Explain the ways in which gas pressure experiment the can be increased (more particles Explaining: students should Talking pressure introduced into a container, container Demonstrate and discuss some be asked to is made smaller, gas is heated). experiments that can be explained write a Describe what a vacuum is. with reference to air/gas pressures. description of Explain some of the effects of air After each experiment the students what happens pressure (e.g. using a straw, collapsing should be asked to write a description and an can). of what happens and an explanation explanation Exceeding using gas pressures. using gas Explain how barometers work. pressures. Plenary: Thinking about pressure Consider All Possibilities: a car tyre bursts. (Possible answers: there is a puncture; the pressure in the tyre was too high; the tyre got too hot.) Lesson 7Ha: The air we breathe Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: purity Explaining: Resources The use of: n/a Describe the difference between a mixture Students draw up a on a piece Elements, from 7Ha tables; line and pure substance. of paper with two columns headed compounds and Exploring graphs; Recall the of the most important gases and They mixtures Science. scatter ‘pure’ ‘mixture’/‘impure’. that are mixed together in air. define the terms and list as many Extend this by graphs; pie State that all matter is made up of tiny words or phrases connected with asking students charts; and particles called atoms. the headings as possible. Discuss to pick bar charts. Explain the differences between elements, the meaning of the terms when appropriate compounds and mixtures (with reference to referring to matter. terms to describe elements being substances that cannot be models as you broken down into anything simpler by Exploring: Displaying data display them chemical means). Tell students about a series of (e.g. pure, Explain the difference between an atom and investigations that could be done mixture, atoms, a molecule. about air and ask them to sketch molecules, Interpret particle models of mixtures, atoms, the type of chart or graph that they element and molecules, elements and compounds. would draw for each. Students compound). Securing should be encouraged to add labels
Explain the ways in which gas pressure can be increased (more particles introduced into a container, container is made smaller, gas is heated). Describe what a vacuum is. Explain some of the effects of air pressure (e.g. using a straw, collapsing can). Exceeding Explain how barometers work. Explaining: Talking pressure Demonstrate and discuss some experiments that can be explained with reference to air/gas pressures. After each experiment the students should be asked to write a description of what happens and an explanation using gas pressures. Plenary: Thinking about pressure Consider All Possibilities: a car tyre bursts. (Possible answers: there is a puncture; the pressure in the tyre was too high; the tyre got too hot.) experiment the students should be asked to write a description of what happens and an explanation using gas pressures. Lesson 7Ha: The air we breathe Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe the difference between a mixture and pure substance. Recall the of the most important gases that are mixed together in air. State that all matter is made up of tiny particles called atoms. Explain the differences between elements, compounds and mixtures (with reference to elements being substances that cannot be broken down into anything simpler by chemical means). Explain the difference between an atom and a molecule. Interpret particle models of mixtures, atoms, molecules, elements and compounds. Securing Starter: purity Students draw up a on a piece of paper with two columns headed ‘pure’ and ‘mixture’/‘impure’. They define the terms and list as many words or phrases connected with the headings as possible. Discuss the meaning of the terms when referring to matter. Exploring: Displaying data Tell students about a series of investigations that could be done about air and ask them to sketch the type of chart or graph that they would draw for each. Students should be encouraged to add labels Explaining: Elements, compounds and mixtures Extend this by asking students to pick appropriate terms to describe models as you display them (e.g. pure, mixture, atoms, molecules, element and compound). Resources from 7Ha Exploring Science. The use of: tables; line graphs; scatter graphs; pie charts; and bar charts. n/a
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