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Q6:
Why does ozone hole form over Antarctica? How will enhanced ultraviolet radiation affect us?
Solution :
Part 1: The Formation of the Ozone Hole over Antarctica
The "ozone hole" refers to a localized, dramatic thinning of the stratospheric ozone layer ($O_3$)—defined as ozone concentrations falling below $220 \text{ Dobson Units (DU)}$—which occurs annually over Antarctica during the Southern Hemisphere's spring (late August to early October). Though ozone-depleting substances like Chlorofluorocarbons (CFCs) are emitted globally, the extreme depletion is confined largely to the Antarctic region due to a unique convergence of meteorological and chemical conditions.
Step 1: The Meteorological Catalyst — The Polar Vortex
During the Antarctic winter (June to August), the absence of sunlight leads to severe radiative cooling. The temperature in the stratosphere plummets below $-80^\circ\text{C}$. The Coriolis effect and extreme temperature gradients establish a powerful, circulating band of winds known as the Polar Vortex. [Per fluid dynamics, this vortex acts as an isolated thermodynamic container, preventing warmer, ozone-rich air from the equator from mixing with the cold polar air.]
Step 2: Formation of Polar Stratospheric Clouds (PSCs)
Because the isolated air within the polar vortex is exceedingly cold, trace amounts of water vapor and nitric acid condense to form Polar Stratospheric Clouds (PSCs). These ice clouds are critical because they provide a solid heterogeneous surface for chemical reactions that cannot occur efficiently in the gaseous phase.
Step 3: Heterogeneous Chemical Activation (Winter)
Throughout the year, chlorine from decomposed CFCs is usually bound in stable, "reservoir" compounds, primarily hydrogen chloride ($HCl$) and chlorine nitrate ($ClONO_2$). During the dark Antarctic winter, the surfaces of the PSC ice crystals catalyze the conversion of these inert reservoirs into molecular chlorine ($Cl_2$) and hypochlorous acid ($HOCl$).
The catalytic reaction on the PSC surfaces is expressed as:
$ClONO_2(g) + HCl(s) \xrightarrow{\text{PSC surface}} Cl_2(g) + HNO_3(s)$
$ClONO_2(g) + H_2O(s) \xrightarrow{\text{PSC surface}} HOCl(g) + HNO_3(s)$
These reactive gases accumulate in the darkness of the polar vortex throughout the winter months.
Step 4: Springtime Photochemical Destruction of Ozone
When the Antarctic spring arrives in September, the return of sunlight introduces ultraviolet ($UV$) radiation. The UV photons break the weak chemical bonds of the accumulated $Cl_2$ and $HOCl$, releasing highly reactive chlorine radicals ($Cl^\bullet$).
$Cl_2 \xrightarrow{h\nu} 2Cl^\bullet$
$HOCl \xrightarrow{h\nu} OH^\bullet + Cl^\bullet$
Once freed, a single chlorine radical initiates a destructive, catalytic chain reaction [as per atmospheric photochemical kinetics, a single $Cl^\bullet$ atom can destroy up to 100,000 $O_3$ molecules before reacting with another compound to form a stable reservoir].
Part 2: The Biological Impacts of Enhanced Ultraviolet Radiation (UV-B)
The primary function of the stratospheric ozone layer is to filter out biologically damaging ultraviolet radiation, specifically UV-B ($280 \text{ nm} - 315 \text{ nm}$) and UV-C ($100 \text{ nm} - 280 \text{ nm}$). UV-C is entirely absorbed by oxygen and ozone, but a thinned ozone layer allows a dangerously high flux of UV-B to reach the Earth's surface. The impacts of enhanced UV-B on biological systems are profound and destructive.
Step 5: Cellular & Molecular Damage (DNA Mutagenesis)
At the molecular level, DNA and proteins strongly absorb UV-B radiation. The high energy of UV-B photons induces structural changes in DNA.
- Thymine Dimers: UV-B causes adjacent thymine bases on a DNA strand to covalently bond with one another, forming cyclobutane pyrimidine dimers.
- Mutations: If these lesions overwhelm the cell's nucleotide excision repair (NER) mechanism, it leads to transcription errors, mutations, and potentially malignant transformation (cancer).
Step 6: Impact on Human Health
Enhanced UV-B exposure triggers multiple severe pathophysiological conditions in humans:
| Anatomical System | Pathology / Effect | Mechanism / Theoretical Justification |
|---|---|---|
| Skin | Skin Aging & Skin Cancers (Melanoma, Basal Cell Carcinoma) | UV-B degrades collagen and elastin fibers in the dermis, accelerating aging. Persistent DNA damage to basal or melanocyte cells results in uncontrolled cellular proliferation. |
| Eyes | Snow-blindness, Cataracts, and Pterygium | The human cornea heavily absorbs UV-B radiation. High doses cause a painful inflammation of the cornea known as snow-blindness (photokeratitis). Chronic exposure causes opacification of the ocular lens (cataracts), leading to eventual blindness. |
| Immune System | Immunosuppression | UV-B damages Langerhans cells (antigen-presenting cells) in the epidermis, suppressing local and systemic cell-mediated immune responses, increasing susceptibility to infections. |
Step 7: Impact on the Broader Biosphere
In addition to human health, increased UV-B radiation heavily impacts global ecosystems:
- Phytoplankton Depletion: Phytoplankton, dwelling in the upper photic zone of oceans, are highly sensitive to UV-B. Their destruction cascades through the marine food web and reduces oceanic carbon dioxide ($CO_2$) sink capacity.
