Grade by Grade
D. Earth and Space Science: Climate Change · Climate Change

Ozone Depletion, Smog and the Anthropogenic Greenhouse Effect: Three Different Problems

D3.7 D2.1 A1.3About 70 minutes
Learning goals
  • I can describe, in general terms, the causes and effects of the anthropogenic greenhouse effect.
  • I can explain how stratospheric ozone forms, protects life, and was depleted by CFCs, and how the Montreal Protocol is helping it recover.
  • I can explain how ground-level ozone and smog form and how they affect health.
  • I can distinguish between the greenhouse effect, the ozone hole and smog, and explain how they are connected.
  • I can use the Air Quality Health Index and UV Index to make healthy decisions.

Words to know

ozone (O₃)
A molecule of three oxygen atoms. In the stratosphere it absorbs UV; near the ground it is a pollutant.
ozone layer
The region of the stratosphere, mostly between about 15 and 35 km up, where most of the atmosphere's ozone is found.
ultraviolet (UV) radiation
High-energy radiation from the Sun with wavelengths shorter than visible light; UV-B and UV-C can damage living cells.
CFCs (chlorofluorocarbons)
Human-made compounds of chlorine, fluorine and carbon once used in refrigerators, air conditioners and aerosol sprays; they destroy ozone and are greenhouse gases.
catalyst
A substance that speeds up a reaction without being used up.
ground-level (tropospheric) ozone
Ozone near Earth's surface, formed from pollutants in sunlight; harmful to lungs and plants.
smog
Air pollution haze made mainly of ground-level ozone and fine particulate matter.
PM2.5
Fine particulate matter: particles 2.5 micrometres or smaller, small enough to reach deep into the lungs.
AQHI
The Air Quality Health Index, Canada's 1-to-10+ scale of health risk from air pollution.

Let's start with a mix-up

Ask around and you'll find many people who think climate change is caused by "the hole in the ozone layer", or that smog and the greenhouse effect are the same thing. They're not. They are three different problems with different causes, different effects and different solutions, although they're connected in interesting ways.

By the end of this lesson you'll be able to untangle them, and you'll see one of the biggest success stories in environmental science: how the world fixed the ozone hole.

Problem 1: The anthropogenic greenhouse effect (a quick summary)

You've studied this in Lessons 7 to 11. In general terms:

Causes: human activities add greenhouse gases: CO₂ from burning fossil fuels, cement making and deforestation; methane from livestock, landfills and oil and gas; nitrous oxide from fertilizers; halocarbons from refrigeration. More greenhouse gas means less infrared escapes to space, so Earth gains energy.

Effects: global average warming of about 1.3 °C since the late 1800s (and about twice that in Canada as a whole); more frequent heat waves; changes in precipitation, with heavier downpours in many places and more drought in others; shrinking glaciers, sea ice and snow cover; thawing permafrost; rising sea level; and shifts in ecosystems. Extra CO₂ also makes the ocean more acidic (a direct chemical effect, separate from warming).

Problem 2: Depletion of stratospheric ozone

How the ozone layer forms: high in the stratosphere, strong UV light splits oxygen molecules (O₂) into single oxygen atoms. Each atom joins another O₂ to make ozone (O₃). Ozone absorbs most of the Sun's dangerous UV-B and all UV-C radiation, protecting living things from DNA damage, skin cancer, cataracts and harm to crops and plankton.

What went wrong: CFCs were invented in the 1920s and 1930s and seemed perfect: non-toxic, non-flammable and long-lasting. They were used in refrigerators, air conditioners, foam and aerosol sprays. But because they're so stable, they drift up into the stratosphere. There, UV light breaks them apart, releasing chlorine atoms, which destroy ozone in a cycle. Bromine compounds (from halons in some fire extinguishers) do the same.

The ozone hole: in 1985, British Antarctic Survey scientists reported a dramatic thinning of ozone over Antarctica each spring (September to November). Extremely cold winter temperatures there form polar stratospheric clouds, on which chemical reactions free up chlorine; when sunlight returns in spring, ozone is destroyed rapidly. Ozone has also thinned over the Arctic and, less dramatically, around the world, including over Canada.

01020304050Height (km)troposphere: weather happens herestratosphereozone layer(most ozone, about 15 to 35 km)incoming UV"Good" ozone: absorbsharmful UV-B and UV-C"Bad" ozone near the ground:a pollutant in smog thatharms lungs and plants
Ozone in two places (not to scale). In the stratosphere, the ozone layer protects life by absorbing ultraviolet radiation. Near the ground, ozone is a harmful pollutant and a main ingredient of summer smog. Same molecule (O₃), different place, opposite story.
CFC moleculedrifts up to stratosphereUVClCl + O₃ → ClO + O₂ClO + O → Cl + O₂ozone destroyedClO formedCl is set freeto attack againNet result: O₃ + O → 2 O₂. One chlorine atom can destroy many thousands of ozone molecules.
The chlorine cycle that destroys stratospheric ozone. UV light breaks a chlorine atom off a CFC. The chlorine reacts with ozone, then is released again, so it acts as a catalyst: it isn't used up, and it keeps destroying ozone until it is finally removed.
Worked example

Example 1: Why a catalyst is so destructive

Add the two reactions in the chlorine cycle and cancel anything that appears on both sides. What is the net reaction, and why is chlorine called a catalyst?

