
Purpose
To construct a model that will provide students 
with a visual representation of parts per billion 
by volume of surface ozone in the air
Overview
Students will work in teams to construct cubes 
of different volumes and to compare them to 
get a feel for parts per million by volume and 
parts per billion by volume.
Student Outcomes
Students gain a feeling for the small quantities 
of gases, such as ozone, present in the Earth’s 
atmosphere.
Science Concepts
Earth and Space Science 
The atmosphere is made up of different 
gases and aerosols.
Atmosphere Enrichment
The concentration of surface ozone in the 
atmosphere is variable. 
General
Scale models help us understand concepts.
Scientific Inquiry Abilities
Identify answerable questions. 
Use appropriate tools and techniques.
Use appropriate mathematics to analyze 
data. 
Develop and construct models using 
evidence.
Communicate procedures and 
explanations. 
Time
Two to three class periods
Level
Middle and Secondary 
Materials and Tools
Copies of cubic patterns to construct
Scissors
Clear tape
Metric rulers marked in mm
Meter sticks
Clear tape
Centimeter blocks to form cubes of 
different sizes
Model of Cubic Meter-Oaktag or 
cardboard with cm cube pattern, 
dowels, corner pieces, and tape or 
Velcro
Preparation
Copy sheets with patterns for students to 
construct models of different sized centimeter 
cubes.
Construct and display a model of one cubic 
meter. 
Prerequisites
Ability to accurately measure in mm, cm, m
Ability to calculate the area of rectangle 
GLOBE® 2005 Model of ppvb of Surface Ozone Learning Activity - 2 Atmosphere 
Introduction
Scientists in every scientific field construct 
models to picture things that they cannot 
directly observe. Examples of such models are 
scale models of the solar system or of molecules 
and atoms. This activity focuses on constructing 
a model of chemical mixing ratios in parts 
per million by volume and parts per billion 
by volume. In Hydrology, the learning activity 
Modeling Your Watershed is another example of 
constructing a physical model to help understand 
the environment.
Student educational experiences may vary, so 
some instruction may be required to understand 
a model of parts per billion by volume (ppbv). 
The first activity is designed to provide a hands-
on exploration of cubic centimeters and to teach 
students how the volume of a cube is calculated. 
It starts with a very basic model, in which students 
can directly see and count the component parts. 
The activity moves to a model in which some 
of the components are hidden and must be 
inferred or the model dismantled to reveal the 
components inside in order to determine the 
volume. This initial activity provides a common 
foundation from which a group of students may 
explore more complex cubic models of volume. 
Centimeter blocks may be used to demonstrate 
the volume of different sized cubes. In the event 
none are available, a pattern with directions 
for constructing cardboard models has been 
provided in the Appendix.
Students enter a classroom with varied 
mathematical backgrounds. To develop a 
common level of understanding, students may 
be introduced to cubic volume beginning with 
cubes having a height (h), width (w) and depth 
(d) of one centimeter. This will develop the 
rudimentary concept of a cubic centimeter as 
one unit. 
What To Do and How To Do It
Ask the class if they know what a part per billion 
is. Allow for a brief discussion, but expect this 
concept to be new to students. 
Have each team look at a one cm cube. Ask the 
students to measure and record the length, width 
and height of their cube. Define for the students 
that a cube with the 
dimensions 1 cm x 1 cm 
x 1 cm has a volume of 1 
cubic centimeter, which 
can be written as 1 cm3 
(or 1 cc).
Have the groups of students assemble a cube 
2 cm x 2 cm x 2 cm Ask them to determine 
the volume of this cube. Ask them to identify 
whether they counted, added, or multiplied to 
get their answer and let them briefly discuss 
their choices. 
Have the groups of students assemble a cube 
3 cm x 3 cm x 3 cm. Ask them to determine 
the volume of this cube. Ask them to identify 
whether they counted, added, or multiplied to 
get their answer, and let them briefly discuss 
their choices. Ask them if they would be willing 
to count or add to get the volume of a much 
larger cube. 
1 cm
1 cm
1 cm
l = 2 cm
h = 2 cm
w = 2 cm
 
