Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.OZONE > GEO 6 & SOLOS from Ozone Paragliders on Vimeo. Ozone - Geo 5 Buzz z5 light 4 170,00 Add to Wishlist. Ozone - Ozium 2 Light Xc and comptetition 1 210,50 1 345,00 Reduced price Add to Wishlist. Modern PRODUCT INFO Lighter, higher performance, and more fun than ever The new Geo 6 is the largest performance increase, and weight decrease, in the history of the series. This all new design delivers significantly better speed and glide throughout the entire speed range, with True Performance in active air. The new Geo 6 is the largest performance increase, and weight decrease, in the history of the series.
In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.Have you ever been sun burnt? How does this happen? Were you in the sun too long? Ultraviolet rays from the sun cause damage to our skin, as seen by sun burns and sun tans. At all angles of attack, and adding G-Strings, as seen on the Rush 5.Click to view other curriculum aligned to this Performance ExpectationThis activity focuses on the following Three Dimensional Learning aspects of NGSS:Analyze and interpret data to determine similarities and differences in findings.Alignment agreement: Thanks for your feedback! Science knowledge is based upon logical and conceptual connections between evidence and explanations.Alignment agreement: Thanks for your feedback!Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.Alignment agreement: Thanks for your feedback! Substances react chemically in characteristic ways. This all new design delivers significantly better speed and glide throughout the entire speed range, with True Performance in active air.Ozone Geo 6 is the Lightweight Version of The Buzz Z6 Light Intermediate - EN B.
Ozone Geo 5 Xc Free Oxygen Atom
When there are no outside disturbances, this process of breaking down ozone and building it back up occurs at a constant rate that keeps us protected from a lot the sun's harmful UV rays. Under normal circumstances, ozone is continuously being destroyed and regenerated by the sun's ultraviolet rays. Normally, the free oxygen atom combines with other oxygen atoms or molecules to produce ozone again. Sometimes the oxygen molecule breaks into two oxygen atoms as well.
The most common ozone-destroying pollutants are in a class of chemical compounds called chlorofluorocarbons (CFCs), which have been used in air conditioner coolants and aerosol spray propellants. The air currents that carry the pollution determine where the holes in the ozone exist.Scientists and engineers have been measuring the ozone layer for many years, and encouraging people to stop the destruction of the ozone layer by reducing the human-created pollutants that contribute to its depletion. These holes are not actual holes, but areas where the ozone layer is so thin that it lets more UV rays through. When this happens ozone breaks down much faster than it can build up and "holes" appear in the ozone layer.
Consider doing this activity in a common area or gym where you have plenty of space.Figure 2. For an ozone molecule, use two toothpicks and make the molecule in the shape of a "V." If you have time, have the students make the molecules at the start of the activity. For an oxygen molecule, attach one gumdrop to each end of a toothpick. Make 100 gumdrop molecules, a mix of O 2 (oxygen) and O 3 (ozone) molecules (see Figure 2). In today's activity, we are going to model just how pollutants destroy ozone. In other words, an increase in the amount of pollutants that reach the upper atmosphere disrupts the process that makes ozone our safe protective shield.
Say "GO," and give the OM and UV students 30 seconds to assemble or disassemble the molecules as quickly as possible (see Figure 3). Place the 100 molecules inside the circle, evenly distributed, along with 50 free (unattached) gumdrops and 25 toothpicks. On the floor, use the masking tape to create a circle approximately five feet in diameter (or big enough for 12 children to sit around). Choose three students to be "Ozone Makers" (OMs) and three students to be "UV Light" (UVs) (If the group is fewer than 12 students, assign only one or two students to be OMs and UVs.) These students should be of comparable dexterity and skill at making and disassembling the gumdrop molecules.
Students use toothpicks and gumdrops to assemble and disassemble oxygen (O2) and ozone (O3) molecules.Copyright © Tom Rutkowski, Graduate Fellow, Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder, 2003. Warn students not to stab themselves with toothpicks!Figure 3. The task of the OMs is to assemble oxygen (O 2) or ozone (O 3) molecules using the free gumdrops and toothpicks, including gumdrops and toothpicks that the UVs are pulling apart.
Refer to the Global CFC Production Graph, 1952-2000, noting the amount of chlorofluorocarbons in the atmosphere in 1956 (about 100,000 tons). Suggestion: Divide the circle into sections and have each student count his or her section, then add them for the total this is quicker and gives the students practice adding! Have the students count and record the number of each molecule.
Look at the CFC graph again and determine the number of CFCs that were present in 1962 (200,000 tons, or two CFC students). After counting and recording the number of molecules, restore the number of intact molecules to approximately 100 total, in preparation for the next step. The UVs and CFCs should have "won." In other words, the number of intact molecules should be somewhat less than were present at the beginning of the interval. At the end of the interval, count and record the number of molecules remaining. Repeat the exercise for another 30-second interval, with the OMs assembling molecules, and the UVs and the CFC disassembling the molecules.
Data analysis: After completing the activity with 2000 values (or 1988 values, the maximum, depending on when you choose to stop), it is time to "analyze" the data. Remember to start each new run with about 100 molecules. The number of remaining molecules at the end of each run should go up and down accordingly. Repeat these steps for subsequent years on the CFC graph, adding or subtracting (especially after 1988!) the appropriate number of CFC students (1 student = approximately 100,000 tons of CFCs).
(Time-saving tip: Some students could be working on these drawings while the other students are conducting the activity. They should only draw as many molecules on the paper as were left at the end of the respective run (that is, approximately 100 molecules pre-1965, approximately 0-10? molecules in 1988). Have them draw the O 2 and O 3 molecules of a given (consistent) size distributed evenly over the paper. Square for each run of the exercise. Have the students cut a 2 ft. Use the butcher paper to make a striking visual representation of the data.
This represents a natural balance in the atmosphere.) Why didn't any UVs get to Earth during the first run? (They should not have been able to!) (Answer: Even though the UVs were breaking the molecules, the oxygen atoms were recombining to form oxygen and ozone just as fast, so they were able to absorb UV once again. Who were the UVs? (Answer: The UVs were dangerous ultraviolet radiation from the sun, trying to get to Earth where they can cause damage and sickness.) Who were the OMs? (Answer: The OMs were the free oxygen atoms in the atmosphere, bonding together due to their chemical attraction for each other.)
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