  1. Reaction 1: Cl + O₃ → ClO + O₂
  2. Reaction 2: ClO + O → Cl + O₂
  3. Add them: Cl + O₃ + ClO + O → ClO + O₂ + Cl + O₂
  4. Cancel Cl and ClO, which appear on both sides: O₃ + O → 2 O₂.
  5. Chlorine does not appear in the net reaction; it comes out of the cycle unchanged and can repeat it again and again. A substance that speeds up a reaction without being used up is a catalyst. That's why a small amount of chlorine can destroy a large amount of ozone.

Net: O₃ + O → 2 O₂. Chlorine is a catalyst because it is regenerated each cycle.

The fix: the Montreal Protocol

In 1987, countries signed the Montreal Protocol on Substances that Deplete the Ozone Layer, in Montreal. It has been strengthened several times and has been ratified by every member country of the United Nations. It phased out CFCs, halons and most other ozone-depleting substances.

The result: levels of ozone-depleting chlorine in the stratosphere are slowly falling, and the ozone layer is recovering. Recent international scientific assessments project that ozone over Antarctica should return to 1980 levels around the 2060s, and sooner elsewhere. The protocol also avoided a lot of warming, because CFCs are powerful greenhouse gases.

One catch: many CFCs were replaced with HFCs, which don't harm ozone but are strong greenhouse gases. The Kigali Amendment (2016) to the Montreal Protocol now phases down HFCs, which is expected to avoid roughly 0.3 to 0.5 °C of warming by 2100. Canada has ratified it.

A Canadian connection: scientists at what is now Environment and Climate Change Canada developed the Brewer spectrophotometer, an instrument for measuring ozone that is used at monitoring stations around the world. Canada also began issuing a public UV Index in 1992 to help people protect themselves from UV.

Problem 3: Ground-level ozone and smog

Near the ground, the problem is the opposite: there is too much ozone, not too little. Ground-level (tropospheric) ozone has increased since pre-industrial times.

Ground-level ozone isn't released directly. It forms when nitrogen oxides (NOx) from vehicles, power plants and industry react with volatile organic compounds (VOCs) from gasoline vapour, solvents, paints and even trees, in sunlight and heat. That's why ozone is usually highest on hot, sunny summer afternoons, often downwind of cities. Some of the ozone and particles in southern Ontario's air blow in from the United States.

Smog is mainly ground-level ozone plus fine particulate matter (PM2.5) from vehicle exhaust, industry, and wood and wildfire smoke. A temperature inversion (Lesson 2) can trap smog near the ground.

Effects: ozone and PM2.5 irritate airways, trigger asthma attacks and worsen heart and lung disease. Ozone also damages leaves and reduces crop yields. Ground-level ozone is also a greenhouse gas, and climate change can make smog worse, because hotter days speed up ozone formation and longer fire seasons bring more smoke.

Nitrogen oxides (NOx)vehicles, power plantsVOCsfuel vapours, solvents, plantssunlight+ heatground-levelozone (O₃)fine particles(PM2.5)SMOGvehicles, industry, wildfire smoke
How summer smog forms. Nitrogen oxides and volatile organic compounds (VOCs) react in sunlight and heat to make ground-level ozone. Together with fine particles (PM2.5), it forms the haze called smog.
AQHIHealth riskAdvice for the general population (summary)
1–3LowIdeal for outdoor activities.
4–6ModerateNo need to change usual activities unless you have symptoms.
7–10HighConsider reducing or rescheduling strenuous outdoor activity if you have symptoms.
10+Very highReduce or reschedule strenuous outdoor activity, especially if you have symptoms.
Canada's Air Quality Health Index. People at higher risk (people with heart or lung conditions, older adults, children) are advised to take extra care at lower values; check the full advice on the federal government's AQHI website.
Worked example

Example 2: Reading the AQHI

On a hot July afternoon, the AQHI forecast for your town is 8, and the UV Index is 9. Your friend with asthma wants to play a soccer game at 3 p.m. What would you suggest, and why?

  1. An AQHI of 8 is high risk. People with asthma are in an at-risk group, so they should reduce or reschedule strenuous outdoor activity.
  2. A UV Index of 9 is very high: sun protection (hat, sunscreen, shade) is needed.
  3. Hot, sunny afternoons are when ground-level ozone peaks, because sunlight and heat drive the reactions that form it.
  4. Suggestion: move the game to the early morning or evening when ozone is lower, or play indoors; carry a reliever inhaler; protect from the sun.

Reschedule to early morning or evening (or indoors), because AQHI 8 is high risk for someone with asthma and ozone peaks in the afternoon; use sun protection for UV 9.

Untangling the three problems

The three problems are connected, but they are not the same.