- Plant Productivity: Terrestrial plants exhibit stunted growth, reduced leaf area, and lower crop yields as UV-B impairs photosynthetic machinery.
Final Solution: The ozone hole forms exclusively over Antarctica due to the winter Polar Vortex and Polar Stratospheric Clouds (PSCs), which create a heterogeneous catalytic surface that stores active chlorine until springtime UV light triggers a massive ozone destruction cycle. The resulting depletion allows enhanced UV-B radiation to reach the Earth's surface, acting as a potent mutagen that causes human DNA damage, skin cancers, snow-blindness, cataracts, immune system suppression, and severe disruption of marine and terrestrial ecosystems.
More Questions from Class 12 Biology Environmental Issues EXERCISES
- Q1: What are the various constituents of domestic sewage? Discuss the effects of sewage discharge on a river.
- Q1: What are the various constituents of domestic sewage? Discuss the effects of sewage discharge on a river.
- Q2: List all the wastes that you generate, at home, school or during your trips to other places. Could you very easily reduce the generation of these wastes? Which would be difficult or rather impossible to reduce?
- Q2: List all the wastes that you generate, at home, school or during your trips to other places. Could you very easily reduce the generation of these wastes? Which would be difficult or rather impossible to reduce?
- Q3: Discuss the causes and effects of global warming. What measures need to be taken to control global warming?
- Q3: Discuss the causes and effects of global warming. What measures need to be taken to control global warming?
- Q4: Match the items given in column A and B:
- Q4: Match the items given in column A and B: Column A Column B (a) Catalytic converter (i) Particulate matter (b) Electrostatic precipitator (ii) Carbon monoxide and nitrogen oxides (c) Earmuffs (iii) High noise level (d) Landfills (iv) Solid wastes
- Q5(a): Write critical notes on the following: (a) Eutrophication
- Q5(a): Write critical notes on the following: (a) Eutrophication
- Q5(b): Write critical notes on the following: (b) Biological magnification
- Q5(b): Write critical notes on the following: (b) Biological magnification
- Q5(c): Write critical notes on the following: (c) Groundwater depletion and ways for its replenishment
- Q5(c): Write critical notes on the following: (c) Groundwater depletion and ways for its replenishment
- Q6: Why does ozone hole form over Antarctica? How will enhanced ultraviolet radiation affect us?
- Q7: Discuss the role of women and communities in protection and conservation of forests.
- Q7: Discuss the role of women and communities in protection and conservation of forests.
- Q8: What measures, as an individual, would you take to reduce environmental pollution?
- Q8: What measures, as an individual, would you take to reduce environmental pollution?
- Q9(a): Discuss briefly the following: (a) Radioactive wastes
- Q9(a): Discuss briefly the following: (a) Radioactive wastes
- Q9(b): Discuss briefly the following: (b) Defunct ships and e-wastes
- Q9(b): Discuss briefly the following: (b) Defunct ships and e-wastes
- Q9(c): Discuss briefly the following: (c) Municipal solid wastes
- Q9(c): Discuss briefly the following: (c) Municipal solid wastes
- Q10: What initiatives were taken for reducing vehicular air pollution in Delhi? Has air quality improved in Delhi?
- Q10: What initiatives were taken for reducing vehicular air pollution in Delhi? Has air quality improved in Delhi?
- Q11(a): Discuss briefly the following: (a) Greenhouse gases
- Q11(a): Discuss briefly the following: (a) Greenhouse gases
- Q11(b): Discuss briefly the following: (b) Catalytic converter
- Q11(b): Discuss briefly the following: (b) Catalytic converter
- Q11(c): Discuss briefly the following: (c) Ultraviolet B
- Q11(c): Discuss briefly the following: (c) Ultraviolet B
CBSE Solutions for Class 12 Biology Environmental Issues
Chapters in CBSE - Class 12 Biology
- Reproduction in Organisms
- Human Reproduction
- Reproductive Health
- Principles of Inheritance and Variation
- Molecular Basis of Inheritance
- Evolution
- Human Health and Disease
- Strategies for Enhancement in Food Production
- Microbes in Human Welfare
- Biotechnology: Principles and Processes
- Biotechnology and Its Applications
- Organisms and Populations
- Ecosystem
- Biodiversity and Conservation
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