CHM 212- CHEMICAL PRINCIPLES II

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Issue 4 Introduction
Debate Question
Internet Resource Sites
Issue 4 On-line Discussion

INTRODUCTION:

In 1987, an international agreement known as the Montreal Protocol on Substances that Deplete the Ozone Layer was signed by many nations. The Protocol required the that CFC production would be reduced to one-half of the 1986 levels by 1998. Based upon a growing understanding of the cause of the ozone hole and the potential for global ozone depletion, approximately 100 nations in 1990, agreed to a complete ban on the use of CFCs in 2000. Subsequently, in 1992, President George Bush ordered the complete halt to CFC production in the United States after December 31, 1995.

Debate on Future Restrictions of Ozone Depleting Chemicals

Montreal Protocol on Substances that Deplete the Ozone Layer
UNEP Supplement to the 1994 Assessments
"4. Summary
This synthesis report examines the scientific, technical, and economic implications for a range of scenarios of possible action that could be considered by the Parties to the Montreal Protocol. The report highlights that, from the scientific perspective of reducing the risks of future ozone depletion, key steps that the Parties may want to consider include:
* Insuring full compliance with the Montreal Protocol as amended in Copenhagen;
* Actions to reduce production and consumption of methyl bromide in non-Article 5(1) countries.
* Actions to collect and destroy existing CFC and halon stocks; and
* Actions to limit future growth in HCFCs and methyl bromide in Article 5(1) countries."

Optional Reference: For further information see:

Montreal Protocol - Ozone Depletion: 1987

DEBATE QUESTION:
Should the United States take a leading role in banning the production and use of methyl bromide because it is an ozone depleting chemical?


The instructor will divide the students into "YES" and "NO" groups for the purposes of debate.

Group 1. Students (A-L)	Group 2. Students (M-Z)
Assigments are by letters of last names.
Option # 1 NO: Students A-D	Option # 1 NO: Students M-P
Option # 2 YES: Students E-L	Option # 2 YES: Students Q-Z

RESOURCES:
1. Pamela Zurer, "Fate of Methyl Bromide is Still Up in the Air", C & E News, November 14, 1994. (CHM 110 Lab manual).

INTERNET WWW SITES:

Ozone Multimedia Tour

2. EPA Science of Ozone: Look especially at: Environmental Indicators - Ozone Depletion


3. Atmospheric Ozone - includes picture and figures, good review


4. Ozone Depletion Information: More detailed than the previous ones.
Ozone Depletion FAQ Part III: The Antarctic Ozone Hole
Ozone Depletion FAQ Part I: Introduction to the Ozone Layer
Ozone Depletion FAQ Part II: Stratospheric Chlorine and Bromine
Ozone Depletion FAQ Part IV: UV Radiation and its Effects

Stratospheric Ozone Explanations

Sites that support the ban of Methyl Bromide

Methyl Bromide Use Map in the U.S.

5. EPA methyl bromide home page

6. Business as Usual for Methyl Bromide

7. ARS Methyl bromide Research and Alternatives

9. A 2001 Methyl Bromide Ban - gives some alternatives and says that competition is not a good argument against the ban.

Sites that support the continued use of Methyl Bromide

10. Soil microbes eat methyl bromide, therefore not as much to react with ozone

11. Position Paper: A Reason to Oppose the Methyl bromide ban

12. Alternatives to Methyl Bromide: Skip down to Introduction for reasons not to ban methyl Br

13. Rumors about the phaseout of methyl bromide - gives the rumor about why methyl bromide should not be banned and then gives an answer.

14. Save Methyl Bromide - by Ben Leiberman at CEI - Competitive Enterprise Institute

Issue 2 - Discussion

DEBATE QUESTION:
Should the United States take a leading role in banning the production and use of methyl bromide because it is an ozone depleting chemical?

Various members of the class and the professor contributed to the discussion. Please read these postings before you make a contribution to this ongoing discussion. You may add new information for this discussion, make further comments on information already posted, or ask questions to other students or the professor about the information already posted. Answers to THREE Rounds of Discussion are required. This may be done all at once or you may wait for more of the discussion in Round 1 to be completed before giving your final answer to the question in Round 2.

Five questions from sub questions in 1-6 - find one that no one has answered, before doubling up.

Main debate question (Ques. 7)

One follow up response to another student.

Various members of the class and the professor contributed to the discussion. Please read these postings before you make a contribution to this ongoing discussion. You may add new information for this discussion, make further comments on information already posted, or ask questions to other students or the professor about the information already posted. Answers to THREE Rounds of Discussion are required. This may be done all at once or you may wait for more of the discussion in Round 1 to be completed before giving your final answer to the question in Round 2. A third round of discussion to respond to some other student is required after a number of students have posted.

Round 1 Discussion: (5 points)
Discussion Starters: Since an Issue is relatively complex, I have used the "General Questions" as a guideline to get the discussion started. For the 1st Round of Discussion we will consider questions 1-6. I have posed some simpler sub questions under these which you might answer to get things started. Each student should answer a total of 5 subquestions- one from each of the 6 main questions (one main question may be omitted). As more students join the discussion, they should answer questions that have not already been answered or may answer again and give additional information. You may pose other questions or make other comments that are relevant to the issue in Ques 6.