l = 3 cm
w = 3 cm
h = 3 cm
GLOBE® 2005  Model of ppvb of Surface Ozone Learning Activity - 3 Atmosphere 
A
ppendix
W
elcom
e
Introduction
Protocols
Learning A
ctivities
Have the groups of students assemble a 5 cm x 
5 cm x 5 cm cube. Ask them to determine the 
volume of this cube. Ask each group how they 
got the volume of their cube. The volume equals 
125 cubic centimeters or 125 cm3.
How many blocks within the cube can you 
see?
How many cubes do you think are not visible, 
but you know are inside the cube?
How can you calculate the volume of this 
cube?
How can you prove that your calculation of the 
volume of this cube is correct?
Introduce the cubic meter model. Have each 
group place a single one-cubic-centimeter cube 
on the cubic meter. 
How many one cubic centimeter cubes does it 
take to fill a cubic meter? Answer: (1 million)
Explain to the students that the cube (one cubic 
centimeter) is one part per million by volume of 
the cubic meter.
Give the students a one-cubic-millimeter cube 
cut from cardboard. Have them place it in one of 
the cm cubes marked on the cubic meter. 
How many one cubic millimeter cubes will it take 
to fill a cubic centimeter? Answer (1 thousand)
How many to fill a cubic meter? Answer (1 
billion)
Explain that this means that the 1 mm cube is one 
part per billion by volume of the cubic meter.
Inform the students that they will be (or are) 
measuring ozone concentrations of parts per 
billion by volume, and have the students discuss 
in their groups how one part per billion of a cubic 
meter relates to the concentration of ozone that 
they will be measuring. Have the groups share 
their ideas with the class. 
Student Sheet
The student sheet shows the steps to follow to 
determine the volume of a cube. These directions 
follow those in the What To Do and How To Do It 
section of the teacher’s lesson plan. The students 
will need the cubic meter to complete the 
challenge section of the student sheet. 
Extension Activity
In this extension of the ppb activity, students will 
represent the amount of ozone they measure in 
the atmosphere as a portion of the total volume 
of their classroom.
Materials
Model of one cubic meter set up in classroom 
One set of metric blocks per team or copies 
of the patterns on thin cardboard 
Ozone data from your school or another 
local source such as a GLOBE school or a 
newspaper article
Scissors and glue, to enable each team to 
make their own models for problem 
solving
Student sheets to review and complete as a 
team after the lesson is introduced 
Student Preparation 
Organize the class in teams of 3-4 students and 
have each team decide who will be the recorder, 
facilitator, engineer and reporter. If possible, each 
student should be given the chance to play each 
role. 
Provide each team facilitator with copies of the 
student sheets for each team member.
Provide each engineer with the materials and 
directions needed to construct models and to 
complete the problem-solving activities.
Recorder- takes notes for the team
Facilitator- gets the directions the team will 
be following and makes sure that everyone 
on the team understands the directions. 
This person also encourages all team 
Cubic Meter
1 m x 1 m x 1 m =1 cubic meter or 1 m3
GLOBE® 2005 Model of ppvb of Surface Ozone Learning Activity - 4 Atmosphere 
members to share ideas and be involved in 
the processes used by the team.
Engineer- gets the materials and guides the 
construction of models. 
Reporter- the spokesperson for the team 
and presents the team’s work to the 
whole class.
What To Do and How To Do It
Have the students measure and calculate the 
volume of their classroom in cubic meters. Then, 
have them determine how many cubic millimeters 
they would need to physically represent the 
concentration of ozone in ppb they measured 
outside.
Procedure:
1. Measure the length, width, and height 
of the classroom in meters. Multiply the 
length x width x height to determine the 
total cubic meters of air in the classroom
2. Make a model of the parts per billion of 
surface ozone measured outside during 
that day for each cubic meter of air 
identified in the classroom. This is done 
by multiplying the amount of surface 
ozone in ppb outside by the number of 
cubic meters in the classroom.
3. Hang the parts per billion of ozone 
measured for each cubic meter of 
air in the classroom. This model will 
demonstrate the amount of ozone that 
would exist in a volume of atmosphere 
the size of the classroom. If you are not 
yet collecting ozone data, look up a daily 
ozone measurement for a nearby GLOBE 
school or look in the newspaper for a 
local ozone value.
 Example: Students have measured  
20 ppbv as the concentration of ozone. 
The classroom is 6 meters wide by  
9 meters long by 3 meters high for a 
volume of 6 x 9 x 3 = 162 m3.  
20 billionths of this volume is 3,240 mm3 
or 3.24 cm3. So to represent the amount of 
ozone measured, the students would hang 
3 cubic centimeter cubes and 240 cubic 
millimeter cubes or 3,240 cubic millimeter 
cubes. As an alternative, students could 
construct 20 cubes scaled to be  1 billionth 
the volume of the classroom (i.e., 6 mm x 
9 mm x 3 mm).
Student Assessment
Rubric for assessing GLOBE Student Science 
Log
Checklist for team collaboration
Science Log Question: You have been asked to 
explain your surface ozone measurement of 55 ppbv. 
Write a description of ppbv that will explain the 
measurement and give a visual image of how much a 
ppbv represents in the atmosphere. 
The sample rubric may be used to assess the 
student’s response in the journal. It is assessed 
after students have shared and had time to add 
changes in their thinking as a result of their 
discussions. Provide the students with a copy 
of the sample rubric (or another model you may 
develop with the students to define the criteria 
for assessing their response. 
Helpful Hints
Monitor team discussions and help them clarify 
points as they work through the above activities. 
Frequently Asked Questions
1. What is a safe level of surface ozone for us 
to breathe? 
The U.S. Environmental Protection Agency has 
established as unhealthy an ozone concentration 
that exceeds 80 ppbv for eight hours or more.
2. Is there as much surface ozone inside our 
classroom as there is outside?
No, surface ozone would be more concentrated 
outside than inside the classroom. It is destroyed 
when it comes in contact with the building and 
other objects outside. 
GLOBE® 2005 Model of ppvb of Surface Ozone Learning Activity - 5 Atmosphere 
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GLOBE® 2005 Model of ppvb of Surface Ozone Learning Activity - 6 Atmosphere 
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GLOBE® 2005 Model of ppvb of Surface Ozone Learning Activity - 7 Atmosphere 
Constructing a Model of ppbv of 
Surface Ozone
Work Sheet
1. Look at the small cube. What is the length (l), width (w), and height (h) of the cube?
 length = _______
 width =  _______
 height = _______
 One cubic centimeter is written _____________
  
