rapidly when variables (proportion of Ask students what would happen to a fuel/oxygen mixture, the droplet size, fire if more oxygen was added. the oxidiser) are changed. Demonstrate the effect by placing a Exceeding burning splint in oxygen. Justify methods of risk reduction. Evaluate data on burning fuels to Plenary: Thinking about fire safety deduce the best energy per gram of Consider All Possibilities: A fire is fuel. extinguished. (Possible answers: Working Scientifically oxygen is excluded from the fire; the Identify variables that need to be heat is from the fuel by reducing controlled in a given experiment. its temperature with water; the fuel is Plan ways in which to control a simple used up.) control variable. Explain the need for a fair test. Plan ways in which to control more than one variable. Justify the choice of control variables. Lesson 8Ed: Air pollution Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: Water cycle pollution Exploring: Resources Calculating Students use Recall examples of non-metal oxide Students sketch the cycle and Measuring from 8Ed means. sticky to pollutants caused by burning fossil label it to show where the changes of pollution Exploring compare fuels and their impurities. state of water take place. They then Students can find Science. particulate (e.g. Describe the reactions of non-metals consider how air pollution leads to out about soot) pollution with oxygen. ground and water pollution as a result different in different Securing of the water cycle, and annotate their sampling areas. Explain the products formed by the diagrams to show this. techniques. complete and incomplete combustion of hydrocarbons. Exploring: Measuring pollution Explain the problems caused by Students use sticky cards to compare incomplete combustion. particulate (e.g. soot) pollution in Explain how sulfur dioxide and different areas. They should nitrogen oxides are produced in some formulate one or more hypotheses combustion reactions. about the locations that will have the
rapidly when variables (proportion of fuel/oxygen mixture, the droplet size, the oxidiser) are changed. Exceeding Justify methods of risk reduction. Evaluate data on burning fuels to deduce the best energy per gram of fuel. Working Scientifically Identify variables that need to be controlled in a given experiment. Plan ways in which to control a simple control variable. Explain the need for a fair test. Plan ways in which to control more than one variable. Justify the choice of control variables. Ask students what would happen to a fire if more oxygen was added. Demonstrate the effect by placing a burning splint in oxygen. Plenary: Thinking about fire safety Consider All Possibilities: A fire is extinguished. (Possible answers: oxygen is excluded from the fire; the heat is from the fuel by reducing its temperature with water; the fuel is used up.) Lesson 8Ed: Air pollution Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall examples of non-metal oxide pollutants caused by burning fossil fuels and their impurities. Describe the reactions of non-metals with oxygen. Securing Explain the products formed by the complete and incomplete combustion of hydrocarbons. Explain the problems caused by incomplete combustion. Explain how sulfur dioxide and nitrogen oxides are produced in some combustion reactions. Starter: Water cycle pollution Students sketch the cycle and label it to show where the changes of state of water take place. They then consider how air pollution leads to ground and water pollution as a result of the water cycle, and annotate their diagrams to show this. Exploring: Measuring pollution Students use sticky cards to compare particulate (e.g. soot) pollution in different areas. They should formulate one or more hypotheses about the locations that will have the Exploring: Measuring pollution Students can find out about different sampling techniques. Resources from 8Ed Exploring Science. Calculating means. Students use sticky to compare particulate (e.g. soot) pollution in different areas.
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