Anthropogenic greenhouse effectStratospheric ozone depletionGround-level ozone and smog
WhereWhole atmosphereStratosphere (about 15 to 35 km)Lower troposphere, near the ground
Main human causeCO₂, methane, N₂O, halocarbonsCFCs, halons (chlorine and bromine)NOx and VOCs in sunlight; fine particles
Main effectGlobal warming and climate changeMore UV reaching the surfaceBreathing problems, crop damage
Key solutionCut greenhouse gas emissions; protect sinksMontreal Protocol (working)Cleaner vehicles, fuels and power plants
ConnectionsCFCs, HFCs and ground-level ozone are also greenhouse gasesOzone loss cools the stratosphereHeat waves make smog worse

A success story to learn from: after a clear scientific warning, the world agreed on a treaty, industry developed alternatives, and the ozone layer is healing. In Ontario, shutting down coal-fired power plants (the last one stopped burning coal in 2014), together with cleaner vehicles and pollution cuts in the U.S., made smog advisories much rarer than they were in the early 2000s. Climate change is harder to solve, because CO₂ comes from so many sources at the heart of the economy, but these successes show that coordinated action can work.

Just for fun

The ozone layer is famous, but if you could bring all of it down to the ground at normal air pressure and temperature, it would make a layer only about 3 mm thick, roughly the thickness of two stacked quarters. Not bad for something that blocks most of the Sun's dangerous UV.

Hands-on activity

Track air quality and UV for a week (A1.3)

You need: access to the Air Quality Health Index and UV Index for your community (for example, the Environment and Climate Change Canada weather website or the WeatherCAN app; ask a grown-up first), a data table, graph paper or a spreadsheet.

  1. For 7 days, record the AQHI (current or maximum for the day), the UV Index (daily maximum), the maximum temperature, and whether it was sunny or cloudy. Note any special air quality statements (for example, wildfire smoke).
  2. Graph AQHI and UV Index by day.
  3. Analyse: were AQHI values higher on hotter, sunnier days? What other factors might matter (wind direction, rain, traffic, smoke)?
  4. Sources: write down where your data came from and why it is (or isn't) a reliable source.
  5. Act: write three personal actions that reduce smog-forming pollution (for example, walking or cycling instead of short car trips, not idling the car, refuelling in the evening, using low-VOC paints).

What to look for: a complete table with units and dates, a labelled graph, a thoughtful analysis that considers more than one factor, and a named, reliable source. Results may not show a clear pattern in one week; saying so honestly is good science.

Your turn

1

Name two causes and two effects of the anthropogenic greenhouse effect.

2

How does the ozone layer protect life?

3

How do CFCs destroy ozone?

4

What is the Montreal Protocol, and is it working?

5

Name the ingredients needed to form ground-level ozone.

6

Why is ozone called "good up high, bad nearby"?

7

Is the ozone hole the main cause of global warming? Explain.

More practice: warm-up

1

What is the chemical formula for ozone?

2

In what year was the Montreal Protocol signed?

3

What two main ingredients make up smog?

4

What does AQHI stand for?

5

When in the year is the Antarctic ozone hole largest?

More practice: on your own

1

Why is ground-level ozone usually highest on hot, sunny summer afternoons?

2

Explain why the Kigali Amendment was needed even after CFCs were phased out.

3

Explain how climate change can make smog worse.

4

Why was the Montreal Protocol easier to achieve than cutting CO₂ emissions?

5

A smog advisory is issued for Toronto on a calm, hot day with a temperature inversion. Explain the role of the inversion.

Challenge

1

Antarctica has a large ozone hole every spring, but the Arctic usually has less severe thinning, even though CFCs are spread evenly around the world. Suggest an explanation.

2

Greenhouse gases warm the lower atmosphere, but the stratosphere has been cooling. Give two reasons for the cooling, using this lesson and Lesson 7.

3

Use the Montreal Protocol as a model: list three features that made it successful, and evaluate whether each could be applied to the climate problem.

Check your understanding

Quiz

1.

What does the stratospheric ozone layer do?

2.

Which substances caused the ozone hole?

3.

Why can a single chlorine atom destroy many ozone molecules?

4.

Ground-level ozone forms from...

5.

An AQHI reading of 8 indicates...

6.

Which statement is accurate?

7.

How are the ozone hole and climate change connected?

For parents and teachers

Big idea: Three different atmospheric problems: the anthropogenic greenhouse effect (warming from added greenhouse gases), stratospheric ozone depletion (CFCs letting in more UV, now recovering thanks to the Montreal Protocol), and ground-level ozone and smog (NOx and VOCs in sunlight, harmful to health). This covers D3.7.

How to help: Check the AQHI and UV Index together for a week; it's practical knowledge for life. Ask your teen to explain the difference between the ozone hole and global warming; it's a common mix-up among adults too.

Common difficulties:

  • Confusing the ozone hole with the greenhouse effect.
  • Thinking all ozone is good (or all bad); it depends on where it is.
  • Forgetting that ground-level ozone isn't emitted directly but forms from other pollutants.

Health note: if anyone in your family has asthma or heart or lung conditions, the AQHI advice for at-risk people applies at lower values.