2. Make a 2 cm x 2 cm x 2 cm cube.
 a. Determine the volume of your cube.
 b. Tell how you determined the volume of your cube.      
   
   
   
3. Make a 3 cm x 3 cm x 3 cm cube.
a. Identify the volume of this cube.
b. Tell how you determined the volume of your cube.
Volume (V) = ______ cm3
height
length
width
l = 2 cm
h = 2 cm
w = 2 cm
 
l = 3 cm
w = 3 cm
h = 3 cm
GLOBE® 2005 Model of ppvb of Surface Ozone Learning Activity - 8 Atmosphere 
4. Build this cube and identify how  
 you find the volume (V) of it.
 V= ______ cm3
5. a. How many of the above cubes would fit into this cube? ______ 
 b. What is the volume of this cube? ______ cm3
 c. Identify how you found the volume of this cube.
Constructing a Model of ppbv of Surface Ozone: Work Sheet - Page 2
l =         cm
h =         cm
w =          cm       
GLOBE® 2005 Model of ppvb of Surface Ozone Learning Activity - 9 Atmosphere 
Constructing a Model of ppbv of Surface Ozone: Work Sheet - Page 3
The Challenge
Work with your team to solve the following problems. Record the steps you use to solve your problems 
in the space below each question. 
1. How many cubic centimeters fit into a cubic meter? 
2. How many cubic millimeters fit in a cubic meter?
 
3. What is the volume of a cube that is 1 part per million by volume in a cubic meter?
4. What is the volume of a cube that is 1 part per billion in a cubic meter?


Constructing a Model of ppbv of Surface Ozone

http://ozonewatch.gsfc.nasa.gov/education/modelppb.pdf

Constructing a Model of ppbv of Surface Ozone

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