 

For this issue, everyone MUST answer either 2a - d as one of the five questions above.

 

 

Round 2 Discussion: (See QUES. 7 below) (4 points)
Give your final answer to the main issue question. Clearly state which option YES or NO that you support, then give brief reasons and explanations for your answer (3-5 paragraphs should be sufficient)

 

Round 3 Discussion: (1 point): After some students have posted responses in all of the questions 1-7, then for your final response, make a comment, rebuttal, or answer a question posed by the other students. The purpose for this is to try to get a little more "give and take" discussion of the issue as would happen in a "live" oral discussion. You may make a short response to points made in the final debate question (QUES. 7) or any of the sub questions 1-6.

Group 1. Students (A-L)	Group 2. Students (M-Z)
Assigments are by letters of last names.
Option # 1 Yes: Students A-D	Option # 1 Yes: Students M-P
Option # 2 No: Students E-L	Option # 2 No: Students Q-Z

QUES. 1. Identify the major technologies used and science concepts and principles which are applied to the technologies in this issue.Definitions: Technology is the application of scientific knowledge in the creation of new products and processes. Science is the knowledge gathered about the natural world through observations and controlled experimentation.

Ques. 1a: What is methyl bromide?

Ques. 1b: List some of the uses for methyl bromide.
Issue 2 Discusion Forum - Ques. 1

QUES. 2. Identify the issues, questions, limitations or drawbacks involved with the technology, especially environmental effects. Definition: Application of technology is called into question when the quality of life and/or the environment deteriorates.

Evidence of Ozone Depletion

For this issue, everyone MUST answer either 2a - d as one of the five questions above. Use the Evidence link above and answer questions in brief below.

Ques. 2a: Which months show evidence of the "ozone hole"?

QUES. 2b: For the Antarctica Ozone Hole give the approximate date and lowest concentration of ozone, in Dobson units, observed.

QUES. 2c: Is the distribution of ozone uniform over the surface of the globe?

QUES. 2d: Is there any evidence of a similar ozone hole hear the North Pole? Look particularly at dates in March and April.

Issue 2 Discusion Forum - Ques. 2

QUES. 3. For the issues and questions above, list/explain the science concepts and cause and effect relationships involved; and/or identify the use of the scientific method (Hypothesis? Experiments? Results and Conclusions?) to prove or disprove any of the questions or hypotheses.

Terms: Methyl bromide and U.V., bromine/ozone reactions, bromine recycling, ozone destruction

Ques. 3a: What is the relationship of ultraviolet light, ozone, and skin cancer?

Ques. 3b: Is methyl bromide a toxic chemical in its own right? Explain.

Ques. 3c: How does methyl bromide get up into the stratosphere and what happens to it there in the presence of ultraviolet light?

Ques. 3d: How do bromine atoms effect the ozone reactions?

Ques. 3e: How does one bromine atom recycle and destroy hundreds of thousands of ozone molecules?

Ques. 3f: What is the evidence that methyl bromide is mostly absorbed by the soil?
Issue 2 Discusion Forum - Ques. 3

QUES. 4. Identify the limitations or uncertainties of the science in understanding and/or solving the problem.

Definition: Science is more limited in its ability to deal with systems with complex interactions because it can effectively study only a small number of variables and is incapable of controlling all of the variables. The "answers" provided by science may not be proven beyond a shadow of a doubt.

Ques. 4a: How strong is the evidence that bromine from methyl bromide causes depletion of the ozone layer?

Ques. 4b: Some people do not believe that CFC's cause depletion of the ozone layer. Can you cite any evidence to support this side of the issue?
Issue 2 Discusion Forum - Ques. 4

QUES. 5. Identify the social, philosophical, and/or ethical issues.

Definition: Social issues relate to the general welfare of society. Philosophical issues relate to the principles and values for the conduct of life. Ethical issues are concerned with morals (distinction between right and wrong) and values (the ultimate worth of actions or "things").

Ques. 5a: Social: Should methyl bromides be allowed to protect the food supply or banned to protect from skin cancers?

Ques. 5b: Ethical: Should all necessary actions to prevent ozone destruction be taken to protect future generations of people?

Ques. 5c: Ethical: Should food growers and importers suffer economic losses if methyl bromide is banned in the United States, but not in some other parts of the world?

Ques. 5d: Philosophical: Should the protection of the environment be the highest priority - no matter what the costs?
Issue 2 Discusion Forum - Ques. 5

QUES.6. Identify any questions, comments, or "eye opening" new ideas related to this issue.

Issue 2 Discusion Forum - Ques. 6

QUES. 7. As an individual citizen or as a group, what course of action would you take regarding the main issue question? Interpret available information and data to formulate a solution and a plan of action.

Should the United States take a leading role in banning the production and use of methyl bromide because it is an ozone depleting chemical?

The instructor will divide the students into "YES" and "NO" groups for the purposes of debate.

Group 1. Students (A-L)	Group 2. Students (M-Z)
Assigments are by letters of last names.
Option # 1 NO: Students A-D	Option # 1 NO: Students M-P
Option # 2 YES: Students E-L	Option # 2 YES: Students Q-Z

Issue 2 Discusion Forum - Ques. 7 - Group 1. Students (A-H)
Issue 2 Discusion Forum - Ques. 7 - Group 1. Students (J-S)